L4+Toto,+Kaitlin


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


 * Teacher’s Name:** Ms. Toto
 * Lesson # :** Four
 * Facet:** Empathy
 * Grade Level:** 9 to Diploma
 * Topic:** //The Crucible//

__**Objectives**__

 * Student will understand that** there is more than one theme in //The Crucible//.
 * Student will know** the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse
 * Student will be able to** create an interview/podcast between several characters from the play using Garageband.

__**Maine Learning Results Alignment**__
English Language Arts - A) Reading A2) Literary Arts Grade 9 to diploma //The Crucible//
 * Rationale:** 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.

__**Assessment**__
Students will be asked to complete an idea wheel; this will benefit students who think in terms of images and pictures. If they desire, students may draw their ideas, rather than write them. The "Idea Wheel" is divided into four sections. This particular lesson is focusing on better familiarizing students with the characters of Miller's play. At the end of this lesson students will be recording a podcast which will depict an interview with several of the characters from the play. Once students have complete their graphic organizer, students will work in "Numbered Heads Together" groups. Once students have finished their group discussions, and once class is nearly ended, students will complete exit cards using index cards. Exit cards will be informally assess. At the beginning of the following class, I will discuss the questions asked on the exit cards and allow students to help their peers to understand. There will be a cumulative checklist for the podcast which will be completed by each group of students and the teacher upon collection.
 * Formative (Assessment for Learning)**

Students will create a podcast interview of any character(s) their group chooses. Each podcast will be evaluated by use of a checklist. (Students will have received the checklist at the beginning of the unit.) Each group's podcast should demonstrate that the students understand their character(s) development and perspective from the play.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will utilize Type II technology in the form of a podcast during this lesson.
 * History**: Students will continue to familiarize themselves with the factual and historical people that are present within the text.

__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 create a podcast/interview with a group of students.
 * Visua**l: "Idea Wheels" will be used as a graphic organizer; students may draw and sketch their ideas.
 * Intrapersonal**: Students will work individually on their graphic organizers and "exit cards."
 * Interpersonal**: Not only will students work in "Numbered Heads Together" groups, but they will also work with another group to create a podcast.
 * Kinesthetic**: Students will role play the final scenes from the play.
 * Logical**: Students will organize their thoughts using the "Idea Wheel."

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

Students will utilize Type II technology in the form of Garageband during this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
Materials needed...
 * printed graphic organizer handouts
 * printed checklist for students to use as self-assessment
 * a copy of //The Crucible// for each student
 * computers and/or laptops
 * LCD projector for History Channel video hook at the beginning of class; to project class notes from the class Wikispace.
 * index cards for each student to use as "exit cards"

__Source for Lesson Plan and Research__
I retrieved the "Idea Wheel" from the following website: [] I read about the "Numbered Heads Together" grouping at the following website: [] I found the video which will be used for the hook at the following website: [] I found a Garageband tutorial at the following website: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students who are identified as **clipboards** will find the "Idea Wheel" to be the most helpful. These students are highly organized in their thinking, and will be able to make connections between the characters introduced in the play and people they've come across in their everyday lives. 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 portraying to the characteristics and personality traits of a specific character from 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//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** 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 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal**: Students will create a podcast/interview with a group of students.
 * Visua**l: "Idea Wheels" will be used as a graphic organizer; students may draw and sketch their ideas.
 * Intrapersonal**: Students will work individually on their graphic organizers and "exit cards."
 * Interpersonal**: Not only will students work in "Numbered Heads Together" groups, but they will also work with another group to create a podcast.
 * Kinesthetic**: Students will role play the final scenes from the play.
 * Logical**: Students will organize their thoughts using the "Idea Wheel."

Students will be asked to complete an idea wheel; this will benefit students who think in terms of images and pictures. If they desire, students may draw their ideas, rather than write them. The "Idea Wheel" is divided into four sections. This particular lesson is focusing on better familiarizing students with the characters of Miller's play. At the end of this lesson students will be recording a podcast which will depict an interview with several of the characters from the play. Once students have complete their graphic organizer, students will work in "Numbered Heads Together" groups. Once students have finished their group discussions, and once class is nearly ended, students will complete exit cards using index cards. Exit cards will be informally assess. At the beginning of the following class, I will discuss the questions asked on the exit cards and allow students to help their peers to understand. There will be a cumulative checklist for the podcast which will be completed by each group of students and the teacher upon collection. Students will create a podcast interview of any character(s) their group chooses. Each podcast will be evaluated by use of a checklist. (Students will have received the checklist at the beginning of the unit.) Each group's podcast should demonstrate that the students understand their character(s) development and perspective from the play.
 * //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.

The lesson will begin with the "Salem Witch Trials" hook (**5 minutes**) Students will receive a new copy of the KWL chart (**2 minutes**) Students will be asked to complete the KWL chart individually (**10 minutes**) Idea Wheel graphic organizers will be passed out (**2 minutes**) Students will divide into their "Numbered Heads Together" groups (**5 minutes**) Students will work in their "Numbered Heads Together" groups (**20 minutes**) After the groups have retired, students will pick two or three other students to work on their podcasts with; I will record the names of each group member (**5 minutes**) In their new groups, students will choose who will play which role in the actual podcast and which characters the group would like to represent (**15 minutes**) Students will receive blank index cards to use for their "exit cards" (**2 minutes**) Students will complete their "exit cards" and pass them in before they leave the classroom (**10 minutes**) Total: **76 minutes**
 * Agenda** (each day is 80 minutes)
 * Day 1**:

Students will understand that there is more than one theme in //The Crucible//. By the end of the lesson, students should know that //The Crucible//'s themes of intolerance, reputation, and guilt are universal, even in today's world. 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. I will begin the lesson by showing my students a video from historychannel.com, appropriately named "The Salem Witch Trials." My hope is that the video, containing a spooky and creepy quality, will grab my students' attention since we will be reading //The Crucible// around the Halloween season.
 * Where, Why, What, Hook Tailors**: Visual, Intrapersonal, Kinesthetic

In order for students to succeed in this lesson, they need to be familiar with the characters from Miller's play. Since this is the fourth lesson of the entire unit, and the second lesson in which characters are the main focal point. Students should know the personalities of Miller's characters, but should also keep in mind the actual people they were based off of, such as Judge Thomas Danforth. Students will begin the first day of this lesson by completing "Idea Wheels." Once the graphic organizers are entirely completed, students will participate in the "Numbered Heads Together" group activity. The completion of this activity will lead students into a class discussion based off the questions posed to the groups of students. Before class officially ends, each student will complete an "exit card." Each student will be required to answer one to three questions on their index card before leaving. He or she may also ask any questions that he or she may have. The final summative assessment will be a five to seven minute podcast depicting a fictional interview amongst the characters from the play.
 * Equip, Explore, Rethink, Revise, Trailors**: Verbal, Interpersonal, Logical

Students will be able to create an interview-style podcast between several characters of their choice, using Garageband. Although this lesson is the fourth one of the entire unit, it will be the second lesson covering Miller's characters. Students will hopefully have a relatively decent grasp of the different characters' personalities, their conflicts and perspectives. The students will organize their thinking by using the Idea Wheel graphic organizers. For the podcast itself, students will work in groups of three or four, depending on the class size. Students will be allowed to choose their own groups for this project. I contemplated picking this groups myself, especially for those students who may be shy or have mild anxiety about working with other students, but I'd really like to allow my students at least one opportunity to create their own work environment. Once in their groups, students will need to choose which characters they will be representing in their podcasts. Each student will have a different role; their should be one student to interview the characters and all other students will be asked to play the role of a character. The entire group is responsible for creating the questions and answers for the interview. Students will be asked to pass in a copy of their scripts for feedback before completing their podcasts. The feedback will be relevant and timely. Once their projects are completed, I will off recorded feedback. Students will be required to make revisions to their work; they can either re-write the script or they can choose to fix their podcasts to meet the suggested feedback.
 * Explore, Experience, Revise, Refine, Tailors:** Verbal, Interpersonal, Logical

Students will self-asses their work by using a checklist which is provided for at the beginning of the lesson. The checklist will be available to the students to use during the entirety of their projects. As soon as each group of students has finished their script, I will collect them and offer any and all suggestions and feedback. Students will receive their scripts with feedback the following class period. It is important for students to understand the characters from //The Crucible// during this lesson because their final and most major project will be mainly focusing on the characters and how they would behave in a new environment and under new circumstances.
 * Evaluate, Tailors:** Intrapersonal, Logical, Verbal

Students will know the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse. The students will also be introduced to the actual people listed above. Miller took some artistic liberties when writing his play; students show know the non-fiction versions of these characters. 1. [] This source will give students a quick and basic foundation of characters before they begin reading the play. Students may choose to use this website to decide which character they will follow throughout the play and see how that particular character develops as the plot of the play unfolds. Students will follow one character and, by the end of the unit, should understand the importance of character development and the diverse characters presented within Miller's play. 2. [] The link listed above is similar to the first one, however, the information provided on the website's page is more in-depth and far more analytical of the main characters from the play. 3.[] The link copied above is a character map which should prove helpful for the students. It is a wonderful visual aid that shows students how each character is related to the next. It allows them a brief overview of each characters role within the text.
 * Content Notes**


 * Handouts**
 * checklist students will use to self-assess their podcasts
 * "Idea Wheel" graphic organizer
 * KWL charts