Module 4 Group Assignment: Robyn McCreath and Lenny Reisberg

Learning Model – Of Mice and Men

By Lenny Reisberg & Robyn McCreath

Lesson Plan Summary

This lesson takes a hybrid RAFT/jigsaw approach to teaching Of Mice and Men. The students will participate in a role-playing activity surrounding the events at the end of the book.

Activity 1: Students are assigned a character to identify with. Each student will use the provided websites to research his or her character’s perspective within the universe of the book. The student will then write a journal entry summarizing his or her opinion surrounding the events at the end of the book, from the assigned character’s point of view.

Activity 2: Students will be grouped by character, and will each read their entries to the group. The group will then discuss their character, and what the character’s point of view might actually be under these circumstances. The group will then produce a paragraph describing their character’s point of view.

Activity 3: Students will then move into a second group, comprised of individuals representing each of the principal characters. They will each explain their character’s point of view to the other members of the group. The group will then develop a consensus on how to address the conflict, from each point of view.

Activity 4: Each student will write one final journal entry describing how their point of view and opinions may or may not have changed during this process. This entry is not formally graded, but is meant to help the student put the experience into focus.

Goals:

1. Students will take a perspective from a character and summarize the events in the book using the perspective of that character.

2. Students will learn about the perspectives of each character through group discussion.

3. Students will reflect on how their perspective has changed through the discussion and writing process.

Web Quest Sources

General Websites

Of Mice and Men Survival Guide

http://www.lausd.k12.ca.us/Belmont_HS/mice/

PBS Experience Surviving the Dustbowl

http://www.pbs.org/wgbh/amex/dustbowl/peopleevents/index.html

Images of the Dust Bowl

http://history1900s.about.com/library/photos/blyindexdepression.htm

Themes in Mice and Men

http://www.bellmore-merrick.k12.ny.us/mice.html

Characters in General

Of Mice and Men

http://www.ac.wwu.edu/~stephan/Steinbeck/mice.html

Spark Note Character Analysis

http://www.sparknotes.com/lit/micemen/characters.html

George’s Perspective

Euthanasia

http://www.nightingalealliance.org/cgi-bin/home.pl?section=3

George

http://projects.edtech.sandi.net/kearny/trial/

Lenny’s Perspective

Mental Retardation

http://www.nlm.nih.gov/medlineplus/ency/article/001523.htm

Curley’s Wife’s Perspective

http://weeklywire.com/ww/01-19-99/slc_ae.html

Curley’s Perspective

Jealousy

http://en.wikipedia.org/wiki/Jealousy

Rubrics

Assignment 1: First Take - 6+1 Trait Writing Model

Of Mice and Men Introduction of Role Perspective

CATEGORY	4	3	2	1
Introduction (Organization)	The introduction is inviting and has a clear thesis with three appropriate sub-topics.	The introduction clearly states the main topic and has a thesis with less-than three sub-topics.	The introduction states the main topic, but the thesis is unclear and may not have three-sub-topics.	There is no clear introduction of the main topic and the thesis/sub-topics are inappropriate.
Support for Topic (Content)	Relevant, telling, quality details give the reader important information that includes properly cited quotations.	Supporting details and information are relevant, quotes are present but may not be cited properly.	Supporting details and information are relevant, but quotes are not present.	Supporting details and information are typically unclear or not related to the topic.
Conclusion (Organization)	The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."	The conclusion is recognizable and ties up almost all the loose ends.	The conclusion is recognizable, but does not tie up several loose ends.	There is no clear conclusion, the paper just ends.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Subject/Verb Agreement	There are no errors in subject/verb agreement.	There are few errors in subject/verb agreement but they do not interfere with meaning.	There are few errors in subject/verb agreement and they interfere with meaning.	There are numerous errors in subject/verb agreement.

Assignment 2: 6+1 Trait Writing Model RAFT

Revising Your Perspective Following Group Work

CATEGORY	4	3	2	1
Role: How well did you sound like the person whose voice you were writing in?	The person's voice was acknowledged and three or more details were provided.	The person's voice was acknowledged and one or two details were provided.	The person's voice was acknowledged, but there were no details to support it.	The person's voice was not acknowledged at all.
Audience: How well did you acknowledge the group or person you were writing for?	The audience is acknowledged in at least three separate places. The author predicts and answers the audience's questions.	The audience is acknowledged in two separate places. The author predicts the audience's questions, but does not answer them completely.	The audience is acknowledged in one place. The author predicts the audience's questions, but does not answer them	The audience is not acknowledged.
Format: How well did the writing you did take the shape of what was originally expected?	The author follows the writing form assigned. Writing is authentic, original, and contains level appropriate vocabulary and functions from the unit studied.	The author follows the writing form assigned. Writing is generally authentic and original. The author usually uses the appropriate functions and vocabulary for the unit.	The author follows the writing form assigned. The author usually uses the appropriate functions and vocabulary for the unit. The author usually uses few of appropriate functions and vocabulary for the unit.	The author does not follow the writing form assigned.
Topic: How well did you prove you learned the content from the Mice and Men unit?	The author includes at least four details or examples that demonstrate knowledge of the Mice and Men unit.	The author includes at least three details or examples that demonstrate knowledge of the Mice and Men unit.	The author includes at least two details or examples that demonstrate knowledge of the Mice and Men unit.	The author does not demonstrate knowledge of the Mice and Men unit.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Adding Personality (Voice)	The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."	The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.	The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.	The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.

Assignment 3: Reaching Consensus RAFT

Assignment Developing a Consensus on How to Address the Conflict

CATEGORY	4	3	2	1
Role	Role is expertly executed, shows clear evidence of independence and voice is strong throughout writing.	Role is well-defined, shows clear evidence of independence and voice is consistent throughout writing.	Role is somewhat well-defined and shows some signs of being independent. Voice is emerging.	Role is difficult to understand, shows no signs of independence or consitency. Voice is ineffective.
Audience	Audience has strong and believable connection with Role and Format. Presented in a creative and original manner.	Clear sense of Audience. Presented in a creative and original manner.	Audience has some connection with Role and Format. Shows some creativity.	Audience has no connection with Role and is not consistent with format.
Format	Format shows original relationship between Role and Audience. Adheres to conventions of chosen Format.	Format shows original relationship between Role and Audience. Adheres somewhat to conventions of chosen Format.	Relationship of Format to Role and Audience is emerging. Adheres somewhat to conventions of chosen Format.	Relationship of Format to Role and Audience is unclear. Does not adhere to conventions of chosen Format.
Topic/Strong Verb	Oustandingly original and creative exploration of the concept of independence! Purpose of writing (strong verb) is clear, consistent and thorough.	Original and creative exploration of the concept of independence! Purpose of writing (strong verb) is clear, consistent and thorough.	Originality and creativity emerging. Begins to address concept of independence. Purpose of writing (strong verb) is somewhat unclear.	Topic has no connection with the concept of independence. Purpose of writing (strong verb) is confusing and inconsistent.
Factual and Resource Basis or Role	Role is supported by facts and resources are well documented.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writing contains a few errors, but they do not distract reader from content.	Writer makes several errors in grammar or spelling that distract the reader from the content.	Writer makes many errors in grammar or spelling that distract the reader from the content.
Peer Response	Peer comments are framed in a positive manner. They are extremely helpful and are based upon assignment rubric.	Peer comments are framed in a positive manner. They are somewhat helpful and are based upon assignment rubric.	Peer comments are mildly negative. They are somewhat helpful, but are not based upon assignment rubric.	Peer comments are framed in a negative manner, are not helpful and are not based upon assignment rubric.

Michels, Miles, Sheldon Mod:4 Project: Personal Improvement

Mod: 4 Group Project
Develop Personal Improvement Plan
(note: this is a fictitious lesson and it is assumed students have access to online tools)

Teachers: Jeff Michels, Sandi Miles, Julie Sheldon

Goals and Rationale:

Young adults often battle with different and difficult issues in today’s society. These issues are compounded by the explosion of technology and the new expectations of adults in the work place and at home. Although being a young adult is difficult many adults would argue that life’s more challenging struggles lie beyond the high school and college years. In recent years simulation games like The Sims and Second Life have allowed students the opportunity to explore realistic adult issues. Similarly this project provides young adults the opportunity to discuss with other students the lessons they have learned vicariously through the examples given. In addition by working in a collaborative environment students will learn the healthy advantages of sharing ideas and delegating tasks. The goal of this lesson is for students to work in a collaborative environment utilizing today’s technology in order to put together an action plan for personal improvement of a realistic adult example.

Objectives:

1. The students will identify and analyze the problem issues of a realistic adult example.

2. The students will divide tasks, collaborate and provide feedback to fellow group members via online tools.

3. The students will synthesize their ideas and develop a Personal Improvement Plan

4. The students will evaluate the work of each member of their group and the plans of other groups



Materials:
Email
Blog submission
Wiki
Web-Conferencing


Modifications/Adaptations: This course could be completed virtually or through a blended learning approach with some tasks happening in the classroom and others (Email, Blog, Wiki, and other online tools) can be utilized outside of the classroom. Additionally some class time can be used to offer students access to computer who may not otherwise have access.


Assessment: Is accomplished through review of student completion, synthesis of findings, collaboration and communication, and evaluation of groups and group members. (See Student Directions and Scoring)


STUDENT DIRECTIONS AND RUBRIC

3 Ls Group Project on ADA Law

Web Link: http://www.tirkzilla.com/~les/EPFA/group.html

ADA Online Lesson
Teaching participants to understand the reasons for,
and the details of, the Americans with Disabilities Act.
Created by: Les Brown, Lynn Gitlow, and Lucy (Irene) Willard

Topic: Americans with Disabilities Act

Rationale: The Americans with Disabilities Act is a long and complicated law, with a rich history of defining litigation and many details to understand. Staff need to understand the background of the law, it’s purpose, and how it is implemented in this organization.

Objective: Participants will be able to:
Name the 5 titles of the American’s with disabilities act
Be able to relate the law to their work environment or personal experience
Find resources to learn out more about the law as needed
Know how to document the source of their information
Evaluate the individual and group experience as part of the project

Materials:
Website with information resources and links to the ADA law
A discussion space (GoogleGroups) for students to post their group projects
E-mail addresses for each participant

Key Vocabulary: Intent and titles of the law, Americans with Disabilities

Assessment Method: Students will complete a self assessment and group assessment as part of the activity. Groups will also assess the work of other groups, providing feedback via a discussion thread.


Process:
Introductions of assignment
Students will be sent the project URL via e-mail.
Materials for the lesson, and the assignment itself, will be posted on that webpage.

Assignment 1: Create a project on one of the Titles of the ADA Due: End of week 1
Students are divided into groups, so that there are 5 or 6 groups. Each group is given the assignment to create a project talking about one of the Titles of the ADA. Assignment details are posted on the website. Assignments are to be posted in a teacher created thread in the discussion forum, so other groups can view their work and discuss the implications.

Assignment 2: Self and group evaluation Due: End of week 1
Students will be asked to download a self/group evaluation form from the website and fill it in, then send it via e-mail to the instructor. The first part will focus on the student’s work as part of the group, outlining their contributions, and how they felt they did. The second part will focus on the group. Students should evaluate how their group worked together, noting any problems, and providing some details about the contributions of the other group members (instructor can use this for cross checking). – an expectation needs to be reiterated on the webpage, that the groups will contact the instructor if someone has not contributed at all, and that can be detailed on this form as well, but the form should not be the first time the instructor has heard about it!

Assignment 3: Peer evaluation of other groups Due: 1 week after the project above
Each group will use a teacher created discussion thread to evaluate the content posted by at least two other groups. All group members should participate to create an evaluation the work. Discussion points to be covered will be posted on the website.

Hi All Introducing Lynn

Hi All My name is Lynn Gitlow and I live In Winterport Maine - the closest Portland to me is Portland, Maine about 120 miles south. I am the Director of an Occupational Therapy Program at a small private university in Bangor Maine. As an occupational therapist my major interest is assistive technology. The reason that I am taking this course is that I am on sabbatical in the fall - roaring cheers- and will try and develop a five course technology and environmental intervention certificate program that will also be the foundation for an advanced Master's in OT at my school. I hope to learn a lot from this course that will help me develop the online format for this program
I live here with my partner, a retired anatomy and physiology professor turned potter and my two cats. I love to travel, garden and walk.

I will try and upload my picture at another time when I have a faster Internet connection but in the meantime look at www.tecmaine.org > staff and you can see my picture
I look forward to working with you all

Blogging

I am pretty new to blogging so I wanted to add a post to go with my profile.

Currently I am a fully time Social Studies teacher at the Arts and Communication Magnet Academy in Beaverton. Our school houses grades from 6-12. We are a small school and we all have many responsibilities keeping the staff very busy year round. During the the 07-08 school year I instructed 6th Grade Geography, 7th&8th Grade Fitness, 9th Grade Homeroom, 1oth Grade Government and Health, 11th Grade AP US History, and 12th Grade Economics and Health.

I am excited about this class and its potentional to provide rich and challenging content to my students while providing them with learning communities both inside and outside of the classroom via elearning technologies.

Jeff

Hello from Les Brown

I’m Les Brown, I live in Portland, but work in Washougal, WA – just across the river next to Camas. I work as the Technology Manager for the Washougal School District, and have been working there for 10 years. I’ve taught a number of classes to the district’s certificated teaching staff, and to the administrative staff, and hope to find ways to use online methods to enhance our staff development offerings. As a small school district with a very small tech staff (2 FTE for 400+ staff, 950 computers, and 3,000 students) there is never enough time to do adequate trainings for everyone who is interested in learning.

I believe that asynchronous training opportunities that can be provided by online training might be a great fit for teachers willing to try it out. Scheduling training has been a large obsticle for our district, given large amounts of competition for a relatively small training budget.

I'm a Northwest native, I grew up in Eastern Washington and attended Washington State University. I live in a 1920's bungalow with my husband, John.