L3+Tibbetts+Courtney

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

Teacher’s Name:** Ms. Tibbetts **Date of Lesson:**
 * Grade Level:** 7th Grade **Topic:** Literary Terms

__Objectives__

 * Student will understand that** literary devices and themes are used to create meaning in the text and contribute to the way a text can be interpreted.
 * Student will know** how to recognize literary devices used in the text and how they contribute to the way a text can be interpreted.
 * Student will be able to** make sense of literary devices in the text.

__**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 literary terms and devices. The students will need to be able to identify a literary term within Fever, 1793 as well as determine what literary term it is and it's relevance to the rest of the book as a whole. They will then use this information to create their garageband peice.
 * Rationale:**

__**Assessment**__
The beginning of this lesson will simply be to assign two chapters to each group of three. They will have to look through these chapters and identify as many literary devices that they can find and provide this information on their graphic organizer. This graphic organizer will be checked for completion by myself. The students will also use their graphic organizer for a foundation and resource for their garageband commerical. They will have to incorporate at least to literary devices from their graphic organizer into their garageband peice.
 * Formative (Assessment for Learning)**

The garageband commercial is the final product of this assignment. They will need to provide me with a script for their garageband commerical and attach it to the back of the garageband rubric in which I will provide them with at the beginning of the lesson. They will be graded upon completion of script and what they have scored on the garageband rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The technology being used in this lesson is laptops, specifically garage band. The will create a commercial advertising for a product based on their assigned chapters. Also literary devices from the chapter will be included as well. They will need to go through and editing process and include any sounds or music they think is necessary. Related Subject: This lesson could tie into a music class. Making a song is similar to making a commercial on garage band because there are endless possibilities on garage band.

__Groupings__
The groups being used in this lesson is cooperative groups. Four groups will be randomly assigned where students will have to work with these partners to create the garage band commercial. Each student will contribute to the making of the garage band commercial equally and all students’ voices need to be used in the commercial as well. They will be graded as a group and as individuals.

__**Differentiated Instruction**__
This project involves with working together as a group **(Interpersonal),** but contributing individual ideas a roles that they can build off of **(Intrapersonal).** In the project they will need to include music and have the option of creating a movie clip **(Kinesthetic / Visual)** to go along with their Garage band clip, the possibilities are endless as to how they could advertise for a literary device, they may incorporate nature **(Naturalist)** or pictures **(Visual)** in some way. If a student is absent during either class of this lesson it will be very important that we discuss the project as soon as possible. If they feel they have missed out on too much of the group work then they may make an individual commercial and will be allotted an extra day to finish it. If a group member is absent on the day of recording the commercial they will also need to create a different product as well, a shorter version of the given assignment will be appropriate with the use of one literary device and a 1 minute commercial. Students will be told ahead of time that it is very important to be present on the second day of the lesson because that is when they will be recording the commercials. If a student knows they will be absent they can ask their team members to meet outside of class or make an individual project.
 * Strategies**
 * Modifications/Accommodations**

I will review students' IEP's, 504's or ELLIDEP's and make the appropriate modifications and accommodations. The type II technology being used in this lesson is garage band. The will create a commercial advertising for a product based on their assigned chapters. Also literary devices from the chapter will be included as well. They will need to go through and editing process and include any sounds or music they think is necessary.
 * Extensions**

__**Materials, Resources and Technology**__
> >
 * Laptops
 * Five W’s Chart
 * Garage Band Rubric
 * Literary Terms Word Search
 * Describing Wheel Graphic Organizer

__Source for Lesson Plan and Research__
Garage Band Tutorial - http://www.apple.com/ilife/garageband/ The tutorial will be important for any student to use if they are not yet familiar with the Garage Band program.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson can appeal to all different learning styles. For the puppy dog learner there is the group project aspect that might appeal to them. They get to work with others and give and receive feedback from one another. The beach ball learner may like the word search because it is fun and gets the juices flowing for the rest of the lesson and they also might like the idea of using garage band because the program is great fun and allows for a lot of creativity. The microscope learner may like the graphic organizer as a way to organize their thoughts and decide which ones will be used in the commercials. The clip board learner will probably like making the script where everything is organized and clear as to what they are going to say when recording the commercial.
 * //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 is 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 piece 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 involves with working together as a group **(Interpersonal),** but contributing individual ideas a roles that they can build off of **(Intrapersonal).** In the project they will need to include music and have the option of creating a movie clip **(Kinesthetic / Visual)** to go along with their Garage band clip, the possibilities are endless as to how they could advertise for a literary device, they may incorporate nature **(Naturalist)** or pictures **(Visual)** in some way. The type II technology being used in this lesson is garage band. The will create a commercial advertising for a product based on their assigned chapters. Also literary devices from the chapter will be included as well. They will need to go through and editing process and include any sounds or music they think is necessary.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** The beginning of this lesson will simply be to assign two chapters to each group of three. They will have to look through these chapters and identify as many literary devices that they can find and provide this information on their graphic organizer. This graphic organizer will be checked for completion by myself. The students will also use their graphic organizer for a foundation and resource for their garageband commerical. They will have to incorporate at least to literary devices from their graphic organizer into their garageband peice.
 * //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 garageband commercial is the final product of this assignment. They will need to provide me with a script for their garageband commerical and attach it to the back of the garageband rubric in which I will provide them with at the beginning of the lesson. They will be graded upon completion of script and what they have scored on the garageband rubric.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
8:00-8:15 Students will complete literary device word search. 8:15-8:25 Describe garage band assignment and randomly assign groups by pull names out of basket. There will be four groups of three or four students. 8:25-8:45 Each group will be assigned two chapters from //Fever, 1793// and will then have to search for any literary devices within the two chapters and note them on their describing wheel graphic organizer. 8:45-9:20 This class time will be designated to choosing a product to advertise for based on chapters and creating a script for the garage band commercial. 8:00-9:20 Students will have the whole class period to complete scripts and record garage band commercial.
 * Day 1: **
 * Day2: **

This lesson begins with a word search which will get the students thinking about literary devices which they have learned about previously. After they will be put into random groups and will have to pull their desks together in order to work with all of the team members. As a group they will scan through their assigned chapters and look for any literary devices and note the on their graphic organizer. They will then have to brainstorm as to what kind of product they want to advertise for based on their two chapters and the literary devices they found which could be anything from a tree to a cure for yellow fever. Through this activity and project students will 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 reader’s response. Also students will understand that literary devices and themes are used to create meaning in the text and contribute to the way a text can be interpreted. Students will know how to recognize literary devices used in the text and how they contribute to the way a text can be interpreted. Throughout this process I will be there to help with any technical problems or any questions in general, that is why I want the whole project completed during class time. Students will need to hand in their graphic organizers and script after completing the project. They will be checked for completion and usage in the process of making their commercials. Their final products will be graded using a rubric in which I will provide students with at the very beginning of the lesson so they know what I expect. The word search, graphic organizer, and script are all ways for the students to explore and experience what they need to do for the final product. Also the groups in which they are in will be randomly assigned but every student has to contribute to the final product equally. Each student is required to fill out their own individual graphic organizer and have a copy of the script. Each student’s voice needs to be used in the commercial as well. The word search is there to get the students thinking about literary terms. Then the graphic organizer helps them revise these thoughts on literary devices and put them to use by identifying literary devices in their assigned chapters. The script is also another way to rethink as well. Then the garage band commercial recording is where all the revisions can take place if things don’t work. Through all of this students will be able to make sense of literary devices in the text. On the back of the rubric that I hand out in the beginning of class students are expected to comment on their team work and anything else they may want to tell me about their contribution to the project. I also want them to list what grade they personally think that they deserve. I will then assign grades based on requirements met on the garage band rubric. They will be given feedback throughout the whole process of making the commercials because I will comment on their graphic organizers and have a look at their scripts before they begin recording. Garage band is a great and exciting tool to use in the classroom, not only is it fun but can be used for educational work as well. Garage band will be used in different ways for different units throughout the year.
 * (Where, Why, What, Hook) Visual, Logical, Interpersonal, Intrapersonal, Naturalist **
 * (Equip, Explore, Rethink) Visual, Logical **
 * (Explore, Experience, Rethink, Revise, Refine) Logical, Visual, Interpersonal **
 * (Evaluate) Intrapersonal **


 * Content Notes**


 * Handouts**