L1+Audy+Melissa

// Maine Learning Results: English Language Arts - // ** A Reading ** ** A 2 Literary Texts ** ** Grade 9 - Diploma, ** // Weetzie Bat // **// 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. //** 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__: ** One
 * __ Grade Level __**** : ** 9-12 ** __Topic__: ** Themes
 * __ Objectives __**
 * Student will understand that ** character development and conflict can help convey a theme within a literary text. Weetzie's dream of finding "happily-ever-after" is a vehicle within the writing.
 * Student will know ** what literary themes and are, and how they are conveyed through conflict and other means.
 * Student will be able to ** evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
 * __ Maine __****__ Learning Results Alignment __**

Students will write in their journals as a method of formative assessment. This will represent their progress as they learn about literary themes. After students discuss and define themes, this is where they will be able to record their learning. Students will create a Comic Life product telling a story which conveys a central theme similar to a theme found in //Weetzie Bat.// This product will be assessed to determine whether the student understands literary themes or not. They will write up a brief paragraph along with the product which describes what the central theme is in their product and how it was conveyed. They will then relate it to a theme in //Weetzie Bat,// providing specific examples from the text that will establish a connection. __ Technology __ - A YouTube video conveying a particular theme will be used as a hook. Students will also get to use their laptops in order to create their final product, as well as a method of presenting and sharing their products. Their final products will be Comic Life productions, conveying particular themes, which they will share in class, using a projector. __Art -__ Students will use Comic Life for their final products by writing a story that conveys a theme similar to one found in //Weetzie Bat.// They will be allowed to either create or find images on their laptops, or draw and scan their images. __Social Science –__ In a class discussion, students will address the question: What are some of the social issues that arise in the plot of //Weetzie Bat?//// The discussion will explain how the many social issues presented effect and convey particular themes in the novel. Students will also discuss and consider how Weetzie’s hometown, Los Angeles, is depicted and what themes are enhanced by its description. // Think-pair-share groups will be used to discuss particular themes of the novel and then to take turns presenting findings to the class as whole. First, as a class, students will brainstorm to create a list of the themes they found in the novel on the board. Each pair will be assigned a certain theme from this list. Each student will take time to reflect individually, then meet up and discuss their thoughts with a partner. They will come up with examples of situations, passages, and examples from the book that relate to their theme. They will also share ideas about their projects, considering what type of theme they may want to convey and how. The class will then sit in a circle, and each pair will take turns speaking about their findings and ideas. __Verbal:__ Students will be writing the storyline of a piece to convey a particular theme similar to one found in the novel. __Logical:__ Students will be given the chance to perform technical tasks on their laptops, such as altering the dimensions of the cells of their Comic Life project. __Visual:__ Students will be submitting their writing in the form of a comic life product. They will look at many pictures online, or they will draw or create pictures to use in their productions. __Interpersonal:__ Students will discuss ideas and thoughts with each other at length. Class discussion will be a large part of this lesson. __Intrapersonal:__ Students will write in a journal, responding to the prompt: “What is a theme?” __ Musical: __ Music will play as students work on their products.
 * Rationale:** This lesson serves as an introduction to literary themes, and determining how to indentify and analyze them within a written text. Students must understand how to properly identify and evaluate themes in order to perform higher forms of literary analysis.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative** **(Assessment of Learning)**
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies ** :
 * Modifications/Accommodations **

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.

// Weetzie Bat // book Laptops Projector Journals KWL Charts Writing Utensils Paper Markers/Colored Pencils Chalk/Marker/Smart Board Scanner Printer Graphic Organizer: http://www.eduplace.com/graphicorganizer/ Groupings: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Resources/examples of Literary Themes: http://www.vhinkle.com/nightingale/themes.html http://en.wikipedia.org/wiki/Literary_theme listed above. The combination of group work, class work, individual work, and lectures will promote in depth understanding and deep thinking. Instruction will be clear and presented in a variety of ways so that learners of all styles are comfortable and clearly understand what is expected of them. By offering help outside of class and making accommodations for certain learners, I will support their needs and development. Students will develop intellectually and socially as they reflect in their journals, as well as discuss their findings with others. Through exploring the themes in //Weetzie Bat//, a deeper cultural understanding will be established.
 * Absent students:** Absent students will need to get the notes from the class discussion from a classmate. They will need to complete the activities and journal prompts, either during study hall with me or before or after school, OR on their own if they feel confident that they will understand. I will type up a handout with notes of my lecture on literary themes for them. If they do not understand something, they need to see me either before or after school. If the absence is excused, they will be given the appropriate amount of extra time to complete their work, depending on the length of absence.
 * Extensions**: Extensions will only be granted to those with a valid excuse. If the student either has a note signed by their parents/guardian or if they come tell me what is going on and it seems reasonable, we will be able to negotiate a later due date. Students who are absent will be given an extension depending on the length of absence.
 * __ 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: ** The lesson will be taught using multiple approaches targeting the multiple intelligences, as

// Verbal: // Students will be writing the storyline of a piece to convey a particular theme similar to one found in the novel. //Logical:// Students will be given the chance to perform technical tasks on their laptops, such as altering the dimensions of the cells of their Comic Life project. //Visual:// Students will be submitting their writing in the form of a comic life product. They will look at many pictures online, or they will draw or create pictures to use in their productions. //Interpersonal:// Students will discuss ideas and thoughts with each other at length. Class discussion will be a large part of this lesson. //Intrapersonal:// Students will write in a journal, responding to the prompt: “What is a theme?” // Musical: // Music will play as students work on their products. The use of lecture, group work, and individual work will provide different instructional strategies for various types of learners. By demonstrating the use of Comic Life and sharing projects through a projector, technology will enhance the instruction. In the classroom, the desks will be in a semi-circular arrangement, so that class discussion can be easily held. As the students walk in, they will see a clip of an episode of //Buffy The Vampire Slayer//, from the episode //Hush//, which conveys a strong fairy tale theme, and will hook them. The agenda will consist of: Students will understand that character development and conflict can help convey a theme within a literary text. Weetzie's dream of finding "happily-ever-after" is a vehicle within the writing. The understanding of literary themes is an essential skill, necessary to interpret any text. 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. || The students will use a think-pair-share grouping to discuss different themes, and what themes they have encountered in the novel. (See attached notes on Cooperative Learning Groups.) They will find partners by drawing cards from a deck, each of which will have a common literary theme written on it. There will be two of each theme, and the students will pair up with the person who has the same theme as them. They will be given some time to search for and discuss evidence from the book which suggests a specific theme. We will then hold a class discussion about themes, so that everyone has a chance to express their thoughts. Each pair will choose a specific theme to define and find examples of within the novel. They will then outwardly share their findings with the class. After everyone seems comfortable with the material, I will go over the assessment product. Students will be assigned to create a Comic Life product which conveys a particular theme. This product will be assessed for understanding. || Students will be able to **//evaluate the theme or themes, whether explicitly stated or implied, in a literary text.//** Their KWL will determine what they know about literary themes to begin with, and which beliefs may have been incorrect. In their think-pair-share groups, they will be given the chance to go more in depth with what they have learned and really explore a particular theme with a partner. Through considering the themes found in the text, they will be encouraged to perform higher order thinking. For students to understand the basic meanings, before they go in-depth with their peers in class discussion, I will lecture for a short time about some definitions of literary terms, providing examples for each. When students are grouped in pairs, their roles will be to investigate and really analyze a particular theme found in //Weetzie Bat.// Through the various assignments that go along with this lesson, students will demonstrate progress. Students will get feedback from peers, as well as from me, and will be given the opportunity to revise their work based on this feedback. || The students will self-assess by filling out the last section of their KWL chart--stating what they have learned. I will collect their journals and respond to their entries, as well as comment and assess their Comic Life products when they are turned in. They will have time to do their products as homework. They will be given two class periods, from the day it is assigned, to have it complete. Their knowledge about themes will be important for every lesson of this unit, especially for the final assessment product. One of the basic essentials of literary analysis is to understand themes.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //**
 * Rationale ** : The instruction of my class will consist of some presentation time in order to pass on my knowledge of literary themes. I will spark class discussion and go over the themes that I found most relevant in //Weetzie Bat.// (See content notes.) The group work and individual work will help students learn based on individual preference based on the multiple intelligences. The deep understand of themes being promoted meets the MLR I am targeting for this lesson
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * 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:
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment  strategies to evaluate and support the development of the learner. //**
 * Rationale ** : The formative and summative assessment will demonstrate the development of the learner. Students will respond to the prompt “What is a theme?” in their journals in order to later reflect upon their initial beliefs and their learning that was accomplished following that prompt. By making a final project on Comic Life for this lesson, students will be evaluated by their production of an informal product. Their presentation and assessment of the product will be done in a formal setting. 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 journal responses.
 * __ Teaching and Learning Sequence __**** : **
 * Hook and explanation of hook time (~ 10 minutes)
 * Graphic Organizer Time (~ 5 minutes)
 * Journal Writing (~ 10 minutes)
 * Teacher presentation and defining of themes (~ 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: Musical, Visual **
 * Student will know ** what literary themes and are, and how they are conveyed through conflict and other means. After the hook is shown, I will ask the students what they found to be a valid theme in the video. Since theme has not yet been defined to them in this unit, they will produce a variety of answers, some right, some wrong. I will guide them and explain the relevant themes of the video. After this, the students will fill out a KWL chart (See attached: http://www.eduplace.com/graphicorganizer/), stating what they already know ( or think they know) about themes, and what they would like to learn, yet saving the last box for the end of the lesson. Students will take some time to write in their journals, responding to the prompt, "What is a theme?" Journal writing will become routine for the students. After this, I will provide some instruction, defining the term “theme” as well as related vocabulary about literature and common themes. ( I will summarize the information that can be found on http://www.vhinkle.com/nightingale/themes.html and http://en.wikipedia.org/wiki/Literary_theme) (Also see content notes.) I will explain which themes I feel are the most relevant in //Weetzie Bat.//
 * Student will know ** what literary themes and are, and how they are conveyed through conflict and other means. After the hook is shown, I will ask the students what they found to be a valid theme in the video. Since theme has not yet been defined to them in this unit, they will produce a variety of answers, some right, some wrong. I will guide them and explain the relevant themes of the video. After this, the students will fill out a KWL chart (See attached: http://www.eduplace.com/graphicorganizer/), stating what they already know ( or think they know) about themes, and what they would like to learn, yet saving the last box for the end of the lesson. Students will take some time to write in their journals, responding to the prompt, "What is a theme?" Journal writing will become routine for the students. After this, I will provide some instruction, defining the term “theme” as well as related vocabulary about literature and common themes. ( I will summarize the information that can be found on http://www.vhinkle.com/nightingale/themes.html and http://en.wikipedia.org/wiki/Literary_theme) (Also see content notes.) I will explain which themes I feel are the most relevant in //Weetzie Bat.//
 * Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Visual, Verbal, Logical, Natural **
 * Explore/Experience, Rethink, Revise, Refine, Tailor: Interpersonal **
 * Evaluate, Tailor: Interpersonal, Visual ** ||


 * Reflection: **