L5+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__: 5 **
 * __ Grade Level __**** : 9-12 __Topic__: Conflict **
 * __ Objectives __** ||
 * Students will understand ** that character development and conflict can help convey a theme within a literary text. ||
 * Students will know ** what literary themes and are, and how they are conveyed through conflict and by other means. ||
 * Students will be able to ** consider how the main character's ongoing conflicts shape the plot of the story. ||
 * Students will know ** what literary themes and are, and how they are conveyed through conflict and by other means. ||
 * Students will be able to ** consider how the main character's ongoing conflicts shape the plot of the story. ||
 * Students will be able to ** consider how the main character's ongoing conflicts shape the plot of the story. ||
 * Students will be able to ** consider how the main character's ongoing conflicts shape the plot of the story. ||
 * __ 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

Students will write a journal entry about conflict at the start of class. This will be an interesting thing to look back on to note whether or not what they wrote about was truly a conflict. They will also be able to observe the things they have learned to be contributing factors to conflict that they may not have considered before. || Students will create a digital story through Comic Life depicting a conflict which represents one of the four classic literary conflicts: human vs. human, human vs. self, human vs. society, or human vs. nature. They will post their comics to the class wiki. They will write a brief paragraph on which conflict they represented, and how it relates to a conflict in //Weetzie Bat,// which they will hand in to me//.// (See Conflict in Comics directions sheet.) They will grade themselves on an analytical grading sheet, as well as respond to each others' work through wikispaces’ discussion section, guessing which conflicts their peers have used. I will also provide feedback after their products have been posted. The students will have the chance to note the different level of thinking they have used in their final product as opposed to the basic level they may have used in their initial journal entries. || __ Technology - __ Students will use type II technology as they create their digital stories in Comic Life and post them to the class wiki, where they will be discussed online. __Art -__ The production of a digital story involves the use of creativity and construction. __Social Science -__ The students will consider how conflicts arise in society and how conflicts affect society. || Students will use Round Robin cooperative learning groups in order to discuss specific conflicts. As students walk in, they will be given “Hello, my name is…” name tags which have a character’s name on them: Weetzie, My Secret Agent Lover Man, Dirk, Duck, Cherokee, or Witch Baby. It will be their task to form a “family” which consists of one of each character--NO duplicates. Each team will be assigned a specific conflict of the following: human vs. human, human vs. nature, human vs. society, or human vs. self. The team will then brainstorm specific instances of their type of conflict in the novel //Weetzie Bat.// If they can not come up with at least one example, they will need to act out a quick skit based on their conflict that could easily fit into the plot of //Weetzie Bat.// || __Kinesthetic:__ Students will have a chance to move around during our "chalk talk" and grouping activities. __Visual:__ Students will use Comic Life for their ending products. __Natural:__ Students will discuss the classic 'Human vs. Nature' example of conflict. __Interpersonal:__ Students will work in groups to discuss instances of conflict in //Weetzie Bat.// __Intrapersonal:__ Students will write about conflicts they have faced in their journals. __Musical:__ The hook involves part of the //Buffy the Vampire Slayer// musical episode. || 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 conflict 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 will discuss conflict within a variety of contexts--from literary conflicts to social conflicts. This will help students observe the real life connection to what they are being taught. The use Comic Life and wikispaces as a type II technology will encourage higher order thinking, especially as they respond to one another’s' work. || // Weetzie Bat // book Writing Utensils Journals Projector Name Tags Laptops with Comic Life || http://www.eduplace.com/graphicorganizer/pdf/icecream.pdf Ice-Cream Cone Graphic Organizer || http://www.eduplace.com/graphicorganizer/pdf/icecream.pdf
 * Rationale:** The understanding of conflict within literature is an essential tool for literary analysis. Themes are conveyed and enhanced by conflict, and the understanding of this connection will contribute to students' ability to interpret a literary text in a higher order fashion. The consideration of conflict while reading text is an excellent way to deepen one's appreciation for fiction and the various messages that can be inferred from any given piece. ||
 * __ Assessment __** ||
 * Formative ** (Assessment for Learning)
 * Formative ** (Assessment for Learning)
 * Formative ** (Assessment for Learning)
 * Summative ** (Assessment of Learning)
 * Summative ** (Assessment of Learning)
 * __ 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 __** ||

[|Cooperative Learning]

[|http://en.wikipedia.org/wiki/Conflict_(narrative])

http://www.orangeusd.k12.ca.us/yorba/literary_elements.htm#%C2%A0CONFLICT

The concept of the “Mini Lesson” was taught to me by Dr. Deborah Overstreet.

"Chalk Talk" idea from Marc Bickford, a teacher at Massabesic High School || __ 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 reflect in their journals, as well as discuss their findings with others. By exploring the presence of conflict 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.
 * __ 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 understand of conflict 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:

__Kinesthetic:__ Students will have a chance to move around during our "chalk talk" and grouping activities. __Visual:__ Students will use Comic Life for their ending products. __Natural:__ Students will discuss the classic 'Human vs. Nature' example of conflict. __Interpersonal:__ Students will work in groups to discuss instances of conflict in //Weetzie Bat.// __Intrapersonal:__ Students will write about conflicts they have faced in their journals. __Musical:__ The hook involves part of the //Buffy the Vampire Slayer// musical episode.

The combination 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, they will notice the projector screen set up, in the front of the class. Once they are all present and attentive, I will play the clip found at http://www.youtube.com/watch?v=vf_P8AAgWJw as a hook. The clip is a song/scene from the musical episode //Once More, With Feeling// of the //Buffy the Vampire Slayer// television series//.// We will discuss the various types of conflict that are depicted in the scene through a "chalk talk" immediately after. (A chalk talk is when students are given the chance to walk up to the chalk or marker board and silently write words, sentences, or anything. They may respond to one another, only through writing on the board.)
 * Rationale:** The formative and summative assessment will demonstrate the development of the learner. Students will respond to a prompt regarding conflict in their journals in order to later reflect upon their initial beliefs and their learning that was accomplished following that prompt. Since students will be creating digital stories to display their mastery of conflict, they will be evaluated by their production of an informal product. The feedback they offer their peers through comments will also be an informal assessment. When I grade their products as they present, 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 journal responses. ||
 * __ Teaching and Learning Sequence __** ||
 * __ Teaching and Learning Sequence __** ||

The agenda will consist of: Students will understand that character development and conflict can help convey a theme within a literary text. The understanding of conflicts, and the ways in which they directly affect the plot and character development of a story, is important to the study of higher order literary analysis. This is applicable to real life in the fact that interpreting text is a skill that is essential to many everyday tasks. Also, the understanding of conflict and the ways in which they are handled is a social skill that will aid students in their lives. **//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 various conflicts faced by Weetzie in the novel, and how her conflicts guided the story along. 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 the following procedure: as students walk into the classroom, they will be handed a “Hello my name is…” nametag with a character's name on it: Weetzie, My Secret Agent Lover Man, Dirk, Duck, Cherokee, or Witch Baby. It will be their task to form a group or “family” which consists of one of each character--NO duplicates. When students present their digital stories online, their classmates will discuss the type of conflict used through the discussion portion of the wikispace. This will encourage students to use high-order thinking, as they carry out intellectual discussions regarding their analysis of conflict. By analyzing the text in //Weetzie Bat//, and other texts, students will understand the relevance of conflict in all forms of interaction. After I have reviewed their digital stories, they will still have the option to re-do them, based on my feedback. Students will be able to note their progress based on the improvement in their understanding of conflict from their initial prompt 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 collect their journals and respond to their entries, as well as comment and assess their digital story products on the same analytical grading sheet, when they are turned in. Their knowledge about conflict 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 conflict as a social skill, outside of the educational setting, as well. = =
 * Hook and "Chalk Talk" time (~ 15 minutes)
 * Journal Writing (~ 10 minutes)
 * Mini-Lesson (~ 15 minutes)
 * Cooperative Learning Time (~ 10 minutes)
 * Discussion Time (~ 15 minutes)
 * Graphic Organizer Time (~ 5 minutes)
 * Assignment Instruction (~ 5 minutes)
 * Production Time (remainder of class/homework)
 * Where, What, Why, Hook, Tailor: Interpersonal, Intrapersonal, Verbal, Natural, Kinestheti**c**, Musical**
 * Students will know ** what literary themes and are, and how they are conveyed through conflict and by other means. Since they have learned about themes in lesson one, this lesson will serve as an introduction to conflict, and how conflict can help enhance a particular theme. 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 watching the clip of Buffy singing about her conflicts as a hook, the students will use the "Chalk Talk" activity to silently discuss their thoughts on conflict on the board. After they have finished the "Chalk Talk," the students and teacher will verbally discuss what was written on the board in response, and the teacher will fill in some gaps, speaking about the conflicts in the clip that may have not been mentioned on the board. After this discussion is complete, students will be asked to pull out their journals, which will be routine by this point. In their journals, they will respond to the prompt, "Describe a conflict you have encountered or are currently dealing with." They will hand in their journals after they have finished responding, and the "Mini-Lesson," (see content notes) will begin. The class will learn about how conflict is defined, and will learn about the classic conflicts found in literature (human vs. human, human vs. society, etc.). This is where I will provide some instruction for a short amount of time. I will explain the term "conflict" in depth, and will explain how it can advance a storyline, bringing up examples from //Weetzie Bat.// After the "Mini-Lesson," students will use a Round Robin cooperative grouping (see attached) in order to discuss specific instances of conflict they have encountered in the novel. The class will be split into four groups: Human vs. Human, Human vs. Society, Human vs. Nature, and Human vs. Self. Each group will need to come up with conflicts from the novel that meets their assigned type of classic conflict. If they can not find one for their type of conflict, they will need to perform a quick skit where they act as characters from the novel, and create a conflict that could fit within the context of the novel. 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 various conflicts identified, and how the plot was progressed. As a class, we will fill out the ice-cream-cone graphic organizer (see attached) filling in "Conflicts" as the topic, and writing the examples we have stated in the different scoops. Each scoop will represent one of the four classic conflicts; they will be defined, and the example from //Weetzie Bat// will be recorded. After everyone seems confident, I will handout their assignment instructions and go over the expectations. For homework, they will be assigned to create a digital story through ComicLife, which conveys one of the four classic conflicts effectively. They will share their products with the class via wikispaces, where they will comment on one another’s work, guessing which conflicts their peers have tried to convey. They will also write a brief paragraph on their conflict and a conflict in //Weetzie Bat// of the same type.
 * Equip, Tailor: Interpersonal, Intrapersonal, Verbal, Natural, Kinesthetic, Visual, Musical **
 * Equip, Tailor: Interpersonal, Intrapersonal, Verbal, Natural, Kinesthetic, Visual, Musical **
 * Explore, Experience, Rethink, Revise, Tailor:** **Verbal, Interpersonal, Intrapersonal, Kinesthetic, Visual, Logical**
 * Evaluate, Tailor: Intrapersonal, Interpersonal, Visual** ||
 * Reflection: **