L2+Audy+Melissa

//** Maine Learning Results: English Language Arts - **//** A Reading **** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
 * __ Teacher’s Name __**** : Melissa Audy __Date of Lesson__: Two **
 * __ Grade Level __**** : 9-12 __Topic__: Literary Devices **
 * __ Objectives __**
 * Student will understand ** that literary devices can alter the tone and style of a piece, evoking various responses in the readers.
 * Students will know** the definition and purpose of several basic literary devices.
 * Student will be able to** demonstrate an understanding of several basic literary devices.
 * __ Maine __****__ Learning Results Alignment __**
 * 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.**//**

Students will write in their journals as a method of formative assessment. This will represent their progress as they learn about literary devices. After students discuss and literary devices, this is where they will be able to record their learning. Prior to this, at the start of class, students will also respond for a few minutes, to the prompt: "What are literary devices, and what are they good for?" Students will be able to demonstrate an understanding of several basic literary devices. They will create a recording in Garage Band of a reading of something they have written to emphasize and explore several literary devices. They will post their recordings to the class wiki, and for homework, each student will choose two recordings to listen to and write about what literary devices they felt were used and why, in a short paper. In this short paper, they will also discuss, in a third paragraph, how effectively they felt they expressed the literary devices they were trying to represent, as well as mentioning which ones they were going for. __ Technology: __ Students will use their laptops in order to create a final product, which will be a recording produced on Garage Band. Students will then use Type II technology by posting their recordings on the class wiki, and responding to their peers' work. __Music:__ Students will be composing music on Garage Band which accompanies and enhances the recording of their reading of the piece they have written to express various literary devices. They can use any of the prerecorded sounds to compose their music, or, for the musically talented, they may make a recording of themselves playing actual instruments. Students will be given a list of many common literary devices. They will then get into Think-pair-share groups, where each pair will choose three from the list to define and discuss. They will find examples of each of the three literary devices they have chosen in the book, //Weetzie Bat,// and share outwardly with the class what they have discovered. The class will sit in a circle, as each pair shares what they have found, so that a brief discussion can be held in response to each pair's findings. __Verbal:__ Students are writing a piece using literary devices. __Logical:__ Students will look at patterns and meter within writing, such as iambic pentameter, or rhyming patterns (AABB, ABAB, etc). __Kinesthetic:__ Students will be given the option of creating a dance to go with their recording and performing it to emphasize specific literary devices. __Visual:__ Students will use graphic organizers in order to organize their thoughts on literary devices. __Natural:__ Students can use literary devices to describe sounds and images found in nature. __Interpersonal:__ Students work in cooperative learning groups.
 * Rationale:** In this lesson, students will learn to identify and use several basic literary devices. In order to analyze fiction, students must understand the identification and use of literary devices, and how they affect the way in which a message is conveyed. We will apply the interpretation and recognition of literary devices as we read //Weetzie Bat.//
 * __ Assessment __**
 * Formative ** (Assessment for Learning)
 * Summative** (Assessment of Learning)
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * Modifications/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 literary devices 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 use their knowledge of literary devices in order to compose pieces that effectively demonstrate at least three, which they will specify. They will use type II technology by creating their products in Garage Band and posting the files to the class wiki, where they will listen and respond to others' work. They will also spend ample time in class discussing the literary devices used in //Weetzie Bat//, and considering why the author has chosen to use so many. I will also have them listen to recordings of poets, such as Maya Angelou, asking them to listen for literary devices, and how the literary devices affected the presentation of meaning, which they will discuss afterward. This will encourage students to think about how literary devices can be used to one's advantage when writing anything, including narratives, stories, poetry, etc. Whether students are absent or not, they will have the chance to look on the class wiki for additional resources, which I will post. // Weetzie Bat // book Laptops with Garage Band and a microphone Projector Journals Writing Utensils Wikispaces Chalk/Marker/Smart Board http://mrbraiman.home.att.net/lit.htm http://www.maxellute.net/Literary%20devices.htm KWL charts and Think-Pair-Share groups came from links on Dr. Grace's wiki: [|Graphic Organizer Templates] [|Cooperative Learning] __ 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.
 * Absent students**
 * Extensions**
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**

|| __ 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.
 * 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 lecture will promote in depth understanding and deep thinking. The activities and instruction are varied so that all students will understand what is expected. 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 explore and analyze the ways in which the use of various literary devices affect the way in which a story is conveyed. They are able to explore methods of deeper literary analysis, as well as discover ways to express more emotion and meaning through their own writing.
 * Rationale:** The instruction of my class will consist of some presenting in order to pass on my knowledge of literary devices. I will explain all of the literary devices listed in the content notes (attatched) thoroughly. The combination of various types of group work and individual work will help students learn based on individual preference and based on the multiple intelligences. The deep understand of literary devices promoted by this lesson meets the MLR I am targeting, as it equips students with the proper information and tools needed for deep literary analysis. Through the use of literary devices, students will become more interesting writers, and sharper critics of writing.
 * Rationale:** The students will work in a variety of ways, accommodating the needs of learners of multiple intelligences:

Verbal: Students are writing a piece using literary devices. Logical: Students will look at pattens and meter within writing, such as iambic pentameter, or rhyming patterns (AABB, ABAB, etc). Kinesthetic: Students will be given the option of creating a dance to go with their recording and performing it to emphasize specific literary devices. Visual: Students will use graphic organizers in order to organize their thoughts on literary devices. Natural: Students can use literary devices to describe sounds and images found in nature.

My class will be taught using group work, individual work, classwork and lecture. My lecture will also consist of a variety of approaches. I will read out loud from the book, lead a class discussion, and demonstrate the use of Garage Band by using a projector to show examples. Students will also be able to go on the class wiki in order to access further resources, for those who do not fully grasp the concept of literary devices through my presentation. They will be able to post to a discussion, through the class wiki, if they have further questions. || __ 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 desks will be in a semi-circular arrangement, so that class discussion can be easily held. As the students walk in, I will speak to them only in rhyme, which will hook them. The agenda will consist of: || || || 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 Garage Band products when they are turned in, since this will be their homework. Their knowledge about literary devices 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 recognize literary devices. ||
 * Rationale:** The formative and summative assessment will demonstrate the development of the learner. Students will record their initial understandings or misunderstandings as they respond to the initial prompt, "What are literary devices, and what are they good for?" in their journals before the lesson. They will write for a minute or two after we discuss literary devices, to demonstrate their understanding after we have spent time discussing literary devices. This will help them note their progress. By making a final project on Garage Band for this lesson, students will be evaluated upon their production of an informal product (as opposed to a test, quiz, etc). Their presentation and assessment of the product will be done in a formal setting, as they share their work with others in a short presentation. ||
 * __ Teaching and Learning Sequence __**** : **
 * Hook (~ 2 minutes)
 * Graphic Organizer Time (~ 5 minutes)
 * Journal Writing (~ 10 minutes)
 * Mini-Lesson (~ 15 minutes)
 * Cooperative Learning Time (~ 10 minutes)
 * Discussion Time (~ 15 minutes)
 * Assignment Instruction (~ 5 minutes)
 * Production Time (remainder of class/homework)
 * Student will understand ** that literary devices can alter the tone and style of a piece, evoking various responses in the readers. The understanding of literary devices 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.
 * Where, What, Why, Hook, Tailor: Interpersonal, Intrapersonal, Verbal **
 * Students will know ** the definition and purpose of several basic literary devices. After I speak to them in rhyme, long enough for them to ask what I am doing, I will explain to them that we will be learning about literary devices. They will fill out a KWL chart, stating what they already know (or think they know) about literary devices, and what they would like to learn, yet saving the last box for the end of the lesson. They will take some time to write in their journals, responding to the prompt, "What is a literary device and what is it good for?" They will learn vocabulary about common literary devices in this class--this is where I will provide some instruction and present for a short amount of time. The students will then use a think-pair-share grouping to discuss different literary devices and where we have encountered them in the novel. The students will find their partners by choosing a slip of paper from a hat. Half of the slips will have definitions of literary devices, while the other half will have the words that fit the definitions. Students will match the word with the definition to find who they will work with. After the students have had some time to discuss specific uses of literary devices in //Weetsie Bat,// we will then hold a class discussion about literary devices and how the author uses them in //Weetzie Bat//, so that everyone has a chance to express their thoughts. After this, I will hand out assignment sheets and go over the instructions for the homework project. The students will be assigned to create a Garage Band recording which demonstrates the use of several literary devices. They will write short papers, for homework in response to their peers’ work, describing what literary devices they heard. This product will be assessed for understanding.
 * Equip, Explore, Rethink, Tailor: Natural, Visual, Interpersonal, Intrapersonal **
 * Equip, Explore, Rethink, Tailor: Natural, Visual, Interpersonal, Intrapersonal **
 * Student will be able to ** demonstrate an understanding of several basic literary devices. Their KWL will determine what they know about literary devices 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 literary devices 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 devices, providing examples for each. When students are grouped in pairs, their roles will be to investigate and really analyze a particular device 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.
 * Explore/Experience, Rethink, Revise, Refine **
 * Explore/Experience, Rethink, Revise, Refine **
 * Reflection: **