L3+Thomas+John

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

Teacher’s Name:** Mr. Thomas **Date of Lesson:** 09/20/13
 * Grade Level:** 9-12 **Topic:** My Kinsman, Major Molineux / Literary Devices: Style and Tone

__**Objectives**__

 * Student will understand that** Literary devices set the style and tone of a text.
 * Student will know** how to identify small details in the text and analyze their importance to the text as a whole.
 * Student will be able to** recognize common literary devices and provide definitions for them.

__**Maine Learning Results Alignment**__
English Language Arts A. Reading A2. Literary Texts  Grades 9-Diploma: Nathaniel Hawthorne Short Stories  


 * Rationale:** This lesson teaches students how to recognize the significance of style and tone to the overall meaning of the text. The students will be able to use their knowledge of other literary devices such as imagery, allegory and metaphor to determine what the style or tone of the text is.

__**Assessment**__
For pre-assessment, students will have read My Kinsman, Major Molineux for homework the night before, and they are required to blog one thing that they noticed about how they would have felt if they were in the situation of the main character. Worksheets on tone and style in literature will be given to the students as we go over some of the fine details of the story in class. Students will work collaboratively on the worksheets to discuss things that they think brought out the style and tone in the story. After they have been introduced to style and tone, students must either agree or disagree with two other students' statements, and explain why in their comments.
 * Formative (Assessment for Learning)**

As a class, the students will then make their product, which is a chart made with //Inspiration.// The chart will include the many ways in which Hawthorne conveys a tone or mood using his particular style.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology is integrated in this lesson, both with the blogs and the use of Inspiration. History is a content area that is also integrated, since the background history at the beginning of the assigned reading will have to be explained for context.

__Groupings__:
Students will be placed in groups according to their learning styles, to allow for better collaboration when completing the worksheets. The learning styles will be determined based on teacher observation and discretion. During the use of Inspiration, students will not be in groups.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Talking between students during group exercises, also discussion during class.
 * Logical:** Students must explain their arguments on each others' blog posts.
 * Kinesthetic:** Getting up halfway through the exercise to meet with other groups.
 * Visual:** Students get to see their posts and the posts of others, then they get to see the person on whose blog they commented in person.
 * Intrapersonal:** Working alone on comments during first portion of class.
 * Interpersonal:** Working in groups stressed during second half of lesson.
 * Musical:** Students may listen to music while posting comments in the beginning of lesson.


 * Modifications/Accommodations**

For students who are absent in class, I will provide a text sample from the excerpt of //The Telltale Heart// that was read aloud in class. I will also schedule time for the student to visit the computer lab and use //Inspiration// to make their product. The two worksheets will be included in this packet as well, and the student will be expected to complete both of them on their own. I will be available for clarifying questions.

Students who may wish to go beyond the ordinary expectations of the lesson may also make an Inspiration product on //The Telltale Heart.//
 * Extensions**

__**Materials, Resources and Technology**__
my laptop projector speakers Laptop Computers/Computers with //Inspiration// on them Text excerpt: The Tell-tale Heart. Text //My Kinsman, Major Molineux// Worksheet Worksheet

__Source for Lesson Plan and Research__
Definition of Tone http://en.wikipedia.org/wiki/Tone_(literature)

The Tell Tale Heart http://www.pambytes.com/poe/stories/heart.html [|Tell Tale Heart animation]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beachball: There are a number of different methods of teaching for this lesson, and different places to get the information needed. There are more than one texts provided for examples of literary devices. Clipboard: The lesson is very organized and follows a linear progression. Microscope: The lesson is based primarily on the students' powers of analysis. Puppy: The atmosphere is welcoming and students are encouraged to share all of their thoughts, through their blogs and in class.
 * //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 gives students clear examples of literary devices, particularly those that influence style and tone. Through the examples of texts read in and out of class, the students are given more than one avenue for discovering the way these literary terms come to be used. The students will also develop higher level learning skills via the use of a computer-based graphic organizer, giving them the opportunity to both develop their thoughts in a new way and get exposure to a useful technological tool.
 * //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:** Talking between students during group exercises, also discussion during class.
 * Logical:** Students must explain their arguments on each others' blog posts.
 * Kinesthetic:** Getting up halfway through the exercise to meet with other groups.
 * Visual:** Students get to see their posts and the posts of others, then they get to see the person on whose blog they commented in person.
 * Intrapersonal:** Working alone on comments during first portion of class.
 * Interpersonal:** Working in groups stressed during second half of lesson.
 * Musical:** Students may listen to music while posting comments in the beginning of lesson.

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

For pre-assessment, students will have read My Kinsman, Major Molineux for homework the night before, and they are required to blog one thing that they noticed about how they would have felt if they were in the situation of the main character. Worksheets on tone and style in literature will be given to the students as we go over some of the fine details of the story in class. Students will work collaboratively on the worksheets to discuss things that they think brought out the style and tone in the story. After they have been introduced to style and tone, students must either agree or disagree with two other students' statements, and explain why in their comments.
 * Formative (Assessment for Learning)**

As a class, the students will then make their product, which is a chart made with //Inspiration.// The chart will include the many ways in which Hawthorne conveys a tone or mood using his particular style.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students arrive in class. Desks are arranged in a circle. __Hook:__ Play animation of The Tell-Tale heart in class via youtube and laptop projected on screen. Discuss how the style and tone are written into the story. (10 minutes) Class discussion and questions about reading from the night before. Now that there has been an example of style and tone, what can be said about the blog posts made the night before? (10 min) Do worksheets for style and tone and relate it to the reading (both, if desired). Students are in groups based on learning style. (15 min) Break out of groups to visit the computer lab. Set up Inspiration. Have students make charts. (15 min) Allow the rest of class to be spent making updated blog posts about something new that students learned about the Hawthorne text that they did not pick up on before, related to style and tone. (20 min)

Telltale Heart: The officers were satisfied. My manner had convinced them. I was singularly at ease. They sat, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct: --It continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness --until, at length, I found that the noise was not within my ears. No doubt I now grew very pale; --but I talked more fluently, and with a heightened voice. Yet the sound increased --and what could I do? It was a low, dull, quick sound --much such a sound as a watch makes when enveloped in cotton. I gasped for breath --and yet the officers heard it not. I talked more quickly --more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men --but the noise steadily increased. Oh God! what could I do? I foamed --I raved --I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder --louder --louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God! --no, no! They heard! --they suspected! --they knew! --they were making a mockery of my horror!-this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die! and now --again! --hark! louder! louder! louder! louder! "Villains!" I shrieked, "dissemble no more! I admit the deed! --tear up the planks! here, here! --It is the beating of his hideous heart!"
 * Content Notes**

 

  


 * Handouts**