L2+Cole+Sara

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Ms. Cole Date of Lesson: Lesson 2 Themes and Conflicts Grade Level: 12 CPI Topic: Evaluate

Objectives Student will understand that there are multiple interwoven themes and conflicts found in: Wicked Student will know critical details: How to analyze and recognize important textual details Student will be able to do evaluate the theme/themes whether implied or explicitly stated in a literary text: Product: Blog entry on a theme key to the novel with comment responses.

Maine Learning Results Alignment

Maine Learning Results: English Language Arts- A. Reading A2: Literary Texts Grade 9-Diploma: Wicked Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions. d. Evaluate the theme or themes whether explicitly stated or implied in a literary text. Rationale: In this lesson we will be exploring key themes in Wicked. Students will learn what a theme is and how it is applied and present in the novel.

Assessment

Formative (Assessment for Learning) Students will think-pair-share for important themes in the novel and present to class. Students will complete a graphic organized (T- chart) that will list themes present in the novel up to the "Gilliken" book, and the themes' importance and a textual example. Students will receive feedback on organizers and large group discussion.

Summative (Assessment of Learning) Students will create a blog about an important symbol present in the novel and comment on at least two other blogs and comment on own blog comments. I will comment on the students' blogs and evaluate the group discussion on the discussion questions I will hand out in place of a quiz. We will have a rapid discussion about the reading so far. I will be looking for comprehension and the fact that all students have read.

Integration Technology: Students will be using blogs to reflect upon an important there in the first book of Wicked, as well as commenting on at least two other blogs. I will be commenting on each student blog. Other content area: This activity applies the social sciences and looks at themes that are present in current events, as well as historical themes and gender roles.

Groupings Students will be broken into seasonal partners and asked to "think-pair-share." Students will be asked to remember what a theme is and what some key themes of the novel are. They will be asked to discuss the novel's themes in with their partners and then share what they feel is the most important theme with the class.

Differentiated Instruction

Strategies Verbal: Students will participate in class discussions Logical: Students will use graphic organizers to organize their ideas. Visual: Students will watch a YouTube clip of Wicked: The Musical. Naturalist: Students will select groups by selecting their favorite season Intrapersonal: Students will write a blog entry by themselves. Interpersonal: Students will work in groups. Musical: Students will watch a video clip of Wicked: The Musical.

Modifications/Accommodations ( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)

Should a student be absent they will check the class wiki. Should they miss day one of the unit they will need to see me on the 'off' day to pick up the book then catch up on the reading. Should students miss day two they should check the wiki and print out any graphic organizers and fill out as well as do any readings and blog postings. Group work will be waived for the day.

Extensions Students will blog on a symbol present in the first part of the novel and comment on at least two other blogs, an optional assignment for higher level thinking is to connect that symbol to a real world example in your blog and post a suggestion for a sample on one other blog.

Materials, Resources and Technology Laptops Seasonal Partner Chart T-Charts Wicked Projector Speakers Dongle Dry Erase Board Dry Erase Markers

Source for Lesson Plan and Research Wicked by Gregory Maguire http://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html (T-chart) mt.oetc.org/handouts/SeasonalPartners.pdf (seasonal partners) http://www.youtube.com/watch?v=a0m6sclZkH0 (Hook) http://en.wikipedia.org/wiki/Wicked:_The_Life_and_Times_of_the_Wicked_Witch_of_the_West - (Wicked Summary)

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: Beach Ball- Students with this learning style require variety, choices, participation and fun. To meet the needs of these students I will make sure they will have plenty of freedom in how to do their blog entries. I will give them lots of choices in what evidence from the book to use and will try to give some opportunities for movement. Puppy- These learners like group work, a safe environment, and they want to get along. To meet the needs of these learners I will encourage my students to participate in all discussions and to work together to reach an answer. I will make sure that all students are listened to and respected by all members of the classroom community Microscope- These learners like to focus on supporting details and analysis of these details. I will meet the needs of these learners by asking them to participate in class discussions about themes in the novel Clipboard- These learners need clear instructions and structure. I will meet these needs by mapping out the activities in the class on the board and on the wiki so there is a clear set of instructions and so that the class will feel structured without imposing a structure.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: The Maine Learning Result that I chose to address in the unit is teaching students to evaluate themes either explicitly stated or implied. This lesson looks at the meaning of theme and asks students to identify themes in the first book of the novel. This lesson will work to create an understanding about symbols and themes found in Wicked. This lesson will introduce the concept of multiple themes and thematic elements in a novel. Students will understand there are multiple themes that play off one another in the novel.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: Students will participate in class discussions Logical: Students will use graphic organizers to organize their ideas. Visual: Students will watch a YouTube clip of Wicked: The Musical. Naturalist: Students will select groups by selecting their favorite season Intrapersonal: Students will write a blog entry by themselves. Interpersonal: Students will work in groups. Musical: Students will watch a video clip of Wicked: The Musical. Students will use laptops to blog.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Formative (Assessment for Learning) Students will think-pair-share for important themes in the novel and present to class. Students will complete a graphic organized (T- chart) that will list themes present in the novel up to the "Gilliken" book, and the themes' importance and a textual example. Students will receive feedback on organizers and large group discussion.

Summative (Assessment of Learning) Students will create a blog about an important symbol present in the novel and comment on at least two other blogs and comment on own blog comments. I will comment on the students' blogs and give a true/false quiz on the "Munchkinlanders" book. We will have a rapid discussion about the reading so far. I will be looking for comprehension and the fact that all students have read.

Teaching and Learning Sequence:

Desks are arranged in groups of four. Agenda: Youtube hook (5 mins) Hand out discussion questions (5 mins) Rapid discussion (10 mins) Review 'Themes' (5 mins) Break into seasonal partners for think-pair-share (10 mins) Share themes with class (10 mins) Write theme blogs and comment on at least 2 others (30 mins) 5 minute journal entry (5 mins)
 * Journal entry and assigned next 8 chapters of book (5 mins).

Students will understand that there are multiple interwoven themes and conflicts found in: Wicked. This will help students understand that there are common themes among all popular literature. Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions. Students will watch a film clip from the musical version of Wicked (Visual, Musical). Students will come in and a Youtube video will play on the projector. Once students have seen the video I will hand out the discussion questions and they will have 5 minutes to think of a response. We will then have a 10 minute discussion and each student MUST speak once. Where; Why; What; Hook; Tailors: Visual, Musical

Students will know: critical details: How to analyze and recognize important textual details. Students will be broken into partners (Interpersonal) for think-pair-share (Verbal). Students will complete a graphic organizer about common themes including examples and textual evidence (Logical). Students will report back to the class with their theme and the importance of the theme. I will evaluate by listening and responding to class discussion. After the class discussion of the reading students will be broken into seasonal partners to work themes. I will be walking around making sure they stay on track and I will answer any questions. Equip; Tailors: Verbal, Interpersonal, Logical

Students will work in seasonal partners/ think-pair- share to explore themes present in the first chapters of the book. Each student will fill out a T-chart (Logical) in their group. Students will be able to show their knowledge and understanding during classroom discussion and in their theme blog entry. Once students discuss their theme in partners they will report back to the class with about the theme. Once they have all presented students will individually create a blog entry about themes present and comment on at least two other blogs. Explore; Rethink; Revise; Refine; Tailors: Logical

Students will have a discussion about the first assigned book of Wicked and on the vocabulary covered during class. Students will also write an entry in their journal about how well the understand the book thus far (Intrapersonal). I will read and comment on each blog and assess for comprehension. Evaluate; Tailors: Intrapersonal

Content Notes Themes Present in Wicked include but are not limited to: Human Rights: The status of Quadlings compared to the rest of Oz. The treatment of people who are 'different', no equal opportunity. Animal Rights: Talking animals and their deterioration of status. Good vs Evil: Is Elphaba good or evil, a curse or blessing? Friendship: The importance of friendship and loyalty to one's survival.

Elphaba is born to Melena Thropp, the granddaughter of the Eminent Thropp of Munchkinland, and Frexspar, an itinerant unionist minister. Frex is the seventh son of a seventh son, and the sixth pastor in his family. Melena married beneath her family's social standing and is generally unhappy in her marriage. She is known to have many extramarital affairs. Though it does not become clear until much later, Melena is at some point approached by a mysterious stranger, who doses her with a potion from a green bottle. He seduces her and nine months later she gives birth to a child, Elphaba, inside a device called The Clock of the Time Dragon, as her husband is attacked by a lynch mob. (The Clock of the Time Dragon is regarded as a religious relic by followers of the "pleasure faith," and recurs as a significant image throughout the novel.)

Melena's husband, Frex, believes the baby is a punishment from the Unnamed God for failing to protect his parishioners, and has Melena's Nanny brought from the Colwen Grounds to take care of the child. In addition to her skin being green, the baby is born with unnaturally sharp milk teeth. Her head is strapped to keep her from biting things (including herself), and she is terrified of water.

About a year and a half later, a traveling Quadling glassblower named Turtle Heart visits the home of Melena and Frex. Melena offers him food and drink, and Turtle Heart blows a beautiful glass reflecting ball for Elphaba. With Frex absent for extended periods, preaching to the Munchkinlanders, Turtle Heart and Melena begin a secret affair. When Frex returns, he befriends Turtle Heart (seemingly ignorant of the relationship between the Quadling and his wife), out of both unionist charity (Quadlings, after all, "ranked about as low on the social ladder as it was possible to get and still be human"), religious zeal (Quadlings have no concept of religion, so Frex sees Turtle Heart as a potential convert) and a homosexual attraction of his own.

At the end of the first part, Melena is pregnant with a child, Elphaba's younger sister Nessarose. It is unknown whether the father is Frex or Turtle Heart. Nessarose, or "Nessa" for short, is born as pink as Elphaba is green and, more importantly, she is handicapped. Born without arms, she requires constant supervision and care. Nessarose embraces Frex's zealotry and, thus, she is her father's favorite, to Elphaba's lasting angst.

Reflection: