L1+Kahler,+Michael

** LESSON PLAN FORMAT **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * __ Teacher’s Name __**** : ** Mr. Kahler **__Lesson #:__ 1 __Facet:__** Self Knowledge
 * __ Grade Level __**** : ** 11 **__Numbers of Days:__** 2 **__ Topic: __** Literature
 * __ PART I: __**
 * __ Objectives __**** Student will understand that ** learning to work through upper level material is very important.


 * Student will know **reading strategies.


 * Student will be able to **recognize strengths and weaknesses in their reading ability.


 * Product: ** blog w/ links

//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.//
 * __ Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __** //Common Core State Standards//
 * Rationale: ** This lesson is designed to teach students reading strategies that will help students to read and comprehend literature.

want to know how to do with reading.
 * __ Assessments __**
 * __ Pre-Assessment: __** Students will do a KWL chart that describes what they know about their reading ability and what they

.


 * __ Formative (Assessment for Learning) __**** Section I – checking for understanding during instruction **Students will get into groups of four and discuss their strengths and weaknesses in reading. This discussion will also encourage students to self evaluate their strengths and weakness with reading and comprehension. They will then discuss their own personal strategies for reading. Students will tell me a weakness in their reading as they leave the classroom, and I will provide them with a strategy to help them overcome this weakness.


 * Section II – timely feedback for products (self, peer, teacher) **Students will receive feedback from peers and the teacher and get to edit their blogs after they are initially completed. As students leave the room they will need to tell the teacher one weakness in their reading ability, and the teacher will then give them a strategy to help overcome that weakness.


 * __ Summative (Assessment of Learning): __ Blog:** Write a blog entry detailing your strengths and weaknesses as a reader. This must include hyperlinks to strategies that will help you overcome your weaknesses. This activity will encourage students to find out where they stand as readers, and let them begin working on a way to strengthen their abilities. By working with a group to start the activity students will get a chance to find out some strategies that they will be able to use in the future. I will then read the blogs and give feedback for a rewrite.


 * __ Integration __**** Technology: ** Technology will be integrated through the use of a blog with hyperlinks to websites with strategies for overcoming their reading weaknesses. I will integrate technology by having a sample of this product on my blog.


 * Content Areas: ** History: Students will read a short story about Native Americans which incorporates history into the lesson.


 * __ Groupings __**** Section I - Graphic Organizer & Cooperative Learning used during instruction ** Students will use a storyboard to map out the short story "The Indian Camp." Students will then think pair share with their Summer seasonal partner to start a classroom discussion about the short story. Later students will work with their Summer seasonal partner, and another pair of partners to discuss their reading strategies.


 * Section II – Groups and Roles for Product **Students will work with their Summer seasonal partner, and another pair of partners to discuss their reading strategies. The teacher will walk around the room while students work on their products, and give them feedback in the comments section of their blog post.


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal:** There will be a discussion of the short story "The Indian Camp."**Visual:** A storyboard graphic organizer will be utilized to map out the story.**Logical:** Students will categorize their strengths and weakness in reading "The Indian Camp".**Musical:** The hook includes a slam poet who is performing rhythmically. **Intrapersonal:** Students will spend time alone reading and mapping out the story "The Indian Camp".**Interpersonal**: Students will hold group discussion about their strengths and weaknesses as readers and strategies to become better readers.


 * __ 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. //
 * Plan for accommodating absent students: ** If a student is absent for this lesson they will need to get a copy of "The Indian Camp" from me and get a story board to fill out. The storyboard will need to be completed on their own and brought in the next day where other students will give a summary of the discussion from the previous day. A blog post will also be made on their own, and the other students in the class will give feedback in their comments section.


 * __ Extensions __**
 * Type II technology: ** Technology will be integrated through the use of a blog with hyperlinks to websites with strategies for overcoming their reading weaknesses. I will integrate technology by having a sample of this product on my blog.


 * Gifted Students: ** Gifted students will be asked to give examples of the practical application of strategies that they use instead of blogging about their strengths and weaknesses.

// Storyboard // // "The Indian Camp" // //laptops// //seasonal partners// //writing instruments// //blogger tutorial//
 * __ Materials, Resources and Technology __**// Blog accounts //

http://www.slideshare.net/Marcus9000/how-to-use-blogger // storyboard //http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.pdf // reading strategies //http://www.paec.org/david/reading/general.pdf // "The Indian Camp" information for discussion //http://www.sparknotes.com/lit/inourtime/section3.rhtml // Hook //http://www.youtube.com/watch?v=ppwowTJg0mI
 * __ Source for Lesson Plan and Research __**// Blogger tutorial //


 * __ 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 synthesis 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) //

Desks will be set up in rows with two desks paired together. __**Day1**__ 10 minutes Attendance, hook, overview of lesson. 40 minutes Hand out "The Indian Camp", have students read "The Indian Camp" and fill out storyboard. 25 minutes Discussion of "The Indian Camp" 5 minutes Exit ticket on weaknesses with reading and comprehension. Strategy given as feedback. __**Day 2**__10 minutes Attendance, seasonal partners, hand out rubric 15 minutes Blogger tutorial/set up accounts15 minutes KWL on reading strategies 15 minutes Reading strategy discussion in groups of 4 20 minutes Write blog post while I walk around giving feedback. Peers will give feedback on each other as they finish. 5 minutes Clean up/ tell students to refine for homework.

Through this lesson students will understand that learning to work through upper level material is very important **(Where?).** This unit will focus on the teaching of powerful reading and comprehension strategies that will result in students being able to work through upper level material with proper scaffolding from the teacher, but it will also teach them how to draw important details out of the readings and allow students to actually comprehend what it is that they are looking at. Learning to wok through upper level material will help with all of your classes from here on out, and be very helpful when reading anything while at home or work. You will not be be able to live as an informed citizen if you can not read and comprehend the news. **(Why?)** By learning to comprehend what you are reading you become an overall better person who is more capable taking care of themselves. As an adult you will even be required to read and sign many important documents. By learning to comprehend these readings you will open up a whole new world of understanding and be a more informed citizen**.** this will even apply to work in the future as you will have to deal with reading at one point or another**.** It is unavoidable**,** so you might as well take the time to work on it now to better prepare yourself for the future. Range of reading and text complexity is the standard that comes into play here as being able to read a range of different material or a higher level is what I am teaching students to do through this lesson. Giving them the actual that will strengthen them as readers enough to support them through the rest of their lives, and exposing them to a wide range of texts is the goal of this lesson. It will better prepare my students for the future even if they don't pursue their academics any further. **(What?)** I will hook my students with a video of a slam poetry performance **(Hook).** This will show them what they can get from a strong comprehension of reading. The ability to craft words into something much like what an author does can be seen through this performance, and show students how cool a real understanding of the English language can be. **Verbal:** There will be a discussion of the short story "The Indian Camp." **Visual:** A storyboard graphic organizer will be utilized to map out the story. **Logical:** Students will categorize their strengths and weakness in reading "The Indian Camp". **Musical:** The hook includes a slam poet who is performing rhythmically. **Intrapersonal:** Students will spend time alone reading and mapping out the story "The Indian Camp". **Interpersonal**: Students will hold group discussion about their strengths and weaknesses as readers and strategies to become better readers. Students will know reading strategies. **(Equip)** Have students read "The Indian Camp" and fill out the storyboard. This will give them and you an opportunity to see their own ability to read and comprehend literature. From this point you can run a discussion of "The Indian Camp" which will show them all that they are missing when they read. This example of the closeness that they need to have while reading is going to to make them even more aware of the areas in which they thrive and the areas that they are weak. Students will then be broken up into groups where they can unite to talk about their strengths and weaknesses as readers, and discuss the methods they they all use to overcome weakness in their reading and comprehension. This will give them strategies that they will be able to implement themselves in the future so that they can understand the material more **(Explore/rethink)**. I will deliver instruction through my discussion of "The Indian Camp" but also by walking around the room and talking to the students as they discuss their reading strategies. Here i will be able to give my own input so that all of my students will get some instruction from me on new strategies. They will also get input from the peers in their own groups. The storyboard that I give them will help them to address the issue of understanding plot, but the discussion will lead them to strongly understand a close reading where they will look at the writing to understand what the author's message really was, what the whole points of the piece is. The cooperative learning activity is there to help students address the content in a small groups where they can give one another feedback while I walk around the room giving them additional instruction. Students will have to use the storyboard to map out the plot of the short story "The Indian Camp." This will cause them to recognize their strengths and weaknesses as readers as they will have to be able to understand plot development throughout the story. This will lead them to get a strong understanding of their ability to read and follow plot. After a class discussion of all of the story including the style of Hemmingway's writing, and way that packs additional meaning into his stories students will have a better understanding of their ability to comprehend writing. These two portions of the activity will make students aware of their weaknesses and strengths as readers and prepare them for the next part of the lesson where they get into groups with their Summer seasonal partners and the group of seasonal partners positioned right in front of them or behind them. Here they will discuss their reading strengths and weakness with their group members. This will further their understanding of reading strategies and the strengths and weakness that they have. After this discussion students will work on their blog postings about their strengths and weaknesses as learners. Since students are working alone they will have to follow the rubric that I give them to make sure they do the project correctly and show that they are learning new strategies for reading. Students will be able to recognize strengths and weaknesses in their reading ability after working on this project. Students will rethink by working i groups to discuss their strengths and weaknesses as readers. They will then have a chance to revise after getting feedback from me on their project. They will also have a chance to refine after submitting a first draft and receiving feedback. Students will self assess by using a rubric that I design for the project. They will use this a reference while they make their projects so that they can make sure that they are doing their project correctly. I will give timely feedback by using the rubric that they have used for reference while making their blog posts. This will make grading much easier becasue the students will include exactly what I'm looking for in their projects. They should receive feedback the day following their project. This connects to the next lesson becasue the next lesson also teaches reading strategies. This one is designed to expose students to strategies for reading ad comprehension, but the next will be more focused towards understanding how to use them. This will also help them on future homework assignments because they will all include a need for proficient ability in reading and comprehension.
 * __ Content Notes __** Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

Summary
Nick Adams and Nick's father arrive at the lake shore with Nick's Uncle George. Two Indians are waiting there to pick them up. The Indians row the two men and one boy across the lake in two boats. Nick asks where they are going and his father replies that they are going to the Indian camp because an Indian woman is very sick. The boats arrive on shore and they all walk through a meadow to the woods. There, they follow a trail that leads to the logging road, which is much lighter. Around a bend, they come upon some shanties. Nick, his father, and his uncle enter the one nearest the road. Inside, they find an Indian woman who has been in labor for two days. She is lying on the bottom bunk of a bed. Her husband is on the top bunk with a cut foot. When she cries out in pain, Nick’s father explains that she hurts because her muscles are trying to get the baby out of her body. Nick asks if he can give her anything to make the pain stop, but Nick's father answers that he does not have any anesthetic. Nick's father boils some medical instruments and washes his hands carefully. He explains to Nick that babies are supposed to be born head first but sometimes become turned around. He says that he may have to operate on this woman. When he does operate, several men must hold the woman down. She bites Uncle George. A boy is born. Nick's father asks Nick if he likes being an intern. Nick lies and says he likes it fine. However, Nick refuses to watch his father sew up the woman. Afterward, Nick’s father and Uncle George are elated from the excitement of such a haphazard delivery. Nick's father says that the father of the baby must be very excited. He goes over to the father and pulls back his blanket. The father's throat is slit and the razor lies next to him. Nick's father tells Uncle George to take Nick away, but he does not do so before Nick sees his father tip the Indian father's head back.On the way home, Nick’s father apologizes for bringing him, all his excitement gone. Nick asks if women always have a hard time having babies. The answer from his father is no. Nick then asks why the man killed himself, to which his father replies that he must not have been able to stand things. Nick asks if many men kill themselves. His father says no. Nick asks the same question about women. His father says no again. Nick asks where Uncle George went. His father says that he will show up later. Then, Nick asks if dying is hard. His father says that he thinks it is probably pretty easy. There is silence. The sun is coming up, a fish jumps, and Nick runs his fingers through the water. Nick thinks to himself that he is pretty sure that he will never die.====Commentary==== This story introduces the theme of masculinity in these stories. Hemingway turns a typically female act in a female space into a male-dominated situation. Although this story is about a childbirth, it focuses on the experience of the doctor rather than the woman. Plus, instead of a natural childbirth, the baby is brought into the world by a Caesarian section, which is a surgical procedure. The woman does not even have a role in such an operation. Instead, this squaw is held down by the men present as a man takes over the role of child-birthing. After the birth, Uncle George and Nick’s father have a playful, exuberant camaraderie over the job well done.In this masculine atmosphere, the suicide of the Indian father, then, seems to be an example of a man acting in a feminine manner. Nick’s father says that he probably killed himself because he could not stand it. Nick’s father could not think much of this man’s courage because he brought his young son to see what the father could not stand. Nick’s father and Uncle George exhibit more ideal male behavior. Nick’s father does not hesitate to examine the state of the man’s body. And, Uncle George, clearly disturbed by the scene, simply withdraws from company. This kind of stoicism is what Nick's father seems to want to teach Nick--he does not give Nick long answers to his questions, and he treats this incident with silence himself. This strong, silent masculinity reappears throughout these stories. Reading Strategies* set a purpose for reading http://www.paec.org/david/reading/general.pdfUse this for further information on reading strategies.
 * Preview text
 * Activate background knowledge
 * Predict
 * crosscheck
 * re-read
 * Predict and confirm
 * Skip, read on, and go back
 * Connect background information with textual information
 * Think about explicit and implicit information
 * stop and review
 * retell and summarize
 * Use a graphic organizer
 * Draw conclusions
 * Reread
 * Discuss and respond
 * Write to support understanding


 * __ Handouts __*** "The Indian Camp" by Ernest Hemmingway
 * Storyboard 1
 * Check List


 * __ 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 recognize strengths and weaknesses in their reading ability. They will also have an understanding of the short story "The Indian Camp."


 * // 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.//


 * // Facet: // Student will understand that ** learning to work through upper level material is very important.


 * // Rationale: Understanding and content goals will be met by encouraging students to learn multiple reading strategies and begin exposing them to a wide range of texts. //****// Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //****Verbal:** There will be a discussion of the short story "The Indian Camp."**Visual:** A storyboard graphic organizer will be utilized to map out the story.**Logical:** Students will categorize their strengths and weakness in reading "The Indian Camp". **Musical:** The hook includes a slam poet who is performing rhythmically. **Intrapersonal:** Students will spend time alone reading and mapping out the story "The Indian Camp".**Interpersonal**: Students will hold group discussion about their strengths and weaknesses as readers and strategies to become better readers.


 * // Type II Technology: Students will create blog posts with hyperlinks inserted to show that they understand reading strategies and the weaknesses that they help with. //**
 * // 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. //**


 * // Formative: My formative assessment is both the discussion that will be held with the students during class and the exit cards that the students will hand in. //**


 * // Summative: The summative assessment is a blog post on reading strategies with hyperlinks of strategies that students use to overcome their own personal strengths and weaknesses. //**

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