L4+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 4
 * Grade Level:** 7th Grade **Topic:** Timeline

__Objectives__

 * Student will understand that** a characters portrayal and time of events associated with them are important aspects of the book that need to be analyzed.
 * Student will know** who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts.
 * Student will be able to** design a timeline of events according to Fever, 1793.

__**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 lesson deals with the structural features within the novel. Students will need to be able to identify which events are most important to the story as a whole. They will then need to compile this imformation in the form of a timeline which will allow them to have an overview of the events in the book that contibrute to the plot.
 * Rationale:**

__**Assessment**__
The lesson is based on the fact that all students have either finished the book or only have a few more chapters to go. In this activity it is important to have most of the book completed in order to create an overview of the important events within the book. the first task will be to create a written timeline graphic organizer to get their ideas jotted down. //Fever, 1793// has a lot of chapters, twenty-nine to be exact, so I will ask them to include atleast fifteen events from fifteen different chapters within the book. Once stduents have completed their timeline graphic organizer they will get into jig saw groups where they will have to share their information from their timlines with their group memmers and build from one anothers ideas and discuss what they should add to their timeline and what they should leave out. Their graphic organizer will be checked for completion by me so that they can move on to the next step which is creating the timeline on inspiration.
 * Formative (Assessment for Learning)**

Once starting the inspiration portion of the lesson I will first ask them to find five images from the web or personal pictures to include in their timelines. These pictures need to relate to a specific event that will be listed on their timeline with a caption next it it explaining how it realtes to the event. Once they have found their images they will begin creating the timelines using inspiration. Once the timelines are completed I will ask for a printed version of their timeline to be handed in to be graded based on the timeline checklist I handed out at the very beginning of the lesson. They will fill out their own checklist and hand it in with their timeline as a self-assessment, I will be using the same checklist to grade them with. One portion of the checklist will be uploading their timeline on inspiration to the class wikispace.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The technology that is being used in this lesson is their laptops. On their laptops they will need to search for images and create a timline on Inspiration in which the images will be included. They will also have a Inspiration tutorial and video which they can access on their laptops to use for backup if they are having problems using the program. Social Studies: This lesson could easily tie in with social studies because it deals with making a timeline which is an important part of history. Making a timline can be applied to a novel just as easily as it can be applied to real events in history. Students can use their knowledge of making a timeline for similar social studies project, it shows the students that timelines can be used in different ways.

__Groupings__
After the students have completed their timeline graphic organizers they will get into groups of five. Each student will be asked to focus on two events that they included on their timeline and share it with their group memebers. After each group member has shared their two events they will have time to discuss which group members events that they foud important and may want to include in theirs.

__**Differentiated Instruction**__
Each students graphic organizer is going to be their own thoughts and ideas **(Intrapersonal),** but will then compile all group members timelines onto inspiration **(Interpersonal).** Before they put the drafts onto the computer each group will edit each others graphic organizer and provide feedback **(Verbal).** On inspiration they will be rncouraged to include pictures and images relating to points on the timeline **(Visual).** They will then have to present their end products with the class **(Verbal).**
 * Strategies**

If a student is absent for either part of the lesson (it is a two day lesson), they will have to come to me for anything that they have missed when the get back during their study period. If the student does not come to me when they are back they will have an extra two days to complete the portion of the assignment that they have missed. It they miss the group activity I will as them to meet me during a study period or after school to share their graphic organizers with me so that they can get started on the rest of the assingment. If the student does not come to me on the day that they are back then I will speak to them the next class I have with them then they will only have one day to make up what they have missed.
 * 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 inspiration. They will be using Inspiration to create a timeline and the web to look up five images to include on their timelines. After they have completed the inspiration timline they will have to upload their finished product to the wikispace.

__**Materials, Resources and Technology**__

 * Laptops
 * Writing Utensil
 * Access to class wikispace
 * Inspiration software
 * Timeline Graphic Organizer

__Source for Lesson Plan and Research__
Here are two Inspiration tutorials: Website: [] Video: []

To find images to be incorporated in timeline students can use: Google Images: [] Microsoft Clipart: [] Photography: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson can meet the needs for any learner or learning style. For the beach ball learners the whole idea of the timeline along with the self-assessment checklist may appeal to them because they like organized and concrete activities with a little variety tossed in which is where the five images would come into play. The clip board learner may like the class introduction on Insipration to know what they are doing as well, the tutorials may be a helpful tool for these learners. The microscope learners may enjoy the timeline graphic organizer because it allows them to organize their thoughts. The timeline graphic organizers will serve as a draft to the Inspration timline which will also appeal to the micrscop learners. The puppy learners will enjoy the group actvity with other students because it is a chance to share their ideas with one another to better their understanding. They will also like the fact that they will have to have their timline graphic organizers looked over by me before they can start the Inspiration portion because I will allow to give them any direction they may need.
 * //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:** Each students graphic organizer is going to be their own thoughts and ideas **(Intrapersonal),** but will then compile all group members timelines onto inspiration **(Interpersonal).** Before they put the drafts onto the computer each group will edit each others graphic organizer and provide feedback **(Verbal).** On inspiration they will be rncouraged to include pictures and images relating to points on the timeline **(Visual).** They will then have to present their end products with 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 inspiration. They will be using Inspiration to create a timeline and the web to look up five images to include on their timelines. After they have completed the inspiration timline they will have to upload their finished product to the wikispace.

Rationale:** The lesson is based on the fact that all students have either finished the book or only have a few more chapters to go. In this activity it is important to have most of the book completed in order to create an overview of the important events within the book. The first task will be to create a written timeline graphic organizer to get their ideas jotted down. //Fever, 1793// has a lot of chapters, twenty-nine to be exact, so I will ask them to include atleast fifteen events from fifteen different chapters within the book. Once stduents have completed their timeline graphic organizer they will get into jig saw groups where they will have to share their information from their timlines with their group memmers and build from one anothers ideas and discuss what they should add to their timeline and what they should leave out. Their graphic organizer will be checked for completion by me so that they can move on to the next step which is creating the timeline on inspiration.
 * //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)**

Once starting the inspiration portion of the lesson I will first ask them to find five images from the web or personal pictures to include in their timelines. These pictures need to relate to a specific event that will be listed on their timeline with a caption next it it explaining how it realtes to the event. Once they have found their images they will begin creating the timelines using inspiration. Once the timelines are completed I will ask for a printed version of their timeline to be handed in to be graded based on the timeline checklist I handed out at the very beginning of the lesson. They will fill out their own checklist and hand it in with their timeline as a self-assessment, I will be using the same checklist to grade them with.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Day 1: 8:00-8:20 Hand out graphic organizer and timline checklist. Explain an overview of the project. 8:20-9:00 Begin working on graphic organizers. Students will include fifteen events from fifteen different chapters from //Fever, 1793.// 9:00-9:20 Jig Saw grouping. Students pick two events from their timeline and share them with group members then disucss.

Day 2: 8:00-8:20 I will do an overview of inspiration and how to make a timeline and show the tutorials. 8:20-9:20 Student begin looking for images and creating their Inspiration timelines. If they do not finish by the end of class it will be homework.


 * Content Notes**


 * Handouts**