Jordan Connors

Jordan Connors

Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful lesson plans Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) -I will be teaching regular-ed 11th and 12th grade literature students. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? -The students themselves will be asked to contribute to the learning process by way of creating ideas and sharing them with the class as well as taking part in discussion. What is the long range goal(s) that is tied to this lesson? - The goals are to make a more personal connection to literature, specifically The Crucible. Students will explore the real world connections in the story and use technology to present them in a current context. Students will also analyze the reading in literary terms and do the same. What is the specific learning objective(s) for this lesson? 1. Students will learn the names and short histories of each person killed in the Salem Witch Trials to learn the real life background of the play. 2. Students will learn to synthesize their own thoughts on the reading as they create a poster that details one aspect of the play of their choosing. 3. Students will bring together the knowledge gained in the previous two lessons and mix it with their own personal feelings to reinforce the concepts and round out their understanding of the play. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? - Students will have to be familiar with the basics of using a computer, research ability, and analytical reading. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) 1. Learning acquisition 2. Learning maintenance 3. Learning generalization When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) 1. One day 2. One day 3. Lesson will take one day, but the assignment will take place over 4-6 days. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND what materials will be needed? -All should take place in a computer lab to help students with any technological problems and design. Internet access and office software of some kind will be needed. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? 1. This lesson will help the students connect to The Crucible on a more personal level because they will understand the reality of the situation. Recreating a list of the names of the people killed reinforces the idea that these things happened to real people.

Jordan Connors 2. This lesson will allow the students to practice their own analytical skills as well as helping them synthesize their ideas into a different form than the standard written essay. 3. This lesson will help student relate the information to their own lives and the real world. This will be an effective way for the students to bring together the previous two lessons while at the same time creating new insights. How does this lesson relate to the PA Academic Standards? 1.2.11 Reading Critically in All Content Areas -A. Read and understand essential content of informational texts and documents in all academic areas. -B. Use and understand a variety of media and evaluate the quality of materialproduced. 1.3.11 Reading, Analyzing and Interpreting Literature -A. Read and understand works of literature. -F. Read and respond to nonfiction and fiction including poetry and drama. 1.4.11 Types of Writing -D. Maintain a written record of activities, course work, experience, honors and interests. 1.5.11 Quality of Writing -A. Write with a sharp, distinct focus. -B. Write using well-developed content appropriate for the topic. 1.6.11 Speaking and Listening -D. Contribute to discussions. -E. Participate in small and large group discussions and presentations. -F. Use media for learning purposes. How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? - All of the lessons are based on the concurrent reading of The Crucible. 1. This lesson builds on the ideas presented in the previous lesson dealing with the real world aspects of The Salem Witch Trials, and it builds into the analytical reading of the next lesson. 2. This lesson builds on the real life connections and allows the student to produce their own ideas. This lesson along with the previous lesson will make up the framework for the assignment created in the final lesson. 3. This lesson takes the two previous ones and synthesizes the ideas into one final presentation that allows for personal, historical, and analytical perspectives. How will you determine if students have met the lesson objective? (Think assessment) 1. This lesson will be judged using a checklist. 2. This lesson will be judged using a rubric. 3. This lesson will be judged using a rubric. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups…) - All activities should be presented in a full class discussion environment.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________ Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 1.2.11 Reading Critically in All Content Areas -A. Read and understand essential content of informational texts and documents in all academic areas. -B. Use and understand a variety of media and evaluate the quality of materialproduced. 1.3.11 Reading, Analyzing and Interpreting Literature -A. Read and understand works of literature. -F. Read and respond to nonfiction and fiction including poetry and drama.

Jordan Connors 1.4.11 Types of Writing -D. Maintain a written record of activities, course work, experience, honors and interests. 1.5.11 Quality of Writing -A. Write with a sharp, distinct focus. -B. Write using well-developed content appropriate for the topic. 1.6.11 Speaking and Listening -D. Contribute to discussions. -E. Participate in small and large group discussions and presentations. -F. Use media for learning purposes. Lesson Objective(s) (Stated in observable and measurable terms) 1. Students will be able to understand the real world events that make up the background of play and describe them with 90% accuracy by creating a spreadsheet that lists the birth and death dates of all those killed in the Salem Witch Trials, and then exporting the spreadsheet to a word document with a short description and a nice design. 2. SWBAT analyze the literary concepts brought up in the play by creating a presentation in which they creatively detail one aspect of the play of their own choosing. 3. SWBAT to synthesize the material of the previous two lessons to display a dynamic understanding of play by creating a website on which to upload their work, provide links, detail the author, and write their own blog on the play. Assessment Plan (What will be done to determine if lesson objectives have been met?) - Daily discussions 1. A checklist will be used to assess the document the students create relating to the victims of The Salem Witch Trials. Students will also discuss the results in class. 2. A rubric will be used to determine if the students have completed the learning objectives. Students will also be asked to discuss the results in class. 3. A rubric will be used to determine if the students have completed the learning objectives. Students will also be asked to discuss the results in class. Materials: - Computer, The Crucible, Office software, internet access Inclusion Techniques for Students with Special Needs: - Pre-made shell for each assignment - Learning partner Enrichment Techniques: - Allow for students to create their own assignment ideas - Extra reading material by Arthur Miller and the time periods covered for extended research

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): - Teacher will be available for any problems that arise - Pre-made shells for assignments

- Open to any suggestions or needs from students Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: 1. - Discuss Salem Witch Trials info from last class and - Relate this information to real world information (Stress: These were real people). 2. - Bring up some of the major themes and discussion topics that have been brought up analyzing the play - Write some of these things on the board prior to starting (or display on computer projector) “fairness, women's rights, characterization, McCarthyism, real world connections” and anything else that has been a major topic of discussion 3. - “What was the purpose of the last two lessons” discussion - If not brought up by students “The lessons work together to give a two-sided view of the reading; connection to the real

Jordan Connors world and standard critical analysis.”

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) 1. - Introduce excel (or similar) program - Ask if students are familiar with the program - Describe assignment (as follows) - “You will be asked to create a chart in excel documenting the names and important dates of each of the people who died d during the Salem Witch Trials. You will then export this chart into a word document and use some basic design tools to make the document attractive when you place it on the site you will create later in the week. 2. - Short discussion about what has been said about each of the topics on the board - Introduce the assignment (as follows) - Tell students to pick one of topics on the board or one of their own choosing that they are interested in in connection with The Crucible. - “You will be asked to create a poster that creatively shows this concept and it's relation to the play using photostory or PPT (student's choice) 3. - Introduction to the site www.weebly.com - Go through set up process using “appropriate” names - Have students create pages titled “Salem Witch Trials” “Presentations” and “Blog” - Have students upload their documents to sites as needed (authorSTREAM for PPT, YouTube for photostory, Scribd for Word) - Have students embed documents onto site (they should know how to do this, it is a staple of social networking sites but be available for questions). Guided Practice/Independent Practice/Assessment Activities 1. - Guide students through a practice excel project (as follows) - Share website < http://www.theatredatabase.com/20th_century/arthur_miller_timeline.html > - Have students create a chart with Date and Event as the Row Headings and allow them to play with the design functions - Have students copy chart (ctrl+c) and paste it (ctrl+v) into a Word (or similar) program and ask them to play with the design functions of this program as well - Students start personal research on Salem Witch Trials and creation of their own documents. - Discussion of findings and materials and any problems encountered 2. - Guide students through creation of a sample document in either format - Ask students to play around with design elements while staying open to questions 3. - Guide Students through the creation of one blog entry (as follows) - Create title w/ paragragh - Title “Introduction” - Students tell about who they are and the purpose of the project. -”You will create a blog response daily for 5 days in which you will write at least 400 words on a topic of your choosing concerning The Crucible. Please reflect on both the real world connections and the literary analysis discussed in class but also feel free to include personal opinions and emotions. Closure: 1. - Ask students to write down one new thing they learned that day. - “Final product due tomorrow”

Jordan Connors - “Any Questions?” 2. - Ask students to write down one new thing they learned that day. - “Final product due tomorrow” - “Any Questions?” 3. - Discuss particulars of the site and give a time frame (4-5) days for completion - Ask students to write down one new thing they learned that day. - “Any Questions?”