L1+LaPierre,+Tiarra


 * LESSON PLAN FORMAT**
 * __Teacher’s Name__****:** Ms. LaPierre **__Date of Lesson__:** Self-Knowledge/Comic **Life**
 * __Grade Level__****:** 10th grade **__Topic__:** Narrator
 * __Objectives__**
 * Students will understand** that the narrator affects the way we interpret characters and events. **Students will know** the definition of theme, narrator, and point of view as well as be able to identify characters such as Gatsby, Nick, Tom, Daisy, Jordan, Myrtle and George. **Student will be able to** consider how narrator biases and point of view effect the way we discern truth and interpret character and events.

Maine Learning Results: English Language Arts, A: Reading A2: Literary Texts, //The Great Gatsby// Grades 9-Diploma Students read text, within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions.
 * __Maine Learning Results Alignment__**


 * Rationale:** Students will use literary terms to analyze and interpret The Great Gatsby and describe how narrator biases and point of view effect the way we interpret the novel.
 * __Assessment__**

Students will use fact and opinion organizers to discern truths about characters independently. Using the Jigsaw method of cooperative learning students will study different characters and report their findings to their group mates. After group discussions students will be given a few minutes to add new ideas and information they have learned to their graphic organizers. Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" Understanding will be pre-assessed by responding to self-assessments in the form of KWL charts, which ask students what they have learned, what they still have questions about and eventually what they have learned by the end of the unit. Students will receive feedback from the teacher as well as peers and revise their work accordingly.
 * Formative (Assessment for Learning)**

Students will create a Comic Life in order to understand how the narrator effects the way we interpret characters and events. In class we will discuss the term “unreliable narrator” and view comics exposing the attitudes and biases in The Great Gatsby. Students will learn to discern truth from opinion and make inferences about characters based on those truths. Their Comic Life should reflect what they have learned about the importance of the narrator as well as use evidence from the text to support their interpretation of characters and events. Students will also be provided with a rubric that includes all the important information for their Comic Life and presentation in order to make sure each student has the resources necessary to prove their understanding.
 * Summative (Assessment of Learning)**


 * __Integration__**

Students will be arranged in groups of 5 in order to participate in the Jigsaw method of cooperative learning. Each individual will become an expert in their topic (character) and bring their information back to the group. The group will designate a Discussion leader/facilitator, a reporter to explain the group’s findings to the class, as well as one or two people to record information.
 * Technology:** Students are going to create a Comic Life to express their understanding of Point of View and narrator biases.
 * Art:** In this lesson students will design a Comic Life and utilize art skills such as photography, graphic design or their own artwork in order to complete the project.
 * Creative Writing:** Students will create original plots and dialogs.
 * Music:** Students are allowed and encouraged to use music to enhance their presentation.
 * __Groupings__**


 * __Differentiated Instruction__**

**Strategies:** **Modifications/Accommodations:**
 * **Verbal~** Discussing excerpts from the text. Reading passages of evidence aloud to peers. Lecture.
 * **Logical~** Categorizing evidence and discerning truth from opinion.
 * **Visual~** Show comics portraying character biases. Visual interpretation of point of view.
 * **Musical~** Play 1920's Jazz age music during group work.
 * **Interpersonal~** Group discussions and reflection on characters. Working with others to compile ideas and perspectives.
 * **Intrapersonal~** Independent research of a character. Make inferences about individual characters.


 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

**Extensions**
 * Absent:** Students who have missed class can retrieve teacher notes from the class wikispace in order to catch up. Students will be expected to notify the teacher in case of an absence and propose via email how they plan to catch up on what they have missed. Any assignments due on the day of absence are also expected to be turned in via email by the end of your regularly scheduled class time.

Students will utilize Type II technology in the form of a Comic Life during this lesson.
 * __Materials, Resources and Technology__**


 * Technology: Students are going to create a Comic Life to express their understanding of Point of View and narrator biases.
 * Fact and Opinion graphic organizers (1 per student)
 * Copy of Unit Syllabus (1 per student)
 * Comic Handout (1 per student)
 * Copies of The Great Gatsby
 * Laptops for each student
 * Cameras
 * 1920’s Music
 * __Source for Lesson Plan and Research__**
 * The Great Gatsby by F. Scott Fitzgerald
 * Rubric: []
 * This is the website I used to create my Rubric.
 * [|KWL Chart]
 * This is a digital copy of the organizer I will be using.
 * [|Comic Handout]
 * This is the site I will be using to provide comic examples for my students.
 * [|Jigsaw Learning]
 * Here there is a brief explanation of the Cooperative learning group I will be using.


 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**

In my classroom I will accommodate students who require spontaneity and benefit and learn from the use of a variety of resources and manipulative by always allowing a certain autonomy within the curriculum. They will have opportunities to choose their activities and have freedom within their projects, whether it is choosing a character to focus on or the format with which they will demonstrate understanding. Students will participate in group activities during every lesson in order to support their adaptive environment needs. We will use type II technologies such as Comic Life which allows students to experience new resources that allow them to explore their creativity and express their freedom. Students who prefer a more organized and structured routine will benefit from clear descriptions of what is expected of them in each activity. These students will receive a grading rubric or checklist before starting the actives will list expectations and help them to organize and clarify their thoughts throughout the project. There will also be graphic organizers to help students structure their thoughts and help meet their needs. Students who enjoy analyzing, exploring, and discussing will have plenty of support in my classroom. Students will be asked to find quotations from the text in order to help analyze the themes and defend assertions. They will also accumulate pieces of rationale for an argument by focusing on critical details. Using their graphic organizers these students will organize their thoughts and learn about new key concepts and themes. Students who require an encouraging and supportive classroom environment with mutual respect between themselves and their peers will have their needs met by working in groups and participating in peer evaluation. Constructive feedback from peers and myself will be a key asset in my classroom in order to help students feel supported and enthusiastic.
 * //Rationale://**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**


 * //Rationale://**

Students will know the definition of theme, narrator, and point of view as well as be able to identify characters such as Gatsby, Nick, Tom, Daisy, Jordan, Myrtle and George. Please refer to content notes for expansion on these ideas. //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// Students are reading __The Great Gatsby__, as an age appropriate text, and are analyzing narrator biases using quotes from the book in their //Comic Life//. Student will be able to consider how narrator biases and point of view effect the way we discern truth and interpret character and events. Students will discern fact from opinion in order to uncover truths and more fully interpret the text which creates a deeper understanding of the novel as a whole.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

Students are using Comic Life in order to create a comic that exposes truths about different characters by using various points of view not seen in __The Great Gatsby__. This is a Type II technology because it allows students to integrate elements that cannot be added to a regular comic. Students who wish to go beyond the original objectives of this lesson are welcome to use multiple forms of narration to convey the truths or untruths about the characters from the great Gatsby and explain the specific effect of each.
 * //Rationale://**
 * **Verbal~** Discussing excerpts from the text. Reading passages of evidence aloud to peers. Lecture.
 * **Logical~** Categorizing evidence and discerning truth from opinion.
 * **Visual~** Show comics portraying character biases. Visual interpretation of point of view.
 * **Musical~** Play 1920's Jazz age music during group work.
 * **Interpersonal~** Group discussions and reflection on characters. Working with others to compile ideas and perspectives.
 * **Intrapersonal~** Independent research of a character. Make inferences about individual characters.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

**//Rationale://** In this class I will use both Formative and Summative Assessments in order to track student progress. Students will be formally assessed and graded on their Comic Life presentations, as well as on their class participation. However students' Fact and Opinion organizers and KWL charts will be informally assessed as well. Students will use fact and opinion organizers to discern truths about characters independently. Using the Jigsaw method of cooperative learning students will study different characters and report their findings to their group mates. Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" Understanding will be assessed by responding to self-assessments in the form of KWL charts, which ask students what they have learned and what they still have questions about. Students will receive feedback from the teacher as well as peers and revise their work accordingly. Students will create a Comic Life in order to understand how the narrator effects the way we interpret characters and events. In class we will discuss the term “unreliable narrator” and view comics exposing the attitudes and biases in The Great Gatsby. Students will learn to discern truth from opinion and make inferences about characters based on those truths. Their Comic Life should reflect what they have learned about the importance of the narrator as well as use evidence from the text to support their interpretation of characters and events. Classroom arrangement is set up in a semi circle of grouped desks/tables (4-5 students per group) around the perimeter of the classroom with the board at the opening of the semi circle. All students face inwards in the circle with a view of the board in order to create an atmosphere that fosters group discussion and allow a “stage” area for presentations. Class 1~ 1. Hook: Allow students time to read comics and discuss. (15 Minutes) 2. Objectives: Explain what students will understand, know, and be able to do. (5 minutes) 3. Pre-assessment: Fill in KWL, parts K and W. (5 Minutes) 4. Graphic Organizer: Allow students time to fill in their graphic organizer. (20 minutes) 5. Cooperative Learning: Use jigsaw method to discuss graphic organizer and compile information. (15 minutes) 6. Comic Life Tutorial: Show students how to use Comic Life and allow them to play with it. (15 minutes) 7. Hand out and discuss rubrics so students will have the information they need to complete their project within the upcoming days. (5 minutes) Class 2~ 1. Cooperative Learning: Students form groups to work on writing and finishing their Comic Life for presentations the next day. (30 minutes) 2. Feedback: The teacher will conference with each group and provide feedback according to each groups needs. (20 minutes). 3. Editing: Students will begin revising their projects based on peer and teacher feedback. (25 minutes). 4. Assign Homework- Tell students that they need to finalize their Comic Life for homework and ask if there are any questions. (5 minutes). Class 3~ 1. Group preparation: Students will meet with their groups at the beginning of class to prepare their presentations of the Comic Life. (10 minutes). 2. Presentations: Each group presents their project to the class (40 minutes). 3. Commentary: Each group will display their Comic Life somewhere around the room and students from each group will visit each display and give positive commentary. (15 minutes). 4. Concluding lecture: The teacher will congratulate students on their hard work and wrap up discussion on symbolism. (10 minutes). 5. Post Assessment: Students will fill out the L section of their KWL charts and hand in along with their projects and rubrics. (5 minutes). Students will understand that the narrator effects the way we interpret characters and events The Great Gatsby utilizes the device of first person narration to expose the biases of an unreliable narrator. Human beings are frequently prisoners of their own limited perspectives and the perspectives of others in their families, communities and cultures. It is important to learn the difference between truth and opinion and the Great Gatsby is an excellent catalyst for that form of thinking. //Students will read text, within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions//**.** I will display "Hark a Vagrant" comics dealing with The Great Gatsby and discuss, based on what we know of the novel, what elements create humor.
 * __Teaching and Learning Sequence__****:**
 * Agenda:**
 * Where, Why, What, Hook, Tailors:** Visual, Linguistic, Interpersonal, Intrapersonal.

Students will need to know the definition of theme, narrator, and point of view as well as be able to identify characters such as Gatsby, Nick, Tom, Daisy, Jordan, Myrtle and George. Students will use fact and opinion organizers to discern truths about characters. Using the Jigsaw method of cooperative learning students will study different characters and report their findings to their group mates. Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" I will check for understanding by issuing self-assessments in the form of a KWS chart, asking students what they have learned and what they still have questions about. Students will receive feedback from peers and the teacher and revise their Comic Life accordingly. Students will add "finishing touches" to their Comic Life that make work seem more professional and appealing.
 * PARAGRAPH 2**
 * Equip, Explore, Rethink, Revise, Tailors:** Logical, Visual, Linguistic, Intrapersonal.

Students will be able to discern truth and understand narrator biases and what effect they have on interpretation (**explain**). Students create a Comic life that expresses truths about characters that have been misrepresented by an unreliable narrator. Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" I will check for understanding by issuing self-assessments in the form of a KWL chart, asking students what they have learned and what they still have questions about. (**rethink**). Students will receive feedback from peers and the teacher and revise their Comic Life accordingly (**revise**). Students will add "finishing touches" to their Comic Life that make work seem more professional and appealing (**refine**). Introduce Comic Life here; present tutorial
 * PARAGRAPH 3**
 * How am I going to select these groups? What is the cooperative learning piece? How are students going to get into their groups?**
 * Explore, Experience, Rethink, Revise, Refine, Tailors:**

Students will be provided with a rubric explaining the exact criteria they will need to meet in order to prove they have met the standard. Also a portfolio of student work and writing will be kept in order to monitor the progress of the student.
 * Evaluate, Tailors:**


 * __Content Notes__**

Students will know the definition of theme, narrator, and point of view as well as be able to identify characters such as Gatsby, Nick, Tom, Daisy, Jordan, Myrtle and George. An explanation of Point of View and its multiple usages can be found at []. A thorough definition of theme and narrator may also be found at []. Nick is the narrator of The Great Gatsby and describes the characters and events of the novel from the first person point of view. He, unlike the rest of the characters, is not rich. He lives in West Egg in a small and modest house next to Gatsby's mansion. He is Daisy's cousin and went to College with Tom. He becomes Gatsby’s sole companion and confidante who ends up making all the arrangements for Gatsby’s funeral. [] provides a list of the other major characters from __The Great Gatsby__, and an analysis of each.


 * __Handouts__**

· Fact and Opinion graphic organizers (1 per student) · Comic Handout (1 per student)