L2+Martin+Karin

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

Teacher’s Name:** Ms. Karin Martin **Date of Lesson: Grade Level:** 6-8 **Topic: Character Development

Objectives** Student will understand that a variety of narrative elements have a great effect on the overall narrative work. Student will know how to identify and analyze the use of critical detail in creative writing. Student will be able to reflect on his or her own personal use of narrative writing.


 * Maine Learning Results Alignment**

English Language Arts - B. Writing B2. Narrative Grades 6-8 Students will write narratives that convey complex ideas, observations, events, or reflections. b. Develop characters.


 * Rationale:** Students will begin to apply their knowledge of character development by writing their own narratives. Students are also beginning to reflect on their own narrative writing to understand how it conveys complex ideas, observations, events or reflections.


 * Assessment

Formative** This lesson in itself is a pre-assessment of the students' writing skills. Students will be asked to complete an in-class writing that they will post to their class blogs. The students will then read and respond to the other students' writing. I will examine these for the students' skill level and understanding. I will be constantly checking in with students during this lesson to see where they are at, and to determine what it is they need to learn and what they need in order to learn.

The assessment of learning for this lesson is the ongoing blog that students will begin as part of this lesson. It will be assessed based on the following criteria: completeness, following directions, insight, providing constructive criticism. As long as a student fulfills these criteria, the student will receive full credit, or a check plus. To merit a check, the student completes most of the criteria. A check minus is earned if the student leaves more than two criteria unfulfilled.
 * Summative**


 * Integration

Technology:** The technology in this piece is utilizing a blog. The blogs that are used in this lesson are Type II Technology because they allow the students to interact and comment on the other students' blogs.
 * Science:** Students will be using their "scientific" analytical skills in order to complete the blog in this lesson.

The students will be grouped using the "jigsaw" method; they will be reviewing vocabulary. These groups will be assigned according to "color" partners that the students were given at the beginning of the year. I will choose create groups of four by combining two of the partner groups.
 * Groupings**


 * Differentiated Instruction

Strategies Verbal:** Students will use their verbal skills in writing narrative pieces.
 * Logical:** Students will organize their thoughts about plot and conflict in graphic organizers.
 * Kinesthetic:** Students will be up and about when sharing vocabulary.
 * Visual:** Students can use the diagram to provide a visual of their own thoughts.
 * Intrapersonal:** Students will reflect on their own narrative writing.
 * Interpersonal:** Students will provide feedback for one another.

//I will review students' IEP, 504, ELLIDEP, and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**

Students who are absent from this lesson will be given the missed assignment outline. I will make sure to fill-in the student with all of the pertinent and necessary information that is required to complete the assignment and continue in the unit. The reading and blogging is easily done without help, and the student can also ask a classmate or me to help him or her review the vocabulary after school.

The technology in this piece is utilizing a blog. The blogs that are used in this lesson are Type II Technology because they allow the students to interact and comment on the other students' blogs.
 * Extensions**

My piece of writing Critique example/outline Laptops Blog accounts
 * Materials, Resources and Technology**

Graphic Organizers: http://www.region15.org/curriculum/graphicorg.html Character Development: http://www.pgtc.com/~slmiller/characterexercises.htm Creating Characters: http://www.writeandpublishyourbook.com/writing/write-a-book/character-development-in-fiction/ Characters: http://www.instructorweb.com/lesson/characterdevelop.asp Reflective Writing Blog: http://primaryblog.wordpress.com/2008/10/23/blogs-as-reflective-writing-tools/ Reflective Writing: http://deangroom.wordpress.com/2008/09/01/417/
 * 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:** This lesson will provide a fun, creative learning environment. I will also make sure that I give the students artistic and academic freedom with this assignment for the students who made thrive on that type of environment. The learning environment of my classroom will always be a safe place for students to share their ideas and learn in a way that is necessary for effective teaching and learning. All students should feel comfortable in my classroom, and I will always be intolerant of those who might threaten that environment. Learners who like to analyze will absolutely benefit from this lesson because it is tailored to analyze narrative works and breaking them down to figure out how characterization works in real-life examples. Students who need structure will always be comfortable in my classroom, and especially this lesson, because I will provide an obvious framework for the lesson, and I will go over this at the beginning of the lesson for their benefit.


 * • Standard 4 -** //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//


 * Rationale:** The facet of understanding that I chose to represent this lesson was “the student will be able to reflect on his or her own personal use of narrative writing.” I chose this facet because the students will be introduced to the reflection blog that they will complete throughout this unit. Reflecting on work is an important part of the writing process, and this blog will help the students through this process. Before a student can progress as a writer, the student must understand his or her own strengths and weaknesses.


 * • Standard 5 -** //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Rationale:** For this lesson, I have worked to include six of the eight multiple intelligences: My students will use a blog, which is a Type II technology. It is Type II because it provides students with a way to create an online post that is available to the other students in the class instantly, giving the student the opportunity to receive feedback.


 * • Standard 8 -** //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//


 * Rationale:** This lesson in itself is a pre-assessment of the students' writing skills. Students will be asked to complete an in-class writing that they will post to their class blogs. The students will then read and respond to the other students' writing. I will examine these for the students' skill level and understanding. I will be constantly checking in with students during this lesson to see where they are at, and to determine what it is they need to learn and what they need in order to learn. The assessment of learning for this lesson is the ongoing blog that students will begin as part of this lesson. It will be assessed based on the following criteria: completeness, following directions, insight, providing constructive criticism. As long as a student fulfills these criteria, the student will receive full credit, or a check plus. To merit a check, the student completes most of the criteria. A check minus is earned if the student leaves more than two criteria unfulfilled.


 * Teaching and Learning Sequence:**

My classroom will be arranged in "U" arrangement -- two rows of desks in the shape of a "u", with my desk in the center of the back wall. I plan to begin the lesson with the narrative writing rap to get students interested and engaged.

Day One: - Hook: I will pass out a piece of my own narrative work as a way to get them interested in critiquing their own work for this lesson. (5 minutes) - I will set students in “jigsaw” groups to review vocab before they apply this knowledge in the critique. - I will teach the students what I want them to look for in this day’s writing: characterization using my piece of writing. (15 minutes) - Students will post their writing to their blogs (which were created in a previous unit). (5 minutes) - Students will critique one another’s writing, looking for character development. (20 minutes) - I will introduce students to the next element that they will be working on critiquing, plot, using a mentor text that exemplifies it. (15 minutes) - Remainder of class will be working on the next writing assignment, which will exemplify plot. (10 minutes) - HOMEWORK: The students will create a piece of writing that exemplifies the element of plot as well as character development to post to their blogs next class.

Day Two: - I will pass out a piece of writing that exemplifies the element of plot and help them to learn how to provide constructive feedback for this element. (20 minutes) - Students will post their homework to their blogs. (5 minutes) - Students will provide feedback for one another on the blogs, looking for both character development and plot. (30 minutes). - I give students their homework, which is to begin working on the script for a short skit. I will provide two video examples that they will have to watch for homework before beginning to work on their own skit. (25 minutes) - HOMEWORK: Students will watch two short skits and begin to work on their own short skit, which they will be turning into an iMovie for the next lesson.

Student will understand that a variety of narrative elements have a great effect on the overall narrative work. Students will be able to apply this knowledge to their own narrative writing. Students will write narratives that convey complex ideas, observations, events, or reflections. I will hook my student by using a piece of my own narrative writing as an example of how to critique writing; I know that when teachers share own work with students, it gets them intrigued, so that is what I am going for here. **What, Why, Where, Hook, Tailor: Verbal, Logical, Interpersonal.**

Student will know how to identify and analyze the use of critical detail in creative writing. I will walk the students through the process of analyzing my work, beginning at the start and pointing out the instances of characterization and character development in my work. For the beginning of the work, I will do this myself, and then I will ask for the answer for the students, letting them find the answer and then asking them each for an instance. I will check for understanding by asking each student individually. **Equip, Tailor: Verbal, Logical, Interpersonal.**

Students will use a "plot" and "conflict" graphic organizer in order to help them evaluate both their own work and the work of others. Students will use the "jigsaw" method to review vocabulary before applying it in their evaluations of each others' writing. Student will be able to reflect on his or her own personal use of narrative writing. I will be constantly checking in on student progress, pointing them in the right direction with their analyses. I will group my students by the “jigsaw” method, based on their learning styles. Students will similar learning styles will be put together to review the vocabulary in the most effective manner. Students will be commenting on one another’s blogs using the vocabulary and concepts that we have been discussing in class, proving that they have learned the material. Students are always able to revise their work, and the class blog is actually one of the ways that students will accept feedback and receive an opportunity to revise their work. **Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Logical, Intrapersonal, Interpersonal, Kinesthetic.**

Students will self-assess in a comment at the end of the comments they received on their own blogs. They will write what they learned about their own writing through the comments they received and also through reading the other students’ work. I will provide timely feedback by providing it during class while they are working on the assignment. Learning all of these concepts and beginning to flex their writing muscles will help them when they have a performance task of creating a short iMovie. **Evaluate, Tailor: Intrapersonal, Verbal, Logical.**

Vocabulary –**
 * Content Notes:

Narrative: a collection of events that tells a story, which may be true or not, placed in a particular order and recounted through either telling or writing. One example is Edgar Allen Poe's "The Tell-Tale Heart." In this story a madman resolves to kill his landlord because he fears the man's horrible eye. One night he suffocates the landlord and hides the body beneath the floorboards of the bedroom. While fielding questions from the police in the bedroom where the body is hidden, the madman thinks he hears the heart of the victim beating beneath the floorboards. Scared that the police hear the heartbeat too, the madman confesses. This is a narrative because of two things, it has a sequence in which the events are told, beginning with murder and ending with the confession, and it has a narrator, who is the madman, telling the story. By understanding the term "narrative,” one begins to understand that most literary works have a simple outline: the story, the plot, and the storyteller. By studying more closely, most novels and short stories are placed into the categories of first-person and third-person narratives, which are based on who is telling the story and from what perspective. Other important terms that relate to the term "narrative,” are "narrative poetry," poetry that tells a story, and "narrative technique" which means how one tells a story. Conflict: The struggle in a work of literature. This struggle may be between one person and another person or between a person and an animal, an idea or a thing. It may also be between a person and himself or herself (internal conflict). In Shakespeare's Hamlet, the conflict is manifold. Hamlet struggles against the villain Claudius, against the unbecoming conduct of his mother, and against his conscience and indecision. Character: a person who is responsible for the thoughts and actions within a story, poem, or other literature. Characters are extremely important because they are the medium through which a reader interacts with a piece of literature. Every character has his or her own personality, which a creative author uses to assist in forming the plot of a story or creating a mood. The different attitudes, mannerisms, and even appearances of characters can greatly influence the other major elements in a literary work, such as theme, setting, and tone. With this understanding of the character, a reader can become more aware of other aspects of literature, such as symbolism, giving the reader a more complete understanding of the work. The character is one of the most important tools available to the author. In the ballad "Edward," for instance, the character himself sets the tone of the ballad within the first stanza. After reading the first few stanzas, one learns that Edward has murdered his father and is very distraught. His attitude changes to disgust and finally to despair when he realizes the consequences he must face for his actions. An example of the attitudes and personalities of characters determining the theme is also seen in the book of Genesis. The proud personality of Cain and the humble personality of Abel help create the conflict for this story. Cain and Abel were brothers, possibly twins, who displayed intense sibling rivalry. God was not pleased with Cain's offerings, but found pleasure in Abel's offerings. Provoked by God's displeasure with him, Cain murdered his own brother out of jealousy. Flat Character: Character in story who has only one prominent trait, such as greed or cruelty. Round Character: Character in a story who has many aspects to his or her personality. The character may have a good side and a bad side; he or she may be unpredictable. Static Character: Character in a literary work who does not change his or her outlook in response to events taking place. Point of View: a way the events of a story are conveyed to the reader, it is the “vantage point” from which the narrative is passed from author to the reader. The point of view can vary from work to work. For example, in the Book of Genesis the objective third person point of view is presented, where a “nonparticipant” serves as the narrator and has no insight into the characters' minds. The narrator presents the events using the pronouns he, it, they, and reveals no inner thoughts of the characters. In Edgar Allan Poe’s short story “The Cask of Amontillado” the first person point of view is exhibited. In this instance the main character conveys the incidents he encounters, as well as giving the reader insight into himself as he reveals his thoughts, feelings, and intentions. Many other points of view exist, such as omniscient (or “all knowing”) in which the narrator “moves from one character to another as necessary” to provide those character’s respective motivations and emotions. Understanding the point of view used in a work is critical to understanding literature; it serves as the instrument to relay the events of a story, and in some instances the feelings and motives of the character(s). Dialogue: Conversation in a play, short story, or novel. A literary work on a single topic presented in the form of a conversation. Plato's Republic, Symposium, and Phaedo are examples of literary works that are dialogues. Plot: The events that unfold in a story; the action and direction of a story; the story line. Climax: High point in a story. In Hamlet, this point occurs when Hamlet and Laertes duel with swords and mortally wound each other. In classic detective stories, this point usually occurs when Sherlock Holmes, Charlie Chan, Hercules Poirot, etc., lay out the evidence and finger the killer.


 * Reflection:**