L3+Lennon+Stephanie

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

Teacher’s Name:** Ms. Lennon
 * Date of Lesson:** Apply
 * Grade Level:** 6-8
 * Topic:** Characters

__**Objectives**__

 * Student will understand that** it is crucial to have consistent characters with unique traits throughout the piece of writing.
 * Student will know** how authors use characterization and dialogue to reveal a character.
 * Student will be able to** represent a character's personality through his or her actions. Students will be able to show, not tell.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - Writing B2 Narrative Grades: 6-8 Students write narratives that convey complex ideas, observations, events or reflections. a. Establish a plot or other narrative structure, point of view, setting, and conflict.
 * Rationale:** In this lesson, students will learn the importance of character development in a story. Students will learn how to incorporate their characters into narratives.

__**Assessment**__
For a pre-assessment, I will simply have a conversation with my students about characterization. I will ask them questions and prompt them to think about a number of different things. Students will write their individual characterizations, choosing from the list I will provide them with at the beginning of class. I will collect those and read them, but only grade for participation. Students will also work in groups and will create a characterization based on a list of five adjectives that I will give to them. They will not be allowed to use the five adjectives, but instead have to find another way to show them through how the character acts. These characterizations will be presented to the class and the rest of the students will be asked to guess which five adjectives were used.
 * Formative (Assessment for Learning)**

Students are basically creating an imaginary friend. They will fill out a character profile that includes various information about their character (birthplace, age, interests, occupation, etc.) and using that information, will become that character. By becoming this character, students will be responsible for representing their thoughts, feelings, dreams, etc. through items in an online Museum Box. Students will be graded on a number of different things that I will discuss later.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ Students will create an online Museum Box that includes many different types of media. __Physical Education:__ Students will have a chance to move around during group work.

__Groupings__
Students will be randomly split into four different groups. Each group will receive a different list of five adjectives and will have to create a characterization based on that. Students will work together to write their characterization and then present it to the class.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will discuss what makes a character.
 * Logical:** Students will create a Museum Box that includes items their character would consider important. Students will need to justify selections.
 * Kinesthetic:** Students will move around during group work.
 * Visual:** Students can include graphics in their museum boxes.
 * Naturalist:** The characters that students create can be interested in nature. Nature-type music will also be played during class.
 * Intrapersonal:** Students will work on their own after group activity and begin working on their character profile.
 * Interpersonal:** Students will work together as a team to create a character.
 * Musical:** While students are working in groups, nature-type music will quietly play in the background to create a relaxing working environment

//(I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)//
 * Modifications/Accommodations**

If a student is absent, it will be hard to make up for the group activity. Instead, they will be given the handouts and asked to complete a handful of small activities.

Students can include as many boxes as they would like in their Museum Box. As long as the minimum is reached, the quantity is up to them!
 * Extensions**

__**Materials, Resources and Technology**__

 * Character Profile graphic organizer
 * Laptops
 * 4 different lists of 5 adjectives
 * Museum Box checklist

__Source for Lesson Plan and Research__
Lesson plan modified by Stephanie Lennon: http://www.artsedge.kennedy-center.org/content/2233/ Learning about characters: http://www.learner.org/interactives/literature/read/charact2.html http://wiki.answers.com/Q/What_are_the_types_of_characters http://fictionwriting.about.com/od/crafttechnique/tp/charactertypes.htm Character Profiles: http://www.biohunterhq.com/wiki/index.php/Ultimate_Character_Profile_Sheet http://fictionwriting.about.com/od/crafttechnique/tp/createcharacter.htm

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In a classroom, it is important to address the many different learning styles that can be found among students. In this lesson, students who crave personal freedom will have the opportunity to create their character any way they would like. There will be no limits to creativty whatsoever and they will be able to get as imaginative as they would like. Students who crave structure will be able to organize their museum boxes any way they would like. The assignment is wide open and students will not be restricted in that area. Students who crave discussion and discovery learning, will have many opportunities to discuss characterization with their peers and myself. Students who crave a comfortable environment will be surrounded by relaxing music, supportive peers, and will be encouraged to do their best.
 * //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:** In this lesson, students will learn how to **interpret** the characters that they create. They will have to **represent** a character's thoughts and feelings through his or her actions. Students will also learn how to show instead of tell.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Students will discuss what makes a character.
 * Logical:** Students will create a Museum Box that includes items their character would consider important. Students will need to justify selections.
 * Kinesthetic:** Students will move around during group work.
 * Visual:** Students can include graphics in their museum boxes.
 * Naturalist:** The characters that students create can be interested in nature. Nature-type music will also be played during class.
 * Intrapersonal:** Students will work on their own after group activity and begin working on their character profile.
 * Interpersonal:** Students will work together as a team to create a character.
 * Musical:** While students are working in groups, nature-type music will quietly play in the background to create a relaxing working environment
 * Technology:** Students will be using Type II technology through the use of Museum Box. Items can be added and students can look at the work of their classmates and reflect.

Rationale:** For a pre-assessment, I will simply have a conversation with my students about characterization. I will ask them questions and prompt them to think about a number of different things. Students will write their individual characterizations, choosing from the list I will provide them with at the beginning of class. I will collect those and read them, but only grade for participation. Students will also work in groups and will create a characterization based on a list of five adjectives that I will give to them. They will not be allowed to use the five adjectives, but instead have to find another way to show them through how the character acts. These characterizations will be presented to the class and the rest of the students will be asked to guess which five adjectives were used.
 * //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)**

Students are basically creating an imaginary friend. They will fill out a character profile that includes various information about their character (birthplace, age, interests, occupation, etc.) and using that information, will become that character. By becoming this character, students will be responsible for representing their thoughts, feelings, dreams, etc. through items in an online Museum Box. Students will be graded on a number of different things that I will discuss later.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the room and choose where they would like to sit. The desks will be in a U-form to promote discussion. Hook Time: 5 minutes Pre-Assessment: 35 minutes Assign Groups: 5 minutes Group work: 20 minutes Presentations: 15 minutes
 * Agenda** Day 1 (80 minutes)

Day 2 (80 minutes) Explain assignment: 10 minutes Work time: 70 minutes

Students will understand that it is crucial to have consistent characters with unique traits throughout the piece of writing. Students will have the opportunity to become the character that they create in their character profiles. They will dress and and act like this character would on a regular day. This lesson will bring students one step closer to being able to write narratives that convey complex ideas, observations, events or reflections. I will hook my students by having them share one unique fact. This could include their favorite book, favorite food, favorite color, or a number of different things.
 * (Where, Why, What, Hook, Tailor: Intrapersonal, Interpersonal**)

Students will know how authors use characterization and dialogue to reveal a character. Students will have an opportunity to use a graphic organizer when they create their character profiles for homework. I will create or find a Character Profile that can be used as a graphic organizer. This will consist of a number of questions about the character that they want to create. I will begin class with an open conversation about characterization and dialogue. As a warm up activity, students will be asked to write brief characterizations. Students will then get into groups and take it one step further by writing characterizations based on a list of five adjectives. Quiet music will be played in the background to create a comfortable environment. I will check for understanding by walking around during group work and also by listening closely during group presentations.
 * (Equip, Explore, Rethink, Tailors: Interpersonal, Musical, Verbal)**

For homework after Day 1, students will be asked to fill out a Character profile for a character that they would like to create. These questions may range anywhere from birthday, favorites, hobbies, 5 adjectives, etc. However, students will not be allowed to directly reference what is in their character profile. Instead, they have to show, not tell through their characters' actions and description. To get some practice with this, students will be randomly split into four groups in class. Each group will be given a list of five adjectives that could describe a person. As a group, students will write a characterization based on these five adjectives, but will not be allowed to use the adjectives themselves. Students will then present their work to their classmates and the classmates will have to guess which five adjectives were assigned. Once all is said and done, students will be able to represent a character's thoughts and feelings through his or her actions. Students will first have a chance to do this on their own at the beginning of class. Then, will be able to work in groups to practice some more. Finally, students will go slightly more in-depth and be asked to become the character they wish to create an online Museum Box as if they were that person.
 * (Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Logical, Natural, Kinesthetic)**

Students will be asked to grade themselves. In a separate blog entry, students will describe what grade they think they deserve and why. They will also answer the reflective questions described in Lesson 2. They will be provided with a check-list that lets them know that they have everything they need. I will provide feedback by responding to their evaluation blogs with my thoughts on how they did. The homework assignment Day 1 connects directly to the work they will be doing in class on Day 2. However, if they don't complete their character profile before Day 2, they will have the option of working on it during part of Day 2.
 * (Evaluate, Tailors: Intrapersonal)**


 * Content Notes**


 * Handouts**