Lesson Plan 2/3/2014 Lord of the Flies/Stanley Milgram Obedience Experiment Topic: English Language Arts Grade Level:

9th Materials needed: Milgram Obedience Experiment video, video questionnaire, Lord of the Flies text. Standards:

CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CCSS.ELA-Literacy.RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 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.

Lesson Objectives: Students will be able to make comparisons to the findings of Stanley Milgram to the central theme of Lord of the Flies Students will be able to evaluate the effects of authority on human behavior Students will be able to discuss the ethical issues for experimenting on humans and whether it is of enough benefit.

Sequence of Procedures: Present video of the Stanley Milgram Obedience Experiment (10 minutes): I will introduce the video to students briefly before showing the clip. After watching the video I will answer any questions on the experiment before moving on to the questionnaire. Complete Milgram questionnaire (15-20 minutes): Students will work individually on the Milgram questionnaire, I will be checking in with each of them as they work to clear up any confusion and question their responses to encourage them to think critically. Milgram/Lord of the Flies Discussion (20-25 minutes): We will have a whole class discussion of the video in which we go over each question on the worksheet, allowing

students to challenge one anothers opinions and working toward a deeper understanding of the implications of Milgrams experiment. We will also spend a little bit of time discussing the ethical issues surrounding experiments on humans. We will wrap-up by making connections to Milgrams conclusions to Lord of the Flies and author William Goldings perspectives on human nature. Special Management Considerations: In my particular placement, internet connections are inconsistent so it will be important to download the video on to my computer ahead of time in order to prevent any disruption. The video itself, while very high quality in that it shows a good amount of original footage from the experiment, doesnt do a very thorough job explaining the experiment so I will need to introduce the clip before showing it by explaining how the experiment was structured and why William Golding decided to do the experiment in the first place. During our discussion, it will be important to keep student opinion separate from opinion of Stanley Milgram or William Golding. While I want students to delve deeply into the ideas that these two present on human nature, I dont necessarily want them accepting them as the truth, just as one particular perspective. It will be important to bring their own ideas/opinions into the discussion so they understand that I am not trying to tell them what to think. Assessment: I will be formatively assessing our whole class discussion, in which I will have each student discuss their thoughts on the experiment, but I will also be collecting their questionnaires to fill out in order to check their understanding not only of the video but of their reading of Lord of the Flies so far. I will also be relating this discussion back to our preassessment on students beliefs on human nature.

Plans for Differentiation: I will have one-on-one interactions with students as they work on their questionnaires in order to check for understanding and to provide different ways of asking the questions on the worksheet if they are struggling. When we enter in to whole class discussion I will ask each student to answer a question that I think they are prepared to respond to from the worksheet. This allows for each student to contribute something valuable and to learn from one another. References DiSavino, M. (n.d.) The Lord of the Flies by William Golding. Retrieved from http://www.ccsd.edu/ClarkstownSouth.cfm?subpage=4084

Lesson Plan 2/4/2014 Lord of the Flies Character Identity Topic: English Language Arts Grade Level: 9th Materials needed: Lord of the Flies text, markers, construction paper, scissors, string, jackets, conch shell Standards:

CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Lesson Objectives: Students will be able to use their knowledge of symbolism to create their own mask that symbolizes the identity of a character Students will be able to cite textual evidence to determine the true identity of a character

Sequence of Procedures: Explain Activity (5 minutes): I will explain to students that their task is to create a mask that they can wear that symbolically expresses the identity of a character of their choice from Lord of the Flies. I will let them know that we will be leaving the classroom wearing them so they need to be prepared to do so. I will also let them know that they will only have about 20 minutes to work on their masks. I will instruct them to be prepared to present to their classmates who their mask symbolizes and how it does so. I will also model for them the mask Ive created and its significance. Mask creation (20-25 minutes): Students will work on constructing their masks with the materials Ive provided for them. I will be moving from student to student providing assistance as needed.

Meeting (20-25 minutes): Students will wear their masks as we move into the woodlot, a densely wooded area next to the high school used for various activities. I have brought a long a conch shell to use in the meeting, just like the boys do on the island in Lord of the Flies. As students pass around the shell they will explain how their mask symbolizes a character from the book. Exit Pass (5 minutes): We will head back into our classroom after the meeting. Students will write an exit passes answering the following: 1) How did the conch shell effect the structure of the meeting/student behavior? 2) Whose mask most successfully symbolized a character in your opinion and why?

Management Considerations: I will need to make sure to instruct students to bring a jacket to class the day before so they are prepared to go outside. I will also need to warn them to not be careless in the woodlot as there are a lot of branches and things poking around everywhere. I will need to work hard to keep students on task in the mask-making activity, as students often enjoy these kinds of crafty activities but they can end up spending a lot of time on small details or getting off task. Assessment: I will be formatively assessing each students understanding of symbolism as well as their reading of the text based on the masks they create and their explanations of them. I will also evaluate their exit passes and will probably discuss with the class the next day their ideas about the conch shell and the way power is distributed. Plans for Differentiation: If any students are struggling with this activity I will try to guide them to choose a particular character and what they believe their identity is, and why they believe this. I will then try to help them think of different symbols or ways of designing a mask that could express this kind of identity. If the activity is not challenging enough for a student or if they finish early I will ask them to find specific quotes from the text that led them to their construction of their mask.

PERFORMANCE ASSESSMENT FOR LESSON Montana State University Field Experience Performance Assessment

Student Name: Emma Steffen Observer: Lori Brockway GID # 6111 Role: Field Supervisor Cooperating Teacher Practicum II Self-Evaluation Date: 3/10/14 Teaching Formative Teaching N/A Indicators not observed Exceeds Expectations 1=Below Expectations Summative

Field Experience

(last 4 digits only) Practicum 1

K-8 K-8 5-12 Practicum K-8 Student 5-12 Student

2= Meets Expectations

3=

Element not present in lesson Surpasses expected level

Fails to meet expected level

Demonstrates appropriate

of performance of performance

level of performance

Content: The TC creates learning experiences that make content meaningful for students. N/A 1 2 3 x x x x

Demonstrates understanding of central concepts and structures of the discipline Demonstrates understanding of tools of inquiry Implements standards-based learning experiences Demonstrates relevance of material to lives of learners Comments: This was an appropriate and creative formative to see what the readers are taking from their reading based on their interpretation of the characters.

You asked them to make a mask using symbols that represent a character instead of a physical trait. They quickly went to work with surprisingly no questions about how to proceed.

The purpose of this lesson was to make the book relevant to the lives of learners.

Diversity: The TC demonstrates the ability to create positive learning environments to promote the academic success of all students in a culturally responsive manner. N/A 1 2 3 Creates a learning environment that allows all students to be socially and academically successful Selects content appropriate to students' developmental needs Incorporates Indian Education for All into instruction Chooses content that reflects students' personal, family and/or community experiences Adapts instruction to accommodate for diversity in a culturally responsive manner Comments: You had 12 students. I did a tally every 5 minute to determine engagement. Your average was 11 students. There was one group who started to get off task and immediately you headed over to that group (proximity). You held a discussion with them as to how to proceed in regard to the weather. Again, you were trying to give them latitude and some flexibility. Because they were involved in the decision to go outside, they participated freely. x x x x x

As they were making their masks, you moved from desk to desk, got down to their level and talked quietly with them. In fact you were hard to locate physically but your presence was definitely known and there. One student taking lots of time thinking about what was going to be done. You talked with one girl and gave no answers just suggestions on how to think about the task so she could express herself the way SHE wanted to. Another time you said, Ill be interested to see this one-no one has done this before. This was very motivating to the student who went on to complete the task.

Pedagogy: The TC uses a variety of instructional and communication strategies. N/A 1 2 3 Differentiates instructional strategies to encourage the development of conceptual understanding Incorporates students motivation for learning. Incorporates higher order thinking or problem solving skills when teaching Incorporates teaching strategies to strengthen students' 21st century skills. (culture, collaboration, communication, critical thinking, creativity) Employs effective communication techniques to enhance the development of student understanding Integrates media and learning technologies to support instruction and student learning Uses a variety of classroom management techniques to promote a positive learning environment. Comments: x x x x x x x

You gave them an example-based on Simons character (modeling). Listed the characters they could use on the board. You wore the mask the entire time-made it relevant to the conversation. Your use of the shell was a creative way to help students actually connect how they feel to the way the characters in the book felt when they used the shell. Students were motivated by this and the result showed creativity and critical thinking. Creative- Higher Level 2 masks connected together SamEric Jack 2 different colors of eyes because halfway through the book he went over to a dark side Ralph has a crown because he is a leader throughout most of the book Because he sleeps the least, he has bags under eyes- older and more wise fire because it is the most important to him.

Somewhat mastered: pig hunter Jack Rodger-mean scary mask because he seems mean and scary throughout the story This mask looks like a pig because Piggy looks like a pig and that affects how he is treated and how he behaves in the story

Sama and eric because they live together Jack-red/blood-lots of destruction black evil

3 didnt tell the symbolism of the character in their masks

One of your students did not make a mask-he was thinking about it. You allowed this to occur based on your knowledge of the student and his extreme shyness. It was gratifying to see the other students ask about his thoughts.

Assessment: The TC aligns planning, teaching/learning and assessment N/A 1 2 3 Uses a variety of assessment strategies that are appropriate for the learning outcomes being evaluated Uses assessment strategies to monitor student progress to modify teaching and learning strategies. Provides students with descriptive feedback. Assessment strategies are aligned with students' developmental needs. Comments: You came up with this lesson as a different way to assess students capability of determining character traits of individuals within the book. The results of this showed a variety of levels of understanding of the characters in the book. You prompted them twice reiterating that you wanted them to show the symbolic representations. Three students didnt tell the symbolism of the character in their masks. It would be interesting to see how you continue to practice characterization with these three. A second assessment was when you asked the students to write their thoughts on the symbolism of the shell-did it make any difference to them when they used the shell to speak. Their responses indicated that most did feel a difference in their speaking because they had the shellagain, a creative, engaging assessment. x x x x

Professionalism: The TC engages in reflective practice to improve teaching and learning. N/A 1 2 3 Reflects on content to improve teaching and student learning x

Reflects on diversity to improve teaching and student learning. Reflects on pedagogy to improve teaching and student learning. Reflects on assessments to improve teaching and student learning. Reflects and identifies areas for future growth Reflects on personal biases Describes the lesson's connection to students' personal, social, and cultural experiences

x x x x x x

Comments:

You changed your speech patterns this time and only said you guys 6 times during the lesson. Much better. At the beginning of the lesson you said, Hi everybody which was a thoughtful way to start.

Your reflection consistently results in meaningful, effective and engaging lessons such as this. Keep up the great job.

When we walked back to the classroom, one student left the group. You immediately followed up, made sure you had the class supervision under control, and went to find the student. Vital and well done.

Lesson Plan 2/5/2014

The Lottery Discussion and Character Debate Topic: English Language Arts Grade Level: 9th Materials needed: The Lottery short story, Lord of the Flies text. Standards:

CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA Literacy.RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Lesson Objectives: Students will be able to make connections between the meaning in Shirley Jacksons The Lottery and LOTF Students will be able to create challenging, thought provoking questions for the characters in LOTF

Sequence of Procedures: Reading of story (15-20 minutes): I will distribute the story for students to read in class.

Discussion Questions (15 minutes): When students are finished reading the story I will pass out discussion questions and have them form small groups to go over them. Discussion of story (10 minutes): We will come together as a whole class to talk about what students discussed in their small groups. Character Interviews (10 minutes): 3 students will volunteer to pretend to be Ralph, Piggy, and Simon. I will then ask students to quickly come up with an interview question for each character. I will give them just a couple of minutes to do this and then we will move into interviewing our characters. Management Considerations: This is a somewhat dark short story and subject matter we are covering so I need to make sure students stay on task and are appropriate. If discussion of the book seems to be productive and remains interesting to students I have prepared to move the character interviews off until a later time. The students vary pretty widely in reading ability so I need to make sure they all have enough time to finish the story while keeping other students busy, which is why I will pass out the discussion questions as soon as students finish with the story. Assessment: I will have each small group turn in their answers to the discussion questions, as a group. I will also have each individual student turn in their interview questions that they wrote for each of the characters. Plans for Differentiation: I will be grouping students as they finish the story. I will provide extra assistance to the groups who struggle more with their understanding of the story. Students will be able to come up with any interview question of their choosing as long as it pertains to the story and I believe this could allow for some deeper understanding of the text once the characters are explaining themselves. The students who volunteer to be the characters must be caught up in their reading and prepared to answer well. I will let them know Ill be evaluating them on this. This way when the students ask questions they can really be coming to a deeper understanding of the text.

References (2007). The Lottery Discussion Guide. Retrieved from http://www.learner.org/workshops/conversations/conversation/support/lottery.pdf

Lesson Plan 2/6/2014 Poetry and Human Nature Topic: English Language Arts Grade Level: 9th Materials needed: Poems for discussion, discussion questions, Lord of the Flies text. Standards:

CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCSS.ELA Literacy.RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-Literacy.RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 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. Essential Understanding 3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs. Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the discovery of North America. Essential Understanding 6: History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from an Indian perspective frequently conflicts with the stories mainstream historians tell.

Lesson Objectives: Students will be able to compare/contrast the views of human nature of different poets with William Goldings perspective in LOTF.

Students will be able to analyze the structure and language of poetry in order to determine central themes. Students will be able to explore how culture and religion affect perspectives on human nature.

Sequence of Procedures: Assemble small groups and distribute poems and discussion questions (5 minutes): Students will be placed in small groups that I have selected in order to differentiate based on the difficulty of the poem. Students will be given a worksheet with discussion for questions for all of the poems, but will be instructed to only answer the questions for the poem I have given to their group. Small group work/discussion (15-20 minutes): Students will work with their group to analyze the poem theyve been given and answer the questions Ive given to them. I will instruct all of the groups that each student needs to be prepared to present their findings as we will be moving into a jigsaw activity. Jigsaw (20 minutes): I will re-group with the students so they are now assembled with one student from each of the other groups. Students will teach one another about the poem they read, they will read the poem aloud, and share their answers to the discussion questions, allowing time for debates/challenges. Wrap-up (5 minutes): We will come together as a class to discuss the poems. I will assign students to write a short paragraph discussing which poem aligns the best with their own beliefs and why. Management Considerations: I will need to make sure each student is actively participating in their small groups and will be able to contribute to the jigsaw activities in order for learning to be able to happen for all students. I will need to have both small group assignments arranged ahead of time in order to transition quickly and smoothly. Assessment: I will be formatively assessing students as they discuss in their groups, as well as while they are presenting to their jigsaw group. I will also be asking students to turn in their discussion questions with responses on all of the poems. My assignment that will be due the following day will be a paragraph in which students explain which poem aligns the best with their own beliefs on human nature and why, and why they disagree with the others.

Plans for Differentiation: I will be selecting poems for students ahead of time and will be grouping them based on ability. Some of the poems are more difficult to interpret than others so I will be grouping students where I believe they will be challenged but successful, and will able to work well with one another.