L6+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 6
 * Grade Level:** 7th Grade
 * Topic:** Assume the role of a journalist.

__Objectives__

 * Student will understand that** a characters portrayal and time of events associated with them are important aspects of the book that need to be analyzed.
 * Student will know** who the narrator is and their role in the novel, character portrayal, location, themes, and conflicts.
 * Student will be able to** assume the role of a journalist writing an article on the events from //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 deals with analyzing and expanding apon central structural features as well as plot perception. Students will delve into the historical qauilty of Fever, 1793 and relate to it's characters and central themes through impersonating a journalist from that time period.
 * Rationale:**

__**Assessment**__
Before the final newspaper article is completed and loaded onto blogs students will go through a vigirous drafting process. Students will look over the WebQuest and then determine which standpoint they are going to take on their article from the list of options provided on the WebQuest. After that the first step in the drafting process will be filling out the 5 W's graphic organizer. This will be considered their first draft, an outline for their ideas. Students will use ideas from the brainstorming activity to contribute to the graphic organizer. Once the graphic organizer is complete students will check with me to make sure they are to go onto the next stage which is beginning the newspaper article, they will have the rest fo class period to finish the one page draft and will be encouraged to finish it for the next class period. The beginning of the second class will be to edit one anothers drafts to make ready for the final copy.
 * Formative (Assessment for Learning)**

The final grade the will be considered is based on the rubric provided by the WebQuest with additional points given for filling out the graphic organizer and posting the final product to their blogs. Students will also be asked to complete a reflection blog on how the article went and any thoughts or feeling they may have concerning the project and WebQuest. This reflection blog will be considered for additional points as well. The reflection blog will be very helpful to me because their performance task, which will be next, deals with a WebQuest as well.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The technology being used in this lesson deals with students using their laptops to acsess the WebQuest and go to all the links and resources provided by it. Student will also be typing their newspaper article in a word program. Their final product will have to be posted to their blogs along with a reflection statement. Journalism: This lesson relates directly to journalism and may spark an interest for students to take such a course when going to high school if it is offered.

__Groupings__
Students will be grouped the first day in a RoundRobin Brainstorming cooperative group. Students will pair up with one student based on the color of their shirt. One student will be a journalist and the other any character from Fever, 1793. They will then interview one another for five minutes asking questions to the character that a reporter may pose and the character will answer accordingly based on their knowledge of getting to know the caharcter through reading the book. Students will then switch roles and go through the interview process again using a different character from the book to impersoate. The next day students will pair up with a classmate, where the students will do this on their own. If any problems arise I will choose the partners for them. They will simply trade drafts and have the other person go over it and correct it and provide any feedback.

__**Differentiated Instruction**__
 The 5 W’s graphic organizer allows the students to jot down their ideas on what scene they may want to choose and details from that scene **(Logical)**. The brainstorming activity will allow them to hear their peers outlook and opinion on the characters from the book. **(Interpersonal)** The brainstorming involves an interview where students will have to converse back and forth. **(Verbal)** ** The graphic organizer and newspaper article will be written individually. ** **(Intrapersonal)** Students will be moving around the room for the group activity. **(Kinesthetic)** **Modifications/Accommodations** If a student is absent for any part of this two day lesson they will have to come to me on their first day back to get the two extra days to make up any work missed. If they do not come to me then I will find them and inform them of what they have missed and they will have one day to complete anything they have missed as is my policy on being absent. Students will have to complete any missed work either at home or with my guidance during a study period or after school by appointment. For the drafting and editing process they may have their parents help them, or I will edit their draft for them, or they can find a friend to during a study period.
 * Strategies**

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 in this lesson is at the very end of the lesson when students post their final newspaper article onto their blogs along with a reflection statement about the project and WebQuest in general.

For students who finish the assignment early or want to take it a little further they may either draw or find an image that relates to their newspaper article and include a caption under it explaining how it realtes to the article.

__**Materials, Resources and Technology**__

 * Laptops
 * WebQuest Evaluation Rubric
 * 5 W's graphic organizer
 * Writing Utensils
 * Drawing supplies for extension
 * //Fever, 1793// book
 * Blogger accounts

__Source for Lesson Plan and Research__
This is the WebQuest the students will be completeing: []

Resources from WebQuest: Newspapers from the 1790's ([]), Hook:([]) Vocabulary List that need to be provided in article ([]) Historical Philadelphia ([]) Yellow Fever ([]), ([]), ([]) Free African Society ([]) Doctor Articles ([])

Resource on how to write a newspaper article: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson can work for any type of learner. First of the microscope students will really like to explore all of the rich resources that the WebQuest provides in order to complete their newspaper article. Also the microscope will enjoy using the 5 W's graphic organizer because it is a very logical way to organize their thoughts and begin the drafting process. As for the drafting process the clipboard learners may find this most appealing because it is a step by step process to get to the final product. The group acitivities, the interviews and peer editing are what the puppy learners may enjoy the most because they get to interect with their peers and get help, guidance, and feedback from them during these activities. Lastly the beach ball learners may like the whole concept of the WebQuest, especially where they get to pick what topic to focus on in their article, then they get to get a little creative when writing their articles. This newspaper WebQuest is fun for all learning styles because it has a little bit of everything with a few things added by me.
 * //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 5 W’s graphic organizer allows the students to jot down their ideas on what scene they may want to choose and details from that scene **(Logical)**. The brainstorming activity will allow them to hear their peers outlook and opinion on the characters from the book. **(Interpersonal)** The brainstorming involves an interview where students will have to converse back and forth. **(Verbal)** ** The graphic organizer and newspaper article will be written individually. ** **(Intrapersonal)** Students will be moving around the room for the group activity. **(Kinesthetic)**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

The type II technology being used in this lesson is at the very end of the lesson when students post their final newspaper article onto their blogs along with a reflection statement about the project and WebQuest in general. **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// Rationale:** Before the final newspaper article is completed and loaded onto blogs students will go through a vigirous drafting process. Students will look over the WebQuest and then determine which standpoint they are going to take on their article from the list of options provided on the WebQuest. After that the first step in the drafting process will be filling out the 5 W's graphic organizer. This will be considered their first draft, an outline for their ideas. Students will use ideas from the brainstorming activity to contribute to the graphic organizer. Once the graphic organizer is complete students will check with me to make sure they are to go onto the next stage which is beginning the newspaper article, they will have the rest fo class period to finish the one page draft and will be encouraged to finish it for the next class period. The beginning of the second class will be to edit one anothers drafts to make ready for the final copy.
 * Formative (Assessment for Learning)**

The final grade the will be considered is based on the rubric provided by the WebQuest with additional points given for filling out the graphic organizer and posting the final product to their blogs. Students will also be asked to complete a reflection blog on how the article went and any thoughts or feeling they may have concerning the project and WebQuest. This reflection blog will be considered for additional points as well. The reflection blog will be very helpful to me because their performance task, which will be next, deals with a WebQuest as well.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Day 1: 8:00-8:10 Introducation to what a WebQuest is. 8:10-8:20 Check out the newspaper WebQuest and go over instrcutions with students. 8:20-8:30 Students choose which topic they want to focus on based on what the WebQuest offers as options while I hand out the Evaluation Rubric and 5 W's graphic organizer. 8:30-8:50 RoundRobin Brainstorming interview. Students get into pairs based on the color of their shirt. They take turns inpersonating a journalsit and character from the book. the journalist asks the character questions based on the topic they choose. The character should answer accordingly based on knowledge of character from reading the book. They will then trade roles. 8:50-9:20 Students begin drafting ideas on the graphic organizer. They should be completed by the end of class and handed in to me for permission to move on to the next step. I will hand the graphic organizer back to them before they leave class. The next step is to begin writing the actual one page newspaper article. Students may begin working on this as homework if they wish.

Day2: 8:00-8:30 Students have a half hour to work on their drafts before doing the peer editing. 8:30-8:50 Students choose a partner and swap drafts to be editing and provide any comments or feedback on them. 8:50-9:20 Students make revisions to their newspaper article and complete it. They will have till the next class to post their article on their blogs along with a reflection. They need to hand a hard copy of the article along with 5 W's graphic organizer at the beginning of the next class.


 * Content Notes**


 * Handouts**