L5+Lennon+Stephanie

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

Teacher’s Name:** Ms. Lennon
 * Date of Lesson:** Empathy #5
 * Grade Level:** 6-8
 * Topic:** Point-of-View

__**Objectives**__

 * Student will understand that** it is crucial to have consistent characters with unique traits throughout the piece of writing.
 * Student will know** about different types of point-of-view.
 * Student will be able to** assume the role of a completely different individual and write a piece of narrative from their perspective.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - Writing B2 Narrative Grades: 6-8 Students write narratives that convey complex ideas, observations, events or reflections. a. Establish a plot or other narrative structure, point of view, setting, and conflict.
 * Rationale:** In this lesson, students will learn about the importance of point-of-view, different examples in different types of media, and will also practice writing in the first person point-of-view.

__**Assessment**__
To hook my students, I will show them a quick clip of an animated interaction between a cold umbrella and a warm scarf. After watching the video, students will be asked to consider the kinds of things going through the minds of either object in the video. Or, can choose their own inanimate object to personify. Once I have hooked my students, I will have an open discussion with them about point-of-view and what they already know about it. I will show them movie clips to give them a more visual example of point-of-view. We will discuss character perspectives, voice overs, and other ways point-of-view can be portrayed in movies. Once we finish our discussion, students will participate in a three-minute review to discuss what they have seen and to ask any clarifying questions. They will then have two more minutes to ask me any burning questions.
 * Formative (Assessment for Learning)**

Students will participate in a WebQuest that explores both Japanese culture and first person point-of-view. Students will be asked six questions that they must answer from the perspective of a Japanese child. For each question, students will write a blog entry. In this entry, students can include words, pictures, and stories that answer the question. When finished, students will also answer a number of reflective questions in a separate blog entry. As an added step, students will also comment on the blogs of their peers and make a note of things they may have in common and what might be different.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ Students will participate in a WebQuest and create blog entries online. __Other content:__ Students will get a look at Japanese culture, including food, school, holidays, and popular culture. Students will also watch some visual clips of popular movies to get a better idea what point-of-view is. Students will also have the opportunity to incorporate pictures into their blog entries to make them more visually pleasing.

__Groupings__
This particular lesson isn't heavily based upon group work. However, students will participate in a three-minute review with their neighbors. They will discuss the conversation about point-of-view and ask any clarifying questions. For this particular lesson, it doesn't matter who is grouped with who, the important part is the discussion that will come out of it!

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will participate in a three-minute-review where they will have the chance to discuss material with classmates.
 * Logical:** Students will have to do a step-by-step process to complete the WebQuest.
 * Naturalist:** Students will have the option of choosing an inanimate object (for the prompt) that can be found in nature.
 * Visual:** Students will see multiple examples of point-of-view in movies.
 * Intrapersonal:** Students will work alone to write the same sentence using three different point-of-views.
 * Interpersonal:** The three-minute-review activity will give the students a chance to interact with one another and discuss the material.
 * Musical:** Relaxing music (instrumental) will be played in the background while students are working on their own.

//(I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)//
 * Modifications/Accommodations**

If a student must be absent, he or she will be expected to check the "In" folder for his or her class. In the folder, the student will find an outline of what we did in class and any handouts. Student will know to check with me for any clarifying questions. If students do not have internet at home and cannot get online to blog their journal entries, they will be encouraged to type them into a Word document and save it. There will be time during class to transfer the entries onto the blogger account. If a student is Japanese, he or she may due an altered version of the WebQuest and instead research a culture he or she is interested in. If students choose to not have their grades posted on the Blog for everyone to see, they can be e-mailed to the student instead.

If they so choose, students can ask (and answer!) another question about Japanese culture. They can create at least one extra blog entry that talks about another aspect of Japanese culture. Students will use the internet to research outside information about Japanese culture. Once they have decided on an extra topic to discuss, they will use blogger to create an extra journal entry. Also, if any students are interested, there is a possibility of having some sort of cultural exchange with another country. If students choose, this could be an ongoing thing throughout the year, or just a one time activity.
 * Extensions**

__**Materials, Resources and Technology**__

 * WebQuest worksheet
 * Questions/Answers Graphic Organizer
 * Laptops
 * Lined paper
 * Writing Utensils
 * Hook

__Source for Lesson Plan and Research__
Point-of-View lesson plan designed by Stephanie Lennon. "Journey to Japan" WebQuest: http://www.cusd.chico.k12.ca.us/libraries/elementary/japan/ Hook: http://www.youtube.com/watch?v=zOhekFc0hsw&feature=related Where I will find the majority of my movie clips: http://www.youtube.com http://www.teachertube.com/ Explanation of Point-of-View: http://www.nyu.edu/classes/op/writing/old_pointofview1.htm Teacher-created Wiki http://journeytojapan.wikispaces.com/ Online Pen Pals: http://www.interpals.net/

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In a classroom, it is important to address the many different learning styles that can be found among students. In this lesson, students who crave a variety of resources will enjoy the variety of resources that the WebQuest provides. For each question asked, there are at least 2 or 3 links for students to use. They will not be limited to finding their information on one website. Students who crave structure will enjoy following a specific order according to the WebQuest. Students who crave discussion and deep exploration will enjoy the discussion about point-of-view at the beginning of class, and the three-minute review. They will also enjoy researching Japanese culture on their own. Finally, students who crave a comfortable atmosphere, will enjoy being able to ask questions in front of a small group before having to ask them in front of a larger group.
 * //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:** Students will be able to **assume the role of** a completely different individual and write a piece of narrative from their perspective. They will know to **emphasize** with a child of another culture and write from his or her perspective. Students will have practice writing from the first person point-of-view and will also discuss the lecture in small groups, answering questions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** **Verbal:** Students will participate in a three-minute-review where they will have the chance to discuss material with classmates.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Logical:** Students will have to do a step-by-step process to complete the WebQuest.
 * Naturalist:** Students will have the option of choosing an inanimate object (for the prompt) that can be found in nature.
 * Visual:** Students will see multiple examples of point-of-view in movies.
 * Intrapersonal:** Students will work alone to write the same sentence using three different point-of-views.
 * Interpersonal:** The three-minute-review activity will give the students a chance to interact with one another and discuss the material.
 * Musical:** Relaxing music (instrumental) will be played in the background while students are working on their own.
 * Technology:** Students will participate in a WebQuest that will allow them to learn about Japanese culture and interact with the internet. Students will also create blog entries and comment on multiple blogs.

Rationale:** To hook my students, I will show them a quick clip of an animated interaction between a cold umbrella and a warm scarf. After watching the video, students will be asked to consider the kinds of things going through the minds of either object in the video. Or, can choose their own inanimate object to personify. Once I have hooked my students, I will have an open discussion with them about point-of-view and what they already know about it. I will show them movie clips to give them a more visual example of point-of-view. We will discuss character perspectives, voice overs, and other ways point-of-view can be portrayed in movies. Once we finish our discussion, students will participate in a three-minute review to discuss what they have seen and to ask any clarifying questions. They will then have two more minutes to ask me any burning questions. Students will participate in a WebQuest that explores both Japanese culture and first person point-of-view. Students will be asked six questions that they must answer from the perspective of a Japanese child. For each question, students will write a blog entry. In this entry, students can include words, pictures, and stories that answer the question. When finished, students will also answer a number of reflective questions in a separate blog entry. As an added step, students will also comment on the blogs of their peers and make a note of things they may have in common and what might be different.
 * //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)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the room and sit at any table they would like (4 students at each table). Hook: 5 minutes Pre-Assessment/Conversation: 20 minutes Three-Minute Review: 3 minutes Final Questions: 2 minutes WebQuest: 50 minutes
 * Agenda:** Day One (80 minutes)

Day Two (80 minutes) Students will enter the room to find the desks shaped like a U. This will make it easier for students to present blogs, while still allowing extra time to work on the WebQuest. Work time: 50 minutes Presentations: 30 minutes

Students will understand that it is crucial to have consistent characters with unique traits throughout the piece of writing. Students will have the chance to take on the role of a Japanese child and learn a little bit about the Japanese culture. Students will create blog entries answering each of the questions asked in the WebQuest. This lesson will bring students one step closer to being able to write narratives that convey complex ideas, observations, events or reflections. To hook my students, I will show them a quick clip of an animated interaction between a cold umbrella and a warm scarf. After watching the video, students will be asked to consider the kinds of things going through the minds of either object in the video. Or, can choose their own inanimate object to personify.
 * (Where, Why, What, Hook, Tailor: Verbal)**

Students will know about different types of point-of-view through conversation and a wide variety of examples. Students will need to know the basic differences between the main point-of-views. Once I have hooked my students, I will have an open discussion with them about point-of-view and what they already know about it. I will show them movie clips to give them a more visual example of point-of-view. We will discuss character perspectives, voice overs, and other ways point-of-view can be portrayed in movies. Once we finish our discussion, students will participate in a three-minute review to discuss what they have seen and to ask any clarifying questions. They will then have two more minutes to ask me any burning questions. I will then describe what they will be doing to have more practice with point-of-view.
 * (Equip, Explore, Rethink, Tailors: Verbal, Visual, Interpersonal, Natural)**

During the lecture, students will be given a graphic organizer that allows them to jot down any questions that they might have. During the three-minute review with peers around them, students can ask any questions. Group assignments will be based on where students are sitting. Students have three minutes to ask questions and will not want to waste time finding peers to ask. Once all questions have been answered, students will independently practice with point-of-view. They will take on the role of a young Japanese child. They will answer six different questions and will be expected to write a blog entry for each question. They can include both words and pictures to answer the questions. Students will be expected to completely become the Japanese child. They will choose a gender and a name, and write from that person's perspective. This will help students practice writing in the first person point-of-view. Once students have completed the WebQuest, they will be asked to comment on at least 3 other blogs, saying what they have in common with another student's Japanese character and what might be different. Also, students will be asked to present at least one blog entry to the class at the end of the second day. They will read it and show any pictures they may have found. Once students have completed this WebQuest, they will be able to assume the role of a completely different individual and write a piece of narrative from his or her perspective.
 * (Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Verbal, Intrapersonal, Interpersonal, Logical, Musical)**

Students will be asked to write a blog entry answering the questions asked at the end of WebQuest. They will also be given a checklist to make sure they have all necessary pieces. To provide timely feedback, I will comment on all blogs and let students know if they are on the right track or if they should rethink a couple of things. After receiving feedback, students will have an opportunity to revise their work to get a better grade.
 * (Evaluate, Tailors: Intrapersonal, Verbal)**


 * Content Notes**


 * Handouts**