L3+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.
 * __ Teacher’s Name __**** : Melissa Audy __Date of Lesson__: 3 **
 * __ Grade Level __**** : 9-12 __Topic__: Style and Tone **
 * __ Objectives __**
 * Students will understand that ** literary devices can alter the tone and style of a piece, evoking various responses in the readers. ||
 * Students will know ** how literary devices, perspective, and other components affect the style and tone of a literary text. ||
 * Students will be able to ** determine the effects of common literary devices on the style and tone of a text. (MLR) ||
 * Students will know ** how literary devices, perspective, and other components affect the style and tone of a literary text. ||
 * Students will be able to ** determine the effects of common literary devices on the style and tone of a text. (MLR) ||
 * Students will be able to ** determine the effects of common literary devices on the style and tone of a text. (MLR) ||
 * __ Maine __****__ Learning Results Alignment __**
 * // 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 spend the first few minutes of class writing in their journals. (This will be routine.) For this lesson, students will be responding to the prompt: “How do authors convey distinct style and tone?" This will serve as a good documentation of each student's initial knowledge and understanding of style and tone. They will be able to reflect upon this later in order to note their progress. I will collect their journals at the end of class, and comment on what they have written. They will not lose point if they provide "false" answers, I will simply comment upon what they have written. || Students will select a certain passage from the novel, and write a blog entry discussing the style, and tone used within the passage and how they personally reacted to the passage. They will point out literary devices, and how the literary devices helped develop the style and tone. They will comment on two peers’ blogs as well. I will assess their blogs, and their comments, in order to see how well each student has grasped the concept of style and tone. I will then give the students feedback so that they are able to see the progress they have made from their initial journal entries. || In order to begin a class discussion, we will use Round Robin groupings as a method of brainstorming. Groups will be formed by drawing from a can which will have slips of paper, each with a single character's name on it: Weetzie, My Secret Agent Lover Man, Dirk, Duck, Cherokee, or Witch Baby. Each group must have each of the six characters, no duplicates, giving students the chance to get up, and move around. Each group will brainstorm ways in which literary devices can help enhance or convey a particular tone or style. We will then, as a class, create a list on the board of the ideas each group came up with. This will spark our class discussion on how to successfully create style and tone within writing, through the use of various literary devices. || 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 also need to see me as soon as they return to school in order to get all other handouts. They will need to complete the activities, either during study hall with me or on their own. I will type up a handout on style and tone 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. Their work needs to be made up in a reasonable amount of time, which will be determined when they come to talk to me upon returning from absence. || Students will use what they learn about style and tone in order to analyze written work. Students will not only be examining //Weetzie Bat// for style and tone, but they will also do close readings of several other texts and narratives. This will help them sharpen their general literary analysis skills, and help them become more effective writers. Through their blogging assignment, students will be demonstrating their ability to intellectually discuss various aspects of writing. They will also be using type II technology in order to communicate with one another. By applying this knowledge to several other texts, visual displays, and music, students will realize how relevant the use of style and tone is within all mediums of expression. || Laptops Wikispaces //Weetzie Bat// book Describing Wheel Charts Writing Utensils Maya Angelou recording Websites: [|Graphic Organizer Templates] - http://www.eduplace.com/graphicorganizer/ [|Cooperative Learning] - http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Describing Wheel - http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf || Books: // [|Inside Out: Strategies for Teaching Writing] // by Dawn Latta Kibry, Dan Kirby and Tom Liner //[|"Is It Done Yet?": Teaching Adolescents the Art of Revision]// by Barry Gilmore
 * Rationale:** This lesson will be a continuation of lesson two, which helps to expand the students' understanding of literary devices. However, the focus of this lesson will be upon writing style, tone, and voice. In lesson two, students learned how to recognize and define literary devices. In this lesson, however, they will learn more about how literary devices affect the style and tone of a written piece. This lesson will get them thinking more about style and tone, and the use of literary devices as a tool to help develop a stronger voice within writing. By considering Francesca Lia Block's use of style, tone, and unique voice in //Weetzie Bat,// students will be able to present deeper analysis of her work.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Formative (Assessment for Learning) **
 * Summative ** **(Assessment of Learning)**
 * Summative ** **(Assessment of Learning)**
 * __ Integration __**
 * __ Technology- __** Students will be using type II technology by blogging on the class wiki in response to the style and tone used in various passages throughout //Weetzie Bat//, and commenting on their peers' responses.
 * __Social Science-__** Students will be listening to the works of Maya Angelou, whose poems often consist of themes regarding racial and gender discrimination. They will be able to use their understandings of style and tone in order to expand their analysis of such works. Since discrimination is one of the various themes of //Weetzie Bat,// this will tie in nicely.
 * __Art-__** Students will be given the chance to look at artwork and discuss what type of tone the artist was trying to convey.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal**: Students will be doing plenty of writing in blogs and journals.
 * Visual:** Students will be given a graphic organizer to list the various literary aspects they have learned to consider when analyzing fiction.
 * Natural:** Students will look at several metaphors and similes that depict nature in the book //Weetzie Bat//.
 * Interpersonal:** Students will be responding to the style and tone of each others' work.
 * Intrapersonal:** Students will be writing in journals in order to reflect upon what they know about style, tone, and voice.
 * Kinesthetic:** Students will need to walk around in order to find partners for their cooperative learning group. Each student will choose a slip of paper with a character's name at random. Each group will need to have six different characters--NO duplicates!
 * Modifications/Accommodations **
 * Modifications/Accommodations **
 * Absent students**
 * Extensions **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

socially as they reflect in their journals, as well as discuss their findings with others. By exploring the use of style and tone in a variety of mediums and contexts, a deeper cultural understanding will be established.
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // 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 ** : 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
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //**
 * 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 style and tone being promoted meets the MLR I am targeting for this lesson. (See content notes.)
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * 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:

Verbal: Students will be doing plenty of writing in blogs and journals. Visual: Students will be given a graphic organizer to list the various literary aspects they have learned to consider when analyzing fiction. Natural: Students will look at several metaphors and similes that depict nature in the book //Weetzie Bat//. Interpersonal: Students will be responding to the style and tone of each others' work. Intrapersonal: Students will be writing in journals in order to reflect upon what they know about style, tone, and voice. Musical: Students will be given the chance to discuss how literary devices are used in today’s music, and how it affects the tone.

The use 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. In the classroom, the tables or desks will be in a semi-circular arrangement, so that class discussion 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 hear a recording of Maya Angelou, reading her own poetry, conveying strong use of style and tone, which will hook them. The recording will continue playing as they sit down and get settled down. The agenda will consist of: Students 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, and the ways in which they directly affect style and tone, 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 and use of literary devices can improve any piece of writing the student may have to do in the future, from poems to job application essays and beyond. **//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 need to know how literary devices, perspective, and other components affect the style and tone of a literary text. Since in the previous lesson, we will have discussed literary devices at length, they will be equipped with the knowledge of how these devices can affect style and tone during this lesson. 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. The "Introduction Time" will be my chance to explain that the hook is being read by Maya Angelou. I will tell the students that for this lesson, we will discuss how literary devices affect style and tone. I will ask students to pull out their journals, which will be routine by this point. In their journals, I will ask them to respons to the prompt, "How do authors convey distinct style and tone?" During my "Mini-Lesson," (see content notes) the class will learn about how style and tone are defined, as well as various ways of conveying them, such as with the use of literary devices. This is where I will provide some instruction for a short amount of time. I will explain exactly what style and tone are, and how literary devices help alter these elements. We will discuss Maya Angelou's style and tone at this point. After the "Mini-Lesson," students will fill out a Describing Wheel chart (see attached), stating and defining the elements that they have already learned are essential in interpreting text, (themes, literary devices). By the end of the lesson, they will add style and tone, and eventually, in the next few lessons, voice, conflict, and perspective. They will use a Round Robin cooperative grouping (see attached) in order to discuss methods of writing with style and tone, and analyzing the style and tone they have encountered in 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 effect of literary devices on style and tone, so that everyone has a chance to express their thoughts. After everyone seems confident, I will handout their assignment instructions and go over the instructions. They will be assigned to write a blog entry, analyzing a passage in the text which uses style and tone effectively. They are also to comment upon two of their peers' blogs. This product will be assessed for understanding. || Students will use the Describing Wheel graphic organizer in order to explore the definition of style and tone, and note the many other literary elements they are related to. 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 ways in which literary devices affect the style and tone of text. They will examine excerpts where the nature in Weetzie's town is depicted through metaphor and simile. 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 drawing, at random, a slip of paper 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 which consists of one of each character--NO duplicates. As homework, students will comment on one another's blog entries, and will have the chance to adjust their blogs, before class, if they feel that they should, based off of a peer's input. This will encourage students to use high-order thinking, as they carry out intellectual discussions regarding their analysis of the text. By analyzing the text in //Weetzie Bat//, and other texts, students will understand the relevance of style and tone in all forms of communication. After I have corrected their blogs, they will still have the option to re-do them, based on my feedback. Students will be able to note their progress based on their improvement from their initial prompt responses. Students will be able to determine the effects of common literary devices on the style and tone of a text. || The students will self-assess by filling out the "Style and Tone" section of their Describing Wheel chart--stating what they have learned in this lesson. During the period where their assignment is due, they will also write a brief paragraph reflection, in their journals, of how their understanding grew from the journal entry prompt responses they initially wrote, to the blogs they posted. I will collect their journals and respond to their entries, as well as comment and assess their blogging products when they are turned in. (The blogs will be for homework, unless finished by the end of class.) Their knowledge about style and tone will be important for every lesson of this unit, as they learn to interpret and analyze literary texts in a higher order fashion. This knowledge will also be essential to understanding the following lesson on voice. They will need to understand how voice is affected by style and tone in future assessment. || ||
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment  strategies to evaluate and support the development of the learner. //**
 * Rationale ** : The formative and summative assessment will demonstrate the development of the learner. Students will respond to a prompt regarding style and tone 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 blogging a response to the style and tone used in //Weetzie Bat//, 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 blogs and comments, 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 __**** : **
 * Introduction Time (~ 5 minutes)
 * Journal Writing (~ 7 minutes)
 * Mini-Lesson (~ 15 minutes)
 * Graphic Organizer Time (~ 3 minutes)
 * Cooperative Learning Time (~ 15 minutes)
 * Discussion Time (~ 15 minutes)
 * Assignment Instruction (~ 5 minutes)
 * Production Time (remainder of class)
 * Where, What, Why, Hook, Tailor: Interpersonal, Intrapersonal, Verbal, Natural, Kinesthetic**
 * Equip, Tailor: Interpersonal, Intrapersonal, Verbal, Natural, Kinesthetic, Visual**
 * Explore, Experience, Rethink, Revise, Tailor:** **Verbal, Interpersonal, Intrapersonal, Kinesthetic, Visual, Natural**
 * Evaulate, Tailor: Intrapersonal** ||
 * Reflection: **