L5+Kahler,+Michael

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mike Kahler ** **__Lesson #:__ 5 __Facet:__** **Interpretation**
 * __ Grade Level __**** : 11 ** **__Numbers of Days:__ 4**
 * __ Topic: __ Literature **


 * __ PART I: __**


 * __ Objectives __**

Students will understand that adequate exposure to a wide range of texts including poems, dramas, and stories is important.

Students will know novel, short story, interconnectedness of themes.

Students will be able to Evaluate the significance of many pieces of literature.

Common Core State Standards Content area: Reading Grade Level: 11-12 Domain: Literature Standard: Range of Reading and Level of Text Complexity By the end of grade 11, read and comprehend literature, including stories,drama, and poems, in the grade 11 CCR text complexity band proficiency, with scaffolding as needed at the high end of the range.
 * Product: ** Students will create a webspiration connecting multiple works to a common them.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: This lesson requires students to read and comprehend a wide range of texts. **


 * __ Assessments __**


 * __ Pre-Assessment: __**

Groups of 3 students will jigsaw and explain to one another different pieces of writing. (__On the Road__ excerpt, __Moby Dick__ excerpt, and __Fear and Loathing in Las Vegas__ excerpt). By doing this students will check for understanding within their own group. By circulating through the classroom during this time the teacher will see what students understand and what they do not understand.Students will create a word web connecting multiple works to a single theme. This will be done before the summative assessment which is very similar. By checking these the teacher can see what the students understand. They will be further prepared for the final project by doing this.Students will indicate their level of understanding of each of the works with a thumbs up or a thumbs down. This will let the teacher know if the students have a basic understanding of the material.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will then get to make adjustments to their webspirations after getting feedback from me. By doing this timely feedback will let students know what they need to understand more. They will then get to adjust their final project. Students will create a word web connecting multiple works to a single theme. Working on this as a group will give students a chance to check one another's work. Students will be able to self assess themselves with a checklist. Students will create a webspiration connecting multiple works to a common them. Each student will need show how these themes are connected using using the tool Webspiration. When they present they will have to further explain the interconnectedness of the works with evidence such as quotes from the works. Students will have to include some material from class, but are perfectly welcome to add other material too. Author information can also be used to connect works.
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: Students will use Webspiration to show the interconnectedness of many different works of literature. The teacher will give the students a brief tutorial on how to use Webspiration before the students begin their projects. **


 * Content Areas: Math: Students will create Webspirations which require logical thinking to organize in an effective manner. **

Students will create a word web connecting multiple works to a single theme. Groups of 3 students will jigsaw and explain to one another different pieces of writing. (__On the Road__ excerpt, __Moby Dick__ excerpt, and __Fear and Loathing in Las Vegas__ excerpt). Students will count off in threes to form these groups. Within these groups students will each have the responsibility of explaining one of the works of literature to the rest of the students in the group.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Naturalist:** __Moby Dick__ has many naturalist themes.
 * Verbal:** Students will discuss the different works when they jigsaw.
 * Logical:** The word web will be used to organize the material.
 * Interpersonal:** The jigsaw activity will allow the students to interact.
 * Intrapersonal:** Students will work alone on the Webspirations.
 * Visual:** The graphic organizer will connect the stories visually.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Absent students will be required to read the materials and download a graphic organizer to start work on the project at home. When they come back to class this organizer will be checked by the teacher before they can start work on the Webspiration.
 * Plan for accommodating absent students: **
 * __ Extensions __**

Gifted Students: Gifted students will be asked to use a narrower focus than the rest of the students when making the Webspiration. Instead of a broad topic such as The American Dream they may do something like The New American Dream. This will focus them further, and make them think more about which works to include.
 * Type II technology: ** Students will use Webspiration to show the interconnectedness of many different works of literature. The teacher will give the students a brief tutorial on how to use Webspiration before the students begin their projects.

// Webspiration // // Webspiration Tutorial // // On The Road Excerpt // //Fear and Loathing in Las Vegas Excerpt// //Moby Dick Excerpt// //Laptops// //Checklist// //Word Web//
 * __ Materials, Resources and Technology __**

// Webspiration Tutorial - //http://www.youtube.com/watch?v=i-UKDREPHKs&feature=related //Webspiration - http://www.mywebspiration.com/// //Word Web - http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf// //Moby Dick Chapter 36 -// http://www.literaturepage.com/read/mobydick-171.html http://www.literaturepage.com/read/mobydick-172.html http://www.literaturepage.com/read/mobydick-173.html http://www.literaturepage.com/read/mobydick-174.html http://www.literaturepage.com/read/mobydick-175.html http://www.literaturepage.com/read/mobydick-176.html http://www.literaturepage.com/read/mobydick-177.html http://www.literaturepage.com/read/mobydick-178.html //On The Road Chapter 1 -// http://www.cosmic-kitchen.com/c-books.php?id=Kerouac,_Jack__1957__On_The_Road&chap=chap_41 //Fear and loathing in Las Vegas Chapter 1 -// http://www.myspace.com/hsthompson/blog/169906766
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages //

For this lesson the classroom will be arranged in groups of four.

10 minutes Attendance and overview of lesson 20 minutes Watch video clip and hold discussion 5 minutes Thumbs up/down activity 45 minutes jigsaw activity 10 minutes Attendance 20 minutes Discussion of __On The Road__ 20 minutes Discussion of __Fear and loathing in Las Vegas__ 20 minutes Discussion of __Moby Dick__ 10 minutes Clarifying questions 10 minutes Attendance 20 minutes Present student sample, and explain product 30 minutes Work on Word Web 20 minutes Webspiration tutorial 10 minutes Attendance 45 minutes Work on Webspirations 25 minutes Quick Webspiration presentations
 * __Day 1__**
 * __Day 2__**
 * __Day 3__**
 * __Day 4__**

Students will understand that adequate exposure to a wide range of texts including poems, dramas, and stories is important. Through the reading of multiple pieces of literature students range of text familiarity will be widened. **(Where?)** Many pieces of literature can easily be applied to your own life. The literature that will be covered has universal American themes which are essential to growing up as an informed citizen who sees and understands the world though multiple points of view. **(Why?)** Range of reading and text complexity will be evidenced through the reading and comprehending of multiple works. **(What?)** Watch opening scene from __Fear and Loathing in Las Vegas.__ This will engage students with a modern film which is derived directly from material covered in class making it more entertaining for a restless young audience **(Hook)**
 * Visual:** The film is a way to reach visual learners.

Students will know novel, short story, interconnectedness of themes. All of these will be learned through working with materials in each of the mediums, and connecting them thematically. **(Equip)** Students will create a word web connecting multiple works to a single theme. Doing this activity will get students to look at works in terms of a broad theme. This will lead them to comprehend more, and be able to connect the main ideas of one work with those of another work. **(Explore)** In groups of 3 students will jigsaw and explain to one another different pieces of writing. (__On the Road__ excerpt, __Moby Dick__ excerpt, and __Fear and Loathing in Las Vegas__ excerpt). This will allow students t teach one another. By dong this each student will have to form their own understanding of a piece of material to present it to a group. They will then learn the condensed version of each work from other group members multiplying their understanding. **(Rethink)** Students will comment on each others word webs before making their Webspiratons. This web will serve as a draft to the final product. Students will fully understand and receive feedback on the work that they are doing before putting it into its final form. **(Refine)** Students will then get to make adjustments to their webspirations after getting feedback from me. By allowing students to revise work after it has been passed in once they will be able to show a mastery of concepts that were still missing during the initial assignment. **(Revise) Naturalist:** __Moby Dick__ has many naturalist themes. **Verbal:** Students will discuss the different works when they jigsaw. **Logical:** The word web will be used to organize the material. **Interpersonal:** The jigsaw activity will allow the students to interact. **Intrapersonal:** Students will work alone on the Webspirations. **Visual:** The graphic organizer will connect the stories visually.

Students will create a word web connecting multiple works to a single theme. Doing this activity will get students to look at works in terms of a broad theme. This will lead them to comprehend more, and be able to connect the main ideas of one work with those of another work. **(Explore)** Students will create a webspiration connecting multiple works to a common them. This will be done upon completion of the word web that the students have put together while in a group with other students. This opportunity for some collaboration on a similar project will carry the students through their final product with added creativity and understanding of the material **(Experience)** In groups of 3 students will jigsaw and explain to one another different pieces of writing. (__On the Road__ excerpt, __Moby Dick__ excerpt, and __Fear and Loathing in Las Vegas__ excerpt). This will allow students t teach one another. By dong this each student will have to form their own understanding of a piece of material to present it to a group. They will then learn the condensed version of each work from other group members multiplying their understanding. **(Rethink)** Students will comment on each others word webs before making their Webspiratons. This web will serve as a draft to the final product. Students will fully understand and receive feedback on the work that they are doing before putting it into its final form. **(Refine) Visual:** The graphic organizer will connect the stories visually. **Naturalist:** __Moby Dick__ has many naturalist themes. **Verbal:** Students will discuss the different works when they jigsaw. **Logical:** The word web will be used to organize the material. **Interpersonal:** The jigsaw activity will allow the students to interact.

Students will self asses themselves through the use of a checklist. This will allow the to know the requirement for the projects that they are working on. Since the project has few requirements other than the minimum connections made between the different works, and minimum connections made between the works and the real world students will easily be able to asses how wel they are making their connections. Timely feedback will be given on the same checklist that the students hand in with their product. Any requirement that is not met will be marked, and overall quality of the product will be assessed. These comments can then be used to revise the project if it is necessary. This assignment will connect to everything that is covered in the class as it will take past knowledge and have students use that knowledge to develop a new skill, interconnecting themes.


 * __ Content Notes __**

Chapter 36: The Quarter-Deck (Enter Ahab: Then, all.)
Ahab finally makes an official appearance before the men. First, he stirs the crew by calling out simple questions about their mission, to which they respond in unison. He then presents a Spanish gold doubloon, proclaiming, “Whosoever of ye raises me a white-headed whale with a wrinkled brow and a crooked jaw. . . he shall have this gold ounce, my boys!” The men cheer, and the harpooners ask if it is Moby Dick that Ahab seeks. Ahab then confesses, in response to Starbuck’s query, that it was indeed Moby Dick who stripped him of his leg, and he announces his quest to hunt the whale down. The men shout together that they will hunt with Ahab, though Starbuck protests that he “came here to hunt whales, not [his] commander’s vengeance.” Ahab commences a ritual that binds the crew together: he orders all of his men to drink from one flagon that gets passed around. Telling the harpooners to cross their lances before him, Ahab grasps the weapons and anoints Queequeg, Tashtego, and Daggoo “my three pagan kinsmen there—yon three most honorable gentlemen and noble men.” He then makes them take the iron off of the harpoons to use as drinking goblets. They all drink together as Ahab proclaims, “God hunt us all, if we do not hunt Moby Dick to his death!”

__On The Road__ //On the Road// is a novel of characters more than of plot, of moods and places, visions described, and above all, the unceasing movement of the characters. It is all centered on the hero, Dean Moriarty. Here the scene is set, with descriptions of Sal's life before Dean, and foreshadowing of their sadder, older lives after this period. In the first sentence, Sal says that he has just split with his wife and recovered from a serious illness. He feels depressed and tired, stagnant. Dean's arrival and personality spark everything into motion. Sal has always dreamed of the West, where he has never been, and Dean, the personification of Sal's dream of the West, arrives. The theme of ideas of the East--intellectual, stagnant, old, saddened, and critical--versus ideas of the West--passionate, young, exuberant and wild--starts here; characters are often described with the attributes of the places which they are from--or rather, Sal's idea of that place (See descriptions of Dean and Marylou). Both Dean, "Western kinsman of the sun," and the West, for Sal, are new horizons, wild, open and free. In the first-person narrative, we can only see, think, and feel through Sal, further filtered by the lens of memory, and Kerouac sticks to this thoroughly and admirably. Sal thinks in verbose descriptive impressions and long, rambling sentences, like the way Sal and Dean and Carlo talk, and dense paragraphs often over a page long. The sentences attain a breathless quality, skillfully embodying the excitement and motion of the characters and events (for an example, see the 150-word sentence describing Dean working as a parking-lot attendant). In a more sober interpretation, the language is sometimes elegiac, suggesting Sal's nostalgia for a past that is irretrievably gone. Sal describes his friends as thoroughly and truthfully as he can, and seems to also depict himself truthfully, sometimes self-deprecatingly. He is definitely the writer, the observer, often a little behind or at a distance--perhaps to see more clearly: when Dean and Carlo Marx meet, Sal falls behind them at once, watching them. He's also late in starting west, and can't hitchhike and travel as easily as he thought, having to take the bus all the way to Chicago. The others, he imagines, are already there, having great fun. Sal's appreciation of Dean's reckless impulsiveness and seeming ease is sharpened by his desire to have these qualities himself. The opening section also introduces an important characterization of Dean as a "holy con-man": the combination of veneration and truthful perception is a tone central to the entire novel. The idea of a trickster hero-saint appears in many mythologies, such as the Monkey King in Chinese literature. In //On the Road,// this idea is humanized and complex, applying to both Dean and the events of the novel. Sal knows that eventually, Dean may disappoint and desert him, but he loves him anyway and goes along for the adventure. Dean is saint and con-man at once. It's a kind of faith Sal is describing, making reason and rationality irrelevant. Similarly, the adventure may later prove to be a hollow sham, but for this moment, it is grand.

__Fear and Loathing in Las Vegas__ The preface quotes [|Samuel Johnson]: //He who makes a beast of himself gets rid of the pain of being a man//. The quotation alludes to the protagonists' profuse drug use in escaping the coarse realities of American life; passages detail the failed [|counterculture], people who thought drug use was the answer to society's problems. The contradiction of //solace in excess// is thematically similar to //[|The Great Gatsby]//, a favourite novel of Thompson's. H. S. Thompson posits that //his// drug use (unlike Dr. Leary's mind-expansion experimentation drug use), is //intended// to render him a mess; that he is the poster boy of a generation of "permanent cripples, failed seekers...;" their erratic behaviour depicts the restless failure his generation feels. The "American Dream" is the novel's prevalent thematic motif, while searching for the literary and metaphoric American Dream, and for an eponymous real place in Las Vegas, Duke and Dr Gonzo find only a burnt psychiatric office. At story's start, Duke claims their adventure shall be a "gross, physical salute to the fantastic possibilities of life in this country", an idea soon cooled when the excess and fear settle in them. Throughout //Fear and Loathing in Las Vegas//, the protagonists go out of their way to degrade, abuse, and destroy symbols of American consumerism and excess, while Las Vegas symbolizes the coarse ugliness of mainstream American culture.

// On The Road Excerpt // //Fear and Loathing in Las Vegas Excerpt// //Moby Dick Excerpt// //Checklist// //Word Web//
 * __ Handouts __**


 * __ 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. //**
 * //__ Learning Styles __//**
 * // Clipboard: For the clipboards there will be an agenda on the board so that they know the order in which we will be doing that days activities. //**


 * // Microscope: We will get deep into the facts of a story before we start to discuss what these facts imply. Everything that we talk about will start out with a strong basis in fact. //**


 * // Puppy: We will create a comfortable environment through the group work that we do. Students will get to know each other well. Students work and personal artifacts from my life will be placed in the room to create a very personalized environment. This will make it very comfortable to learn in. //**


 * // Beach Ball: In my classroom activities will be varied, and we will not stick on the same activity for to long. Projects will have multiple aspects so //**


 * // Rationale: Different strategies for learning will be incorporated into the lesson. Students will be given a varying array of instructional choices that are structured. Various forms of group work will facilitate creating a comfortable environment for students. //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** Students will be able to make thematic connections between the works of Kerouac, Thompson, Melville, and the material covered in previous lessons.


 * // MLR or CCSS: //**//Common Core State Standards//

//Content area: Reading//

//Grade Level: 11-12//

//Domain: Literature//

//Standard: Range of Reading and Level of Text Complexity//

//By the end of grade 11, read and comprehend literature, including stories,drama, and poems, in the grade 11 CCR text complexity band proficiency, with scaffolding as needed at the high end of the range.//

Rationale: By having students read multiple pieces of literature in this lesson and interconnecting them their significance to America will be unlocked.
 * // Facet: //**Students will be able to Evaluate the significance of many pieces of literature.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**


 * Naturalist:** __Moby Dick__ has many naturalist themes.


 * Verbal:** Students will discuss the different works when they jigsaw.


 * Logical:** The word web will be used to organize the material.


 * Interpersonal:** The jigsaw activity will allow the students to interact.


 * Intrapersonal:** Students will work alone on the Webspirations.


 * Visual:** The graphic organizer will connect the stories visually.

Students will use Webspiration to show the interconnectedness of many different works of literature. The teacher will give the students a brief tutorial on how to use Webspiration before the students begin their projects. Gifted Students: Gifted students will be asked to use a narrower focus than the rest of the students when making the Webspiration. Instead of a broad topic such as The American Dream they may do something like The New American Dream. This will focus them further, and make them think more about which works to include.
 * // Type II Technology: //**
 * // Rationale: This lesson incorporates a variety of learning strategies to teacher students who learn through a wide range of learning styles. //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

Groups of 3 students will jigsaw and explain to one another different pieces of writing. (__On the Road__ excerpt, __Moby Dick__ excerpt, and __Fear and Loathing in Las Vegas__ excerpt). By doing this students will check for understanding within their own group. By circulating through the classroom during this time the teacher will see what students understand and what they do not understand.Students will create a word web connecting multiple works to a single theme. This will be done before the summative assessment which is very similar. By checking these the teacher can see what the students understand. They will be further prepared for the final project by doing this.Students will indicate their level of understanding of each of the works with a thumbs up or a thumbs down. This will let the teacher know if the students have a basic understanding of the material. Students will create a webspiration connecting multiple works to a common them. Each student will need show how these themes are connected using using the tool Webspiration. When they present they will have to further explain the interconnectedness of the works with evidence such as quotes from the works. Students will have to include some material from class, but are perfectly welcome to add other material too. Author information can also be used to connect works. About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // Formative: //**
 * // Summative: //**
 * // Rationale: These assessments will show the students mastery in understanding different concepts in literature. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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