L2+Thomas+John

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

Teacher’s Name:** Mr. Thomas **Date of Lesson:** 2
 * Grade Level:** 9-12 **Topic:** The Birthmark/Literary Devices: Imagery

__Objectives__

 * Student will understand that ** themes in different short stories vary and are essential elements in the texts.
 * Student will know **how to identify small details in the text and analyze their importance to the text as a whole. 
 * Student will be able to **make sense of imagery and tell how it relates to the text, both as a whole and within the passage. 

__Maine Learning Results Alignment__
English Language Arts A. Reading A2. Literary Texts  Grades 9-Diploma: Nathaniel Hawthorne Short Stories c. Determine the effects of common literary devices on the style and tone of a text.

 Rationale: This lesson introduces students to the use of literary images in a work of literature and requires them to analyze the images and apply them to the overall meaning of the text.  __**Assessment** __  Formative (Assessment for Learning) Students will be assigned the reading the night before. Excerpts that include the most pertinent examples of literary images will be read in-class. Students will focus on one specific passage and come up with two specific questions that they may ask pertaining to the meaning of the literary images and how they affect the entire story. Students will reflect on their two questions and decide which is the most complete and likely to get an answer that reveals the most about the literary images and their pertinence to the whole text. Students will be exposed to each other’s questions and they will have the opportunity, while in groups, to critique each others’ questions. They will also provide answers for each other while in groups. After group work students will post their questions on their individual blog. Students must then comment on at least two other students’ blogs and say what they believe to be the answer of the other students’ questions in their comment.  Assess answers to questions during remaining class time. Read individual student blogs and pick one or two which must be analyzed by the class. Discuss accuracy and reasoning behind students’ answers. Remind students what makes a good question, and encourage them to think in terms of questions when reading in the future.
 * Summative (Assessment of Learning**)

__<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**Integration** __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> This lesson integrates technology. Each student must use their laptops in order to post their questions and answers on their personal class blogs.

__<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**Groupings** __ <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Groups will be chosen by the teacher, based on which mix of students will work best as a group of 5-6. The groups are intended for giving criticism, so the choice of students must be one that will not cause any confrontations.

<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Strategies Verbal: Students may read text selections out loud in class. Logical: Students must make decisions on the most logical questions to ask in order to reach specific analyses of images. Kinesthetic: When posting the blogs online, students will be using their computers and keyboards. Also getting into groups will involve getting out of seats and stretching. Visual: Students will be reading texts, seeing questions on graphic organizer. Interpersonal: Students read alone to themselves. Intrapersonal: Students will be working in groups to discuss questions. Musical: quiet music may be played by instructor before or during reading of text, working on blogs. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">I will have made a printout of the excerpts we have gone over in class, as well as a T-Chart graphic organizer for the questions that the student will have to come up with. A brief page will be stapled on top, explaining how specific the questions have to be, what I am looking for, and the instructions for the class and individual blogs. Students who are in need of this make-up packet have the option of coming up with a question about any of the excerpts, since they were not participating in the class discussion of the excerpts. The sections of the excerpts in this packet that deal with literary images will be highlighted for guidance. Sample questions will be provided.
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Differentiated Instruction __
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Modifications/Accommodations **

Students who wish to take this lesson further may come up with additional questions about imagery in any of the excerpts, or in any part of the story that stood out to them. Students may also comment on their drawing by writing a question for the image which they illustrated at the beginning of class. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Young Goodman Brown and other Short Stories //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">by Nathaniel Hawthorne T-Chart Graphic Organizer Student Laptops
 * Extensions**
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Materials, Resources and Technology __**

__<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**Source for Lesson Plan and Research** __ <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **The Birthmark E-Text** []

**__<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**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: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• **Standard 4** - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. // Rationale: Students will know how to identify small details in the text and analyze their importance to the text as a whole. // Students read text, within a grade appropriate span of complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. // <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

//<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• **Standard 5** - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. // Rationale: This lesson demonstrates my understanding of a variety of learning styles and differentiated instructional strategies, as well as the integration of technology into the strategies. **Verbal:** Students may read text selections out loud in class. I**nterpersonal**: Students read alone to themselves. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * Logical:** Students must make decisions on the most logical questions to ask in order to reach specific analyses of images.
 * Kinesthetic:** When posting the blogs online, students will be using their computers and keyboards. Also getting into groups will involve getting out of seats and stretching.
 * Visual**: Students will be reading texts, seeing questions on graphic organizer.
 * Intrapersonal:** Students will be working in groups to discuss questions.
 * Musical:** quiet music may be played by instructor before or during reading of text, working on blogs.

//<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">• **Standard 8** - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. // Rationale: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **Formative (Assessment for Learning**) Students will be assigned the reading the night before. Excerpts that include the most pertinent examples of literary images will be read in-class. Students will focus on one specific passage and come up with two specific questions that they may ask pertaining to the meaning of the literary images and how they affect the entire story. Students will reflect on their two questions and decide which is the most complete and likely to get an answer that reveals the most about the literary images and their pertinence to the whole text. Students will be exposed to each other’s questions and they will have the opportunity, while in groups, to critique each others’ questions. They will also provide answers for each other while in groups. After group work students will post their questions on their individual blog. Students must then comment on at least two other students’ blogs and say what they believe to be the answer of the other students’ questions in their comment. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> Assess answers to questions during remaining class time. Read individual student blogs and pick one or two which must be analyzed by the class. Discuss accuracy and reasoning behind students’ answers. Remind students what makes a good question, and encourage them to think in terms of questions when reading in the future. __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**Teaching and Learning Sequence** __: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> Day Before: Assign reading: //The Birthmark// Day 1: Students come into class with laptops. Desks are arranged in rows. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">-Hook: Students are asked to think about what they were assigned for homework the night before and on a piece of paper quickly illustrate an image that has stuck in their mind from the reading. Explain that artistic expertise is not needed for the short task, the only requirement is that the product must be a scene or image from //The Birthmark//. Also instruct the students that they are to write 3-5 sentences on the paper describing why the image stuck out to them. -Give students a few minutes to draw, going from student to student glancing at what they are drawing. If any students are having trouble understanding what the exact directions are, clarify for them. -Once students have finished, call on specific students who want to share their images with the class. Have students explain the image that they remember and why it stuck with them. Explain that literary images are very similar to the pictures that the students have just drawn, and that literary images are essentially “word pictures”. Give a more detailed definition and instruct students to record the definition and remember it-you will be giving them impromptu quizzes on the definition of a literary image in the future. -Segue into specific passages from //The Birthmark// which are particularly rich in literary images. Have students volunteer to read portions of a passage or an entire passage, based on reading level. Do not move on to another excerpt until you have mentioned in detail where the images lay. As you proceed you may begin to have students find where the images are and attempt to decipher them. -Save the best excerpt for last. Read it yourself aloud in class and then tell the students to come up with two specific questions that they have about the imagery in the passage. Hand out one T-Chart graphic organizer to each student. Tell them that they will be writing one question on the left side of the divide and one on the right side. The questions must be one to two complete sentences long. -It is important that you explain to the students that their questions must be detailed enough that, when answered, they will reveal something concrete and definitive about the reading. Key ideas for coming up with questions are: What do you know for sure about the image in this passage? What didn’t you understand in this passage? What can you add or omit from your question so as to make it more specific and image-driven? -Give students 5-7 minutes to write their questions. -Break students up into groups of five to six. Students may move desks in order to make it easier to discuss questions. Each individual will share both questions with the group, and the group will offer criticism as to which of the two questions is the more complete and well-formed question. -After the groups have gone through every student and each student has their sole question, students will break out of groups and use their laptops. Students will post their question on their own personal blog, then post a link to the entry on the class blog. Each student must then comment on at least two other students’ questions, and attempt to answer them in their comments. -After the appointed computer time, a handful of entries will be chosen by the teacher to be reviewed in class. Place emphasis on good questions and explain what makes them so. Also correct incorrect answers that students have made on the blog, bringing it up in class and explaining the correct answers.
 * Summative (Assessment of Learning)**