L5+Coombs+Kayla

=**UMF LESSON PLAN FORMAT**=

Grade Level: Seven Topic: Literary Devices and Writing Style
 * Teacher’s Name: Kayla Coombs Date of Lesson: Five

Objectives** Student will understand that characterization techniques make the text through characters' words and actions and contribute to the significance of the text. Student will know vocabulary like theme, character, setting, plot, and conflict. Student will be able to consider the significance of the relationship between literary devices and Katherine Paterson's writing style.

English Language Arts- A. Reading A 2 Literary Text Grade 7- Novel __Bridge to Terabithia__ Students read text, with a grade appropriate span of text complexity, and present analyzes of fiction using excerpts from the text to defend their assertions. a. Analyze an author's characterization techniques including the character's thoughts, words, and actions, the narrator's description, and the thoughts, words, and actions of other characters.
 * Maine Learning Results Alignment**
 * Rationale:** This lesson aligns with the Maine Learning Results for English Language Arts as students will be able to analyze and understand the characterization techniques used by Katherine Paterson in __Bridge to Terabithia__. Students will be able to consider the significance that underlies the relationship between literary devices and Katherine Paterson's writing style.

Formative (Assessment for Learning)** I will assess the students' understanding of the significance of the relationship between literary devices and Katherine Paterson’s writing style by having the students create a blog posting where they describe the importance.
 * Assessment

I will assess students' overall understanding of the significance that underlies the relationship between literary devices and Katherine Paterson's writing style through the assignment of creating a letter using the voice of Katherine Paterson to read in the podcast application (see attached). This will demonstrate if they have defined knowledge about this concept.
 * Summative (Assessment of Learning)**

Technology: Type 2 technology has been integrated into this lesson through the students' use of podcasts. Students will create a letter in which they will take on the role of Katherine Paterson, and they will explain why they chose to use certain literary devices. Students will make a podcast in which they will read the letter as Katherine Paterson. Performing Arts: Students will practice public speaking skills by reading their letters and taking on the role of Katherine Paterson using the podcast application.
 * Integration**

Students will be grouped by fours to create groups for the "Numbered Heads Together" cooperative learning activity. Each member within the team of four will be given a number of 1, 2, 3, or 4. I will assign each group questions to answer that will be able to be answered verbally. After they have had time to discuss and formulate answers, I will call out a number, and each team member of each team that has that number will provide me with the answer.
 * Groupings**

Strategies** Linguistic: Students will present their findings in small groups. Interpersonal: Students will present their findings in small groups. Spatial: There will be four groups, each representing one color and one significant idea on this relationship. Each group will share their main ideas to present to the other groups. Intrapersonal: Students will reflect on any new ideas by journaling their thoughts, and the mood of reflection will be assisted by nature sounds playing in the background. Musical: Students will reflect on any new ideas by journaling their thoughts, and the mood of reflection will be assisted by nature sounds playing in the background. Naturalist: Students will reflect on any new ideas by journaling their thoughts, and the mood of reflection will be assisted by nature sounds playing in the background. I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students who are absent must notify me prior to class time so they can be given the lesson's instructions and materials. If a student does not inform me on the extenuating circumstance, their work will be downgraded an automatic ten points per every day that the work is late. This lesson involves a use of Type 2 technology as the students will be creating letters in which they take on the role of Katherine Paterson as author of __Bridge to Terabithia__, and present her reasons behind using certain literary devices and what that says about her writing style. Students will be creating a podcast in which they read their letters.
 * Differentiated Instruction
 * Modifications/Accommodations**
 * Extensions**

__Bridge to Terabithia__ book Nature Sounds CD Lined Paper Pencils Podcast application Podcast application and activity notes Laptop accessibility Venn Diagram graphic organizer Thoughtful Questions notes Blog Posting notes
 * Materials, Resources and Technology**

Paterson, Katherine. Bridge to Terabithia. New York: HarperCollins, 1977. "Graphic Organizers." Education Place. 2008. Houghton Mifflin Harcourt Publishing Company. 1 October, 2008.  Literary Devices Information Reference: Braiman, Jay. "Literary Devices." . 2007. Jay Braiman. 27 October, 2008. .
 * Source for Lesson Plan and Research**

//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: I will allow students time to work independently, collaboratively with small groups, and as contributing members of the entire class. This will allow students various ways and opportunities to experiment with the concepts of the lesson. //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.// Rationale: I will assess students' understanding of the lesson's material as I ask them questions. I will provide extra assistance where and when I see it as needed. I will outline the objectives of the lesson so students will know what they will be doing and what I will be expecting from them. //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// Rationale: The lesson uses various instructional strategies as I try to reach to at least six of the intelligences, which include the following: linguistic, interpersonal, spatial, intrapersonal, musical, and naturalist. The lesson will have portions of time dedicated to lecture, independent reflection and working, small group activities, and whole class work. Students will be using podcasts after I explain to them how to do so. //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// Rationale: I assess the students constantly throughout the lesson, and ask them thoughtful questions to test their thinking and to check for understanding. I will formally assess them at the end of the period as I look over their projects on the relationship in podcast (see attached).
 * Maine Standards for Initial Teacher Certification and Rationale**

Agenda:**Present myself as Katherine Paterson with Class Discussion, Question/Answer Session (15 minutes) Hand out and do Venn Diagram graphic organizer (see attached) (10 minutes) “Numbered Heads Together” Cooperative Learning (15 minutes) Informal presentation of ideas (10 minutes) Reflection in Blog Posting (see attached) (10 minutes) Assign podcast project (see attached) and Work Time (20 minutes)
 * Teaching and Learning Sequence:

The classroom tables will be arranged in a semi-circle, where the teacher can stand in the middle and have room to visit each table. This will enable all students to be able to face the teacher, and the teacher can provide eye contact for each student. This will also make it easier when the class is broken up into groups for the "Numbered Heads Together" cooperative learning, so students can just change seats. Students will be grouped by color. The students' initial knowledge on the significance of the relationship between literary devices and specifically Katherine Paterson's writing style will be assessed as I will present myself as Katherine Paterson at the beginning of the class and identify this relationship briefly, and ask the class general questions concerning this relationship. They will realize that there is a significant relationship between literary devices and writing style. Students will come to understand that characterization techniques make the text through characters' words and actions and contribute to the significance of the text.
 * What, Where, Why, Hook, Tailor:** Linguistic, Interpersonal, Spatial

Students will know vocabulary like theme, character, setting, plot, and conflict. First I will role-play as Katherine Paterson. Following this, I will hand out the Venn Diagram graphic organizer and allow the students time to compare and contrast literary devices and writing style. Next, I will ask the students to participate in cooperative learning with "Numbered Heads Together," in which they will discuss the relationship between literary devices and an author's writing style within their groups. Afterwards, students will present their ideas informally to the entire class, and they will be given time to reflect individually. The students can do reflection in a blog posting, and I will play a nature sounds music selection soothingly in the background. At the end of class, I will assign students their project on taking on the role of Katherine Paterson and writing a letter through her that they will produce through use of a podcast.
 * Equip, Tailor:** Linguistic, Interpersonal, Intrapersonal, Musical, Naturalist

Students will be exploring the material through the Venn Diagram graphic organizer, which they will complete in class. They will partake in cooperative learning through the "Numbered Heads Together" group activity. Afterwards, students will present their findings to the class. They will be given time to rethink and reflect on their initial ideas on the significance of the relationship between literary devices and Katherine Paterson's writing style, and they will do so in a blog posting. This will give students the opportunity to tweak any old ideas on the relationship that they may have reformed or changed.
 * Explore, Experience, Rethink, Revise, Tailor:** Linguistic, Interpersonal, Intrapersonal

Students will be provided feedback on their initial ideas on the significance of the relationship between literary devices and Katherine Paterson's writing style when I introduce the lesson as Katherine Paterson, and when they are independently reflecting in their blog postings. Students know that if they have any questions during this time they can call me over to their seats and I will talk one-on-one with them. Students will be given time in class to work on their projects in which they demonstrate a clear understanding on the significance of the relationship between literary devices and Katherine Paterson's writing style through reading a letter on a podcast as Katherine Paterson. I will be able to assess the quality of their knowledge and understanding of this concept through their creation of this project.
 * Explore, Experience, Rethink, Revise, Tailor:** Linguistic, Intrapersonal

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