L6+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 6- Grade Level: 12 CPI Topic: Recognize

Objectives Student will understand that text can be used to support assertions concerning: themes, conflicts, and symbols. Student will know critical details: How to analyze and recognize important textual details Student will be able to do recognize important textual nuances and details needed to support assertions.

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 textual support of character analysis in Wicked. Students will use text to support their character assertions.

Assessment

Formative (Assessment for Learning) Day 1 I will walk around the classroom and listen to the group discussions and planning. I will also look at all the graphic organizers to make sure the students have the right concepts. Day 2 and 3 I will walk around as students work on the "webquest" webquest and make sure they are understanding the concept of webquests. I will make sure the different roles in the groups are being fulfilled.

Summative (Assessment of Learning) The students will have the option of creating a radio show character analysis of a character in Wicked or creating a comic life version of a character analysis. I will be evaluating the products with a checklist. I will also have a final class discussion on Day 3 in which I will be looking for each student to participate and show that they understood the concepts presented in the novel. This final discussion will count for 2 quiz grades. Students will also create a final blog post, a reflection on the novel which I will read and comment on.

Integration I will have students work with either garage band or comic life on their laptops. After the projects are completed students will link their final products to the class wiki for easy viewing. The students will also be working with a webquest which is rich with web exploration. Finally students will complete their final blog entry online. Other content areas: Psychology: students will be analyzing a character.

Groupings I will break students into groups of 4 using the 'count off' method. This grouping will be used for the character analysis and the webquest exploration. The class will come together as a large group for the final discussion.

Differentiated Instruction

Strategies Verbal: Students are analyzing text. Logical: Students must provide a logical argument based on text. Visual: Students can use comic life which is a visual art tool. Intrapersonal: Students have the opportunity to reflect upon text in blog. Interpersonal: Students will work in groups to create their radio show/ comic life. Musical: Students will have the opportunity to use music in their radio show (should they choose to do a radio show).

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 the day that we do the character analysis they will create their own comic life and with a character analysis. If a student is absent during the webquest day their webquest will be waived. Should a students be absent during the class discussion the student will have to support and answer three of the study questions that I handed out to prepare for the discussion. . Group work will be waived for all absences. Students should visit the class wiki in-order to print off the necessary graphic organizers.

Extensions In order to encourage high level thinking students will have an opportunity to write out responses for the class discussion. Students will also have the opportunity to make a blog wordle with their final reflection as well.

Materials, Resources and Technology

Laptops Projector Dongle

Source for Lesson Plan and Research http://www.gotoquiz.com/personality_quiz_1- personality quiz http://webquest.sdsu.edu/webquestwebquest-hs.html- webquest http://en.wikipedia.org/wiki/Wicked:_The_Life_and_Times_of_the_Wicked_Witch_of_the_West- Content notes http://www.eduplace.com/graphicorganizer/- Graphic Organizer

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 with their radio show and comic life. 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 and each member shares fairly in the project. 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 as well as pay close attention to nuances and themes presented in class discussion. 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. Themes revolve around characters and the students have almost finished the novel, so they have the tools to present a powerful character analysis. Students will be able to use textual evidence to support their assertions about the characters.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: Students will be watching the movie version of Wizard of Oz and discussing differences between the movie and Wicked. Logical: Students will look for patterns in the differences between Wicked and The Wizard Of Oz. Visual: Students will watch the movie: Wizard of Oz. Naturalist: Much of the movie is set among natural elements such as corn fields and forests. Intrapersonal: Students will reflect upon differences between the novel and the film in their personal class blogs. Interpersonal: Students will work in groups of 3 to create a radio show podcast. Musical: Students will be watching The Wizard Of Oz which is a musical. Students will use laptops to create a comic life or a garageband as well as the webquest.

• 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 I will walk around the classroom and listen to the group discussions and planning. I will also look at all the graphic organizers to make sure the students have the right concepts. Day 2 and 3 I will walk around as students work on the "webquest" webquest and make sure they are understanding the concept of webquests. I will make sure the different roles in the groups are being fulfilled.

Summative (Assessment of Learning) The students will have the option of creating a radio show character analysis of a character in Wicked or creating a comic life version of a character analysis. I will be evaluating the products with a checklist. I will also have a final class discussion on Day 3 in which I will be looking for each student to participate and show that they understood the concepts presented in the novel. This final discussion will count for 2 quiz grades. Students will also create a final blog post, a reflection on the novel which I will read and comment on. Teaching and Learning Sequence:

Day 1: Peer analysis (10 minutes) Introduce project and character analysis (15 minutes) Work on group project (50 minutes) Journal entries and assign reading (5 minutes)

Day 2: Finish group project (20 minutes) Introduce webquest (10 minutes) Webquest (45minutes) Journal entry and assign final reading (5 minutes)

Day 3 Finish webquest (20 mins) Final graded group discussion (30 minutes) Final Blog entry (25 minutes) Journal Entry (5 minutes)

Desks will be arranged in 'teams' of four.

Student will understand that text can be used to support assertions concerning: themes, conflicts, and symbols. 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. In this lesson we will be working on using textual evidence to support literary assertions. I will have students take an online personality quiz to introduce the idea of character analysis. I will then explain the assignment, introduce character analysis, and answer any questions. Where; Why; What; Hook;

Day 1 Students will know critical details: How to analyze and recognize important textual details. I will break students into groups of four (Interpersonal) by counting off. Once they have broken into their teams I will hand out the four column graphic organizern (Logical). The students will brainstorm what character to use, what text to use to support their assertion, why the text is important, and their plan for the comic life or garageband. I will walk around while the students work on their projects and ask any questions as well guide them back to their task if they go off topic. Day 2 I will have students finish their garage band (Musical) or comic life (Visual) projects and post them to the wiki. I will then introduce the concept of a webquest. In order to learn about webquests I will have them do a webquest about webquests. Students will do this project in their group from the previous project. If students finish early they may begin on their final blog. Day 3 I will allow time for students to finish their webquests. Once the allotted time is up we will shit to a guided, graded classroom discussion in which every students must participate. The night before I will have given them a list of topics and questions to think over for the discussion. Once we finish the discussion the students will write a final refelction blog (Intrapersonal) about the novel it should be at least 2 paragraphs. Equip; Tailors: Visual, Musical, Logical, Interpersonal, Natural, Intrapersonal

Day 1 Students will work in groups to complete both major assignments. I will view the graphic organizers before they begin on their projects to make sure they have appropriate textual evidence and are on the right track. Day 3 I will set the class discussion in motion for the final discussion, and then allow the students to explore topics as they come up. I will redirect should they go off course. I want to see that the students have grasped the main ideas of of the novel and the importance to symbols, themes, characterizations, and conflicts. Students will then create a final blog reflection on the novel. Explore; Rethink; Revise; Refine;

Day 1 I will provide feedback about their topics and textual evidence for the character analysis project. Day 2 I will evaluate the final character analysis product using the attached check- sheet. Day 3 Students will get a participation grade for the webquest project. I expect all members of the team to participate and explore the meaning of webquests. During the group discussion I will be recording which students spoke and the gist of what was said. I am looking for an understanding of the novel and its themes, characterizations, symbols, and conflicts. Each student must speak. Finally I will comment on their final blog entry reflection. Evaluate

Content Notes Overview of final book of Wicked A storm visits Munchkinland, dropping a house on Nessa, killing her. The house contains a young girl named Dorothy and a dog named Toto. Glinda, who was nearby, sent Dorothy off with Nessa's shoes for fear of potential civil war in Munchkinland and also for Dorothy's safety. She sent her to the Wizard in hopes that he could send her back to Kansas. Elphaba comes to the funeral and is furious with Glinda for giving Dorothy the shoes, which were rightfully hers. She later has a meeting with the Wizard to bargain for the release of Nor, who was taken from Kiamo Ko by the Wizard's army. On her way back to Kiamo Ko, Elphaba stops at Shiz to kill Madame Morrible, by bashing a trophy on her skull. However, because of Madame Morrible's appearance and lack of reaction, it is impossible to tell if Elphaba did kill her or if she had already died just a few minutes before Elphaba attacked her. At any rate, Elphaba decides to claim to have committed the murder and confess to Avaric. She comes upon the Clock of the Time Dragon, which puts on a special show for her. It shows the Wizard, and not Frex, to be her father. Some time after returning to Kiamo Ko, Elphaba finds out that Dorothy and a few friends are headed to Kiamo Ko, presumably to kill her. When the friends are almost to the castle, Elphaba (who believed that the Scarecrow was her beloved Fiyero) sends her dog Killyjoy out to lead the friends to the castle. They misunderstand the group of dogs howling toward them and the Tin Woodman kills the dogs. The Scarecrow scares away the crows Elphaba sends next. Elphaba sends her bees, which are killed as well, and Elphaba is forced to believe the Scarecrow is what he seems-just a scarecrow. The shock of this revelation only serves to further unhinge her. When Dorothy arrives, she tells Elphaba that the Wizard did indeed send her to kill the witch, but Dorothy herself came to apologize for killing her sister. Furious, Elphaba waves her now burning broom in the air and inadvertently sets herself on fire. Innocently, Dorothy throws a bucket of water on her to save her, but instead the water kills her. Dorothy returns to the Wizard with the green potion bottle the wizard used to subdue Elphaba's mother during her conception. Dorothy does not bring back the Grimmerie because it was too heavy. Rumors abound through Oz about the whereabouts of Dorothy (and her irritating dog), few actually believing that she returned to Kansas. The Wizard plans his departure from Oz and his ensuing suicide (which, as revealed in Elphaba's dream after drinking the Green "Miracle" Elixir, is doomed to fail). Character list


 * Elphaba: The protagonist of the book, Elphaba is a green-skinned girl who eventually becomes known as the Wicked Witch of the West. She acquires this nickname more because of her sister's nickname (the Wicked Witch of the East, who was so named by her political opponents) than for any wicked deeds. An Animal rights activist, Elphaba is involved in an assassination attempt on Madame Morrible. She shares an illicit relationship with Fiyero, whose death causes her to abandon her revolutionary ideals. Elphaba's name is derived from sounding out the initials of Oz author L. Frank Baum's name.
 * Galinda (later Glinda): Elphaba's roommate at Shiz University. She hates Elphaba at first, but they later become close friends. Indeed, she cares deeply for her, and Elphaba for Glinda in return. However, the two are separated for twenty years when Elphaba goes into hiding. Glinda is part of the high society in Gillikin, Oz's northern province. The Glinda in the book is parallel to her character in the musical Wicked, sometimes behaving in a snobby and mean fashion, whereas in The Wizard of Oz, as well as in the original Oz Books, she is portrayed as kind and gentle.
 * Nessarose: Elphaba's younger sister, Nessarose eventually becomes known as the Wicked Witch of the East. Nessarose was born without arms, possibly as a side effect of the pills Melena took in order to save her next child from having green skin. Nessa is extremely beautiful, causing Elphaba to resent her both out of jealousy and because of her father's favoring Nessarose over Elphaba. As a gift, Frex sends Nessarose the jewelled shoes, which Glinda later enchants, giving Nessarose the ability to walk unaided. Nessarose inherits the title and role of Eminent Thropp of Munchkinland, as Elphaba was presumed dead. She is a devout unionist, and many Munchkins are unhappy under her rule. At the request of one of her subjects, Nessarose casts a spell which has the ultimate result of transforming a woodsman into tin ( See Tin Woodsman for more information). She is killed when Dorothy's house falls on top of her. It is heavily hinted that Nessarose is the illegitimate daughter of Melena and Turtle Heart, and not of Frex.
 * Fiyero: The prince of the Arjiki tribe in the Vinkus. He meets Elphaba at Shiz, and later has an affair with her while she is involved in a resistance movement against the Wizard of Oz. This leads to his murder by the Gale Force, the Wizard's secret police.
 * The Wizard of Oz: A human who came to Oz from Earth in a hot air balloon. He was originally seeking the Grimmerie, but became sidetracked when he discovered he could orchestrate a coup in Oz. It is heavily implied that he fathered Elphaba while her mother was under the influence of the Miracle Elixir, which may explain Elphaba's green skin, aversion to water, and occasional ability to read parts of the Grimmerie, which originated in the Wizard's world. He is also referred to by the name Oscar Zoroaster Diggs.
 * Madame Morrible: The headmistress of Shiz University's Crage Hall, which Elphaba and Galinda attend. Elphaba and her friends suspect Morrible to be responsible for the murder of Dr. Dillamond. At one point, she proposes that Elphaba, Galinda, and Nessarose become future behind-the-scenes rulers in Oz, a proposal that they never willingly accept. Elphaba suspects that Madame Morrible has at least some magical powers, and may have indeed controlled the fates of the three women. It is possible that she spies on Elphaba and sends messages to Liir through the Carp in the well at Elphaba's home in the Vinkus; the Carp dies at about the same time as Morrible. Morrible dies of natural causes minutes before Elphaba attempts to murder her.


 * Doctor Dillamond: A talking Goat and professor at Crage Hall in Shiz. Assisted by Elphaba, Dr. Dillamond performs research on the differences between animals and Animals (sentient animals). He suspiciously dies from a slit throat; Madame Morrible claims that this is an accident, but her account is contradicted by Galinda’s chaperone, Ama Clutch, who claims to have witnessed the event.
 * Boq: A Munchkin who grew up with Elphaba and reunites with her at Shiz University. At first, he is only interested in talking to Elphaba in the hope that it will help him to gain the attention of his crush, Galinda. However, over time Boq and Elphaba become close friends and help Dr. Dillamond with his research, along with his college mates Crope and Tibbett. Later in life, Elphaba meets Boq while she is on the hunt for Dorothy along the Yellow Brick Road. He is now married to Milla, one of Glinda's friends from the University and the two have many children.
 * Dorothy Gale: A 12 year-old girl who lands in Oz in her tornado propelled house, which crushes Nessarose. She takes Nessarose's shoes under the advice of Glinda. Many see these shoes as a symbol of power over Munchkinland. During her travels, many citizens of Oz are superstitious about her because of these shoes and her name: Her first name sounds like a reversal of the name of the "king" of her land (Theodore Roosevelt). Because her name means "Goddess of Gifts" (the opposite of Theodore, "Gift of God"), it is implied that Dorothy may be the second coming of Lurline, who was also known by that title. The Gale Force fear her for her last name. The Wizard sends Dorothy to kill Elphaba, but Dorothy's intention is to ask her for forgiveness for killing Nessarose. Elphaba does not know whether to treat Dorothy with kindness or to fear her. When Elphaba demands the slippers, Dorothy pleads that, despite her best efforts, they will not come off. Dorothy accidentally kills Elphaba by pouring water on her in an attempt to put out a fire on Elphaba's dress.
 * Liir: A boy who leaves the mauntery with Elphaba for the Vinkus. It is strongly implied that Liir is the son of Elphaba and Fiyero. She does indeed admit that there is a year of her life she does not remember, during which she could have given birth to Liir. Extremely chubby, Liir plays with his supposed half-siblings while he and Elphaba stay with Fiyero's widow. At the end of Wicked it is stated that he intends to find a way of rescuing his half-sister Nor from her slavery. He is also the protagonist of Maguire's sequel to Wicked, Son of a Witch. In this book, Liir unknowingly impregnates a Quadling girl named Candle, which results in the birth of a green baby. This finally proves that Liir is the son of Elphaba and Fiyero. Gregory Maguire has described Liir as "Elphaba's son" in interviews. It's also revealed that Liir may be bisexual. [2]
 * Yackle: A mysterious crone who appears frequently in Elphaba's life. Elphaba suspects that Yackle may be exerting control over her fate, and may be Kumbrica, the ambivalent goddess of Ozian myth. Her appearance is also reminiscent of a fiend called the "Yakal" which is pictured in the Grimmerie, implying that she may be a demon. Nanny first mentions her as an old gypsy woman from whom she bought the medicine, which would stop Melena’s second child being born green. Later, she appears as an old woman guarding the door to the Philosophy Club and later still, she appears as Mother Yackle, a maunt (a sort of Ozian nun) at the mauntery (a unionist convent) who takes care of the homeless Elphaba. Yackle's story is more deeply explored in "A Lion Among Men," in which she is the secondary protagonist.
 * The dwarf: This entity claims to be an immortal sent to Oz to prevent the Grimmerie from returning to Earth. With his Clock of the Time Dragon, he seems to Elphaba to either be able to control fate or predict it.
 * Grommetik: A tik-tok creature, servant to Madame Morrible. It is strongly implied that he is involved in a sinister plot orchestrated at least in part by his mistress. From what is described in the novel, he bears a similarity to Tik-Tok, a character from Baum's original Oz series.
 * Nanny: A member of the Thropp family, though whether by blood or employment is never explicitly revealed. By the conclusion of the book, she has raised three generations of the Thropps, most notably having acted as chaperone to Nessarose, Elphaba and Glinda during their years at Shiz. She is still vital well into her eighties. Her attitude reflects this, as she is stoic, speaks her mind, and holds to somewhat inflammatory 'Lurlinistic' pagan beliefs.
 * Frexspar: Elphaba, Nessarose, and Shell's father (at least in the emotional and physical sense; whether he shares a genetic link with some of the children is questionable). Frex is a devout Unionist priest. Nessarose was his favorite child, and to her he gave the famous jeweled slippers. It is implied that he is at least the father of Shell, as the Wizard of Oz is Elphaba's father, and it is heavily implied that Turtle Heart is Nessarose's father. He, along with Melena, was in a threesome relationship with Turtle Heart.
 * Chistery, Killyjoy, the Bees, and the Crows: Animals which accompany Elphaba on the way to Kiamo Ko by coach, and which also become her familiars. The bees are taken along as a source of honey for the travelers, and it is suggested that through dormant magical talent, Elphaba unconsciously sets them upon the coach cook, whom she dislikes and who is later found stung to death at the edge of a cliff. Killyjoy, the cook's dog, takes an instant liking to Liir, who decides to keep him. Princess Nastoya gives the crows to Elphaba, who then specifically states that Elphaba is to send them to her if she needs help with anything. Princess Nastoya also tells Elphaba directly that they are to be her familiars. On the way to Kiamo Ko, they run across Chistery, an abandoned infant snow monkey, whom Elphaba rescues through another unconscious act of magic (creating ice under her feet as she runs across a pond to save him from Killyjoy). Later in the book, Elphaba teaches him to speak, in hopes of completing Dr. Dillamond's study into the supposed connections between all lifeforms. In Wicked, he only manages to mimic what others say, although he gains the ability to speak in full, comprehensible sentences in Son of a Witch. Elphaba sews wings onto the backs of him and the other monkeys, in a combination of Doctor Dillamond's studies and her own practice of magic, thus creating the winged monkeys.
 * Melena Thropp: Elphaba, Nessarose, and Shell's mother. Melena comes from a high-class family, and has mostly pagan traditions, which contradicts Frex's statements. She has very loose morals and dreams of her days as a pampered girl, despite her rebelling against it at the time. She has a taste for alcohol and pinlobble leaves.
 * Avaric: A friend of Boq's and Galinda's. He is described as being the "perfect asshole." Late in the novel, Elphaba visits him, and they discuss the nature of evil with some of his friends.
 * Crope and Tibbett: Two boys who attend Shiz University along with Boq. They later become members of the main group of friends that features in the second part of the book. It is heavily suggested that the two are homosexual; however, it is never explicitly proven, only through sexual comments passed by the two about each other or other boys. While Crope eventually becomes a sort of valet for 'Lady Glinda', Tibbett goes mad from his experiences at the Philosophy Club (e.g. interspecies sex) and later dies under Elphaba's care while she is at the mauntery.
 * Turtle Heart: A wandering glassblower from Quadling Country. He comes upon Melena's home while Frex is out preaching. Melena and Turtle Heart have an extended affair, and it is implied that Frex had intimate relations with him, as well, sharing him equally. It is also strongly suggested that he is the father of Nessarose; a family timeline at the beginning of "a Lion Among Men" lists Frex as father to both Nessarose and Shell. It is mentioned he was killed at Colwen Grounds, on the day of Nessarose's birth, as a human sacrifice to bring rain to Munchkinland. His death is what convinces Frex and Melena to travel to Quadling Country to convert people to Unionism.
 * Ama Clutch: Galinda’s chaperone at Shiz, Ama Clutch is present throughout Galinda and Elphaba's time at the university. She "loses" her sanity in a suspicious fashion when she witnesses the murder of Doctor Dillamond. It is strongly suggested that Madame Morrible hexed Ama Clutch, afflicting her with the same crazed behaviour that Galinda (falsely) claimed was responsible for Ama Clutch's absence from the roommate negotiations; namely talking to inanimate objects as if they were people. Just prior to her death, Galinda magically restores Ama Clutch's sanity for a brief period, giving her the opportuntiy to reveal the truth about Doctor Dillamond's murder.
 * Shell Thropp: Elphaba and Nessarose's younger brother. Their mother dies giving birth to him. Although he is never actually seen in the book, Elphaba says that he would have been their mother's favorite, because he was a boy. He plays a much larger part in the sequel Son of a Witch and is mentioned in A Lion Among Men.

Reflection: