L2+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 2
 * Grade Level:** 7th Grade **Topic:** Compare Themes

__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** who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts.
 * Student will be able to** compare how similar themes are presented in different works similar 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 is designed to provide students with a better understanding of texts through comparing and contrasting similar themes within the text. In doing so they need to note any conflicts and character qualities in specific texts in order to compare it with another text. This will lead to the understanding that the use of langauge along with literary terms and themes are used the create meaning in all novels. The langange along with literary terms and themes can be used in both similar ways and different ways to provide different understanding and meaning within a text.
 * Rationale:**

__**Assessment**__
The students will begin this activity by filling out a Venn Diagram to jot down basic comparison that they found between the a chaoter of their choice from Fever, 1793 and a chosen chapter by me from Chains, also written by Laurie Halse. The Venn Diagram will be the starting point for ideas so it will be turned in a checked for completion. The wikispace will then begin to take shape where each student has a designated page to include the smiliarties and differenences found within the two texts. Also they will have to include a section where they predict what the single chapter from Chains indicates about the rest of the book and if they are interested in reading the book and explain. Once everyone has posted their information onto the wikispace there will be a class dedicated to any editing that is need to each individual page where the grouping will take place.
 * Formative (Assessment for Learning)**

The final product is the completed wikispace that the class created as a whole. The students will be graded on whather they included a section for similarities, differences, prediction/opinion, and external links/resources. This will be graded using a rubric that will be handed out to each student at the very beginning of the assignment so they know exactly what to expect.
 * Summative (Assessment of Learning)**

__**Integration**__
Teachnology: The technology that is being incorporated into this lesson is the wikispace. This wikispace will be labeled Fever, 1793 vs. Chains where each student will have a link with their name on it on the main page which links to their own individual page in which they will create. They will edit each others pages in small groups. They will also use wordle.com to create a wordle using words from the two chapters being compared and display it at the top of their wiki page. Related Subject: This assignment could easily tie in with social studies because both books involve the past in which a mjor event has occured such as yellow fever and slavery.

__Groupings__
The grouping being used in this assignment is partners based apon each student has already completed their wiki page. They will get in groups of three and each student will have to carefully go over each others wiki pages. They will look for any errors and provide any thoughts or ideas they may have to improve the peice. They will then comment on each others pages noting anything that really stuck out to them and what they liked about the page. Each student will have to edit and comment on a total of two students pages in the end. Students will then have time to go over the comments and ideas left by their peers and make any changes needed.

__**Differentiated Instruction**__
The wiki will turn into a compilation of related books and websites/resources **(Visual, Musical)** relating to them.
 * Strategies**
 * Verbal:** There will be a class discussion held at the end of the think-pair-share.
 * Logical:** Using the graphic organizer to peice together their ideas.
 * Interpersonal:** They group together to share their ideas.
 * Visual:** The venn diagram is a visual representation of their ideas which will later be applied to the wikispace.
 * Intrapersonal:** Each group will have a leader who will report out to the class.

If a student is absent for any portion of this lesson I will first expect them to come to me during a free period such as recess or study hall on their first day back from being absent to find out what they have missed. If the student does come to me the first day they are back they will have 2 days to catch up. If they do not come to me their first day back I will find them the next day, but will give them only one day to complete the missed work. I will then update them on which protion they have missed. If they missed the group activity I will give them the option of having me look over their page or simply finding a friend from class to look over their page and comment on it. If they need any help or in class time to work on the missed protion of the lesson then I will provide after school hours for them or they may come into my room during study hall and any other free period.
 * 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 within this lesson is the wikispace. They have to create a page of their own complete with graphics, information, and links. Once they have completed their page they will go through a drafting process with two other students. They will have to look at the two other students pages in their group and look for any errors and then comment on what they liked within the page. After editing the students will have a time to edit their own pages based on their group members feedback.

__**Materials, Resources and Technology**__

 * Laptops
 * Venn Diagram Worksheet
 * //Chains// Chapter Handout
 * Their copy of //Fever, 1793//
 * Writing Utencils
 * Wikispace account/page
 * Edits/comments on wikipages
 * Fever, 1793 vs. Chains Rubric

__Source for Lesson Plan and Research__
These are the various websites they may use during lesson:

[|www.wordle.net] - This will be used to create wordle using words from the two chapters being compared. www.wikispaces.com - They will need an account on this website, and will create their page on this website. Students will need to search for two resources to include links to on the wiki pages. One resource should be on //Chains// (webquest, interactive website) and another one including information on Laurie Hasle Anderson which will be up to them to find using a search engine such as Google or Ask Jeeves. These also could include any news paper article on the author or book as well in which they can search on [|www.newspapers.com] to find an article from a specific news paper.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson will meet all four different learning styles. The first is the puppy learner where the grouping may work best for them. The group is a chance for the puppy learner to ineract with their peers and get positive and helpful feedback from them. They also may like the idea of everyone contributing to the one webpage together, but asl individuals at the same time. This lesson can tailor to the beach ball learner because we use a venn digram to start the activity off with as well as create a wordle both in which are visual and provide room for creativity. Also creating the web page in general may appeal to them because it is their own page and be as creative as they want with it as long as it includes all the important elements. The clipboard learner may be appealed to the compare and contrast aspect of this activity because it involves investigating two different texts through a process of gathering the information putting it on the venn digram and trasfering it onto their web page. The micrscope learner may like the portion of the lesson where they get to read the two chapters and organize their thoughts on the venn diagram handout.
 * //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:** The wiki will turn into a compilation of related books and websites/resources **(Visual, Musical)** relating to them.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** There will be a class discussion held at the end of the think-pair-share.
 * Logical:** Using the graphic organizer to peice together their ideas.
 * Interpersonal:** They group together to share their ideas.
 * Visual:** The venn diagram is a visual representation of their ideas which will later be applied to the wikispace.
 * Intrapersonal:** Each group will have a leader who will report out to the class.

The type II technology being used within this lesson is the wikispace. They have to create a page of their own complete with graphics, information, and links. Once they have completed their page they will go through a drafting process with two other students. They will have to look at the two other students pages in their group and look for any errors and then comment on what they liked within the page. After editing the students will have a time to edit their own pages based on their group members feedback

Rationale:** The students will begin this activity by filling out a Venn Diagram to jot down basic comparison that they found between the a chaoter of their choice from Fever, 1793 and a chosen chapter by me from Chains, also written by Laurie Halse. The Venn Diagram will be the starting point for ideas so it will be turned in a checked for completion. The wikispace will then begin to take shape where each student has a designated page to include the smiliarties and differenences found within the two texts. Also they will have to include a section where they predict what the single chapter from Chains indicates about the rest of the book and if they are interested in reading the book and explain. Once everyone has posted their information onto the wikispace there will be a class dedicated to any editing that is need to each individual page where the grouping will take place.
 * //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 final product is the completed wikispace that the class created as a whole. The students will be graded on whather they included a section for similarities, differences, prediction/opinion, and external links/resources. This will be graded using a rubric that will be handed out to each student at the very beginning of the assignment so they know exactly what to expect.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Day 1: Day 2: Day 3:
 * Explain assignment
 * Pass out copy of chapter from //Chains// along with the Venn Diagram worksheet, and Fever, 1793 vs. Chains worksheet
 * Each student will choose a random chapter to focus on in //Fever, 1793//
 * Read chapter from //Chains//
 * Complete Venn Diagram worksheet
 * Create wordle using words from each chapter
 * Create wikispace accounts
 * The rest of class will be dedicated to working on and completing their wiki pages
 * 15 minutes of the beginning of class will be alloted to working on their wiki pages
 * Students will be split up into groups of three
 * Read, edit, and comment on each of their group members wiki pages
 * Make any changes to individual pages based on peer feedback


 * Content Notes**

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 * Handouts**
 * //Chains// chapter handout
 * Venn Diagram worksheet
 * Fever, 1793 vs. Chains rubric