L4+Lennon+Stephanie

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

Teacher’s Name:** Ms. Lennon
 * Date of Lesson:** #4
 * Grade Level:** 6-8
 * Topic:** Conflict

__**Objectives**__

 * Student will understand that** it is important to be able to criticize their own work, and also the work of others.
 * Student will know** what the four different types of conflict are and how they may be used in a narrative. Students will also know how to critique the work of others.
 * Student will be able to** critique the writing and presentation of their peers, along with have a successful presentation themselves.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - Writing B2 Narrative Grades: 6-8 Students write narratives that convey complex ideas, observations, events or reflections. a. Establish a plot or other narrative structure, point of view, setting, and conflict.
 * Rationale:** In this lesson, students will learn the difference between the four different types of conflict in narrative writing.

__**Assessment**__
My hook on the "Person vs. Machine" conflict will nicely lead into a brainstorm about the remaining four conflicts. Students will do most of the talking and I will encourage more of a discussion-based brainstorm. I will monitor it, however, to make sure that there isn't too much information being revealed. Once groups have been determined, I will walk around the room and check for any clarifying questions or any issues that need to be fixed.
 * Formative (Assessment for Learning)**

Students will be broken down into four groups. Each group will be assigned a different type of conflict. Teammates will work together in class to research assigned conflict. Teams will then come up with a creative way of teaching the class about this conflict. Students will evaluate their classmates on their presentations.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ Students will use the internet to research their conflict. Students will also create a blog entry that reflects on what they learned and demonstrates their understanding. I will encourage students to comment on the blogs of their peers. __Other content:__ Students will be asked to create examples of conflict. These examples can be based on information outside of English. Social Studies, for example, can be incorporated into the "Person vs. Society" conflict, while Science can be incorporated into the "Person vs. Nature" conflict. Psychology can be incorporated into the "Person vs. Self" conflict, while Sociology can be incorporated into the "Person vs. Person" conflict.

__Groupings__
Students will be grouped based on their conflict preference. Students will be surveyed to determine which conflict they prefer and will be grouped accordingly.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will research their assigned conflict and will also interact with their classmates.
 * Logical:** Students will have to think critically and uncover their conflict in order to fully represent its meaning to the class.
 * Kinesthetic:** Students will have an opportunity to move around while presenting their assigned conflict to the class.
 * Visual:** Students will watch a movie clip at the beginning of class.
 * Naturalist:** Any students who have a particular interest in nature would have the chance to work in the Man vs Nature group. If that can't be arranged to satisfy all nature-lovers, they will at least have the opportunity to learn about it through their peers' presentation.
 * Intrapersonal:** Students will be asked to reflect on their individual contributions to the group project.
 * Interpersonal:** Students will work together as a team to do research and present a creative interpretation of a conflict.
 * Musical:** Students have the option to incorporate a song or a rap into their presentation

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

If a student must be absent, he or she will know to check the out folder for his or her class to find missing material. Student will come to me with any questions or clarification. The missing material will include a description of each conflict, a link to the hook, and a peer evaluation sheet.

Students will have the opportunity to take the extra step in their presentations. They can include props or real-life examples.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * Projector/Screen
 * "I, Robot" clip
 * Peer-evaluation sheets

__Source for Lesson Plan and Research__
Conflict lesson plan created by Stephanie Lennon. Types of conflict, some examples based on video games: http://bbrathwaite.wordpress.com/2009/02/13/types-of-conflict-narrative-in-games/ Types of conflict: http://en.wikipedia.org/wiki/Conflict_(narrative) www.cobbk12.org/~ar/documents/**Types**%20Of%20**Conflict**.doc

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In a classroom, it is important to address the many different learning styles that can be found among students. In this lesson, students who crave variety and spontaneity will be able to take the next step with their group's presentation. They can go crazy with it, as long as they meet the requirements. Students who crave organization and structure will thrive as a group leader when it comes time to organizing the presentation. Students who crave discussion and discovery learning will enjoy working in groups to learn about conflict. Students who crave support and encouragement will like being able to work in small groups and may be more willing to take chances if they think peers are going to be supportive and helpful.
 * //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:** Students will be able to **critique** the writing and presentation of their peers, along with have a successful presentation themselves.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Students will research their assigned conflict and will also interact with their classmates.
 * Logical:** Students will have to think critically and uncover their conflict in order to fully represent its meaning to the class.
 * Kinesthetic:** Students will have an opportunity to move around while presenting their assigned conflict to the class.
 * Visual:** Students will watch a movie clip at the beginning of class.
 * Naturalist:** Any students who have a particular interest in nature would have the chance to work in the Man vs Nature group. If that can't be arranged to satisfy all nature-lovers, they will at least have the opportunity to learn about it through their peers' presentation.
 * Intrapersonal:** Students will be asked to reflect on their individual contributions to the group project.
 * Interpersonal:** Students will work together as a team to do research and present a creative interpretation of a conflict.
 * Musical:** Students have the option to incorporate a song or a rap into their presentation
 * Technology:** Students will use the internet to research their conflict and will also blog reflecting on the class period.

Rationale:** My hook on the "Person vs. Machine" conflict will nicely lead into a brainstorm about the remaining four conflicts. Students will do most of the talking and I will encourage more of a discussion-based brainstorm. I will monitor it, however, to make sure that there isn't too much information being revealed. Once groups have been determined, I will walk around the room and check for any clarifying questions or any issues that need to be fixed. Students will be broken down into four groups. Each group will be assigned a different type of conflict. Teammates will work together in class to research assigned conflict. Teams will then come up with a creative way of teaching the class about this conflict. Students will evaluate their classmates on their presentations.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the room and sit at any of the table groups (four seats at each table). Hook time: 5 minutes Pre-Assessment: 5 minutes Assign groups: 5 minutes Group work: 40 minutes Presentations: 25 minutes Students will understand that it is important to be able to criticize their own work, and also the work of others. They will do this through paying attention to the presentations and evaluating them at the end. Students will also have to determine which conflict is being presented. Students will be able to connect each type of conflict to real life situations. This lesson will bring students one step closer to being able to write narratives that convey complex ideas, observations, events or reflections. To hook my students I will show them a clip of "I, Robot" to show an example of "Person vs. Machine, " a less common conflict. This will lead us right into our brainstorming activity.
 * Agenda:** Day 1 (80 minutes)
 * (Where, Why, What, Hook, Tailors: Visual, Interpersonal, Verbal)**

Students will know about the four different types of conflict and will also have a chance to evaluate the presentations of their peers. Students will be given a graphic organizer that allows them to successfully organize their information for the presentation. I will begin class with a brainstorming activity about conflict. I will ask students if they can name the four major kinds of conflict (Person vs. Person, Person vs. Nature, Person vs. Self, Person vs. Society) in narrative writing. Once all four have been named, students will break into groups and go a step beyond to fully uncover the four kinds of conflict.
 * (Equip, Explore, Rethink, Tailors: Verbal, Interpersonal)**

At the end of this lesson, students will be able to do two things: 1) Describe each kind of conflict, and 2) Critique the writing and presentation of their peers. Students will be grouped based on their interest in a particular conflict. Once all four have been revealed, I will survey the students to see which ones they would like to do. I will go through each conflict and have students raise their hands if that particular conflict interests them. This will most likely take some finagling, but eventually all students will be grouped. Once groups have been assigned, students will research their conflict and use a graphic organizer to keep their information organized. Once satisfied with their research, students will come up with a fun and creative way of presenting the information to their peers. This could include a short skit, a rap or song, or anything else they would like. Students will evaluate their peers on a variety of different things (presentation, content, enthusiasm, etc.). Finally, students will create a blog entry that reflects on the presentation, and also provides an example of each conflict to show understanding.
 * (Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Verbal, Musical, Logical, Kinesthetic)**

Students will write a reflective blog entry and refer to a checklist to make sure all requirements are met. I will comment on these blogs with suggestions and critiques. This lesson will bring students one step closer to being able to write a narrative.
 * (Evaluate, Tailors: Intrapersonal)**


 * Content Notes**


 * Handouts**