L3+Toto,+Kaitlin


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Toto
 * Lesson # :**Three
 * Facet:** Perspective
 * Product:** Glogster
 * Grade Level:** 9 to Diploma
 * Topic:** //The Crucible//

__**Objectives**__

 * Student will understand that** the symbol of McCarthyism presented in //The Crucible.//
 * Student will know** the importance of a particular symbol or symbols from a text uncovers a deeper cultural and societal meaning of the time the author wrote his or her novel.
 * Students will be able to** use Glogster to create a poster depicting the theme of McCarthyism presented in //The Crucible//.

__**Maine Learning Results Alignment**__
English Language Arts - A) Reading A2) Literary Arts Grade 9 to diploma //The Crucible// Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions.
 * Rationale:** Students will learn the symbol of McCarthyism presented in the text by creating a virtual poster using Glogster.

__**Assessment**__
Students will use their Cluster/Word Web graphic organizer to create a solid foundation for their learning. Students will also complete "exit cards" at the end of class which I will collect and assess that evening. The following class there will be a class discussion, mainly led by students, to answer any and all questions posed on the "exit cards."
 * Formative (Assessment for Learning)**

Students will create a Gloglster using this [|website] focusing on the symbol of McCarthyism from the play. Their virtual posters will be evaluated by use of a rubric. (Students will have received the rubric at the beginning of the unit.) Each student's Glogster should demonstrate that he or she understands the symbol McCarthyism present within the text. Students will work individually to create their posters; however, students will work together in groups of three for peer review. Each student will complete a rubric for his or her group members, offering suggestions and revisions for their comics. Once the posters have been previewed by the group, each student will pass his or her product in for teacher feedback. The students will receive their ungraded product back the following class with any and all feedback, comments and suggestions for improvement. Each student will then have the opportunity to improve his or her product. Once students have made the changes they wish to make to their Glogster, each poster will be collected for final assessment. The assessment will consist of a rubric which students would have received at the beginning of the lesson, and would have used for peer feedback.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will utilize Type II technology in the form of Glogster during this lesson.
 * History**: Students will be introduced to Senator Joe McCarthy and what is now known as McCarthyism.

__Groupings__
Students will work in "Numbered Heads Together" groups during this lesson. Students will be given a number, either one, two, three or four. Questions will be asked of each group. Students will work together in their to answer the questions in order that each student may be prepared to give an answer. Once the each group has answered all of their questions, I will call out a number. The students with the number that I called out will be asked to answer the question. The goal of this exercise is that if one student is unable to give the complete answer to a question, a student with the same number will be able to elaborate more or will be able to clarify better.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will receive oral feedback from peers regarding posters created on Glogster.
 * Logical/Mathematical:** Students will use the "Cluster/Word Web" graphic organizers during this lesson.
 * Visual/Spacial:** Students will be creating a visual representation of the symbol presented in the text.
 * Intrapersonal:** Posters made on Glogster will be individually completed.
 * Interpersonal:** Students will offer each other suggestions, etc. on posters via a completed checklist //and// orally.
 * Natuarlist:** Students will understand the physical climate of 1950's Communist Russia.

//I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accomidations.//
 * Modifications/Accommodations**

For planned absences, students need to check the class Wikispace and make it a point to see the teacher to receive any forms, assignments, notes, etc. For unplanned absenses students should check the class Wikispace, and if possible should complete any homework or assignments. Skype will be available for absent students.
 * Absent**

__**Materials, Resources and Technology**__
Materials needed...
 * printed graphic organizer handouts
 * a copy of //The Crucible// for each student
 * computers and/or laptops
 * LCD projector for the [|"The Red Lending Menace"] video, courtesy of the Cobert Repor; to project class notes from the class Wikispace
 * index cards for each student to use a "exit cards"

__Source for Lesson Plan and Research__
Hook video was provided by the [|Cobert Report] I retrieved the Cluster/Word Web from [] Further information regarding McCarthyism: [] A fiction novel containing actual events regarding Communism in America, //A Guided Tour through the Museum of Communism//.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students who are identified as **clipboards** will find the "Cluster/Word Web" to be the most helpful. These students are highly organized in their thinking, and will be able to make connections between the symbol of McCarthyism in Miller's play and the 1950's Red Scare. Students who are identified as **beach balls** will enjoy the "Numbered Heads Together" group activity because it will allow them to be surrounded by their peers in a social setting. Each student is expected to be supportive, helpful and respectful of his or her peers. This activity will allow the beach balls to work with their peers in a safe environment that is also fun and conducive to learning. Students who are identified as **puppies** will find the "supportive group" they need by working within the "Numbered Heads Together" groups. Students will be most comfortable while working in these groups because of the "encouraging atmosphere" and "safe climate." Students who are puppies will be most communicative while working in groups where their colleagues are respectful and encouraging. Students who are identified at **microscopes** will enjoy the information presented in the lesson because it will allow them to analyze concepts via discussions with their peers. Students will be focusing on critical details about McCarthyism, the Red Scare and how these two topics are directly related to Miller's play.
 * //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.//**
 * Rationale:**

English Language Arts - A) Reading A2) Literary Arts Grade 9 to diploma //The Crucible// Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will learn the symbol of McCarthyism presented in the text by creating a virtual poster using Glogster.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Verbal:** Students will receive oral feedback from peers regarding posters created on Glogster.
 * Logical/Mathematical:** Students will use the "Cluster/Word Web" graphic organizers during this lesson.
 * Visual/Spacial:** Students will be creating a visual representation of the symbol presented in the text using Glogster.
 * Intrapersonal:** Posters made on Glogster will be individually completed.
 * Interpersonal:** Students will offer each other suggestions, etc. on posters via a completed checklist //and// orally.
 * Natuarlist:** Students will understand the physical climate of 1950's Communist Russia.

Students will use their Cluster/Word Web graphic organizer to create a solid foundation for their learning. Students will also complete "exit cards" at the end of class which I will collect and assess that evening. The following class there will be a class discussion, mainly led by students, to answer any and all questions posed on the "exit cards." Students will create a Gloglster using this [|website] focusing on the symbol of McCarthyism from the play. Their virtual posters will be evaluated by use of a rubric. (Students will have received the rubric at the beginning of the unit.) Each student's Glogster should demonstrate that he or she understands the symbol McCarthyism present within the text. Students will work individually to create their posters; however, students will work together in groups of three for peer review. Each student will complete a rubric for his or her group members, offering suggestions and revisions for their posters. Once the posters have been previewed by the group, each student will pass his or her product in for teacher feedback. The students will receive their ungraded product back the following class with any and all feedback, comments and suggestions for improvement. Each student will then have the opportunity to improve his or her product. Once students have made the changes they wish to make to their Glogster, each poster will be collected for final assessment. The assessment will consist of a rubric which students would have received at the beginning of the lesson, and would have used for peer feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__

 * Classroom arrangement**: The desks in the classroom will be arranged in clusters which will allow students to easily view the whiteboard, chalkboard, projector, etc.

Students will view "The Red Lending Menace" video, courtesy of Stephen Cobert (**15 minutes**) Students will role play the second half of Act II, pages 60 to 76 (**60 minutes**) Students will complete an "exit card," asking any questions they may have regarding Communism (**5 minutes**)
 * Day 1**:

A class discussion will be held regarding the questions posed on the previous class' "exit cards" (**10 minutes**) Students will work in "Numbered Heads Together" groups (**30 minutes**) An expert from the novel //A Guided Tour Through the Museum of Communism// will be read (**15 minutes**) Students will be introduced to Senator Joseph McCarthy and the Red Scare of the 1950s via lecture (**25 minutes**) Total: **80 minutes**
 * Day 2**:

Students will complete their "Cluster/Word Web" graphic organizers (**20 minutes**) Students will registers with Glogster.com (**10 minutes**) Students will have time to experiment using Glogster (**20 minutes**) Students will spend the rest of class brainstorming ideas for their virtual posters (**30 minutes**) Total: **80 minutes**
 * Day 3**:

Students will have the entire class period to work on their virtual posters (**80 minutes**) Total: **80 minutes**
 * Day 4**:

Students will peer review two other student's Glogster products (**40 minutes**) Students will finish working on their Glogster projects (**40 minutes**) Total: **80 minutes**
 * Day 5**:

During this lesson students will be discovering the connection between the Red Scare, McCarthyism and the symbol of Miller's play. Students will learn that play-writes and authors frequently pull material from their surroundings. Students will understand that when Miller wrote //The Crucible// Senator Joseph McCarthy was warning American citizens about the invasion of Russians into society, thus creating the Red Scare and what is known today as McCarthyism. The Maine Learning Result standard A2 (//students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions//)is appropriately and sufficiently met by several aspects of this lesson. The hook for this lesson was provided by //The Cobert Report//. Stephen Cobert is a comedian on Comedy Central; he produced this clip for his television show. This particular clip makes several connections between the Red Scare of the 1950's and events that are happening in the 21st century.
 * Where, Why, What, Hook, Tailors:**

Students will be using the Cluster/Word Web graphic organizers. At the end of each class, students will be asked to complete "exit cards." I will assess student knowledge by reading each index card. Students are asked to answer one or two questions at the end of class, but they are encouraged to ask questions that they might have had a chance to ask during the class period. The following class a discussion will be held based off of the questions the students asked.
 * Equip, Explore, Rethink, Revise, Tailors:**

Students will work individually on their Glogsters, but will work in groups for "Numbered Heads Together." In order for students to get into their groups efficiently, each student will call off a number, either one, two, three or four. There will then be a group one, a group two, a group three and a group four.


 * Content Notes**


 * Handouts**
 * Copies of the Cluster/Word Web graphic organizer
 * Copies of the rubric which will be used to assess students' Glogster