Chira Husky TCSS Dr. Sherry November 4, 2010 Reflection Conceptual Goals: 1.

Students will make an argument using textual evidence 2. Use multiple modes to create responses to text. 3. Trace how the pursuit of success affects characters 4. Comprehend basics of plot, character, time period Lesson Objectives: 1. Given construction paper, scissors and markers, students will construct a foldable that describes four aspects of their own particular character (past history, important quotes, relationships, miscellaneous) in order to demonstrate understanding of the characters, setting, plot, point of view and theme. 2. While listening to foldable presentation, students will complete an observation worksheet by filling in four details from other characters presented. 3. After finishing group work and listening to the presentations, students will write in their journals two things they learned from their character groups and two things they learned from the presentations.

Comment [1]: I like that we were able to incorporate so many conceptual goals, without feeling like any of these were a stretch to hit. All four were main parts of our lesson plan

Comment [2]: This was left up in the air. I think it was lack of communication with the other group members. I am still not sure if these are the four that were covered with the foldable. I know I was not there for the lesson, but I think we should have attached to our lesson plan our quiz, observation task and our criteria for the foldable. Comment [3]: This says four details, but the worksheet Jess gave out is not specific. I think we should have provided better (more clear and precise) directions on the observation worksheet. Comment [4]: I dont think this was even done. I know the group had a time constraint because of the quiz. I believe this should have been our assessment instead of the quiz. It ALIGNS with our lesson and provides UNITY.

Standards: 1.1.11.D Demonstrate comprehension/understanding of a wide variety of appropriate literary works from different cultures and literary movements including classic and contemporary literature. 1.3.11.C. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. 1.6.11.A: Listen critically and respond to others in small and large group situations. 1.6.11.D. Contribute to discussions. 1.6.11.E. Participate in small and large group discussions and presentations. Materials: - Construction Paper -Scissors

Comment [5]: Megan commented on the video that we could have also used standard 1.2.11.E: Examine and respond to essential content of text and documents in all academic areas. We should have added that; I must have missed that one

Comment [6]: We could have added the technology we were using. Materials/Technology list or just a Technology list for the overhead and projector

-Markers/ writing utensils - Great Gatsby novel - Observation task worksheets for everyone Lesson: 50 Minutes I. Introduction (8-9 min total) A. Students will be seated in their character groups upon entering class B. Review the Agenda for today's class C. Read passage from The Great Gatsby page # 1. Ask students: What have we learned about Gatsbys past so far? How did he really make his money? How does this counteract of what we learned in Chapter 4? What did Gatsby try to tell us in Chapter 4 about his money? How do we learn the truth in Chapters 5-6? 2. Tie the passage back to the units definition of success. How does Gatsbys new identity correlate with his success? II. Foldable (20-25 min) A. The materials for the foldable will be with the groups B. Students will be given written instruction along with a list of criteria for the completion of the foldable (see attached) 1. Students will watch a demonstration how to make the foldable 2. Students will be shown a finished copy of the character foldable C. Each character group will present their foldable to the class 1. Students who are not presenting will complete an observation worksheet which will be handed in at the end of class (see attached) 2. Each student of the group will be required to say one thing about their group foldable IV. Conclusion (5-6 minutes) A. Collect the worksheets from the presentations B. Students will take a mini quiz of five-six questions regarding Chapters 1-6 of The Great Gatsby C. Assign homework 1. Read Chapter 7-8 2. Respond in journal regarding their characters Assessment: Observation worksheets will be collected to make sure students were paying attention during the presentations; formative assessment will take place as the teachers circulate while groups are working on their foldable. Teachers will make sure students are on task: completing the four aspects of the character, providing textual evidence and cooperatively working together. Quizzes will also be collected, graded and distributed next class period. Homework: Students will read chapters 7-8 in the novel. In their journals they will choose one character other than the character that they have been assigned; they will write what they have learned from the foldable presentation about this character (i.e Has their opinion of this character changed? Is this character a likeable character? How does this character define success?) The students should provide textual evidence to support their answers.

Comment [7]: There are some positives and negatives of putting the agenda on the overhead. A positive would be that everyone would be able to clearly see the agenda. A lot of times it is off in the corner covered by something. However by putting it up on the computer and then moving on, teachers/students are not able to constantly check back with the agenda and see where the lesson is going. Knowing where the lesson is maybe helpful to some students, especially if you have an inclusion student in your classroom who needs a routine or a schedule. Comment [8]: I didnt have the right book as everyone else; I asked the group to come back and write in the number, but I think they forgot. It worked out for the presentation, but for my own lesson plan I wish it was more precise. Comment [9]: Jeremy did a great job facilitating the discussion; it went over the allotted time, but that was ok. I rather have a great discussion than cut the students off when they want to dig deeper into a topic. Comment [10]: The foldable was for the students benefit; it was not going to be collected so if the student did not finish it was on them. We didnt provide a due date because it was more of a way to show students how to study and how to prepare than it was a means of collected graded assessment. I know someone commented on the video was that we should have been more specific ... [1] Comment [11]: I do not think the written criteria was included. Also it is not attached, and it is not on the wiki. I would have liked to have everything together, but it was difficult working with four [2] ... Comment [12]: The video froze at this point so I wasnt sure how this played out Comment [13]: This did not happen as planned because of time constraints. In a perfect class, I would have given more time to the foldable, or completed it over a two classes. The second class could be to wrap up the foldable and then do the ... [3] Comment [14]: From watching the video, I dont think the observation worksheets are collected. We should have announced that they were going to be collected before handing them out (so that students take them seriously and actually do them) I think if ... [4] Comment [15]: Again only one student from each group said something Comment [16]: We could have provided more feedback after the student says their little presentation...ask them questions about what they said, not just "good" or ok do some more probing Comment [17]: Personally I do not think the quiz fit into the lesson. I originally pushed for a quiz before we constructed the lesson plan; after it was finished I thought we could just delete the quiz and give more time to the foldable and foldable ... [5] Comment [18]: I am glad we changed our initial homework; this one ALIGNED more with our lesson and provided more UNITY.

Page 2: [1] Comment [10]

Bloomsburg University

11/4/10 9:23 AM

The foldable was for the students benefit; it was not going to be collected so if the student did not finish it was on them. We didnt provide a due date because it was more of a way to show students how to study and how to prepare than it was a means of collected graded assessment. I know someone commented on the video was that we should have been more specific when the foldable should have been done if it was not completed in class.
Page 2: [2] Comment [11] Bloomsburg University 11/4/10 8:59 AM

I do not think the written criteria was included. Also it is not attached, and it is not on the wiki. I would have liked to have everything together, but it was difficult working with four different schedules. We were not all able to meet, which caused a little bit confusion in this area.
Page 2: [3] Comment [13] Bloomsburg University 11/4/10 9:24 AM

This did not happen as planned because of time constraints. In a perfect class, I would have given more time to the foldable, or completed it over a two classes. The second class could be to wrap up the foldable and then do the presentations. The presentations were supposed to be a scaffolding for the final assessment. I envisioned students standing up and speaking instead of sitting at their desks. That way students who are afraid of public speaking could do it before the final assessment. Instead, because of time, we only had one group member talk (which we wanted everyone to say something) and the students remained and their desk.
Page 2: [4] Comment [14] Bloomsburg University 11/4/10 9:09 AM

From watching the video, I dont think the observation worksheets are collected. We should have announced that they were going to be collected before handing them out (so that students take them seriously and actually do them) I think if it was more of a presentation setting, students would have gained more from the observations sheets.
Page 2: [5] Comment [17] Bloomsburg University 11/4/10 9:12 AM

Personally I do not think the quiz fit into the lesson. I originally pushed for a quiz before we constructed the lesson plan; after it was finished I thought we could just delete the quiz and give more time to the foldable and foldable presentations. Some people in the group wanted to keep it so we put in a mini one. I think quizzes have their time and place, but it did not work well with this lesson; it felt like we were cramming in too much. Also the questions were too specific. It should have been more open ended short answer.