L6+Kahler,+Michael

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mike Kahler **__Lesson #:__ 6 __Facet:__ Exhibit**
 * __ Grade Level __**** : 11 ** **__Numbers of Days:__ 4**
 * __ Topic: __** Literature


 * __ PART I: __**


 * __ Objectives __**

Students will understand that reading and comprehending a wide range of texts in beneficial.

Students will know the terms poem, tone, and speaker.

Students will be able to Exhibit an understanding of many texts in various mediums

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 make a Prezi that shows the interconnected themes in a short story, novel, and poem.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: This lesson requires students to read and comprehend the themes of three pieces written in three mediums. **


 * __ Assessments __**


 * __ Pre-Assessment: __**

Use a sense chart to find imagery in a Henry Wadsworth Longfellow poem, and a Walt Whitman poem. This will be used during the lesson and allow the teacher to get a feel for the students understanding of the material. If the students are struggling they will need some assistance before starting of the summative assessment for the lesson. Students will have a chance to incorporate ideas from other students in their products before turning them in. By having the students work together on the last portion of the projects the teacher can see who understands what, and which students still need some help understanding the material. The three minute review will serve as a formative assessment after the the initial lesson this will inform students as well as show the teacher who will need some extra help while they work on their sense charts. Before turning in their completed Prezis they will be reviewed by peers. Students will have a chance to incorporate ideas from other students in their products before turning them in. This peer feedback will help the students get a better grip on different ways to look at the material. Students will be able to self check with the use of a rubric. This will allow the students to see what they need to do after initially finishing the project. Self-evaluation will make their first drafts better. After being graded students will have a chance to refine their project. Students will make a Prezi that shows the interconnected themes in a short story, novel, and poem. This project will let students work with three works from class in three different mediums, and show the students that there are similar themes running through all forms of American literature. The Prezi's that they put together will give quotes and other evidence of interconnected themes in these three works. It will be combined with a formal presentation on the works.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: Technology will be incorporated through the use of the tool Prezi. Prezi will be used to create the students final product for this lesson. The teacher will use technology by showing the students a tutorial on how to use the tool. **


 * Content Areas: History will be incorporated through the use of biographical information on the authors This information will then b utilized to some extent within the final product. **

Students will use the Sense chart to look at a poem by Walt Whitman, and a poem by Henry Wadsworth Longfellow. Students will work with a seasonal partner to get ideas for their individual Prezis. Students will use the rubric to look at their partners Prezi and also have an opportunity to give them their opinions on how the different works fit together. By doing this swapping activity
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work with a seasonal partner so that they can peer review each others Prezis and give each other ideas. During this portion the teacher will also circulate around the room and give feedback on how the students are doing.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Kinesthetic:** Marching activity.
 * Linguistic:** The discussion of poetry terms is linguistic.
 * Visual:** The prezi is a visual way to show an understanding of the material.
 * Interpersonal:** Peers will review and give feedback on the rough version of the Prezi, and discuss the poems as a group.
 * Intrapersonal:** Students will work alone to make their Prezis.
 * Naturalist:** The marching activity will take place outside


 * __ 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 students are absent they will be required to acquire and read all of the materials that had been **covered in class. The students will then get caught up on all of their notes through work with their partners during the later portions of the project. The teacher will also be available to answer any and all questions regarding the material that was missed.**


 * __ Extensions __**


 * Type II technology: Technology will be incorporated through the use of the tool Prezi. Prezi will be used to create the students final product for this lesson. The teacher will use technology by showing the students a tutorial on how to use the tool. **


 * Gifted Students: ** Gifted students will be challenged to utilize more primary source evidence such as quotes from the book to support the connections that they make in their Prezi.

// Sense Chart // // I Hear America Singing by Walt Whitman // // The Cross of Snow - Henry Wadsworth Longfellow // //Prezi// //Prezi tutoral// //Rubric// //Laptops// // Prezi Tutorial - //http://www.youtube.com/watch?v=MAloWJiCQ-o //The Cross of Snow -// http://english.emory.edu/classes/paintings&poems/longfellow.html //I Hear America Singing// - http://www.bartleby.com/142/91.html Sense Chart - http://www.eduplace.com/graphicorganizer/pdf/sense_eng.pdf
 * __ Materials, Resources and Technology __**
 * __ 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) //

Desks will be set up in groups of four 10 minutes Attendance and over view of lesson. 20 minutes Take students outside to participate in the hook. 20 minutes Introduction to poetry and terms. 30 minutes Group reading of poems and discussion. __**Day 2**__ 10 minutes Attendance and introduction to the day. 30 minutes Have students use sense charts to find imagery in poems. 20 minutes Class discussion of imagery in poems. 20 minutes Prezi tutorial and time to work with program. 10 minutes Attendance and hand out project rubrics. 30 minutes Have students work in groups to pick the poem, short story and novel that they want to work with. 40 minutes Work on projects. 10 minutes Attendance 40 minutes Work on projects 30 minutes Presentations Outline your agenda with time.
 * __Day 1__**
 * __Day 3__**
 * __Day 4__**

Students will understand that reading and comprehending a wide range of texts in beneficial. By working on connecting multiple works in different mediums students will be able to prove their ability to read and comprehend a wide range of texts. Reading and comprehending a wide range of texts will benefit all of your future reading endeavors, and the life lessons presented in the text are relevant to your life. By connecting with poetry and other works covered during this unit students will gain perspective on their own lives that they did not have previously. Range of reading and text complexity will be covered by having students read material in many mediums and of different complexities. Have several students start walking in a circle together. As their footsteps start to synchronize stop them and teach a lesson on conformity. Then have all of the students walk walk around as they please. This hook will engage students but also get them thinking about the different ways that writers present similar themes. Different material covered through the unit has been written in many different styles yet it presents similar material.
 * Where, Why, What, Hook Tailors:** **Kinestetic**//**,**// **interpersonal, Naturalist**

Students will know the terms poem, tone, and speaker. This will be covered in the discussion of poetry terms, but it will be reiterated as we work as a class t find these things in the poems that we will be covering in class. Use a sense chart to find imagery in a Henry Wadsworth Longfellow poem, and a Walt Whitman poem. This will be done to continue work with the poems. By working with them more the students will build up more familiarity with them. This can be used later when they work on their final products. I will do a three minute review while discussing poetry and terms. This will e done as a formative assessment to make sure that everyone understands what we are in learning in class. They will not be able to finish their product if they lack understanding of poetry. Before turning in the completed Prezis they will be reviewed by peers. This review will let students get a peer opinion using the rubric before they have to pass in a final graded product.
 * Equip, Explore, Rethink, Revise, Tailors:** **Interpersonal, Intrapersonal, Visual, Linguistic.**

Use a sense chart to find imagery in a Henry Wadsworth Longfellow poem, and a Walt Whitman poem. This chart will allow the students to get their hands dirty with the material and really get a strong understanding of it before they have to use it in the creation of their final graded product. Students will make a Prezi that shows the interconnected themes in a short story, novel, and poem. This will be done partially with a group. Although students will make their own final products they will star out brainstorming in their own small groups. I will facilitate the learning process by introducing the material to my students and by being available to help with ideas and questions. Evidence of earning will be seen through the final products that they produce and have graded with a rubric. I will do a three minute review while discussing poetry and terms. This will give students and opportunity to clarify misconceptions regarding the material. Before turning in the completed Prezis they will be reviewed by peers. This will give students a chance to perfect their products before turning them in. Students will have a chance to incorporate ideas from other students in their products before turning them in. This is where the group will be able to help one another. This will also be done help all of the students understand the material better. Students will also have a chance to redo their product after receiving feedback.
 * Explore, Experience, Revise, Refine, Tailors:** **//Interpersonal, intrapersonal, linguistic, visual//**

Students will have the opportunity to self assess with a rubric before and during work on their final products. This will let them know exactly what is expected, and allow them to properly assess the work that they are doing. Timely feedback will be provided on the rubric that they used to create their product. It is the same as the one that I will use to grade their product. This assignment will further students' ability to analyze text and recognize themes. It has been covered extensively up until this point in the unit, and will be essential when students begin work on their performance task. This will require students to be able to recognize themes in a novel of their choice.
 * Evaluate, Tailors:** **Intrapersonal**

//I hear America Singing// //The Cross of Snow// Longfellow 's wife burned to death in a domestic accident. He remembers her in this poem (and many other poems he wrote). After Frances ' death Longfellow found it difficult to write poetry for many years, when he began again many of his poems deal with his personal tragedy.
 * __ Content Notes __**
 * 1) **Rhyme Scheme** - There is no rhyme scheme. Whitman is the father of free verse. We just analyzed Walth Whitman's poetry. You've forgotten already?
 * 2) **Rhythm and Meter**- There is no metrical pattern. Whitman is the father of free verse. He does use repetition, hwoever, to create rhythm.
 * 3) **Synecdoche** - Of all the "I Hear America Singing" literary terms, none makes its mark more strongly than synecdoche. "America" in line 1 represents individual Americans, more specifically, workers. Each line of the poem is an example of synecdoche (a special type of metaphor where the parts equal the whole or the whole equals the parts). Whitman is celebrating the greatness of America by celebration the greatness of its individuals.
 * 4) **Word Choice** - "Carols" in line 1 is a connotatively charged word. It is most often associated with holy songs about Christmas. What better way to __ [|celebrate] __ individuals and the physical body than connecting it with the physical manifestation of God himself.
 * 5) **Metaphor **- the sounds and actions of laborers working is compared to music. Note that all the jobs described by Whitman require physical effort.
 * 6) **Repetition** - The repetition of "the" in the final seven lines help create rhythm much in the same way the repetition of worker actions establishes a work rhythm.
 * 7) The democratic nature of Whitman's poetry is reflected by his subject matter. He celebrates mechanics, carpenters, masons, mothers--the type of people usually not discussed in poems. For Whitman, it is the individual who matters and the individual freedom that allows him to be grea--"Each singing what belongs to her"--that matters.
 * 8) **Theme**: Whitman's poem celebrates the individuals who make America great and the right to individual liberty that makes it possible.

In the long, sleepless watches of the night, A gentle face--the face of one long dead-- Looks at me from the wall, where round its head The night-lamp casts a halo of pale light.

(Longfellow sleeps in a room with Frances' picture on the wall. He imagines the shine of the nightlight onto it is like the halo that saints or angels have in religious paintings).

Here in this room she died; and soul more white Never through martyrdom of fire was led To its repose; nor can in books be read The legend of a life more benedight.

(He is writing in the room where Frances died. He compares her death to the death of Christian martyrs who were burned at the stake. (Longfellow seems to have forgotten that it was mainly heretics and witches who were burned at the stake: but a lot of the art of this poem is hearing only what you want to hear). Using the rare word benedight [blessed] reminds us that we are talking about legends in old books here: Longfellow doesn't want to directly confront the reality of Frances burning to death, nor does he want us to think of so gruesome an image too clearly)

There is a mountain in the distant West That, sun-defying, in its deep ravines Displays a cross of snow upon its side.

Longfellow has seen a photograph of a mountain with a cross formation in its ravines.

Such is the cross I wear upon my breast These eighteen years, through all the changing scenes And seasons, changeless since the day she died.

(Longfellow says that his heart is like a mountain with a frozen cross on it. He sees the seasons change outside, but for him nothing changes: the only reality in his world is dead Frances).

The poem is a conventional Italian sonnet with a strong volta between lines 8 and 9.

In its context choosing to write an Italian sonnet would have seemed very old-fashioned (the sonnets of the Romantics had been far more experimental than this).

Longfellow is choosing a deliberately soothing topic (the death of a loved one) and presenting it in a familiar and old-fashioned form (Italian sonnet). He is delivering something that his audience will find it easy to identify as 'poesy' and that won't make them think too much.

// Sense Chart // // I Hear America Singing by Walt Whitman // // The Cross of Snow - Henry Wadsworth Longfellow // //Rubric//
 * __ 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 draw thematic connections between the works of Whitman, Longfellow, and the other material covered in the 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.//


 * // Facet: //** Students will be able to Exhibit an understanding of many texts in various mediums.


 * // Rationale: //** Students will work with many texts in various mediums, and see how they all come together under a common theme.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Kinesthetic:** Marching activity.
 * Linguistic:** The discussion of poetry terms is linguistic.
 * Visual:** The prezi is a visual way to show an understanding of the material.
 * Interpersonal:** Peers will review and give feedback on the rough version of the Prezi, and discuss the poems as a group.
 * Intrapersonal:** Students will work alone to make their Prezis.
 * Naturalist:** The marching activity will take place outside.


 * // Type II Technology: //**
 * Technology will be incorporated through the use of the tool Prezi. Prezi will be used to create the students final product for this lesson. The teacher will use technology by showing the students a tutorial on how to use the tool. **
 * // Rationale: //** This incorporation of technology will engage students through the use of a tool that allows them to make a very visual presentation. Students will be able to make a cool and informative presentation that will engage themselves as well as the class when it is presented.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

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 * // Formative: //** Use a sense chart to find imagery in a Henry Wadsworth Longfellow poem, and a Walt Whitman poem. This will be used during the lesson and allow the teacher to get a feel for the students understanding of the material. If the students are struggling they will need some assistance before starting of the summative assessment for the lesson. Students will have a chance to incorporate ideas from other students in their products before turning them in. By having the students work together on the last portion of the projects the teacher can see who understands what, and which students still need some help understanding the material. The three minute review will serve as a formative assessment after the the initial lesson this will inform students as well as show the teacher who will need some extra help while they work on their sense charts.
 * // Summative: //** Students will make a Prezi that shows the interconnected themes in a short story, novel, and poem. This project will let students work with three works from class in three different mediums, and show the students that there are similar themes running through all forms of American literature. The Prezi's that they put together will give quotes and other evidence of interconnected themes in these three works. It will be combined with a formal presentation on the works.
 * // Rationale: These forms of assessment will allow the teacher to get a complete understanding of what it is that the students do and don't understand. It will be very easy to assess students. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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