L6+Coombs++++Kayla

=**UMF LESSON PLAN FORMAT**=

Grade Level: Seven Topic: Novel Development
 * Teacher’s Name: Kayla Coombs Date of Lesson: Six

Objectives** Student will understand how the text is made through characters' words and actions. Student will know critical details like novel development. Student will be able to do recognize that events contribute to the development of the novel.

Maine Learning Results: 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 analyzing all aspects of how a novel develops, including characterization techniques and the thoughts, words, and actions of other characters.

Formative (Assessment for Learning)** Students will be able to self-assess themselves as they partake in a class discussion on the material, and I will be monitoring this activity and will talk with any students that might need individual assistance. They will receive feedback from me and as well as their peers as they contribute to the discussion on how novels develop.
 * Assessment

I will assess students' overall understandings of how events contribute to novel development as they produce their final product of a display of some kind where they outline the main events in the novel and write a paragraph on how each event contributes to the novel's development. Each pair of students will post this display in some format on a wikispace.
 * Summative (Assessment of Learning)**

Technology: Type 2 technology has been integrated into this lesson as I will have the students create a display of some kind where they outline the main events in __Bridge to Terabithia__ and write a paragraph on how each event contributes to the novel's development. They will take this display and work with a classmate to make a wikispace for it.
 * Integration**

Students will do cooperative learning, "Circle the Sage." In this activity, I will ask the class if any of them have any "special" knowledge on how novels develop that they would like to share. Students are free to talk broadly about how events contribute to novel development in general, or about how a specific novel develops based upon the main events present that they are familiar with. The students that volunteer themselves will be the "sages" and they will take positions at various spots around the room. Students, in small teams, split up and go to one of the sages without having two of the same team members at the same sage. After they have had time to present their ideas and the students listen, there is time to ask questions and take notes. Then, the teams regroup, and discuss and compare notes.
 * Groupings**

Strategies** Spatial: Students will draw their favorite scenes and then present them to the class. Interpersonal: Students will draw their favorite scenes and then present them to the class. Intrapersonal: Students will draw their favorite scenes and then present them to the class. Musical: I will provide light background music to enhance the mood of creativity. Bodily-Kinesthetic: Students will partake in classroom theater by acting out their chosen scenes. Linguistic: Students will be practicing speaking skills when partaking in classroom theater and presenting scenes to the class. 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 integrates Type 2 technology through the students' creations of wikispaces on which they will post a display on main events and how they contribute to novel development.
 * Differentiated Instruction
 * Modifications/Accommodations**
 * Extensions**

__Bridge to Terabithia__ book Lined Paper Pencils Internet access for Wikispace creation Laptop accessibility Five W's Sheet graphic organizer
 * 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.  http://wikispaces.com (see attached)
 * 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 teach this lesson in a way that embraces student differences and individual variances by providing parts of the lesson that target at least six of the intelligences. This lesson allows students to show and demonstrate in a variety of ways that they understand the material. Students work independently, in small groups, as a class, and with a partner to gain and express understanding of the content covered in this lesson. Standard 4 - //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.// Rationale: By assessing how much students are understanding about the material I will spend more or less time on certain parts of the lesson. I will address any questions and provide individual assistance when needed, and give feedback during the class discussion. Students will also be giving and receiving peer feedback during the discussion about how events contribute to novel development. I provide ways for various learners to experience and come to comprehend the material, as the lesson will target the following six intelligences: Spatial, Interpersonal, Intrapersonal, Musical, Bodily-Kinesthetic, and Linguistic. I will be able to assess students’ understanding of how events contribute to novel development as they demonstrate their learnings through participation in classroom theater, “Circle the Sage” cooperative learning, the “Five Ws” graphic organizer, the class discussion, and their presentation of the final product on a wikispace. Standard 5 - //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// Rationale: I have students experiment with technology by working with partners to create wikispaces, and I direct the class so there is time for independent reflection, group work, and whole class work. The use of technology in the wikispace will allow students to demonstrate their understanding of how events contribute to novel development and to experiment with this concept in a creative way. Students are allowed to create any type of display in which they outline the main events in __Bridge to Terabithia__ and write a paragraph on how each event contributes to the novel's development. In this lesson I teach to the following intelligences: Spatial, Interpersonal, Intrapersonal, Musical, Bodily-Kinesthetic, Linguistic. Standard 8 - //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// Rationale: I informally assess throughout the period to make sure students are following and comprehending the material. I will be providing feedback to individual students during the class discussion on how events contribute to novel development, and I will be encouraging students to give feedback to other students during this discussion. I will be formally assessing students on how much knowledge and understanding they have of how events contribute to novel development through the completion of students creation of displays that they post on a wikispace with a partner. I will be able to gauge how much students understand this concept by looking at this final product.
 * Maine Standards for Initial Teacher Certification and Rationale**

Day One:** This lesson will be a two-day lesson so as to develop activities that are used to engage students in the material of the lesson in a way that will deepen their understanding. Agenda: Drawing of Favorite Parts of Novel (25 minutes) Five W’s Chart Graphic Organizer (see attached) (10 minutes) Classroom Theater (45 minutes)
 * Teaching and Learning Sequence:

Agenda: Circle the Sage and Class Discussion (45 minutes) Assign Wikispace Project (see attached) and Work Time (35 minutes)
 * Day Two:** For day two of the lesson, students will be partaking in the “Circle the Sage” cooperative learning activity that will be accompanied by a class discussion. I will be assigning the Wikispace Project.

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 "Circle the Sage" cooperative learning, so students can just change seats and circle the presenters, on day two of the lesson.
 * What, Where, Why, Hook, Tailor:** Spatial, Interpersonal

Students will know critical details like novel development. Students will explore the material with the graphic organizer “Five W’s Chart.” Students will do cooperative learning “Circle the Sage,” and then participate in Classroom Theater to act out their favorite parts of __Bridge to Terabithia__. For Classroom Theater, students will decide on various scenes from the book that they would like to act out. I will have students brainstorm a list of important, interesting, or favorite scenes/events from the novel. Then, I am going to ask students to volunteer for each scene. I am expecting to have about six scenes or so, and then about four students should volunteer to act out each scene.
 * Equip, Tailor:** Spatial, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Linguistic.

Students will explore the material with the graphic organizer, "Five W's Chart" and will do cooperative learning, "Circle the Sage." Students will present their new perspectives on the contribution of the events to the novel's development, and in doing so may make changes to original views. The “Circle the Sage” cooperative learning activity will be followed by a class discussion. This activity will be a lead-in to the discussion as we clear up any questions that may arise from the cooperative learning, and then we move into a class discussion with peer feedback. I will assist students as they go back and clarify their ideas on how events contribute to novel development. Light classical music will be playing in the background to soothe the learning minds.
 * Explore, Experience, Rethink, Revise, Tailor:** Spatial, Interpersonal, Intrapersonal, Musical, Linguistic.

In this lesson, students will be able to self-assess themselves as they evaluate their contribution to the class discussion, and the peer feedback they receive and give. I will be giving feedback to individual students and to the class as a whole during this discussion so students will know where they are as far as understanding the material to the extent that I expect them to. The lesson connects to the homework assignment as students are given the opportunity to demonstrate their understanding of how events contribute to novel development through creating a display that they will post on a wikispace that is an outline of the main events in the novel and a paragraph on how each event contributes to the novel's development. This lesson concludes the unit on the novel __Bridge to Terabithia__ and gives students the last piece of knowledge they will need to be able to do the final unit project of creating a story of their own.
 * Experience, Rethink, Tailor:** Interpersonal, Linguistic.

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