L5+Trautvetter+Jennifer

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

Teacher’s Name: Ms. Trautvetter Date of Lesson: Lesson Five Grade Level: 9-Diploma Topic: Literary Elements

Objectives Student will understand that every novel has elements to it. Student will know they can relate these elements to their own lives. Student will be able to relate literary elements to real life people and situations.

Maine Learning Results Alignment

Establish Goals: (G) Maine Learning Results: English Language Arts A. Reading A1: Interconnected Elements: Comprehension, vocabulary, alphabetics, fluency. Grades 9-Diploma: Speak by Laurie Halse Anderson Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.

Rationale: This lesson will help students relate class reading to their personal lives. We will be building on their vocabulary in the process, as well as discussing some important teen related issues such as cliques.

Assessment

Formative (Assessment for Learning)

Students will be blogging about their Primetime. I will periodically be checking to make sure that they're keeping up with their blogs and that they contain what I want. Students will be double highlighting a packet of literary elements, many of which they will not know. I will be looking at their highlighting to assess how many they do know and how many they do not know. Students will be completing a graphic organizer online and printing it out. I will check off all students who complete theirs and at the same time make sure that they've been as detailed in their writing as I would like for them to be. Students will be assessed on their participation using Capzles and in group discussion.

Summative (Assessment of Learning)

Students will be using what they know about literary elements and applying it to the book we've been reading in class. All of their knowledge will be assessed in their final MuseumBox. I will assess how thorough, concise, detailed, accurate, thoughtful

Integration

Internet - Students will be using the internet to look up new vocabulary words and define them. This will be used in addition to text dictionaries in order to compare and contrast definitions. New vocabulary will range across many different concentrations.

Blogger - Students will be creating their first (or adding a new) blog. This blog will be used through not only this unit, but every unit this year. Students will use the blog as a digital space to add vocabulary words and definitions. They will also be linking good sites with definitions and/of lists of appropriate vocab words.

MuseumBox - Students will be using MuseumBox to create their products. MuseumBox is a great way to organize information. It allows for different kinds of input also, so that you can add using text, pictures, video or audio. This will appeal to all of my students hopefully.

Groupings

Students will be grouped using the Power Ranger quiz. This will allow for like minded individuals to work together. There is also a good chance that it will separate girls and boys.

Differentiated Instruction

Strategies Verbal: Students will participate in discussion. Logical: Students will contribute to discussion. They will need to process information from the book and relate it to their own lives. Kinesthetic: Students will be working with laptops. Visual: Students can upload pictures and video clips to their MuseumBoxes. Intrapersonal: Students will complete Primetime by themselves. Students will complete their projects individually. Interpersonal: Students will work in groups during discussion Musical: Students can add audio to their MuseumBoxes and will be allowed to listen to music on their headphones while working.

Modifications/Accommodations

Students who are absent will need to meet with me individually to set up a blogger account and post the required vocabulary. Students who are absent will need to meet with me individually to set up a blogger account and post the required vocabulary. They will need to pick up the graphic organizer and word castle worksheet from the "You're Alive!" folder. On an individual basis, I will explain what went on in class to see if they should meet with me after school.

Extensions

This class focuses on reading techniques which will be useful for all students through their academic career. Strategies for reading are important no matter what your age. Learning how to interpret and criticize readings is invaluable. Students will know that coming across unknown words is a chance for learning, not a chance for feeling like you don't know anything. Prior vocabulary knowledge is great, but for students who don't know, this is a time add to their list.

MuseumBox is a great tool for class project. The option to add different media will likely appeal to many students and hopefully make them want to go above and beyond the expectations of the project.

Our discussions about morals and themes could potentially be invaluable to students. Coming into their freshman year, students are already a little lost in life. My goal is to make my students aware of their actions towards other and towards themselves. These conversations will help.

Materials, Resources and Technology

Laptops Pen/Pencils Projector Screen Speak book Post Its Paper Their Brains

Source for Lesson Plan and Research

Me, Myself, and I...also, these fine resources.

Power Ranger Quiz http://www.gotoquiz.com/which_old_school_power_ranger_are_you Literary Elements http://www.orangeusd.k12.ca.us/yorba/literary_elements.htm Story Map GO http://www.readwritethink.org/materials/storymap/

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 - Student will enjoy the Power Ranger Quiz. Students will be able to work in groups with their classmates without constant supervision from the teacher. Students will be work on their projects alone. BeachBall students will jump at the opportunity to be creative with their MuseumBoxes.

Clipboard - Discussion will be based around blogs and posted comments. This allows clipboard students to read the comments, instead of simply hearing them in everyday discussion. Also, the syllabus will be posted on the class wiki. We will go over project expectations in class.

Microscope - Students will need to analyze text for unclear passages, words or themes. Discussion will revolve around posted comments and blogs. Students will need to pull information out of the novel and relate it to thie own lives. Students will create their own projects.

Puppy - Capzles comments will include feedback on presentation. Students will be grouped with other similar students. Instruction will be set up to include plenty of time for feedback and re-instruction if needed. I will be available before and after class to answer any questions.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: •relate literary elements to real life people and situations.

This lesson is fairly comprehensive. Students will continue to find and record unknown words in their reading. Their MuseumBox will include text, audio, photo, and videos. I expect all audio to be clear and error free, the same with any text or video. Because the students will be completing 2 MuseumBoxes, they have a chance to relate their own lives to the fictitious lives of the characters in the book, and make connections. Students will choose their own life theme and symbol, as well as other literary elements, and think about them in the context of their own lives. This will hopefully show students how they are not so dissimilar from the characters in the books they read.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: Students will make their own radio show using GarageBand. Logical: Students will contribute to discussion. They will need to process information from the book and relate it to their own lives. Kinesthetic: Students will be working with laptops. We will playing the infamous line game. Visual: Students will watch a clip from 10 Things I Hate About You, and Speak. Intrapersonal: Students will complete Primetime by themselves. Students will complete their projects individually. Interpersonal: Students will work in groups to make their clique lists. Musical: Students will listen to "Girl All the Bad Guys Want" in class. They will also have an opportunity to complete work and listen to music with headphones in.

Internet - Students will be using the internet to look up new vocabulary words and define them. This will be used in addition to text dictionaries in order to compare and contrast definitions. New vocabulary will range across many different concentrations.

Blogger - Students will be creating their first (or adding a new) blog. This blog will be used through not only this unit, but every unit this year. Students will use the blog as a digital space to add vocabulary words and definitions. They will also be linking good sites with definitions and/of lists of appropriate vocab words.

MuseumBox - Students will be using MuseumBox to create their products. MuseumBox is a great way to organize information. It allows for different kinds of input also, so that you can add using text, pictures, video or audio. This will appeal to all of my students hopefully.

• 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)

Students will need to complete a blog for their Primetime reading. I will walk around and check lists of cliques in groups and individually. This class, I will mostly assess students understanding of discussion and their contributions.

Summative (Assessment of Learning)

Students will be creating a talk show using the Laurie Anderson as a guest speaker. Students will need to ask the author one question, answer it, and then choose a theme song for the main character Melinda.

Teaching and Learning Sequence:

Day One


 * Primetime 15 Minutes
 * Hand out elements 5 Minutes

Highlight what you know in one color Highlight what you could figure out in another color


 * Story Map GO - print it! 15 Minutes
 * Go over elements as a class 10 Minutes
 * Power Ranger Quiz 5 Minutes
 * Capzle 20 Minutes

do it for all of them except advice and favorite quote


 * Introduce MuseumBox The Rest Of Class

Day Two


 * Primetime 15 Minutes
 * Talk about the project and expectations 10 Minutes
 * Work on MuseumBox The Rest Of Class

Day Three

Finish Museum Boxes! The Rest Of Class
 * Primetime 15 Minutes

This lesson will cover the basic literary elements with students. It is designed to be a more personal approach, letting student relate their readings with their lives. This will help students make future connections with any text they read. Reading strategies are vital for school work certainly, but are also invaluable in “real life.”

(Where, Why, What, Hook, Tailor: Verbal, Visual, Logical)

Students will be given a list of commonly known literary elements. Individually, they're be given time to think about which terms are known and unknown to them and to highlight each. They will have part of 3 class periods to work and explore MuseumBox.

(Equip, Explore, Rethink, Tailors: Verbal, Visual, Interpersonal, Intrapersonal)

(Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Verbal, Intrapersonal, Interpersonal, Logical, Musical)

(Evaluate, Tailors: Intrapersonal, Verbal)

Content Notes

Power Ranger Quiz http://www.gotoquiz.com/which_old_school_power_ranger_are_you Literary Elements http://www.orangeusd.k12.ca.us/yorba/literary_elements.htm Story Map GO http://www.readwritethink.org/materials/storymap/

Reflection: