L4+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: Evaluating Narratives

Objectives Student will understand that many different elements can be combined to create meaning in a narrative work. Student will know vocabulary: narrative, plot, conflict, character, point of view, dialogue. Student will be able to evaluate the use of narrative structure and device.

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 be applying their knowledge of narrative writing by creating a short skit that preserves the complex ideas, observations, events or reflections in a piece of writing.

Assessment

Formative The first part of the lesson will be dedicated to vocabulary review, which I will oversee by observing the students working on learning the vocabulary. Students will have the opportunity to ask any clarifying questions about any of the vocabulary words they are having trouble with. In addition to assessing learning during the vocabulary exercise, I will also be observing the students closely during the WebQuest. I will make sure to check in constantly with the students, asking questions about the reading to ensure that they all fully comprehend the reading. Comprehending the reading and analyzing it deeply is the entire basis for this lesson, so I will make sure that each and every student is on the right page before completing the final product.

Summative The summative assessment for this lesson will be the WebQuest product. Students will be asked to evaluate the reading that they did as part of the WebQuest, based on the criteria outlined in the WebQuest, as well as on narrative structure and device. At the end of the WebQuest, students will be asked to write a reflection on the effectiveness of the WebQuest and their own completion of the task.

Integration

Technology: Students will be complete a WebQuest as part of this lesson. This is a type II technology because it allows students to really utilize the tools that the internet provides, rather than just searching it for sources.

Social Studies: This lesson incorporates history because part of the WebQuest incorporates different accounts of historical events.

Groupings Students will break into the "Think-Pair Share" groups, where they actually choose whichever vocabulary words give them the most trouble, separate them among the teammates, then regroup to "teach" to the rest of the team. In this way, students will be able to study the vocabulary in preparation for the vocabulary test on day two of this lesson.

Differentiated Instruction

Strategies Verbal: Students will be using their verbal skills to both navigate and read the examples in the WebQuest. Logical: Students will use a graphic organizer to better understand their vocabulary. Kinesthetic: Students will be moving around when playing the vocabulary game. Visual: Students will be using their visual skills both when playing the vocabulary game and when using the graphic organizer. Intrapersonal: Students will be reflecting on the WebQuest they completed as part of the lesson. Interpersonal: Students will collaborate when studying vocabulary.

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

Students who are absent from this lesson will miss quite a bit of work and will have to be prepared to do a lot of make-up time with me after school if he or she hopes to catch up in a timely manner. 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. If the student misses both days, he or she will be required to complete the assignment on his or her own, but I will give the student after-school time to use the school's internet access if that is not possible for the student at home. This must be completed in a timely manner, of course; within a week of the student's return to school.

Extensions The type II technology that will be used as a part of this lesson is a WebQuest. This is a type II technology because it allows students to really utilize the tools that the Internet provides, rather than just searching it for sources. The resources that this WebQuest provides and the task that it requires the students to complete is not something that can be done without the aid of the web.

Materials, Resources and Technology - Laptops - Internet access - Vocabulary list - Vocabulary test

Source for Lesson Plan and Research 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/ WebQuest: http://campus.lakeforest.edu/~ragland/klewis/webquest.html WebQuest Tutorial: http://www.youtube.com/watch?v=o4rel5qOPvU&feature=related

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 "Student will be able to evaluate the use of narrative structure and device." I chose this facet because I think that it is a good fit to the product of the WebQuest. The WebQuest requires students to evaluate the differences in certain historical narratives, and "narrative structure and device" are definitely part of that evaluation.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I worked to incorporate six of the eight multiple intelligences in this lesson: Verbal: Students will be using their verbal skills to both navigate and read the examples in the WebQuest; Logical: Students will use a graphic organizer to better understand their vocabulary; Kinesthetic: Students will be moving around when playing the vocabulary game; Visual: Students will be using their visual skills both when playing the vocabulary game and when using the graphic organizer; Intrapersonal: Students will be reflecting on the WebQuest they completed as part of the lesson; Interpersonal: Students will collaborate when studying vocabulary. The type II technology that will be used as a part of this lesson is a WebQuest. This is a type II technology because it allows students to really utilize the tools that the internet provides, rather than just searching it for sources. The resources that this WebQuest provides and the task that it requires the students to complete is not something that can be done without the aid of the web.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: The first part of the lesson will be dedicated to vocabulary review, which I will oversee by observing the students working on learning the vocabulary. Students will have the opportunity to ask any clarifying questions about any of the vocabulary words they are having trouble with. In addition to assessing learning during the vocabulary exercise, I will also be observing the students closely during the WebQuest. I will make sure to check in constantly with the students, asking questions about the reading to ensure that they all fully comprehend the reading. Comprehending the reading and analyzing it deeply is the entire basis for this lesson, so I will make sure that each and every student is on the right page before completing the final product. The summative assessment for this lesson will be the WebQuest product. Students will be asked to evaluate the reading that they did as part of the WebQuest, based on the criteria outlined in the WebQuest, as well as on narrative structure and device. At the end of the WebQuest, students will be asked to write a reflection on the effectiveness of the WebQuest and their own completion of the task.

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.

Day One: - Hook: Students will participate in a vocabulary review game. (20 minutes) - Students will review vocabulary using a graphic organizer. (20 minutes) - WebQuest Tutorial. (3 minutes) - Introduce narrative writing WebQuest (2 minutes) - Work on WebQuest (20 minutes) - Introduce graphic novel selection to get students excited about upcoming performance task. Read in class. (15 minutes) - HOMEWORK: Respond to the WebQuest as part of our class blog. Day Two: - Discuss graphic novels. (10 minutes) - Discuss WebQuest. (10 minutes) - Complete WebQuest. (60 minutes) - HOMEWORK: Write a comment on the blog that was written for last night’s homework as a final evaluation of the WebQuest.

Students will understand that many different elements can be combined to create meaning in a narrative work. Students will begin to understand the many different applications that narrative writing can have. Students will write narratives that convey complex ideas, observations, events, or reflections. I plan to begin the lesson with a vocabulary game. I will have the students play a vocabulary game, where I write the vocabulary words on the board. The class will break into two teams and one representative from each team will take turns at the board. I will read the definition and the first person to "slap" the correct word gains a point for his or her team. I will also read a mentor text of a graphic novel to begin getting the students enthusiastic about what will become their performance task. Where, Why, What, Hook, Tailor: Verbal, Kinesthetic, Visual.

Students will know vocabulary: narrative, plot, conflict, character, point of view, dialogue. I am going to be constantly roaming around the room to check on the progress of each student in the class. As I roam, I will evaluate at which point the student is at on the WebQuest by asking them questions about the work and if they need any help or explanation. Equip, Tailor: Verbal, Logical, Intrapersonal, Interpersonal.

Students will use a vocabulary graphic organizer to organize their vocabulary in a way that will make it easier for them to learn. Students will be able to evaluate the use of narrative structure and device. Students will break into the "Think-Pair Share" groups, where they actually choose whichever vocabulary words give them the most trouble, separate them among the teammates, then regroup to "teach" to the rest of the team. In this way, students will be able to study the vocabulary in preparation for the vocabulary test at the end of the unit. The first part of the lesson will be dedicated to vocabulary review, which I will oversee by observing the students working on learning the vocabulary. Students will have the opportunity to ask any clarifying questions about any of the vocabulary words they are having trouble with. In addition to assessing learning during the vocabulary exercise, I will also be observing the students closely during the WebQuest. I will make sure to check in constantly with the students, asking questions about the reading to ensure that they all fully comprehend the reading. Comprehending the reading and analyzing it deeply is the entire basis for this lesson, so I will make sure that each and every student is on the right page before completing the final product. How do different types of narrative writing create completely different effects for the reader? Students will continue to get feedback from me and the other students in the class on their writing. Students will rework their writing to include the suggestions that will make their writing better. Explore, Rethink, Revise, Refine, Tailor: Verbal, Logical, Interpersonal.

Students will write a reflection on the WebQuest that they completed as part of this lesson. I will provide feedback as part of the lesson. Feedback will happen as students are in the process of completing the WebQuest. The homework for this lesson is to respond to the WebQuest that was done in class. It connects to the unit as a whole, because this unit is all about evaluating narratives and writing narratives, and the WebQuest was about evaluating narratives. Evaluate, Tailor: Intrapersonal, Verbal.

Content Notes: Vocabulary –

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:**