L1+Cole+Sara

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

Teacher’s Name**: Ms. Cole **Date of Lesson:** Lesson 1: Symbolism
 * Grade Level:** 12 CPI **Topic:** Explain

Objectives Student will understand that there are different symbols and characterizations that are key to the themes of the novel. Student will know vocabulary: symbolism, theme, characterizations, and important events and people: key characters, events and conflicts. Student will be able to explain how the author uses writing style, symbolism, and literary devices to convey thematic meaning.

Maine Learning Results Alignment Maine Learning Results: English Language Arts- A. Reading A2: Literary Texts Grade 9-Diploma: Wicked Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions. d. Evaluate the theme or themes whether explicitly stated or implied in a literary text. Rationale: In this lesson we will be working with symbol analysis in the opening chapters of Wicked.

Assessment

Formative (Assessment for Learning) DAY 1: Students will lead a class discussion in groups each group will be responsible for the following: symbolism, theme, characterizations, and conflicts. These will be posted on large sheets of paper around the classroom. Students will then experiment with symbolism by writing a short story containing a symbol, on their blog. I will walk around the classroom and make sure students are grasping the concepts and I will answer any questions. DAY 2: Students will present a symbol present in a chapter in seasonal partner groups to the class. They will then write a blog entry on 2 symbols present and comment on at least two blogs. I will read the blogs and post a comment of my own. I want the students to demonstrate and understanding of symbolism and I will be looking for that understanding in the blog.

Summative (Assessment of Learning) Students will be assessed by their blog entry on a symbol key to the beginning of the novel. They will be assessed using a checklist that includes: knowledge of what a symbol is, importance of symbol, format, and grammatical skills. Students will also take a short true false quiz on the first section of the book. I will give a quiz on first 5 chapters of the book. I want to make sure the students are reading the literature, however they will not have a quiz everyday. I will vary between quizzes and class discussions.

Integration

Technology: Students will be using blogs to reflect upon a prominent symbol in the beginning of the novel, as well as commenting on at least two other blogs. I will be commenting on each student blog, students will also research terms such as: symbol, theme, characterization, and conflict. Other content area: This section incorporates social sciences for there are many political and social themes in the novel including government, animal rights, and human rights.

Groupings

Day 1:Student groups are selected by selecting a card from a 'deck of cards'. There are four suites and four corners of the room. There will be four students per group. Each suit is assigned to a different corner of the room and there will be a giant paper on the wall students then write down the information about their content areas. Teacher will walk around the classroom providing feedback and asking leading questions.

Day 2: Summer Partners will group into teams of 4 and will be assigned a chapter from the reading they will discuss a symbol present in the reading and report back to the class.

Differentiated Instruction

Strategies Verbal: Students will engage in class discussions as well as write a blog story and a blog about symbols. Logical: Students will complete a story chart with a logical flow of details and events. Kinesthetic: Student groups are selected by selecting a card from a 'deck of cards' each corner of the room is a different suit and there will be a giant paper on the wall students then write down the information about their content areas. Visual: The pieces of paper on the wall and the story chart provide visuals. Intrapersonal: Students complete a self assessment of their knowledge of symbols, themes, and characterizations. Interpersonal: Students will work in groups.

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

Should a student be absent they will check the class wiki. Should they miss day one of the unit they will need to see me on the 'off' day to pick up the book then catch up on the reading. Should students miss day two they should check the wiki and print out any graphic organizers and fill out as well as do any readings and blog postings. Group work will be waived for the day.

Extensions Students will blog on a symbol present in the first part of the novel and comment on at least two other blogs, an optional assignment for higher level thinking is to connect that symbol to a real world example in your blog and post a suggestion for a sample on one other blog.

Materials, Resources and Technology
 * laptops
 * Large sheets of white paper
 * markers
 * pre-sorted deck of cards
 * Wicked novels for each student
 * Dry-erase board
 * dry erase marker
 * story map chart http://www.eduplace.com/graphicorganizer/

Source for Lesson Plan and Research Links about content notes research topic (?) http://www.ehow.com/how_2095782_understand-symbolism-literature.html (source of symbol definition).

http://en.wikipedia.org/wiki/Theme_(literature) (Definition of a literary theme).

hpms.hpisd.org/Portals/1/Teachers/Weitman/Conflict.ppt (a powerpoint on conflicts in literature).

http://www.gregorymaguire.com/books/wicked.html (the author's official site).

http://en.wikipedia.org/wiki/Wicked:_The_Life_and_Times_of_the_Wicked_Witch_of_the_West -(Wicked summary)

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: Beach Ball- Students with this learning style require variety, choices, participation and fun. To meet the needs of these students I will make sure they will have plenty of freedom in how to do their blog entries. I will give them lots of choices in what evidence from the book to use and will try to give some opportunities for movement. Puppy- These learners like group work, a safe environment, and they want to get along. To meet the needs of these learners I will encourage my students to participate in all discussions and to work together to reach an answer. I will make sure that all students are listened to and respected by all members of the classroom community Microscope- These learners like to focus on supporting details and analysis of these details. I will meet the needs of these learners by asking them to participate in class discussions about symbols in the novel Clipboard- These learners need clear instructions and structure. I will meet these needs by mapping out the activities in the class on the board and on the wiki so there is a clear set of instructions and so that the class will feel structured without imposing a structure.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: The Maine Learning Result that I chose to address in the unit is teaching students to evaluate themes either explicitly stated or implied. Symbolism ties into theme very well, and many of the novel's themes are based around symbols such as the Time Dragon. This lesson looks at the meaning of theme and symbolism and starts students on a quest for symbols in the first few chapters of the novel. This lesson will work to create an understanding about symbols and themes found in Wicked. This lesson will introduce the concept of multiple symbols and thematic elements in a novel. Students will understand there are different symbols and characterizations that are key to the themes of the novel.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: Stadents will engage in class discussions. Logical: Students will complete a story chart with a logical flow of details and events. Kinesthetic: Student groups are selected by selecting a card from a 'deck of cards' each corner of the room is a different suit and there will be a giant paper on the wall students then write down the information about their content areas. Visual: The pieces of paper on the wall and the story chart provide visuals. Intrapersonal: Students complete a self assessment of their knowledge of symbols, themes, and characterizations. Interpersonal: Students will work in groups. Students will use laptops to create blog entries and research symbols.

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

Formative (Assessment for Learning) DAY 1: Students will lead a class discussion in groups each group will be responsible for the following: symbolism, theme, characterizations, and conflicts. These will be posted on large sheets of paper around the classroom. Students will then experiment with symbolism by writing a short story containing a symbol, on their blog. I will walk around the classroom and make sure students are grasping the concepts and I will answer any questions. DAY 2: Students will present a symbol present in a chapter in seasonal partner groups to the class. They will then write a blog entry on 2 symbols present and comment on at least two blogs. I will read the blogs and post a comment of my own. I want the students to demonstrate and understanding of symbolism and I will be looking for that understanding in the blog.

Summative (Assessment of Learning) Students will be assessed by their blog entry on a symbol key to the beginning of the novel. They will be assessed using a checklist that includes: knowledge of what a symbol is, importance of symbol, format, and grammatical skills. Students will also take a short true false quiz on the first section of the book. I will give a quiz on first 5 chapters of the book. I want to make sure the students are reading the literature, however they will not have a quiz everyday. I will vary between quizzes and class discussions.

Teaching and Learning Sequence:

Desks arranged in a horseshoe shape. I am going to start the class off with the presentation of Munchkin Donuts holes! Agenda: DAY 1: DAY 2:
 * Handout books and hook (5 mins)
 * Have students go to http://www.gregorymaguire.com/books/wicked.html and learn about the book they are reading (5 mins).
 * Break into groups and go on 'symbol quest' where they have to define one of the four content areas (30 mins).
 * Report findings to class (20 mins)
 * Blog entry of short story containing symbols (20 mins)
 * Assign 5 chapters for homework and clarifying questions (5 mins).
 * 5 minute journal entry (5 mins)
 * Clarifying reading questions (5 mins)
 * Break into seasonal partners and complete story map and find symbol for assigned chapter (15 mins)
 * Report symbol to class (15 mins)
 * Handout quiz 1 (15 mins)
 * Handout self-assessment check-list (10 mins)
 * Blog entry about 2 symbols comment on at least two blogs (15 mins, what isn’t finished is homework).
 * Journal entry and assigned next 8 chapters of book (5 mins).

Students will understand that there are different symbols and characterizations that are key to the themes of the novel. This will help students understand why authors write what they write, and motivations behind different writing. Students read text within a grade appropriate span of text complexity and present analysis of fiction, non-fiction, and poetry using excerpts from text to defend their assertions. I will introduce the novel by having students go to Gregory Maguire’s website in order to gain information about the author and the book. While students are checking out his awesome interactive site I will hand out the books to each student. Where; Why; What; Hook

Students will know vocabulary: symbolism, theme, characterizations, and important events and people: key characters, events and conflicts. Students will be broken into groups (Interpersonal) using a deck of cards and focus on one of the following content areas: symbolism, theme, characterizations, and conflicts, (kinesthetic: student groups are selected by selecting a card from a 'deck of cards' each corner of the room is a different suit and there will be a giant paper on the wall students then write down the information). Students will be equipped with markers and large sheets of paper to write their findings from websites and experience (Visual) (Day 1). I will walk around while students are working in the groups. I will answer questions and give prompts when needed. (Day 2) Students will be broken into seasonal partners and they will be given a chapter from assigned reading to find a symbol. Students will use a story map to chart their ideas (Logical). Students will then go back to the class and present (Verbal). I will evaluate for understanding by observing class discussion and asking leading questions. Equip

(Day 1) Students will work in 'suit' groups to explore symbols, conflicts, themes, and characterizations. One student will be the recorder while the other students search the websites for definitions and examples. Students will report back to the class and lead a discussion. I will be walking around answering questions and guiding students through the process. Students will demonstrate their knowledge of symbolism and theme by creating a story with at least one symbol on their blogs. The blogs will already be set up from the previous unit. (Day 2) Students will work in seasonal partners to explore symbols present in the first chapters of the book. Each student will fill out a story chart in their groups and one person will be a recorder for the group symbol. Students will be able to show their knowledge and understanding during classroom discussion and in their symbol blog entry. Explore; Rethink; Revise; Refine

Students will take a quiz on the first assigned reading and on the vocabulary covered during class. Students will also complete a checklist of their knowledge and comfort with symbols, themes, characterizations, and conflicts (Intrapersonal). I will read and comment on each blog and assess for comprehension. In future homework students will read for the four key aspects: symbols, themes, characterizations, and conflicts. Assess

Content Notes:

Students discuss each of the content areas: symbolism, theme, characterizations, and conflict.

Symbolism: http://en.wikipedia.org/wiki/Symbolism, http://www.britannica.com/EBchecked/topic/421071/novel/50979/Myth-symbolism-significance

Symbolism is: is an iconic representation that carries out a specific purpose. Examples of symbols in Wicked can include but are not limited to: Ephaba’s green skin, the time Dragon, The Quadling.

Theme: http://en.wikipedia.org/wiki/Theme_(literature) http://www.learner.org/interactives/literature/read/theme1.html

A theme is: is a broad idea, messege, or lesson conveyed through literature. Themes in Wicked include but are not limited to: Human rights, familial strife, animal rights, enduring friendship, the difference between good and evil.

Characterization: http://en.wikipedia.org/wiki/Characterization http://www.enotes.com/literary-terms/characterization

Characterization is: conveying information about characters in a work of literature. Characterizations in Wicked include but are not limited to: Elphaba’s characterzation, Nanny’s portrayal, and Ephaba’s father’s portrayl.

Conflict: http://en.wikipedia.org/wiki/Conflictwikipedia http://www.fictionfactor.com/articles/conflict.html

Conflict is: is the actual or assumed opposition of values. There are 2 types of conflict: interior and exterior conflict. Interior conflict is one that a character battles within him/herself, and exterior conflict is one that is present in the characters’ environment and directly influences the life of the character. Conflicts in Wicked include but are not limited to: Elphaba’s difference, the affair, human rights.

Overview of first “Book” Elphaba is born to Melena Thropp, the granddaughter of the Eminent Thropp of Munchkinland, and Frexspar, an itinerant unionist minister. Frex is the seventh son of a seventh son, and the sixth pastor in his family. Melena married beneath her family's social standing and is generally unhappy in her marriage. She is known to have many extramarital affairs. Though it does not become clear until much later, Melena is at some point approached by a mysterious stranger, who doses her with a potion from a green bottle. He seduces her and nine months later she gives birth to a child, Elphaba, inside a device called The Clock of the Time Dragon, as her husband is attacked by a lynch mob. (The Clock of the Time Dragon is regarded as a religious relic by followers of the "pleasure faith," and recurs as a significant image throughout the novel.)

Melena's husband, Frex, believes the baby is a punishment from the Unnamed God for failing to protect his parishioners, and has Melena's Nanny brought from the Colwen Grounds to take care of the child. In addition to her skin being green, the baby is born with unnaturally sharp milk teeth. Her head is strapped to keep her from biting things (including herself), and she is terrified of water.

About a year and a half later, a traveling Quadling glassblower named Turtle Heart visits the home of Melena and Frex. Melena offers him food and drink, and Turtle Heart blows a beautiful glass reflecting ball for Elphaba. With Frex absent for extended periods, preaching to the Munchkinlanders, Turtle Heart and Melena begin a secret affair. When Frex returns, he befriends Turtle Heart (seemingly ignorant of the relationship between the Quadling and his wife), out of both unionist charity (Quadlings, after all, "ranked about as low on the social ladder as it was possible to get and still be human"), religious zeal (Quadlings have no concept of religion, so Frex sees Turtle Heart as a potential convert) and a homosexual attraction of his own.

At the end of the first part, Melena is pregnant with a child, Elphaba's younger sister Nessarose. It is unknown whether the father is Frex or Turtle Heart. Nessarose, or "Nessa" for short, is born as pink as Elphaba is green and, more importantly, she is handicapped. Born without arms, she requires constant supervision and care. Nessarose embraces Frex's zealotry and, thus, she is her father's favorite, to Elphaba's lasting angst.

Reflection: