MINI LESSON ED TPA

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #__1___

Course:

1. Teacher Candidate	Hannah Beloved	Date Taught	3-13-17
Cooperating Teacher	Sean Agriss	School/District	Spokane School District
2. Subject		Field Supervisor	Miranda Hein
3. Lesson Title/Focus	The Great Gatsby. Themes found in pictures.	5. Length of Lesson	20 minutes
4. Grade Level	9th grade

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
7. Learning Objective(s)	Given the graphic novel version of The Great Gatsby, Students will determine the theme/themes of the assigned page of the novel in groups of 3-4, by explaining in their own words why and how they determined the theme represented in the picture.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Vocabulary: Students will need to be able to define and explain what theme is in literature. I will provide and explanation on a PowerPoint as well as include the explanation on their handout. Function: Students will analyze the page assigned to their groups and will determine the theme they believe best represents their assigned page. Discourse: Students will be working in groups to discuss how theme is represented in the graphic novel. Students will also participate in a class discussion to hear ideas from other classmates as well as share their own.

9. Assessment Students will be formatively assessed as I walk around the room as they work in their groups. Students will be formatively assessed when they turn in each group’s statement explaining why the theme they chose for their assigned picture. Rating how well they met the objective for the day on a sticky note will formatively assess students.

**Attach** all assessment tools for this lesson

10. Lesson Connections

1.     Prior: Students will have read the original novel. They will be familiar with the story and the background of when this story was written. Students will have prior knowledge to know how to discover theme in the story. 2.     Future: Students will be able to recognize similar and different patterns of theme throughout different stories. Students will be able to compare and contrast three versions of The Great Gatsby. (Novel, graphic novel, film). 3.     Gallagher, K. (n.d.). Readicide: How Schools are Killing Reading and What You Can Do About It. Gallagher explains in his book that one way to get reluctant readers to read is to provide them with material that is engaging. Graphic novels are a great way for students to engage in reading. Some students are more visual learners and prefer graphic novels. This is a way to show students there is more than just one way to read literature.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction Step by step… 1.     Take attendance 2.     Write objective. 3.     Explain to the students what grade they are in and that they have previously read the original version of The Great Gatsby. 4.     Explain to students that they are familiar with theme and how to determine it in a story but we are learning how to determine theme through pictures. 5.     Students will be split up into groups of 4 by teacher counting them off. 6.     Students will be allotted 5-7 minutes to determine the theme of their assigned picture. 7.     Each group will hand in their picture and it will be shown under the doc camera for other classmates to see. 8.     Each group will designate a spokes person to explain their rational as to why and how they determined the theme of the picture. 9.     Students will rate how well they met the objective of the day by rating themselves on a scale of 1-5. 10.  Students will place the sticky note on the board and will turn in all material on their way out of class.
Teacher’s Role: Take attendance. Project the objectives onto the board. Explain to students that they are freshman in high school that just finished reading the novel The Great Gatsby. The teacher thought it would be a good idea to look at The Great Gatsby in another light so they decided to look at the graphic cannon version of The Great Gatsby. Teacher will assign students to groups. Teacher will handout worksheets that students will use to determine the theme of the picture. Teacher will monitor the class as they work in groups. Teacher will ask each group to explain their themes of each assigned page. Teacher will ask students to rate how well they met the objective on a sticky note. Teacher will collect all materials as students exit the class.	Students’ Role Students will analyze the objective of the day. Students will work responsibly in groups to determine the theme of each picture that is assigned to them. Students will provide a rational as to why and how they determined the theme they did from the picture their group was assigned. Students will rate how well they met the objective by rating themselves on a scale from 1-5 on a sticky note. Students will place sticky note on the whiteboard on their way out the door. Students will turn all work on their way out the door.
Student Voice to Gather Students will be showing their own learning by working in groups of 4 to discuss and determine the theme/ themes of the picture assigned to their group. Students will also show their learning by explain how well they met the objective of the day by rating themselves on a sticky note (scale of 1-5) on their way out the door.

12. Differentiated Instruction

Plan Student Needs: One of my students has been diagnosed with dyslexia. In order to accommodate her needs she will be allowed more time to finish her in-class assignments along with her homework assignments. I also frequently check in with her verbally to make sure she has a clear understanding of the task at hand. Learning Styles: Students will be able to visually see the objective on the overhead screen. Students will use auditory skills by listening to their teacher give instructions as well as to their classmates while working in groups. Students will use oral skill by explaining their position on the different themes each group found during the class activity. Students will use kinesthetic skills by rearranging themselves in the group that the teacher assigns. Students will demonstrate writing skills by providing an explanation to backup their position of the theme they chose for their picture.

13. Resources and Materials

Plan A copy of the graphic cannon to access the graphic novel version of the story. A projector to project the objective of the day. Students will be divided into 4 groups of 4. Copies of the chosen pictures to assign each group. A worksheet for each student explaining the directions of the assignment. A document camera to display each picture so the students can see each picture the different groups worked on. Sticky notes provided by the teacher so students can rate themselves on how well they met the objective.

14. Management and Safety Issues

Plan Students in this class can be chatty with one another. To avoid this I will split up each group by numbering them off. This also allows students to work with other people they normally wouldn’t. Since this lesson is timed and only twenty minutes, I will use a countdown clock for students to refer to as they work in groups.

15. Parent & Community Connections

Plan Parents and Guardians will receive the weekly email informing them of what will be taking place in the classroom. The email will explain that each student will have completed reading the novel The Great Gatsby and will be looking both the graphic novel as well as the film. Some community members may not realize what the “roaring 20’s is”. Throughout the unit each student who be responsible for asking 2 non-family member if they know/ or can explain the roaring 20’s. They will briefly explain what the community member explained to them in their own writing. At the end of the unit we will look at the data and analyze how many people know what the roaring 20’s means.