L3+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 3: Themes Grade Level: 12 CPI Topic: Analyze

Objectives Student will understand that there are different symbols and characterizations that are key the themes of the novel. Student will know important events and people: key characters, events, and conflicts present in the novel. Student will be able to analyze themes present in the novel.

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 theme analysis in Wicked using comic life as a medium of representation.

Assessment

Formative (Assessment for Learning) (Day 1) We will review themes and I will listen for understanding and comprehension. Should students have trouble explaining or understanding themes I will clarify before we begin work on Comic Life. Students will be assessed on their rough comic life and will be able to revise it to make a more powerful final product. I will walk around while groups are working and answer questions and provide feedback.

Summative (Assessment of Learning) (Day 2) Students will be assessed on their final comic life product as well as their group work with their team. Students will also have a class discussion on book 2.

Integration

Technology: Students will use comic life to create a representation of an important symbol in Wicked. Students will also reflect on the creation and thought process behind the project as well as how the group worked as a whole. I will give feedback on their blogs. Other Content Areas: Art: Students will create an artistic rendition of a key symbol in the novel. Social Science: Many of the symbols pertain to social and political issues like human and animal rights.

Groupings Students will work in seasonal partners to complete a comic life of a prominent symbol. Students will then reconvene as a class and present and discuss each comic life/symbol.

Differentiated Instruction

Strategies Verbal: Comic life creation will entail group communication. Logical: Students will create a logical 'story-like' progression in their comic lives. Visual: Comic life is a visual form of technology. Naturalist: There are many natural symbols in the novel, students will have a chance to choose these and use pictures from nature. Intrapersonal: Students will reflect in blogs upon their group work and symbolic exploration. Interpersonal: Students will work in groups to create their comic lives. Musical: I will play music from the " Wicked " soundtrack in the background.

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 day one of the unit they will need to see me on the 'off' day to pick up the book then catch up on the reading. They will also need to make alternative arrangements for creating a comic life Should students miss day two they should check the wiki for the reading and present me with a short explanation of their chosen symbol for comic life.

Extensions Students have an opportunity to create a powerpoint that incorporates their comic life and meanings of their chosen symbol. Students will then compare their chosen symbol to a symbol from another piece of literature.

Materials, Resources and Technology

Comic life tutorial Lap tops Seasonal Partners Projector Speakers Dongle White board Markers

Source for Lesson Plan and Research Gregory Maguire Wicked Comic life tutorial http://www.teachervision.fen.com/reading/printable/18803.html- (Idea web) http://en.wikipedia.org/wiki/Wicked_(novel)

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 choice of symbol for the 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 symbols present in others' comic lives. 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. Symbolism ties into theme very well, and many of the novel's themes are based around symbols such as the Time Dragon. This lesson looks at the meaning of specific symbols and how they relate to the bigger picture of the novel. This lesson will work to create a deeper understanding about symbols found in Wicked. This lesson will explore key symbols in-depth and create a greater understanding of the uses of symbols in the novel. Students will be able to analyze symbols present in the novel.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: Comic life creation will entail group communication. Logical: Students will create a logical 'story-like' progression in their comic lives. Visual: Comic life is a visual form of technology. Naturalist: There are many natural symbols in the novel, students will have a chance to choose these and use pictures from nature. Intrapersonal: Students will reflect in blogs upon their group work and symbolic exploration. Interpersonal: Students will work in groups to create their comic lives. Musical: I will play music from the " Wicked " soundtrack in the background.

• 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) We will review themes and I will listen for understanding and comprehension. Should students have trouble explaining or understanding themes I will clarify before we begin work on Comic Life. Students will be assessed on their rough comic life and will be able to revise it to make a more powerful final product. I will walk around while groups are working and answer questions and provide feedback.

Summative (Assessment of Learning) (Day 2) Students will be assessed on their final comic life product as well as their group work with their team. Students will also have a class discussion on book 2.

Teaching and Learning Sequence:

The class will be organized into "teams" of four. I will show the class a trailer for Wicked the musical. Day 1 (Total 80 minutes) Wicked video (5 minutes) Reading questions and announcements (5 minutes) Review themes in Wicked (10 minutes) Break into seasonal partners and create a story web plan for their symbol comic life (10 minutes) Work on comic life (45 minutes) Journal Entry, assign reading for next class (5 minutes)

Day 2 (Total 80 minutes) Discussion of book 2 (15 minutes) Final touches on comic life (10 minutes) Present comic lives (25 minutes) Post blogs about comic lives (15 minutes) Comment on 2 blogs per team (5 minutes) Comment on own blogs comments (5 minutes) Journal Entry, assign reading for next class (5 minutes)

Students will understand that there are different symbols and characterizations that are key the themes of the novel. 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. Students will watch a film clip highlighting key themes in Wicked. Where; Why; What; Hook; Tailors: Visual, Musical

(Day 1) Students will know: important events and people: key characters, events, and conflicts present in the novel. We will review themes, and then students will be broken into seasonal partners (Interpersonal) to create a comic life about a theme (Naturalist: there are many natural themes in the novel) in Wicked. Students will work in groups for the remainder of the class and create at least a 2 page comic life (Visual) highlighting the theme, its importance, and the way it is presented in the novel. I will walk around and answer any questions and help direct students should they get off task (Day 2) Students will work in seasonal partners to put finishing touches on their comic lives. Students will then share their comic lives with the class. Equip; Tailors: Visual, Interpersonal, Naturalist.

(Day 1) Students will work in partners to create their final products. Each student will fill out a story-web in order to plan what they will cover in their comic lives. After they have planned their comic lives each group will work together to create a comic life. The work shall be shared equally among each student in the group (Day 2) Students will show their knowledge of themes in Wicked by presenting their comic lives to the class, and creating a blog entry about their comic life and theme. Student pairs will then comment on at least 2 other blogs. After everyone has commented on at least two blogs, partners will go back to the comments on their team blog entry and respond to the comments. After the blog responses students will write in their 5 minute journal (Intrapersonal). Explore; Rethink; Revise; Refine; Tailors: Intrapersonal

(Day 1) Students will take a quiz on the first 8 chapters of book 2. Students will be evaluated on their group collaboration ( I will be observing group progress in class). (Day 2) Students will be evaluated on their final product with the attached checklist. Students will take a quiz on the final chapters of book 2. After students have finished the blog activity I will read and comment on the conversations contained in the comments. Evaluate

Content Notes Themes from Wicked include but are not limited to: human rights, familial strife, animal rights, enduring friendship, the difference between good and evil. Comic life info can be found at: http://www.macinstruct.com/node/69

Book 2 Overview: The second part opens on a train to Shiz, a city in southwestern Gillikin. Two of the train's passengers, Doctor Dillamond and Galinda, are bound for Shiz University. Upon arrival, Dillamond retreats to his professors' quarters and Galinda heads off to Crage Hall, the women's university.

Having lost her chaperone, Ama Clutch, during the train ride to Shiz (Ama Clutch stepped on a rusty nail and stayed behind for medical treatment), Galinda has no one to represent her in the Ama's roommate negotiations. Refusing to bunk with the common girls in the group dormitory (the Pink Dormitory), Galinda is forced to room with Elphaba, who is now seventeen years old. Galinda and Elphaba do not get along very well. Elphaba, being green, is not interested in socializing, and Galinda, descended from the noble Arduenna Clan of Gillikin (though only on her mother's side), is more interested in climbing the social ladder than becoming friends with her outcast roommate. Later though, Galinda (after having a fight with her new friends) decides to mock Elphaba by making her wear a hat that she was sure Elphaba would look hideous in. When Elphaba looks pretty in the hat, Galinda says so, partly horrified that she talked to the "green girl." They start talking about evil and Elphaba teaches Galinda how to think. Galinda and Elphaba attend Dillamond's biology lectures. Doctor Dillamond is a sentient Goat, and part of a minority of talking Animals (distinguished in the book through capitalization) that hold civil rights equal to humans. Dillamond informs the class that, under the despotic reign of the Wizard of Oz, Animals are being discriminated against, treated like regular (non sentient) animals and, in some cases, forced to return to the fields. Dillamond's fears that Animal discrimination is becoming widespread are seemingly confirmed by Madame Morrible (nicknamed "Horrible Morrible" by Elphaba), the Headmistress of Crage Hall at Shiz University, who holds a poetry soiree that turns out to be nothing more than a forum for her propagandizing: Animals should be seen and not heard. Elphaba is drawn to the Animal rights movement early on [1] and she later becomes Dillamond's secretary and lab assistant.

Elphaba becomes friends with a Munchkin boy named Boq, who develops a crush on Galinda. As she is a tall Gillikinese, and he is a short Munchkinlander, she rebuffs him. He hopes his friendship with Elphaba will bring him closer to Galinda; however, he ends up becoming wrapped up in Elphaba and Dillamond's cause. However, their friendship is shaken when Doctor Dillamond is murdered while on the verge of a great discovery about the genetic similarities between humans and Animals; Galinda's chaperone Ama Clutch witnesses Madame Morrible's wind-up servant Grommetik kill Dillamond, but she is magicked into a false stupor to keep her quiet. Galinda is wracked with guilt over what has happened to Ama Clutch, but it is the murder of Doctor Dillamond that has the most profound impact on her. In his memory, Galinda adopts Dr. Dillamond's mispronunciation of her name, Glinda, and throws herself into her studies, having settled on a course of study in Sorcery, at Madame Morrible's insistence. Glinda and Elphaba become close friends. Boq's crush on Glinda eventually subsides, and they all become friends with a Vinkus Prince named Fiyero, a quiet boy who speaks little English but draws attention by his strange customs and pattern of blue diamond tattoos all across his body, who is new to Shiz, and Elphaba's sister, Nessarose, who is called up to Shiz, ostensibly to bring a new chaperone for Glinda and Elphaba, Nanny. Frex sends his favorite child a "back-to-school" gift, a pair of shoes covered with hand-blown glass beads. Meanwhile, Elphaba carries on Doctor Dillamond's research in secret.

Over time, Ama Clutch's condition deteriorates and, when it is clear that she is about to die, Glinda tries to use magic to bring her out of her stupor. Her lucidity briefly restored, Ama Clutch tells Glinda that she witnessed Grommetik kill Doctor Dillamond, which he could only have done on the order of Madame Morrible. After Ama Clutch's funeral, Elphaba, Glinda, and Nessarose are almost convinced by Madame Morrible to become silent pawns of the Wizard, so-called "ambassadors of peace": Elphaba will go east, to Munchkinland; Glinda will go further north in Gillikin; Nessarose will go south, to Quadling Country, with no one going west because few people lived there. All three girls refuse, and when they try to discuss with one another, they are unable because they are bound by a spell that prevents them from discussing Morrible's proposition. Unwilling to remain silent, Elphaba decides that something must be done.

She and Glinda travel to the Emerald City, where they meet the Wizard of Oz and plead the case of the Animals. He dismisses their concerns out of hand, and Glinda and Elphaba are commanded to return to Shiz. However, Elphaba stays behind and sends Glinda back to college, after saying that she cannot see her again; she has decided to take matters into her own hands.

Comic Life tutorial

Comic Life

Easily create documents that look like comics Start with a page template Add images Add balloons You have a comic!

• Setting Page format & Style o Choose “Page Format…” under “file” on the menu bar o Next to “Page Size” choose the style of page you are going to create o It is best to choose your page format before you begin creating your comic o Choose background color by selecting the details pane and choosing your color from the “Style Attributes”

• Choosing a Page Template & working with Panels o Drag & drop a template from Libraries Pane onto your page o Dragging a new template to a page that already has a Template will create a new page. o Add additional panels to a page by dragging the icon from “Drag a panel” to your page. o Adjust panel shapes using “Panel attributes” in the details pane.

• Adding Images o Drag & drop images onto a panel from your iPhoto library, any folder on your computer or on a server or by capturing an image using a built-in or attached camera. o To add a second image to a panel hold down the Apple key when dropping the image onto the panel and the second image will be added. o Use the Bring Forward/Move Backward Arrange menu items to adjust the order in which the images are displayed. o Free Artwork for comic life • Mac: http://plasq.com/pics/comiclife/artwork/Holle-cartoons- pdf.zip • Win: http://plasq.com/pics/comiclife/artwork/Holle-cartoons- png.zip

• Lettering, Balloons & Captions o Balloons • Sizing – use the green handles • Moving the tail – grab the blue handle • Extending additional balloons – click on the balloon you want to extend and drag the “extend” balloon to it. o Captions • Changing Fonts • Select the "Details" pane, then select "Choose" at the bottom to change your font and/or font size • Changing Styles • Select the "Details" pane, then select "Style Attributes” to change the style of your caption o Lettering (titles) • Changing Attributes • Select the "Details" pane, then select "Lettering Attributes" to change the vertical and horizontal spread or skew/stagger of your lettering • Changing Styles • Select the "Details" pane, then select "Style Attributes" to change the style of your lettering • Changing Fonts • Select the "Details" pane, then select "Choose" at the bottom to change your font and/or font size

• The little things o Green squares vs. blue dots • Green squares allow you to size items • Blue dots change the shape of items. o Customizing the Toolbar • To customize the toolbar, go to “view” to “Customize toolbar” • Drag items you want in your toolbar to the toolbar. To remove an item, drag it from the toolbar. • “Lock” in the Details pane locks items so that they cannot be changed or moved. o Changing page order • In the page organizer on the left you can change the order of your pages by dragging the page to reorder the pages o Saving & exporting your file • You can save your file as a comic life document or export it to another format • Export to HTML • Exporting to HTML creates a folder of items for the web • Upload the entire folder to a web server to view your comic • Export to quicktime • If you have multiple pages you can create a quicktime movie of your comic • Export to PDF • You can export your comic to a PDF file • Export to iPhoto • This sends your comic to iPhoto as a single image • Email comic • This creates an EMAIL USING YOUR EMAIL SOFTWARE WITH YOUR COMIC IN A SMALLER SIZE FIT FOR EMAIL • EXPORT TO IMAGE • THIS CREATES AN IMAGE OF YOUR COMIC

• Ideas for Using comic life in the classroom o Comic Life meets curriculum – this web site has templates for teachers to use with their students as well as links for other resources: http://www.countrymeadows.district96.k12.il.us/Comic_Life_site/CLinde x.html o Vocabulary words • Define words with visuals • Create stories using vocabulary words o Storytelling • Make up a story • Write about a book you read • http://homepage.mac.com/adam_bezark/comiclife/

o Storyboarding o Biographies o Science topics • Solar system • Water cycle o Field Trip review o Read-Write-Think (International Reading Association) has an online Comic Creator. Their lesson suggestions would work well with Comic Life. http://www.readwritethink.org/student_mat/student_material.asp?id= 21 o Timelines – sequence of events

• Samples o Conifers • http://escrapbooking.com/projects/scrapcomic/conifers/Launche r.html o The life of Laura Wilson • http://escrapbooking.com/projects/scrapcomic/laura/Launcher.h tml o Powhaten village 1607 • http://escrapbooking.com/projects/scrapcomic/village/Launcher. html

• Fonts o Fonts marked with a red dot are Pro Fonts, fonts with no dot are Free Fonts, and fonts with a blue dot are Limited Editions. http://blambot.com/fonts.shtml o Dafont.com – free fonts http://www.dafont.com/ o Scrapvillage – free fonts http://www.scrapvillage.com/fonts.htm o 1001 Free fonts - http://www.1001freefonts.com/fonts/afonts.htm o Urban fonts – free fonts http://www.urbanfonts.com/ o Absolute fonts archive – free fonts http://www.grsites.com/archive/fonts/ o Scrapnfonts – some free, some paid fonts http://www.scrapnfonts.com/ o Teaching delights – Cd’s containing fonts & graphic alphabets for teachers at minimal cost ($7 per cd) http://www.letteringdelights.com/searchprod.php?prodline=TeachingDe lights


 * Reflection:**


 * Handouts**