L1+Trundy++++Monique

** UNIVERSITY **** OF **** MAINE **** AT **** FARMINGTON ** ** COLLEGE **** OF **** EDUCATION ****, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** // Maine Learning Results: English Language Arts A. Reading // // A2: Literary Text Grades 9-Diploma: The Grapes of Wrath Students read text within a grade appropriate span or text complexity, and present analysis of fiction using excerpts from the text to defend their assertions. c: Determine the effects of common literary devices on style and tone of a text.
 * __ Teacher’s Name __**** : ** Ms. Trundy  **__Date of Lesson__:** One
 * __ Grade Level __**** : ** 9-12 **__Topic__:** Literary Devices
 * __ Objectives __**
 * Student will understand that ** literary devices are commonly used in writing and have effects on the tone and style of the novel.
 * Student will ** **know** how to define key literary terms and use them in their own writing.
 * Student will be able to ** use knowledge of literary devices to identify devices in the novel.
 * __ Maine __****__ Learning Results Alignment __**

// Students will be given class time to work on their products, and to have other students peer-review the rough draft of their comic life. Each student will receive a Peer Review Guide to assist with feedback (see attached guide). Each student needs to have at least two other students fill out feedback guides. The guides will be attached to the final product. Peer reviewing papers will prompt students to display their ability to define literary devices, find literary devices in texts and critique the usage of literary devices. Students will spend large portions of time discussing and exploring the text in class during class discussion. I will use this time to give students constructive feedback on their ideas, as well as an opportunity to assess student understanding and comprehension. Students who are extremely uncomfortable or unable to speak during class discussions are encouraged to speak with me. These students will be excused from class discussions, they will, however, have to take notes during class discussions and hand their notes in to me at the end of class. The notes will count towards the student’s participation grade for the day. I will also use the notes to ensure student understanding. Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will also work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension. __ Art – __ I will be incorporating art into the comic life. Students will need to make their product visually pleasing. __ Technology- __ Students will be using comic life to create a comic that incorporates the literary devices covered in class. Students will be split into groups when they come into the classroom by jumping on one foot or simply picking a leg and finding two other people who are hopping on the same foot. Each group will pick a literary device out of a hat. After getting their devices all of the students will go outside for no more than five minuets and find a random object to bring back to the classroom. Students will then be given fifteen minutes to define the literary device they picked from the hat and create a few sentences that incorporate their device and the random object they picked up from outside. I will encourage students to be as creative as possible. Music will have been playing throughout this process and at this time I will ask students whether or not they want the music to stay on. After fifteen minuets each group will give a small presentation about their device. One person will define the device for the class, another will read the sentences they developed aloud to the class, and the last person in the group will write the sentence(s) on the board for the rest of the students. Each individual student will be responsible for filling out the graphic organizer with the definitions provided by his/her classmates (see attached organizer). __ Musical: __ Music will be playing throughout the class period. I will review students' IEPs, 504s, or ELLIDEPs and make the appropriate modifications and accommodations. If students inform me ahead of time that they will be missing from class I will tell them what they will be missing in class and accept digital copies of the homework due given to me through e-mail. If a student does not have a computer or e-mail I will expect the assignment the next day they will be in school. Students who do not inform me of their absences are expected to find me, another classmate or check the class wiki to see what they missed in class. If absent students do not find me I will assume they found a friend or visited the wiki and expect assignments to be done on the due date given. If assignments are not finished I will speak with the student and make adjustments accordingly. I will have music playing while the students enter the classroom and split into their groups. - Classroom - Students - Hat - Black/Whiteboard - Chalk/Markers - Pens/Pencils - Permission to take students outside - Dictionaries and/or computers for defining devices Resources for Literary Devices: http://mrbraiman.home.att.net/lit.htm Devices - Metaphor, Simile, Foreshadowing, Alliteration http://www.tnellen.com/cybereng/lit_terms/ - Foil, Imagery http://www.virtualsalt.com/litterms.htm - Tone, Symbol, Irony http://www.cliffsnotes.com/WileyCDA/LitNote/The-Grapes-of-Wrath-Critical-Essays-The-Use-of-Literary-Devices-in-the-Intercalary-Chapters-of-The-Grapes-of-Wrath.id-117,pageNum-103.html Juxtaposition, Dramatization [|http://faculty.umf.maine.edu/~overallt/melwebquest/comiclife.html] Comic Life handout Students will also be given the opportunity to participate in class discussions. These discussions will be able to benefit every student in the classroom. Students who do not completely understand the materials can learn from their peers as they listen in on the discussion, and later add their opinions as they become more and more familiar with the subject. Students who feel they know the material can have their ideas confirmed and/or challenged in the classroom. The more debate among students, the better. Debates encourage students to become emotionally charged about the content, and in order to defend their ideas students will need to learn effective ways to call on the text to back up their points. Students will be able to apply this skill to debates, writing, and life in general. Students will also learn how to communicate their ideas with others in sophisticated, educated ways. Students will also be given the opportunity to participate in class discussions. Discussions will be guided by questions I have prepared that focus around my major goals for student understanding. These discussions will be able to benefit every student in the classroom. Students who do not completely understand the materials can learn from their peers as they listen in on the discussion, and later add their opinions as they become more and more familiar with the subject. Students who feel they know the material can have their ideas confirmed and/or challenged in the classroom. Students will also receive feedback on rough drafts from both peers and me to ensure that every student is able to make the appropriate revisions on his/her work. In addition, students will be able to make continued revisions on their products after receiving a grade to ensure that each student can do his/her best as his/her own pace. Revisions handed in after receiving a grade are to be accompanied by an explanation form (see attached form) which acts as a form of self-assessment. Also, student IEPs, 504s or ELLIDEPs will be reviewed and appropriate modifications and accommodations will be made. Linguistic: Students will be talking with one another and I will be going around answering questions and helping out struggling groups. Spatial: Students will be seeing the object they're writing about as well as seeing the writing on the board. Bodily: Students will be moving around to get into their groups. They will be moving when they're outside searching for something to write about. They will also be moving when they are writing on the board and giving their presentations. Interpersonal: Students will be working with one another as well as "teaching" their peers. Naturalistic: Students will be going outside to collect their random objects. Logical: Categorizing the information given by peers on the graphic organizer. Students will spend large portions of time discussing and exploring the text in class during class discussion. I will use this time to give students constructive feedback on their ideas, as well as an opportunity to assess student understanding and comprehension. Students who are extremely uncomfortable are encouraged to speak with me. These students will be excused from class discussions, they will, however, have to take notes during discussion and hand their notes in to me at the end of class. Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will also work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension. Day One: **Agenda:** - Literary Device Activity (35-40min) - Work Time (Rest of period) Students will enter the classroom and be told not to bother finding a seat. I will have instrumental music playing and the desks and chairs will be divided into groups of three. Students will then split into groups by jumping on one foot and finding two other people who are hopping on the same foot. One person from each group will pick a literary device out of a hat. After getting their devices all of the students will go outside for no more than five minuets and find a random object to bring back to the classroom. Students will then be given fifteen minutes to define the literary device they picked from the hat and create a few sentences that incorporate their device and the random object they picked up from outside. I will be using the activity as a diagnostic assessment by offering myself as a resource, this way I will better understand students’ needs and be able to adjust my lessons accordingly. After the fifteen minuets each group will give a small presentation about their device. One person will define the device for the class, another will read the sentences they developed aloud to the class, and the last person in the group will write the sentence(s) on the board for the rest of the students. Each individual student will be responsible for filling out the graphic organizer with the definitions provided by his/her classmates (see attached organizer). Students will be given their comic life assignment and I will give students a comic life handout. The hand out will cover the basics of comic life and answer questions students may have about how comic life works. The rest of the class will be spent as a work period. Students will be able to participate in any of the following activities: 1) students can start working on their rough drafts 2) students can start playing with comic life and figuring out how it works 3) students who have rough drafts done or partially finished (and have permission) can use the computers to search for pictures to use in their comics. Students who use photos from the internet need to follow my picture usage guidelines (see attached guidelines). I will make myself available during the work time to comment on rough drafts, answer general questions, and help students who are having a hard time understanding comic life.  -  Reading quiz (5min)  -  Chapter Presentation (15min) - Class Discussion (35-40min) Students will enter the classroom which I will have arranged in rows facing the front of the classroom, and students will spend a maximum of five minuets taking the five question chapter quiz on chapters 1-3, which I will use as a formative assessment (see attached quiz). The quiz will be worth no more than five points and allow me to see who has been keeping up with the readings. If it becomes apparent that individual students are struggling with the amount of reading I will talk with them to figure out what is causing the difficulties and accommodate accordingly. After the quiz is over, the first group will give their chapter presentation, which also serves as a formative assessment of student understanding. The presentation will consist of a brief summary of each chapter, significant imagery, symbols and quotes from the reading. In order to give effective presentations students need to understand the material they are presenting, if it is clear that a student is struggling during their presentation then I will speak with the student and accommodate accordingly. After the presentation the class will move the desks to create a circle and discuss the chapter assignments and address the questions given for the blog entry for the rest of the class period, this also acts as a form of formative assessment. Students will be able to discuss and explore the novel in ways they would not have been able to alone. Instead of being lectured on the information from me, they will learn by discussing the novel with their peers. If I notice that individual students are not contributing to the class discussion I will speak with them to figure out what they do not understand and accommodate accordingly. - Work Period (All period long) Students will spend the entire period working on their comic life products. Students are free to move and sit anywhere they want within the classroom so the table/seating arrangement will be irrelevant. During the class period students are expected to work on their comics, peer review each others projects and offer feedback, and complete their comic. At the end of the period every student should hand in a hard copy of their comic. If for some reason the printer is not working, students should be able to show me a digital copy of their comic on their computer. During the period I will be checking in with students, answering questions and providing feedback. - Reading quiz (5min) - Chapter Presentation (15min) - Class Discussion (35-40min) Students will enter the classroom which I will have arranged in rows facing the front of the classroom, and students will spend a maximum of five minuets taking the five question chapter quiz on chapters 4-6, which I will use as a formative assessment (see attached quiz). The quiz will be worth no more than five points and allow me to see who has been keeping up with the readings. If it becomes apparent that individual students are struggling with the amount of reading I will talk with them to figure out what is causing the difficulties and accommodate accordingly. After the quiz is over, the first group will give their chapter presentation, which also serves as a formative assessment of student understanding. The presentation will consist of a brief summary of each chapter, significant imagery, symbols and quotes from the reading. In order to give effective presentations students need to understand the material they are presenting, if it is clear that a student is struggling during their presentation then I will speak with the student and accommodate accordingly. After the presentation the class will move the desks to create a circle and discuss the chapter assignments and address the questions given for the blog entry for the rest of the class period, this also acts as a form of formative assessment. Students will be able to discuss and explore the novel in ways they would not have been able to alone. Instead of being lectured on the information from me, they will learn by discussing the novel with their peers. If I notice that individual students are not contributing to the class discussion I will speak with them to figure out what they do not understand and accommodate accordingly. In this lesson students will be given a great deal of information during this lesson and some, if not all, will be new information. In order for students to visually organize the facts and their thoughts I will give them a graphic organizer (see attached organizer). I will hand out the organizer after the groups have worked on defining their literary device and creating their sentences. I will explain what the organizer will be used for and that they need to keep the organizer to reflect on while they are creating their comic. Students who are uncomfortable/unable to speak during class discussion are encouraged to speak with me. Instead of having these students participate in class discussion they will have to take notes during the discussion and turn those notes in to me at the end of class. I will encourage the student to keep the notes in a folder so he/she can refer to them while doing homework assignments. The notes will also count as the student’s participation grade for the day, so there will be consequences for not taking notes or taking inadequate notes. If a student hands in notes that I feel are inadequate before taking points off I will ask the student if he/she will explain to me how the notes will help them at a later date and have them recap that days discussion based on the notes they wrote. Depending on how the student presents his/her case I will give full points or doc points for the lack of effort. In this lesson students will be displaying knowledge from the application facet by having students use literary devices in their own writing. During the hook students will be split into groups and given fifteen minutes to define a literary device they picked from a hat and create a few sentences that incorporate their device and a random object they picked up from outside. By splitting students into groups, students are engaged in discussing the devices, they work and learn together to incorporate the device into their sentence(s). Students will also be incorporating literary devices in their own writing when they write their comics. Since students are not assigned a specific genre or topic for their Comic Life product, they are able to explore literary devices in a writing format that is comfortable and familiar to them. Students will also receive feedback from their peers as well as me on their rough drafts. Students will use the feedback they get in class to revise their work and hand in a “final” draft the next class. The final draft is also able to be revised until a student gets a grade he/she is happy with. Students will be split into groups of three. In their groups students will work with one another to define a literary device and use the device in a sentence. After fifteen minutes to work on their sentences one student will define the literary device for the class, another will read the sentences the team made, and the remaining student will write the sentences on the board for everyone to copy. Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will also work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension. Students will receive feedback from both me and their peers when they bring a rough draft of their comic life product. Based on the feedback students are free to make any changes they feel are necessary. When the final copy of the Comic Life product is handed it students will receive a grade (see attached grading sheet). The grade, however, will not be final. Students will be able to make changes to the final product for a week after they get their grade allowing students to improve their understanding at their own pace. Students will be given short, to-the-point quizzes for each chapter assignment (see attached quizzes). The quizzes are worth five points and should take no more than five minuets to complete. The point behind the quiz is get students thinking about what they read and what they want to discuss during the class discussion. Students will work in groups of three to give chapter presentations. These presentations will require students to read the text, provide short chapter summaries, at least two important literary devices, important symbols, and each student will present their favorite quote from the reading. These presentations will be worth ten points. I will use these presentations as a means of assessing student understanding and comprehension.
 * Rationale: ** This lesson will help students become familiar with literary devices and help them learn how to use the devices to strengthen their own writing, which will be beneficial for college essays.
 * __ Assessment __**
 * Formative (Assessment for Learning): ** Students will be given a graphic organizer which they will use to write the literary devices and the definitions of those devices provided by their peer’s presentations. Students will use the organizer to reflect on material covered in class. Students will also use the organizer to make the rough draft of their comic life assignment (see attached organizer). Students will turn in their organizers with their final product and I will use them to evaluate student understanding. If students seem to have gaps in their knowledge I will address them accordingly.
 * Summative **** (Assessment of Learning): ** Students will create a comic using comic life. Students are expected to use the graphic organizer received in class to help them integrate the literary devices used in class (see attached organizer). The comic will receive an initial grade based on a grading sheet (see attached grading sheet), and students will be able to make continued revisions on their products until they have a product/grade they are happy with. Revisions are expected to be handed in with an explanation of what the student changed and how it bettered their work (see attached explanation form). Once revisions are in students will receive the higher grade.
 * __ Integration __**** : **
 * __ Groupings: __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * __ Linguistic __****__ : __** Students will be talking with one another and I will be going around answering questions and helping out struggling groups.
 * __ Spatial: __** Students will be seeing the object they're writing about as well as seeing the writing on the board.
 * __ Bodily :__** Students will be moving around to get into their groups. They will be moving when they're outside searching for something to write about. They will also be moving when they are writing on the board and giving their presentations.
 * __ Interpersonal: __** Students will be working with one another as well as "teaching" their peers.
 * __ Naturalistic: __** Students will be going outside to collect their random objects.
 * __ Logical: __** Categorizing the information given by peers on the graphic organizer.
 * Modifications/Accommodations **
 * Absences: **
 * Extensions: **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale ** : This lesson meets the Maine Standards for Initial Teacher Certification by allowing students to explore literary devices in their own writing styles. Since students are not assigned a specific genre or topic for their Comic Life product, they are able to explore literary devices in a writing format that is comfortable and familiar to them. The hook is also used as a diagnostic assessment to judge what adjustments need to be made to better accommodate students intellectual, physical, emotional, social and cultural development. In addition, students will be able to make continued revisions on their products after receiving a grade to ensure that each student can do his/her best as his/her own pace. Revisions handed in after receiving a grade are to be accompanied by an explanation form (see attached form) which acts as a form of self-assessment.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson meets the Maine Standards for Initial Teacher Certification by using the hook as a diagnostic assessment of what students already know by noting how much research needs to be done in regards to defining and understanding the devices, as well as how easily groups use their devices in sentences. I will also make myself an available tool for students who need extra assistance. Helping students directly will allow me to better understand individual students’ strengths and weaknesses, allowing me to alter my plans accordingly.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment  strategies to evaluate and support the development of the learner. //**
 * Rationale ** : This lesson meets the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: using the hook as a diagnostic assessment to gauge students’ abilities and allow me to adjust lessons accordingly. Students will also receive feedback on rough drafts from both peers and me to ensure that every student is able to make the appropriate revisions on his/her work. In addition, students will be able to make continued revisions on their products after receiving a grade to ensure that each student can do his/her best as his/her own pace. Revisions handed in after receiving a grade are to be accompanied by an explanation form (see attached form) which acts as a form of self-assessment.
 * __ Teaching and Learning Sequence __**** : **
 * Class Two: **
 * Agenda: **
 * Class Three: **
 * Agenda: **
 * Class Four: **
 * Agenda: **
 * What, Where, Why, Hook, Tailor: Linguistic, Spatial, Bodily, Interpersonal, Naturalistic, Logical, Musical **
 * Equip, Tailor: Logical, Spatial ,Verbal **
 * Explore, Experience, Rethink, Revise, Tailor: Interpersonal, Intrapersonal, Linguistic, Bodily **
 * Evaluate, Tailor: Interpersonal, Intrapersonal **