L5+Tibbetts+Courtney

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

Teacher’s Name:** Ms. Tibbetts **Date of Lesson:** Lesson 5
 * Grade Level:** 7th Grade **Topic:** Character Analysis

__Objectives__

 * Student will understand that** the various components the contribute to the text are important to the understanding of the text as a whole.
 * Student will know** who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts.
 * Student will be able to** how to interpret the text focusing on plot, conflicts, and character portrayal.

__**Maine Learning Results Alignment**__
MLR: English Language Arts A. Reading A 2. Literary Texts Grades 7- Fever, 1793 Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. e. Compare how similar themes are presented in different works.

This activity really allows the students to focus on one specific character from the book. They need to analyze this character, such as their personality and how they react in given situations based on their knowledge from //Fever, 1793//. They need to apply this understanding of one specific character in an up to date scene, something they may do themselves, such as go to the mall or ride bikes with their friends. They need to depict how the character would be in a given situation.
 * Rationale:**

__**Assessment**__
Students will begin by choosing on character from //Fever, 1793// to focus on. They will then have to choose from a list of different scenerios that will be related to situations in //Fever, 1793//, that they want to apply to their character in their comic strip. Once they have a character and a scenerio they can begin drafting their ideas on their spider man graphic organizers. On the graphic organizers I want them to go into more detail as to what happens in the scenerio and how their character is going to be tied in with it all. Students need to keep in mind that they need to apply this character from //Fever, 1793// to the scenerio based on the character still begin from 1793. They also need to write a short paragraph describing their character from //Fever, 1793//. Once they have completed their grahpic organizers they will get into groups of four for a three-step interview. Students will interview each group member on what they have came up with on their graphic organizers. Once they have all interviewed one another they will report out what they have learned from one another and provide feedback. The only feedback I would like group members to provide is if the student is following how that character may act in that situation.
 * Formative (Assessment for Learning)**

The students will then begin to work on their comic stips once they have completed the graphic organizer and the group activity. Once everything is completed the next class will be dedicated to presentations. Where students simply have to show their comic strips and read through them and explain them to the class along with a short paragraph best describing their character from Fever, 1793. Once they have completed the comic strip and presented them I will ask them to print out a hard copy of it and attach the rubrics to it that I handed out in the beginning of the class along with their graphic organizer as evidence of their thought process. They will be asked to grade themselves based on the rubrics. On the back of one of the rubrics I would like them to write a few comments as to how the project went and if they enjoyed doing it. I will then grade the comic life projects using the same rubrics that I handed out to the students in the beginning of the class.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use ComicLife to create a comic strip by choosing one character from //Fever, 1793// and choosing a scenerio to portray them in. Art: This lesson could easily realte to art because it is a very creative lesson. Students could use this knowledge using ComicLife in this lesson to draw an actual comic in a art class. This lesson helps them to understand the basis of creating a comic and ComicLife guides them through it.

__Groupings__
The grouping being used in this lesson is a three-step interview process where students will get into groups of three. They will take tunrs interviewing each other on what they have created so far in their graphic organizer. Once each group member has interviewed the other two group members it is time to report out on what they learned from their group members to one another and if they think they are portraying the character from the book correctly in the given scenerio. The students will have some time after the group activity to make changes on their graphic organizer based on their feedback from their peers.

__**Differentiated Instruction**__
This project is an individual project where they interpret their understanding of the text into a comic strip **(Intrapersonal).** The graphic organizer used to organize their thoughts on plot, characters, and conflicts will help them to get started **(Logical).** They will have a chance to disucss and share their ideas with a group of classmates **(Interpersonal).** The end product will have to be presented in a powerpoint presentation **(Visual).** They will then answer any questions posed by the class **(Verbal).**
 * Strategies**

If a student is absent for any portion of this two day lesson they will have to come to me during a study hall period to find out what they have missed on their first day back from being absent. If they do come to me first i will provide them with two additional days to complete anything they may have missed n the lesson. If they do not come to me the first day and I have to look for them or approach them during class time they will only be given one additional day to complete any misssed work. While making up any of the missed work they can either come to me during study hall for any help they may need or schedule an after school time to work on it as well.
 * Modifications/Accommodations**

I will review students' IEP's, 504's or ELLIDEP's and make the appropriate modifications and accommodations.
 * Extensions**

The type II technology being used in this lesson is the comic life program. They will create a colorful and well put together comic strip using images found on the internet or images that they took themselves. They will have to serach for these images on the internet using google to find websites containing images and will also have to create or find a person to represent the character from their book. They can either find an animated perso online of create one using paint. They will also have to transfer their comic strip slides onton power point for their presentations.

__**Materials, Resources and Technology**__

 * Scenerios List Handout
 * ComicLife Rubric
 * Presentation Rubric
 * Spider Man graphic organizer
 * //Fever, 1793// book
 * Laptops
 * Writing Utensils

__Source for Lesson Plan and Research__

 * Hook: Character, Setting, Plot rap: []
 * Comic Life tutorial video: []
 * Finding images for comic strip (you can use any search engine): [|http://images.google.com], []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson is great for any learner because it allows for a lot of creativity. First of the puppy learners will be right at home when we do the group activity so that they can get support and ideas from their peers. They will also like the idea of creating a comic strip because it allows them to get really creative. Then for the microscop learners they may enjoy the part of putting together their comic strip on cimic life because it will involve looking for images and putting everything together. The micrscopes may enjoy drafting all of their ideas on the graphic organizers first as the beginning of the process. The clip board learners will like the idea of choosing a specific character and then choosing a scenerio to apply to them. This is a process that the clip board learners may enjoy because it involves analyzing the character in order to apply them in this new setting. Lastly the beach ball learner will greatly appreciate being able to make the comic strip and exploring all the different ways they can put it together on the program and all the different images they will be able to use in their comic strip.
 * //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:** The Maine Learning Result for literary texts that I chose is that students will analyze characteristics and literary devices within the assigned text, which is Fever, 1793 in this case. By doing so students will then understand how all the different aspects, whether it be conflict, narration, or literary devices, contribute to the book as a whole and why they are used. By focusing on themes and comparing them to other works students will increase their ability to peice together a text based on its literary elements and find similar ones in different texts and how they can contribute in the same way or in a different way.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This project is an individual project where they interpret their understanding of the text into a comic strip **(Intrapersonal).** The graphic organizer used to organize their thoughts on plot, characters, and conflicts will help them to get started **(Logical).** They will have a chance to disucss and share their ideas with a group of classmates **(Interpersonal).** The end product will have to be presented in a powerpoint presentation **(Visual).** They will then answer any questions posed by the class **(Verbal).**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

The type II technology being used in this lesson is the comic life program. They will create a colorful and well put together comic strip using images found on the internet or images that they took themselves. They will have to serach for these images on the internet using google to find websites containing images and will also have to create or find a person to represent the character from their book. They can either find an animated perso online of create one using paint. They will also have to transfer their comic strip slides onton power point for their presentations.

Rationale:** Students will begin by choosing on character from //Fever, 1793// to focus on. They will then have to choose from a list of different scenerios that will be related to situations in //Fever, 1793//, that they want to apply to their character in their comic strip. Once they have a character and a scenerio they can begin drafting their ideas on their spider man graphic organizers. On the graphic organizers I want them to go into more detail as to what happens in the scenerio and how their character is going to be tied in with it all. Students need to keep in mind that they need to apply this character from //Fever, 1793// to the scenerio based on the character still begin from 1793. They also need to write a short paragraph describing their character from //Fever, 1793//. Once they have completed their grahpic organizers they will get into groups of four for a three-step interview. Students will interview each group member on what they have came up with on their graphic organizers. Once they have all interviewed one another they will report out what they have learned from one another and provide feedback. The only feedback I would like group members to provide is if the student is following how that character may act in that situation.
 * //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)**

The students will then begin to work on their comic stips once they have completed the graphic organizer and the group activity. Once everything is completed the next class will be dedicated to presentations. Where students simply have to show their comic strips and read through them and explain them to the class along with a short paragraph best describing their character from Fever, 1793. Once they have completed the comic strip and presented them I will ask them to print out a hard copy of it and attach the rubrics to it that I handed out in the beginning of the class along with their graphic organizer as evidence of their thought process. They will be asked to grade themselves based on the rubrics. On the back of one of the rubrics I would like them to write a few comments as to how the project went and if they enjoyed doing it. I will then grade the comic life projects using the same rubrics that I handed out to the students in the beginning of the class.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Day1: 8:00-8:10 Listen to Character, Setting, Plot rap. 8:10-8:20 Describe the lesson and hand out graphic organizer, scenerio list, and the two rubrics. 8:20-9:00 Choose character from //Fever, 1793// and scenerio. Begin creating a short story on graphic organizer to be translated into a comic strip. They also need to write a short oaragraph describing their character as they know them from //Fever, 1793//. 9:00-9:20 Three-step interview group activity. Share with partners, report out to group and then provide feedback to group members. Day 2: 8:00-8:10 Show comic life video tutorial. Then to a breif overview of comic life together on the overhead screen. 8:10-9:20 The rest of class will be dedicated to creating the comic strips on comic life. They will need to search for images to incorporate into their scenes and either find or create the character from the book. The comic strip has to be three pages long, with a page for sources ( a list of websites that they got their images from). Day 3: 8:00-9:10 Students will present their comci strips to the class. They will hand in hard copy of comic strip, the graphic organizer, and rubrics in which they have filled out themselves to grade themselves with a breif summary of how the assignment went. 9:10-9:20 I will give students time at the very end of class to fill out their rubrics and grade themselves as well as a short summary on how the assignment went for them. They will then be asked to hand in the final products (hard copy of comic, graphic organizer, rubrucs).


 * Content Notes**


 * Handouts**