L3+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 many different elements can be combined to create a narrative work. Student will know how to identify and use narrative elements and provide definitions for each. Student will be able to analyze 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 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 I will be checking for understanding by giving students three minutes to "review" the material in groups to come up with any questions that they may or may not have. I will constantly monitor my students' progress by walking around the room and checking in with them, asking questions about what they are achieving, providing feedback on the work that they have completed.

Summative The summative assessment for this lesson will be the iMovie skit, which the students will create and present to the class. Students will be evaluated based on the quality of their skit and their ability to preserve both plot and character development effectively in the script writing while also being creative with their parodies. At the end of the lesson, the students will have to write a reflection on the reasons they chose a particular scene and how they contributed to the group. In this way, I can see how the students progressed and evaluate their effectiveness as a group.

Integration

Technology: The type II technology that I chose to incorporate in this lesson is iMovie. Students will use iMovie to create a short skit that they will present to the class and receive feedback on. Science: This project allows students to incorporate their artistic knowledge and skill into the final product of this lesson.

Groupings Students will be grouped in the manner of the "three minute review", in which I will give students three minutes to break into small groups, where they will discuss the information and come up with any important and clarifying questions. This method is very much based on a quick review method, where the emphasis is on achieving understanding; the students will literally break into groups in their immediate area.

Differentiated Instruction

Strategies Verbal: The students will be writing a skit. Logical: Students will be organizing their thoughts in graphic organizers. Kinesthetic: Students will be acting out the skit that they are designing. Visual: Students may use a diagram to organize plot. Naturalist: Students have the option to set their skit practically anywhere, so they can include many naturalist elements if they so wish. Intrapersonal: Students will reflect on their own work and how they worked in groups. Interpersonal: Students will collaborate to create the iMovie skits. Musical: Students will listen to a radio show as a skit introduction to this lesson.

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 modify the assignment to give the option of creating just the script of a longer skit because of the lack of help. 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 I chose to incorporate in this lesson is iMovie. Students will use iMovie to create a short skit that they will present to the class and receive feedback on.

Materials, Resources and Technology - Laptops - iMovie - Digital Cameras (both video and image) - Literary texts that students chose to parody

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/ Parody Information: http://en.wikipedia.org/wiki/Parody iMovie Tutorial: http://www.youtube.com/watch?v=3EXanBq68mI

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 incorporate in this lesson was "Student will be able to analyze narrative writing." I chose this facet because creating a parody of an established piece of literature takes the skill of analysis that students will be required to apply in this lesson. This is an appropriate facet because analysis is the first step to applying knowledge; once a student can understand how someone has accomplished a certain feat before, the student can better apply the knowledge in the future.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I worked to incorporate all eight of the multiple intelligences in this lesson: Verbal: The students will be writing a skit; Logical: Students will be organizing their thoughts in graphic organizers; Kinesthetic: Students will be acting out the skit that they are designing; Visual: Students may use a diagram to organize plot; Naturalist: Students have the option to set their skit practically anywhere, so they can include many naturalist elements if they so wish; Intrapersonal: Students will reflect on their own work and how they worked in groups; Interpersonal: Students will collaborate to create the iMovie skits; Musical: Students will listen to a radio show as a skit introduction to this lesson. The type II technology that I chose to incorporate in this lesson is iMovie. Students will use iMovie to create a short skit that they will present to the class and receive feedback on.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: I will be checking for understanding by giving students three minutes to "review" the material in groups to come up with any questions that they may or may not have. I will constantly monitor my students' progress by walking around the room and checking in with them, asking questions about what they are achieving, providing feedback on the work that they have completed. The summative assessment for this lesson will be the iMovie skit, which the students will create and present to the class. Students will be evaluated based on the quality of their skit and their ability to preserve both plot and character development effectively in the script writing while also being creative with their parodies. At the end of the lesson, the students will have to write a reflection on the reasons they chose a particular scene and how they contributed to the group. In this way, I can see how the students progressed and evaluate their effectiveness as a group.

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 a clip of the Reduced Shakespeare Company parody of Romeo & Juliet.

Day One: - Hook: Students will watch clips of Reduced Shakespeare Company to see how much fun it can be to use parody in writing. (5 minutes) - I will teach students about the parody. (15 minutes) - iMovie tutorial (5 minutes) http://www.youtube.com/watch?v=3EXanBq68mI - I will break students into groups. (5 minutes) - I will set students to work on their iMovies. (50 minutes) - HOMEWORK: Blog about parody in a selection that I will pass out at the end of class.

Day Two: - Students will continue to work on their iMovie skits and finally pass them in at the end of class. (80 mintues) - HOMEWORK: Finish blog if it hasn’t been finished yet.

Students will know how to identify and use narrative elements and provide definitions for each. I will check in with students by using the “three minute review” group process, giving them time to ask clarifying questions before we move on. That will also be my method of checking for understanding. Equip, Tailor: Visual, Verbal, Logical.

Students will use "plot" graphic organizers in order to help them design the script and storyline of their iMovie skit. Students will use the "three minute review" collaborative learning method to review information from the lesson. I will give students three minutes to break into small groups, where they will discuss the information and come up with any important and clarifying questions. Students will be able to analyze narrative writing. By analyzing the narrative writing for parody, students will get extra practice with learning about parody. I will be checking for understanding by giving students three minutes to "review" the material in groups to come up with any questions that they may or may not have. I will constantly monitor my students' progress by walking around the room and checking in with them, asking questions about what they are achieving, providing feedback on the work that they have completed. The summative assessment for this lesson will be the iMovie skit, which the students will create and present to the class. Students will be evaluated based on the quality of their skit and their ability to preserve both plot and character development effectively in the script writing while also being creative with their parodies. At the end of the lesson, the students will have to write a reflection on the reasons they chose a particular scene and how they contributed to the group. In this way, I can see how the students progressed and evaluate their effectiveness as a group. Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Logical, Kinesthetic, Interpersonal, Visual.

Students will write a reflection on the reason they chose the specific scene that they chose and how they worked in groups. I will give instant feedback to the students during class by observing the students as they work on their iMovie products. The homework assignment in this lesson is about parodies, which is directly related to the lesson at hand. The next lesson is about analyzing narratives, so this lesson is practice for the next lesson. Evaluate, Tailor: Intrapersonal, Verbal, Logical.

Content Notes:

Definition

A parody, in contemporary usage, is a work created to mock, comment on, or poke fun at an original work, its subject, or author, or some other target, by means of humorous, satiric or ironic imitation. As the literary theorist Linda Hutcheon (2000: 7) puts it, "parody … is imitation with a critical difference, not always at the expense of the parodied text." Another critic, Simon Dentith (2000: 9), defines parody as "any cultural practice which provides a relatively polemical allusive imitation of another cultural production or practice."

Parody may be found in art or culture, including literature, music (although "parody" in music has a rather wider meaning than for other art forms), and cinema. Parodies are sometimes colloquially referred to as spoofs or lampoons.

Copyright Issues

Although a parody can be considered a derivative work under United States Copyright Law, it can be protected from claims by the copyright owner of the original work under the fair use doctrine, which is codified in 17 USC § 107. The Supreme Court of the United States stated that parody "is the use of some elements of a prior author's composition to create a new one that, at least in part, comments on that author's works." That commentary function provides some justification for use of the older work. See Campbell v. Acuff-Rose Music, Inc.

In 2001, the United States Court of Appeals, 11th Circuit, in Suntrust v. Houghton Mifflin, upheld the right of Alice Randall to publish a parody of Gone with the Wind called The Wind Done Gone, which told the same story from the point of view of Scarlett O'Hara's slaves, who were glad to be rid of her.

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