L4+Audy+Melissa

//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.////
 * __ Teacher’s Name __**** : Melissa Audy __Date of Lesson__: 4 **
 * __ Grade Level __**** : 9-12 __Topic__: Voice **
 * __ Objectives __**
 * Students will understand that ** the style and tone of Weetzie Bat gives the story a unique voice that helps readers cope with the intensity of the plot.
 * Students will know** how literary devices, perspective, and other components affect the style and tone of a literary text.
 * Students will be able to** analyze the way in which style and tone affect the general presentation of the story.
 * __ Maine __****__ Learning Results Alignment __**
 * **Maine Learning Results:** ** English Language Arts - A Reading
 * A 2 Literary Texts**
 * Grade 9 - Diploma, Weetzie Bat****
 * d.** Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.

Students will use a checklist in order to keep track of which blogs they have completed and which they have commented on. On that checklist, they will rate how authentic, on a scale of one to five, the voice sounds in each. Students will also fill out a KWL Chart on how much they know about voice and how much they learn and want to learn. In order to evaluate their understanding of voice, students will write blog entries in which they will create a distinct voice, strongly developed as Francesca Lia Block's is in //Weetzie Bat,// and will comment on others' blogs, giving feedback on the authenticity and effect of their peer’s writing. They do not necessarily have to write about something that happens in the novel, yet their writing must hold distinct and clear use of style and tone, developing a strong voice. I will also comment their blogs with feedback. __ Technology- __ Students will use type two technology as they blog and comment on each other's blogs.
 * Rationale:** This lesson builds off of the previous two lessons. While originally, students learned about literary devices, they learned in lesson three that literary devices are useful in the development of style and tone. They explored the use of style and tone in lesson three, and briefly touched upon how style and tone create voice. In this lesson, they will really focus on how the voice created by style and tone affects the way in which fiction is read, which adds further to their understanding of elements considered within literary analysis.
 * __ Assessment __**
 * Formative ** (Assessment for Learning)
 * Summative** (Assessment of Learning)
 * __ Integration __**

__Social Science-__ Students will learn a little bit about oppression, as they listen to the recordings of poet Langston Hughes, and analyze his distinct voice throughout his poetry.

__Psychology-__ Students will consider the various types of voices used within texts that convey differing emotions. Students will find partners by drawing a slip of paper at random, which will have a literary term written on it. There will be two of each term, and the students will find their partners accordingly. Students will perform a Three Step Interview in which they will interview one another on techniques they would like to use to convey voice. After each student has had a chance to answer the question to a partner, they will take turns sharing their partners' responses to the class. This will give people ideas to use in their writing project, and will spark a class discussion about creating effective voice, and which authors they feel have a distinct voice. __Verbal:__ Students will read text and consider the style and tone used by the author. __Kinesthetic:__ Students will get up in class to meet with their partners and discuss voice. __Visual:__ A graphic organizer will be used to map out what a student knows and what they would like to learn about voice. __Natural:__ Students will have the chance to write about nature, demonstrating a distinct voice. __Interpersonal:__ A class discussion will be held about the importance of style, tone and voice. __Musical:__ Students will have the chance to evaluate the style and tone used by poets in recordings. 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 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. Students will be given the ability and the opportunity to explore how voice can affect the everyday use of language. They will not only write using distinct voice, but they will heavily consider and discuss the unique voice used by Francesca Lia Block. They will consider how voice can express emotion or change the presentation of a story, within a variety of contexts. They will consider the different kinds of voice they would use in different situations, such as the formal voice they may use during a job interview, versus the casual voice they may use with friends. This lesson will extend their knowledge of style and tone, as they are taught how to create voice through the manipulation of style and tone. They will be using type two technology, as they blog and comment each others' blogs. Their online interaction will help them improve their writing and their use of technology. Laptops Wikispaces //Weetzie Bat// book Journals KWL Charts Writing utensils Blogs Langston Hughes Recording [|Graphic Organizer Templates] [|Cooperative Learning] //[|Inside Out: Strategies for Teaching Writing]// by Dawn Latta Kirby, Dan Kirby and Tom Liner //[|"Is It Done Yet?": Teaching Adolescents the Art of Revision]// by Barry Gilmore http://www.writingfix.com/6_Traits/voice.htm
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies ** :
 * Modifications/Accommodations**
 * Absent students**
 * Extensions**
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ 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 socially as they write in their blogs, and begin to understand how the manipulation of language can convey various types of voice. They will also develop in the way they constructively critique each others' work. By exploring the use of voice 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. //**
 * 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 voice being promoted meets the MLR I am targeting for this lesson.
 * // • 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 read text and consider the style and tone used by the author.
 * Kinesthetic:** Students will get up in class to meet with their partners and discuss voice.
 * Visual:** A graphic organizer will be used to map out what a student knows and what they would like to learn about voice.
 * Natural:** Students will have the chance to write about nature, demonstrating a distinct voice.
 * Interpersonal:** A class discussion will be held about the importance of style, tone and voice.
 * Musical:** Students will have the chance to evaluate the style and tone used by poets in recordings.

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 Langston Hughes, reading his own poetry, conveying strong use of voice, which will hook them. The recording will continue playing as they sit down and get settled down. The agenda will consist of: • Introduction Time (~ 5 minutes) •Graphic Organizer Time (~ 3 minutes) • Mini-Lesson (~ 15 minutes) • Cooperative Learning Time (~ 15 minutes) • Discussion Time (~ 15 minutes) • Assignment Instruction (~ 5 minutes) • Production Time (remainder of class) Student will understand that the style and tone of Weetzie Bat gives the story a unique voice that helps readers cope with the intensity of the plot. The understanding of voice, and the reasoning behind its use is essential in order to perform higher order literary analysis. The concept of voice is also important for students to grasp in order to improve their own writing. As they write, they will understand that their voice must convey emotion, sound genuine, and display an awareness of the audience they are trying to target. This skill will help them in all future writing assignments, as well as anything else that involves language. They will consider the various types of voice they use in different situations. They will experiment with formal and informal voice, and so on. **//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 lessons, we will have discussed literary devices, style, and tone at length, they will be equipped with the knowledge of how these elements create voice, 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 Langston Hughes. I will tell the students that for this lesson, we will discuss how literary devices, style and tone affect voice. They will not have an in-class journal prompt today, giving those who don't like journaling a break. Instead, we will use the visual organizer at the start of class, which will be a KWL Chart (see attached). They will fill out the columns which state what they already know, and what they would like to know. During my "Mini-Lesson," (see content notes) the class will learn about the various aspects that develop and define voice, as well as various ways of conveying different types of voice, such as with the use of literary devices and the manipulation of style and tone. This is where I will provide some instruction for a short amount of time. We will discuss the voice of Francesca Lia Block, in //Weetzie Bat//. After the "Mini-Lesson," students will get into cooperative learning groups by drawing slips with literary terms written on them, in order to find partners with the same term, to perform Three-Step-Interviews with (see attached), in order to discuss methods of creating voice. I will check with each group to make sure that their findings are accurate and display understanding. We will then hold a class discussion, which will begin with each group outwardly sharing the methods they have come up with. After everyone seems confident, I will handout their assignment instructions and go over the instructions. They will be assigned to write a blog entry, using distinct voice, and they will also critique their peers' voice. Students will use the KWL Chart graphic organizer in order to explore what they already know about voice, and what they'd like to learn. 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, style, and tone affect the voice of a text. 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 choosing a partner, yet, I will have them stand facing their partner, creating two circles, an inner and an outer. Then I will have the inner circle step three times to the left, so that they are given a new, completely random partner. 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 voice 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. This lesson is very similar to the lesson before, though it covers a new concept. The similarity will help enforce the previous lesson, which was slightly more complex. **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 last section of their KWL 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 start of the lesson, 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 voice will be important for every lesson of this unit, as they learn to interpret and analyze literary texts in a higher order fashion. Their use of voice will be essential in their final unit project, in which they will create a movie conveying particular themes.
 * // • 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 fill out a KWL chart in order to later reflect upon their initial beliefs and their learning that was accomplished following the lesson. Since students will be blogging a piece that conveys voice, 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 KWL chart responses.
 * __ Teaching and Learning Sequence __**** : **
 * Where, What, Why, Hook, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Natural, Kinesthetic, Musical **
 * Equip, Tailor: Interpersonal, Intrapersonal, Verbal, Natural, Kinesthetic, Visual**, **Musical**
 * Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Kinesthetic, Visual****
 * Evaluate, Tailor: Intrapersonal**
 * Reflection: **