L6+Audy+Melissa

A 2 Literary Texts ** of fiction using excerpts from the text to defend their assertions.** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
 * LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : Melissa Audy __Date of Lesson__: 6 **
 * __ Grade Level __**** : 9-12 __Topic__: Perspective **
 * __ Objectives __** ||
 * Students will understand ** that literary devices can alter the tone and style of a piece, evoking various responses in the readers. ||
 * Student will know ** how literary devices, perspective, and other components affect the style and tone of a literary text. ||
 * Students will be able to ** decide how the perspective of a literary text (first-person/ third-person) affects the way a story is told. ||
 * Student will know ** how literary devices, perspective, and other components affect the style and tone of a literary text. ||
 * Students will be able to ** decide how the perspective of a literary text (first-person/ third-person) affects the way a story is told. ||
 * Students will be able to ** decide how the perspective of a literary text (first-person/ third-person) affects the way a story is told. ||
 * Students will be able to ** decide how the perspective of a literary text (first-person/ third-person) affects the way a story is told. ||
 * __ Maine __****__ Learning Results Alignment __** ||
 * // Maine Learning Results: English Language Arts - //**** A Reading
 * // Maine Learning Results: English Language Arts - //**** A Reading
 * // Maine Learning Results: English Language Arts - //**** A Reading
 * Grade 9 - Diploma,** //Weetzie Bat//
 * Students read text, within a grade appropriate span of text complexity, and present analyses

The students will fill out a Venn Diagram comparing and contrasting the effects of writing a story in first-person vs. third-person. They will later reflect on their initial answers and fill in what they have learned in a different color. || Students will write two short stories—the same story, but one in first-person and one in third-person. They will use iMovie to film the telling of each story. This will allow them to recognize the vast effect of perspective within a written piece. They will be evaluated by the teacher on an analytical grading sheet, and will also fill out feedback forms for one another when they present their movies on a projector in class. ||
 * Rationale:** The understanding of perspective in writing is an essential tool for literary analysis. Perspective can alter the presentation of a story greatly, and can help enhance certain themes if used effectively, and the understanding of this connection will contribute to students' ability to interpret a literary text in a higher order fashion. ||
 * __ Assessment __** ||
 * Formative ** (Assessment for Learning)
 * Formative ** (Assessment for Learning)
 * Formative ** (Assessment for Learning)
 * Summative ** (Assessment of Learning)
 * Summative ** (Assessment of Learning)

__ Technology - __ Students will use type II technology as they film their movies and add affects, music, and other enhancements. They will provide feedback to one another after viewing everyone’s' films on a projector in class. __Theater-__ Students will be performing filmed readings of their short stories. __Art-__ Students will add artistic effects to their films. || Students will use a Round Robin grouping in order to discuss how the third-person perspective of //Weetzie Bat,// steers the novel. They will discuss the difference that would be caused if the novel were to be re-told in first person. Their findings will lead the class discussion afterward, as they share their thoughts with the class. || Verbal: Students will be writing two short stories. Kinesthetic: Students will be doing some minor acting in their filmed monologues. Visual: The use of iMovie to tell a story. Interpersonal: Students will work in groups to peer edit. Intrapersonal: Each student will film their own product. Musical: Students will add music and sound effects to their products. || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Absent students will need to get the notes from a classmate. They will need to complete the activities, either during study hall with me or on their own. I will type up a handout on style and tone for them, and post it to the class wiki, along with links to valid resources. If they do not understand, they need to see me either before or after school. || Students’ use of type II technology, and intellectual discussions with one another as they feedback each others’ films will promote a deeper understanding of the subject. Students will see the connection to life as they discuss instances of misinterpretation due to perspective after the hook. || Laptops Wikispaces //Weetzie Bat// book Venn Diagrams Writing utensils iMovie Projector || [|Graphic Organizer Templates] [|Cooperative Learning] [|http://en.wikipedia.org/wiki/Point_of_view_(literature]) http://www.learner.org/interactives/literature/read/pov2.html Perspective assignment taken from Dr. Deborah Overstreet's ENG 230 class (writing portion). (I adapted the assignment to fit the type II technology portion.) The concept of the “Mini Lesson” was taught to me by Dr. Deborah Overstreet. || __ 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. socially as they write short stories from different perspectives, as well as sharing their projects with classmates and giving and receiving feedback. By exploring the perspective found in a variety of mediums and contexts, a deeper cultural understanding will be established. || __ Standard 4 __ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. || __ Standard 5 __ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Verbal: Students will be writing two short stories. Kinesthetic: Students will be doing some minor acting in their filmed monologues. Visual: The use of iMovie to tell a story. Interpersonal: Students will work in groups to peer edit. Intrapersonal: Each student will film their own product. Musical: Students will add music and sound effects to their products. The use of lecture, group work, and individual work will provide different instructional strategies for various types of learners. By using blogging as an interactive technology, students will have a chance to use type II technology. || __ Standard 8 __ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. || In the classroom, the tables or desks will be in a semi-circular arrangement, so that class discussion and activity can be easily held. At the front of the classroom, in front of the marker board, will be my desk, completing the circle, and including me in the discussion area. Everyone will be facing inward--no one will be stuck with the view of the back of someone's head. When something is being done on the marker board or projector, I will ask those who have their backs to the front to turn around temporarily. As the students walk in, at the beginning of class, a clip from //Harry Potter and the Chamber of Secrets// will be projected on the screen. (http://www.youtube.com/watch?v=u0dDre8-Nh4) This clip will show the introduction of Dobby, the house elf who often refers to himself in third person. I will ask the students to identify what is abnormal about the way Dobby speaks. The agenda will consist of: Students will understand that literary devices can alter the tone and style of a piece, evoking various responses in the readers. The understanding of perspective, and the ways in which it directly affects the plot and character development of a story, is important to the study of higher order literary analysis. Perspective relates to real life in the fact that things are interpreted based on perspective every day. **//Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the text to defend their assertions.//** || I will be going around checking students' work throughout the period, giving them the chance to revise any problem areas I notice. In their groups, they will also have the opportunity to discuss how they feel about the third person perspective of the novel, and how Weetzie's emotions were expressed without her personal retelling. By listening to other's views, they are given the chance to rethink their own. The class will be divided into their Cooperative Learning Groups by drawing, at random, a slip of paper with a type of perspective written on it. When students present their films in class, their classmates will fill out a feedback sheet. This will encourage students to use high-order thinking, as they carry out intellectual discussions regarding their analysis of perspective. By analyzing the text in //Weetzie Bat//, and other texts, students will understand the relevance of perspective in all forms of interaction. Students will be able to note their progress based on the improvement in their understanding of perspective from their initial Venn Diagram responses. **Students will be able to** consider how the main character's ongoing conflicts shape the plot of the story. The students will self-assess by filling out their own analytical grading sheet (see attached) prior to sharing their work with the class. I will comment and assess their movie products on the same analytical grading sheet, when they are turned in. Their knowledge about perspective will be important as they learn to interpret and analyze literary texts in a higher order fashion. This knowledge will also be essential to their understanding of themes as they complete their final unit project. They will need to understand perspective as a social skill, outside of the educational setting, as well.
 * __ Integration __** ||
 * __ Integration __** ||
 * __ Groupings __** ||
 * __ Groupings __** ||
 * __ Differentiated Instruction __** ||
 * Strategies **
 * Strategies **
 * Strategies **
 * Modifications/Accommodations **
 * Modifications/Accommodations **
 * Absent students**
 * Extensions **
 * Extensions **
 * __ Materials, Resources and Technology __** ||
 * __ Materials, Resources and Technology __** ||
 * __ Source for Lesson Plan and Research __** ||
 * __ Source for Lesson Plan and Research __** ||
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __** ||
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __** ||
 * Rationale:** The lesson will be taught using multiple approaches targeting the multiple intelligences, as listed above. The combination of group work, class work, individual work, and lectures will promote in depth understanding and deep thinking. By offering help outside of class and making accommodations for certain learners, I will support their needs and development. Students will develop intellectually and
 * Rationale:** The instruction of my class will consist of some lecturing in order to pass on my knowledge of subject matter. The group work and individual work will help students learn based on individual preference based on the multiple intelligences. The deep understanding of perspective being promoted meets the MLR I am targeting for this lesson.
 * Rationale:** The students will work in a variety of ways, listed above and below. The unit will accommodate the needs of learners of multiple intelligences:
 * Rationale:** The formative and summative assessment will demonstrate the development of the learner. Students will fill out a Venn Diagram in order to record their initial thoughts on the differing perspectives used in literature. Since students will be using iMovie as a method of recording a reading, they will be evaluated by their production of an informal product. When I grade their films, they will be formally assessed on an analytic grading sheet. Students will be able to note the progress they have made through the assessment of their final product compared to their thoughts on their initial graphic organizers.
 * __ Teaching and Learning Sequence: __** ||
 * __ Teaching and Learning Sequence: __** ||
 * Hook time (~ 5 minutes)
 * Graphic Organizer Time (~ 5 minutes)
 * Journal Writing (~ 10 minutes)
 * Mini-Lesson (~ 15 minutes)
 * Cooperative Learning Time (~ 10 minutes)
 * Discussion Time (~ 15 minutes)
 * Assignment Instruction (~ 5 minutes)
 * Production Time (remainder of class/homework)
 * Where, What, Why, Hook, Tailor: Interpersonal, Intrapersonal, Verbal, Visual** ||
 * Student will know ** how literary devices, perspective, and other components affect the style and tone of a literary text. Learning will occur at all times, in a variety of ways that will ensure that all students are invested in at least one portion of the lesson. After showing the //Harry Potter// clip as a hook, the students will talk about times where they have misinterpreted something due to perspective, and how perspective changes the relaying of meaning. Students will then be given a Venn Diagram to fill out, comparing and contrasting the telling of a story in either first or third person. After this, students will be asked to pull out their journals, which will be routine by this point. In their journals, they will be asked to write down some ideas for a short story they may want to write later on, from two different perspectives. This will be followed by a mini-lesson, in which I will define perspective, and go over the various types of perspective found within literature, such as: first-person, second-person, third-person, narrator, etc. This is where I will provide some instruction for a short amount of time, as students take notes and fill in some blanks on their Venn Diagrams. After the "Mini-Lesson," students will use a Round Robin cooperative grouping (see attached) in order to discuss the perspective of //Weetzie Bat,// and how the novel would be different of told from a different perspective. I will check with each group to make sure that their findings are accurate and display understanding. We will then hold a class discussion about the perspective of //Weetzie Bat//. After everyone seems confident, I will handout their assignment instructions and go over the expectations. For homework, they will be assigned to write a short story in first person, then re-write the same exact story in third person. They will later be given more time in class to film a reading of their story from both perspectives. They will share their products with the class after they have been completed, and feedback each other's work.
 * Equip, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Kinesthetic, Musical** ||
 * Equip, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Kinesthetic, Musical** ||
 * Explore, Experience, Rethink, Revise, Tailor:** **Verbal, Interpersonal, Intrapersonal, Kinesthetic, Visual** ||
 * Evaluate, Tailor: Intrapersonal, Interpersonal, Visual** ||
 * Reflection: **