L3+Coombs+Kayla

=**UMF LESSON PLAN FORMAT**=

Grade Level: Seven Topic: Plot Advancement
 * Teacher’s Name: Kayla Coombs Date of Lesson: Three

Objectives** Student will understand that characterization techniques make the text through characters' thoughts, words, actions, etc. Student will know how to identify how novels develop. Student will be able to decide how events advance the plot.

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. Rationale: Students will come to understand literary devices as they analyze specifically Katherine Paterson's plot and how events advance the plot.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** I will evaluate the students' overall understanding of events and how they advance the plot by having each student to partake in a debate over which events contribute most to the book and significantly advance the plot. To demonstrate their overall understanding of literary devices, and specifically how events in __Bridge to Terabithia__ advance the plot, I will ask students to produce a lesson to teach the class about the events that advance the plot in the novel. They will do this in the form of a PowerPoint presentation as their final product on this unit topic. 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 small lessons to present their ideas on which events advance the plot in the form of a PowerPoint presentation. Social Science: Social Science will be integrated into this lesson through having the students partake in a debate where they will provide evidence and support for the events that they feel contribute most to the advancement of the plot.
 * Integration**

Students will partake in cooperative learning through "Round Robin Brainstorming" (see attached: ). The class will be divided into small groups of four students, which will be done by using the Literary Device Partner sheet (see attached: ). One person will be appointed as the recorder. A multiple-answer question is posed about events in __Bridge to Terabithia__, and students will be given time to think about the answers. After this time, the team members will share responses with one another in the round robin style. The recorder is to write down all the answers the group members have provided. This activity continues as the person next to the recorder starts and each person in order will give an answer until I have signaled the end of the activity.
 * Groupings**

Strategies** Linguistic: Students will create an essay to share with a partner. I will play music, and when I turn off the music the students will regroup to share as a class one main event they wrote about. Interpersonal: Students will create an essay to share with a partner. Intrapersonal: Students will create an essay to share with a partner. Musical: I will play music, and when I turn off the music the students will regroup to share as a class one main event they wrote about. Naturalist: We will present the main events outside on the lawn. Spatial: We will present the main events outside on the lawn. 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 involves a use of Type 2 technology as the students will be creating PowerPoint presentations though which they will devise a short lesson to teach the class how certain events advance the plot. All students will know what literary devices are, and specifically how events in __Bridge to Terabithia__ advance the plot.
 * Differentiated Instruction
 * Modifications/Accommodations**
 * Extensions**

__Bridge to Terabithia__ book Classical Music CD Lined Paper Pencils PowerPoint application PowerPoint Application Notes PowerPoint Content Notes Laptop accessibility Graphic Organizer: Sequence Chart Literary Devices Partners sheet RoundRobin Brainstorming Notes Informal Class Debate Teacher Notes
 * Materials, Resources and Technology**

Literary Devices Information Reference: Braiman, Jay. "Literary Devices”. 2007. Jay Braiman. 27 October, 2008. . 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: This lesson allows students to express a wide span of viewpoints as they partake in a debate and do the "Sequence Chart" graphic organizer. They will practice expressing their own personal opinions on the significance of certain events in the novel, and they will have the opportunity to develop their social identity as they partake in the class debate, and produce the lesson on events in the form of a PowerPoint presentation. Standard 4 - //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.// Rationale: I will have assessed students' initial understanding of events and how they play out in the novel as I assign them to write down the events that they found most significant and contributing to the novel's development, using the “Sequence Chart” graphic organizer (see attached). Students will learn more information on what the most significant events are by discussing such topics with classmates through “Round Robin Brainstorming” cooperative learning (see attached), and by presenting and viewing presentations on PowerPoint of lessons about events in the novel (see attached). Standard 5 - //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// Rationale: This lesson covers a variety of instructional strategies, and students have the opportunity to work independently, work in groups of four, and do presentations to the class as a whole. I will instruct the class, and also provide them the opportunity to present their learning through their own individual lessons that they will teach the class. This lesson will target the following intelligences: Linguistic, Interpersonal, Intrapersonal, Musical, Naturalist, and Spatial. Students will be using PowerPoint to do their presentation, and I will provide them with this resource so that they are able to do so. 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 begin the lesson by assessing the students' initial knowledge on events in the novel. I will then ask them break into groups of four and I will be assessing how well they can support their ideas on events to the other group members.
 * Maine Standards for Initial Teacher Certification and Rationale**

Agenda:** Sharing of Main Event (10 minutes) Hand out and do “Sequence Chart” graphic organizer (see attached: ) (10 minutes) “Round Robin Brainstorming” (see attached: ) (15 minutes) Main Events Presentation (15 minutes) Class Debate (see attached: ) (20 minutes) Powerpoint Presentation assignment (see attached: ) and Work Time (10 minutes)
 * Teaching and Learning Sequence:

The classroom tables will be arranged in a semi-circle, with room for four chairs at each table. There will be room so that 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 "Round Robin Brainstorming" as they will just have to move to different seats, but the table arrangements will stay the same. I will assess the students' prior knowledge of events by asking them to create an essay to share with a partner, with music playing in the background, and then they will regroup to share as a class one main event they wrote about. Following this, I will hand out the "Sequence Chart" graphic organizer for students to complete independently. Then, when they have finished, I will ask them to break up into the groups of four to do the "Round Robin Brainstorming" cooperative learning activity. Afterwards, we will all take a walk outside on the lawn to present the main events that the students came up with. To assess for overall understanding, I will ask the students to partake in a short debate over the main events in the story, and how they advance the plot (see attached). Following the debate, students will be assigned the PowerPoint presentation where they will direct a lesson on their knowledge of how, and specifically which, events advance the plot in the novel. If they have time in class they may start their projects, otherwise, they will do them for homework.
 * What, Where, Why, Hook, Tailor:** Linguistic, Interpersonal, Intrapersonal, Musical, Naturalist, and Spatial

Students will know critical details like how a novel develops, and how events contribute to the novel's development. Students will explore the material with the "Sequence Chart" graphic organizer, to outline what are the main events in the novel, and when and how do they occur. Students will refine their initial ideas on the novel's main events. Students will practice demonstrating their knowledge on the main events by using the "Sequence Chart" graphic organizer. I will assess students' understanding of how events advance the plot by asking them to partake in a short debate about the main events and how they contribute to the novel's development.
 * Equip, Tailor:** Linguistic, Interpersonal, Intrapersonal

Students will explore the material with the "Sequence Chart" graphic organizer. Students will be involved in cooperative learning through the "Round Robin Brainstorming," which will help them process their ideas on the main events in the novel, and they will have time to reflect on their ideas as they listen to the other students discuss their views on the main events. Students will be able to decide how events advance the plot by looking more intimately at the literary device, and how it plays out in the novel. Students will refine their initial ideas on the novel's main events as I allow them to formulate their ideas by partaking in a debate with other students. Students are invited to rehearse their knowledge on the main events by using the "Sequence Chart" graphic organizer and by partaking in the debate and expressing their opinions to the class.
 * Explore, Experience, Rethink, Revise, Tailor:** Linguistic, Interpersonal, Intrapersonal

Students will be able to self-assess their knowledge on how and which events advance the plot by doing the "Sequence Chart" graphic organizer, and by partaking in the informal class debate. They will be able to identify how strong and formulated their ideas are on the most significant events in the novel that have advanced the plot by sharing and expressing their ideas with the class.
 * Tailor:** Linguistic, Intrapersonal



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