L2+Coombs+Kayla

=**UMF LESSON PLAN FORMAT**=

Grade Level: Seven Topic: Literary Devices
 * Teacher’s Name: Kayla Coombs Date of Lesson: Two

Objectives** Student will understand that characterization techniques make the text. Student will know that literary devices help novels develop, and that this knowledge can strengthen their own writing. Student will be able to evaluate Katherine Paterson's use of literary devices.

English Language Arts- A. Reading A 2 Literary Text Grade 7- Novel __Bridge to Terabithia__ Performance Indicator(s) 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. Rationale Students will come to understand literary devices as they analyze specifically Katherine Paterson's use of characterization techniques. They will be able to identify the significance of literary devices when they understand what is a literary device, and how they are used in __Bridge to Terabithia__.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** I will quiz the students on their newly acquired knowledge about literary devices (see attached quiz and answer key: ). To demonstrate their overall understanding of literary devices, and how they are presented in the novel, I will ask students to produce a newscast in [|iMovie] as their final product on this unit topic (see attached: ). They will report out on how Katherine Paterson uses literary devices in __Bridge to Terabithia__. This will count as one of the four major projects in the unit, and will be worth a total of 28 points.
 * Assessment
 * Summative (Assessment of Learning)**

Technology: For technology, I will have the students produce newscasts using iMovie. Social Science: Social Science will be integrated into this lesson through having the students take on the role of a news reporter on an important current event and news update. This will be done through the newscast where they will inform their audience on updates on Katherine Paterson and her use of literary devices.
 * Integration**

Students will partake in cooperative learning with a Jigsaw arrangement. The students will be arranged in groups of five. Each group member is assigned one literary device to learn about, and then they will teach it to his or her group members. To help with the learning in this activity, whoever has the same literary device in another group will get together and decide what is best to report out on. Then the original groups will meet and teach each other.
 * Groupings**

Strategies** Intrapersonal: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Interpersonal: A few minutes at the end of class will be given for independent note taking on their new ideas. Musical: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Naturalist: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Linguistic: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. A few minutes at the end of class will be given for independent note taking on their new ideas. Spatial: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Logical-Mathematical: Students will present their opinions to me and I will question their thinking using Socratic Questioning.
 * Differentiated Instruction

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.
 * Modifications/Accommodations**

This lesson involves a use of Type 2 Technology, as the students will be creating newscasts to report out on their learnings using [|iMovie]. All students will do this project in an engaging and creative way as they demonstrate their overall understanding of literary devices and how Katherine Paterson uses them in __Bridge to Terabithia__. All students will know what literary devices are, and examples of their application from the text.
 * Extensions**

__Bridge to Terabithia__ book Nature Sounds CD Lined Paper Pencils [|iMovie] application Laptop accessibility Graphic organizer "Ticktacktoe" handout Literary Devices Quiz (with answers) Newscast Rubric
 * Materials, Resources and Technology**

Jigsaw Cooperative Learning Paterson, Katherine. Bridge to Terabithia. New York: HarperCollins, 1977. "Graphic Organizers." Education Place. 2008. Houghton Mifflin Harcourt Publishing Company. 1 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: Students will be able to learn and develop through the course of this lesson as I ask them to develop their understanding of literary devices independently and in groups. I will be targeting six of the intelligences, and students will be increasing their knowledge as I challenge their views on literary devices in the social setting at some point in the lesson. Each student will have the opportunity to report on his or her learning of one literary device. Standard 4 - //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.// Rationale: I will be assessing students' initial understanding of literary devices as I open the lesson with a short story and ask the class to list the literary devices. I will then define what a literary device is, and have them break up into [|Jigsaw] groups so to gain more knowledge on literary devices. Students will be able to learn from this lesson as six of the intelligences are targeted. Standard 5 - //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// Rationale: This lesson uses a variety of instructional strategies so as to engage the students in the material. We will work in small groups, and then leave the small groups to work with other classmates. Then, students will report their findings as a class, and have independent note taking after that. Six of the intelligences will be targeted throughout this lesson, and all students will be actively participating. They will demonstrate their newly acquired and refined knowledge of literary devices by creating newscasts in i[|iMovie]. Standard 8 - //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// Rationale: I will have the students self-assess by doing a quiz, and I will be assessing students' knowledge throughout the course of the lesson informally by monitoring to what extent each student knows about literary devices, and how they can identify them in the text. I will formally assess their knowledge when they complete the project of the newscast in [|iMovie] (see attached rubric).
 * Maine Standards for Initial Teacher Certification and Rationale**

Agenda:** Short Story Reading and Class List (10 minutes) “Ticktacktoe” graphic organizer (see attached: ) (10 minutes) [|Jigsaw] cooperative learning (20 minutes) Class Brainstorm and Discussion (10 minutes) Literary Devices Quiz (see attached: ) (10 minutes) Independent Note Taking/ Journaling (10 minutes) Newscast Project Introduction and Work Time (10 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 Jigsaw cooperative learning, so students can just change seats. I will assess the students prior knowledge on literary devices by reading them a short story at the beginning of the class period, and asking them to list all of the literary devices that they noticed. Following this, I will hand out the "Ticktacktoe" graphic organizer handout for students to complete independently. Then, I will break the students up into groups for the [|Jigsaw] activity on literary devices. After students have talked in their groups, we will regroup as a class and brainstorm about literary devices with our deeper understanding of literary devices that we have acquired at this point in the lesson. To demonstrate each student's individual understanding, they will all do a short quiz on literary devices. Following the quiz, students will do independent note taking on literary devices, and the contribution of them to the text, and I will have nature sounds playing quietly in the background. Students will work on their newscast projects, and finish them for homework.
 * What, Where, Why, Hook, Tailor:** Intrapersonal, Interpersonal, Musical, Naturalist, Linguistic, Logical-Mathematical, and Spatial.

Students will know critical details like how the novel develops. Students will explore the material with a "Ticktacktoe" graphic organizer. Students will rethink their ideas on literary devices by brainstorming as a class. I will deliver instruction by defining "literary device" and having students work in groups, as a class, and independently to consider literary devices and how they play out in the novel. I will assess students' understanding by quizzing them on literary devices.
 * Equip, Tailor:** Linguistic, Intrapersonal and Interpersonal.

Students will explore the material with a "Ticktacktoe" graphic organizer. Students will partake in cooperative learning with a "[|Jigsaw]" to focus in on one literary device independently, and learn about others by listening to other students teach about them within their groups. Students will be able to evaluate Katherine Paterson's use of literary devices by noting what literary devices are, and how they are used in the text. Students will refine their ideas on literary devices by brainstorming. Students will be encouraged to revise their ideas on how Katherine Paterson uses literary devices by discussing them in class.
 * Explore, Experience, Rethink, Revise, Tailor:** Intrapersonal, Linguistic

Students will self-asses their knowledge after the activities done in class by doing a short quiz on literary devices. They will be able to identify how much knowledge they have of literary devices in general, and how Katherine Paterson uses them in the text.
 * Tailor:** Linguistic and Intrapersonal

= =