L3+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__:** Three
 * __ Grade Level __**** : ** 9-12 **__Topic__:** Literary devices effects on style and tone
 * __ Objectives __**
 * Student will understand that ** literary devices used by the author affect the style and tone of the novel.
 * Student will ** **know** how to identify literary devices within texts and explain how devices affect the tone and style of the novel.
 * Student will be able to ** analyze the effects of literary devices, tone and style in the novel.
 * __ Maine __****__ Learning Results Alignment __**

// 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. These notes will also serve as a formative assessment of student understanding and comprehension. 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. __ Band/Music __ – Students will be bringing one of their favorite songs and identifying literary devices within the song. __ Technology __ – Students will be creating a podcast where they try to sell //The Grapes of Wrath//. Students will be split into groups in order to write, produce and present the podcast. Working in groups will allow students to bounce ideas off of one another, learn from one another, and challenge one another. 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 given to me through e-mail. 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. I will be using various methods of media presentation depending upon the equipment students have available for playing their songs to the class. I will be using anything varying from iTunes, YouTube, CD’s, and any other materials students may bring in that I do not know about. - Classroom - Students - iTunes (to download the students songs so they can be played for the class) - Computer - Pens/Pencils - Headphones (for students who forget their own) - CD player, MP3, or iPod (for students who forget to bring a song of their own) - Internet Connection - Speakers loud enough for the whole class to hear Resources for literary devices in music: http://wiki.elearning.ubc.ca/tela/PoetWorkshop This link refers to using literary devices in music for a poetry class, but with a few adjustments this lesson would fit my class as well. http://www.rocklibrary.com/Library/Entity.aspx?id=524abd9f-5738-475c-9414-6488f7ef5298 This is also another lesson plan that uses music to introduce literary devices to students. It has very fun ideas and provides great ideas. 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. In addition, students will be able to make continued revisions on their products after receiving a grade. This will 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. 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 of their podcasts 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. 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. These notes will also serve as a formative assessment of student understanding and comprehension. 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. **Agenda:** - Reading Quiz (5min) - Chapter Presentation (15min) - Class Discussion (35-40min) Students will enter the classroom and the desks will be arranged into rows facing the front of the classroom. The class will spend a maximum of ten minuets taking the five question chapter quiz, which I will use as a formative assessment. The quiz will be quick, to-the-point, and worth no more than five points and allow me to see who has been keeping up with the readings, as well as get students thinking about what they read and what they may want to talk about during the class discussion. 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 third 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 the students’ favorite quotes from the reading. These presentations will be worth ten points. In order to give effective presentations students need to understand the material they are presenting. I will use these presentations as a means of assessing student understanding and comprehension, 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 for the rest of the class period. I will use this time to give students constructive feedback on their ideas, as well as an opportunity to assess student understanding and comprehension. 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 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. These notes will also serve as a formative assessment of student understanding and comprehension. - Listen to songs (10min) - Play/discuss 3 songs for the class (15-20min) - Start Garage Band assignment (30-35min) Students will enter the classroom and the desks will be arranged in a U shape. I will ask students to get their songs ready while I hand out the literary device worksheet (see attached worksheet). Students will then spend a maximum of ten minuets listening to their songs and filling in the worksheet (they will have the option of listening to the song twice). Three students will have their names picked out of a hat and, if they are comfortable, they will be able to play their song for the entire class. The class will then review the literary device worksheet and discuss any of the literary devices they found while listening to the song. We will discuss how the devices affect the style and tone of the song. Students will then be given their Garage Band podcast assignment and break into small groups. I will then hand out one graphic organizer and one checklist to each group. The organizer will function as a formative and self assessment. I will be able to review the organizer and judge students understanding of literary devices, and students will be able to use the organizer to reflect on how they can use literary devices in their own writing. If a student appears to be having a hard time understanding I will talk with the student and the necessary accommodations will be made. The checklist will provide students with the opportunity to methodically review what is expected of them and perform accordingly. Students will spend the rest of the class period discussing their podcast. In this lesson students will be given a literary device worksheet when we being the song activity (see attached worksheet). Using the worksheet will allow students to see the connection between their interests (in this case music) and the lesson being taught. After students break into groups each group will also receive a checklist and graphic organizer that will be turned in with the final product (see attached checklist and organizer). The checklist will function as a way for students to methodically identify what is expected of them and perform accordingly. The organizer will function as a formative assessment of the students’ depth of understanding as well as a self assessment. If it appears that a particular student is having a difficult time defining or understanding how to use literary devices I will talk with the student and the necessary accommodations will be made. 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 analyze facet by having students analyze the use of literary devices in their favorite songs as will as in their podcasts. By creating a podcast students will have to consider how to effectively use literary devices in their own writing. Students will also receive feedback from their peers as well as me on their rough drafts of the song they create. 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 receive feedback from both me and their peers when they bring a rough draft of their podcast product. Based on the feedback students are free to make any changes they feel are necessary. When the final copy of the Garage Band podcast 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 identify literary devices within texts and explain the effects the devices have on the tone and/or style of the novel.
 * __ Assessment __**
 * Formative (Assessment for Learning): ** Students will be given a worksheet as we start the song activity (see attached worksheet). The worksheet with provide students with labeled boxes so they can better organize the devices they find in their songs. I will use the organizer as a way to judge what students understand and where they still have gaps in their knowledge, and I will tailor my instruction accordingly.
 * Summative **** (Assessment of Learning): ** Students will create a podcast where they try to convince someone to purchase //The Grapes of Wrath//. Students will need to use at least one of each of the literary devices in their podcast. To ensure that the students have reached the necessary requirements they will be given a checklist and an organizer where they write down the devices as they appear in their product (see attached checklist and organizer). Both the checklist and their organizer are to be handed in with the final product. I will use the checklist and organizer as a way to judge what students understand and where they still have gaps in their knowledge, and I will tailor my instruction accordingly.
 * __ Integration __**** : **
 * __ Groupings: __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * __ Linguistic: __** Students will be discussing literary devices in the song with the entire class.
 * __ Interpersonal: __** Students will be working in groups for the podcast project.
 * __ Intrapersonal: __** Students will be listening to their own song and finding literary devices.
 * __ Musical: __** Students will be listening to music.
 * __ Spatial: __** Students will have the graphic organizer to make their thoughts visual.
 * __ Logical: __** Students will have a graphic organizer so they can organize their thoughts, as well as a check list so they can methodically check off the requirement they have already met.
 * 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 and discover literary devices in their favorite music. Allowing students to pick their own songs enables students to connect the lesson to their own style and genre of music and personal interests. Students who speak English as a second language can pick music in their primary language, students from different cultures can bring in music that reflects their culture, students are free to pick any kind of music they want, this way each student can relate the lesson to him/herself. Also, when students hear the song they picked later, it is my hope that they will recall the lesson.
 * // 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 worksheet as a bridge between the lesson and student interest. Students will use the worksheet to organize the literary devices they find in their songs, creating a connection between student interest and the lesson at hand. The worksheet will also provide me with an example of how well students are capable of identifying literary devices, it will also alert me to any misconceptions students may have. I will be able to judge students’ abilities and make the appropriate adjustments to ensure that all students understand the assignment.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * __ Linguistic: __** Students will be discussing literary devices in the song with the entire class.
 * __ Interpersonal: __** Students will be working in groups for the podcast project.
 * __ Intrapersonal: __** Students will be listening to their own song and finding literary devices.
 * __ Musical: __** Students will be listening to music.
 * __ Spatial: __** Students will have the graphic organizer to make their thoughts visual.
 * __ Logical: __** Students will have a graphic organizer so they can organize their thoughts, as well as a check list so they can methodically check off the requirement they have already met.
 * // • 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 student worksheets to evaluate the depth of student knowledge of literary devices and ability to identify devices. Students will also receive graphic organizers where they will document the literary devices used in their podcast products. After reviewing the organizers I will know where students are in their understanding of literary devices and adjust my plans 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 __**** : **
 * Day One: **
 * Day Two: **
 * Agenda: **
 * What, Where, Why, Hook, Tailor: Linguistic, Musical, Intrapersonal, Interpersonal, Spatial, Logical **
 * Equip, Tailor: Spatial, Logical **
 * Explore, Experience, Rethink, Revise, Tailor: Interpersonal **
 * Evaluate, Tailor: Interpersonal **