L3+Douglass,+Leah

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **       Maine Learning Results: English Language Arts A. Reading A2: Literary Text Grades 9-Diploma: //One Flew Over the Cuckoo's Nest// 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 reader's response. d.) Analyze the literary devices that define a writer's style and use those elements to interpret the text.        Students will be writing blog entries about every lesson. Students will be required to write feedback on at least one of their peer's blog entries. I will also be writing feedback on each student's blog entries. Students will pass in their graphic organizers and I will write constructive comments on them and pass them back. In this lesson students will be working in groups to solve problems regarding plot structure. The groups will present and I will take note of aspects that students present accurately and those concepts that they will still need help on. I will write this comments and hand them to the group. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Students will create questions for a test over this lesson. They will post their questions to the class wiki and students will vote on the questions that are most difficult. I will include these questions on the test that they will be taking and incorporate inquiries of my own. They will then take this collaborative test.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">UNIVERSITY OF MAINE AT FARMINGTON **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teacher’s Name __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **<span style="font-family: "Times New Roman","serif";">Ms. Douglass <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **__Date of Lesson__:** <span style="font-family: "Times New Roman","serif";">Lesson 3 <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Grade Level __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **<span style="font-family: "Times New Roman","serif";">11 <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **__Topic__:** <span style="font-family: "Times New Roman","serif";">Structural Elements of Plot <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Objectives __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will understand that **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">the qualities of the main characters often create the plot and result in the resolution <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will know **<span style="font-family: "Times New Roman","serif";">important people and events: McMurphy, Nurse Ratched, Chief, the boat trip, electroshock, and schedule. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will be able to do **<span style="font-family: "Times New Roman","serif";">evaluate structural elements of the plot and the way in which the conflict is resolved. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results Alignment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **<span style="font-family: "Times New Roman","serif";">Students will learn about plot structure in this lesson. Learning about structural elements will help students understand how plot shapes the reader’s response.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **

Students will also be graded on a flow chart, or outline for a novel that they create. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Students will be working on particularly taxing problems during this lesson. The Cooperative Learning Group, Team-Pair-Solo, will be especially effective for these problems. Students will be able to work through a problem together, then in pairs, and finally with the skills they developed with the groupings, work alone to figure out their problems.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **<span style="font-family: "Times New Roman","serif";">During this lesson students will be able to apply their knowledge of plot structure by digitally outlining their own novel. They will create this outlines by using a software program such as Inspiration or Powerpoint. Students will use animations that they feel fit the flow of their novel, and illustrate their outline. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * History:**<span style="font-family: "Times New Roman","serif";"> for students' summative assessment they will be making a plot outline for a novel. They will have the option of writing an historical piece in which case the plot outline must detail historically accurate events.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**

The Initial groups will be arranged based on student readiness. The groups will be in fours. Depending on the readiness of the class, I plan on putting a high achieve students, a struggling student, and two at grade level students in a each group. Students will have predetermined groups and their names will be labeled on a group of student desks or work tables when they enter the classroom. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">( **//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**) Students that are aware that they will be absent from class will be asked to meet with me before hand to collect the materials they will, such as the graphic organizer. They will then have to complete the pre-assessment and blog entries. They will also be asked or assigned a classmate to collect notes from. There will be some form of agenda for each class, most likely on an interactive website where comments and questions can be posed. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Students will be learning about the structure of a literary plot during this lesson. Students will each create their own outline of a plot of a novel. Students will use a software program like Inspiration or Powerpoint to create a chart of their outline. The transitions and animations that the students use should reflect the plot, tone, and flow of their novel. This is a type II use of technology because many students will have never used the inspiration program, but also because the way students choose to illustrate their presentation will reflect the mastery of this concept. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">One Flew Over the Cuckoo's Nest Writing utensil [|Story Arc] [|Plot Structure Diagram] [|Plot Structure Diagram 2] [|Plot Structure Diagram 3]
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**
 * Strategies**<span style="font-family: "Times New Roman","serif";">
 * Naturalistic**: We will take a section of the class period to read the novel outside to illustrate the escape from the asylum to the ocean.
 * Verbal**: Students will be given verbal instructions. Students will also work in groups and discuss plot structure.
 * Interpersonal**: Students will work in teams and pair to figure out questions posed.
 * Intrapersonal:** While using the Team-Pair-Solo grouping students will also have to work independently to come to their own conclusions on certain questions.
 * Visual**: Students will be working with graphic organizers, but they will also be making their own flow charts to illustrate the plot.
 * Musical:** Students will have a chance to add sound to their digital flow charts <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**

[|Story Arc with definitions]

[|Graphic Organizer] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">[] ^ In this lesson students read the familiar tale Jackie and the Bean Stalk. Students have identify important events and plot structure points. They also read other short stories and use online graphic organizers to diagram the structure of the short story they read.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**

[] ^ This lesson requires student's to read Faulkner's short story "A Rose for Emily." Students are to pick out elements of the plot the build suspense for the reader.

[] ^This is just a good resource for English or Language Arts lesson plans. The lesson plan above this link came from this site. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">Students will primarily receive information verbally, through both class discussion and instruction. The information I present I will also be reiterated by writing it out on the board or projecting it from a computer. Students will have a chance to reflect intrapersonally and interpersonally during the group work. The structure of the Cooperative learning group in this lesson should be very helpful to the Puppy learners. Having the support and encouragement of working in a team and a pair before tackling hard problems by themselves should help the Puppy learners gain the confidence to apply their knowledge. The structured nature of creating and outline and working with a computer program to logically enhance an outline should satisfy the needs of the Clipboard learners. The class discussion with foster the Microscope learners desire to analyze the material. The discussion will cover subjects like, why the structure of a plot is important, what events in the novel meet the five stages of plot development and many other aspects that Microscope learners will have a chance to think in depth about. Beach Ball learners will thrive with the chance of creating their own outline for a novel. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">Students will learn about plot structure and the five parts of a literary story arc. Students will learn about exposition, rising action, climax, falling action, and denouement. Students will be presented with puzzles, riddles, and fables that are missing important information. Students will not be told that information is missing, when they enter the room they will just be asked to solve the riddles, and give the moral of the fable. This should "hook" the students, catching their attention and make them wonder what we are doing today in class that would relate to these puzzles. During the class discussion I will ask what the students know about plot structure to see the over all knowledge on the topic is. To analyze plot structure and important aspects of literary works students will have to understand the cause and effect of a plot. With the knowledge gained from this lesson students will be able to “evaluate” the structural elements of a plot and come to a conclusion about how they affect the novel. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Naturalistic**<span style="font-family: "Times New Roman","serif";">: We will take a section of the class period to read the novel outside to illustrate the escape from the asylum to the ocean.
 * Verbal**: Students will be given verbal instructions. Students will also work in groups and discuss plot structure.
 * Interpersonal**: Students will work in teams and pair to figure out questions posed.
 * Intrapersonal:** While using the Team-Pair-Solo grouping students will also have to work independently to come to their own conclusions on certain questions.
 * Visual**: Students will be working with graphic organizers, but they will also be making their own flow charts to illustrate the plot.
 * Musical:** Students will have a chance to add sound to their digital flow charts.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";"> Students will be using their graphic organizers to write down and organize the information they are given. They will be using the Five W's graphic organizer to fill in important information about the plot of One Flew Over the Cuckoo's Nest. I will collect these and write feedback on them, though they will not be graded on content only on participation, and handed back.

Students formal assessment will be on their animated flow charts. Students will apply their knowledge of plot structure by creating their own outline of a plot for a novel. Students will have to animate their charts by using a program such as Inspiration or Powerpoint. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Students will be working in the Cooperative Learning Group called Team-Pair-Solo in this lesson, so the desks will be set up accordingly. The desks will be placed in sets of four, or if tables are available there should be a table for each group. Students names will already be on the desks or the tables when they enter so that they will be sitting in their groups from the beginning of the class.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **

Students will work on puzzle and fable problems (10 min) There will be a class discussion of what important parts where missing and what the students know about plot structure (7minutes) Instruction and discussion of story arc (10 minutes) Students will work individually to fill out their graphic organizers of important plot points (10 minutes) Students will work in the Cooperative Learning groups to figure out questions about story arcs (10 minutes) Students will present what they came up with for answers, and discussion will be had according to accuracy (5 minutes) Instruction will be given on their project (5 minutes) Instruction will be on how to use Inspiration (5 minutes) Students will work on their projects (18 minutes)

Through this lesson students should understand the elements of a literary plot. Understanding the plot will allow students to analyze the literary work as a whole more effectively. Understanding the structure will also help students read for content more easily. Understanding plot structure will make students see how organization is needed in many aspects of their lives. It will also help them relate cause and effect. Students will be illustrating that they understand the lesson by creating plot outlines of their own. By understanding plot structure it will help students reach the Maine Learning Result standard that students will understand how structural features shape the reader's response. I will hook the students into the lesson by having them concentrate on riddles and fables with important pieces missing from them. This will illustrate that all structural parts are important in a story.
 * (Where, Why, What, Hook, Tailor: Verbal, Interpersonal, Intrapersonal, Visual)**

Class discussion will be a key to assessing where the students stand on the subject before instructing, but if students already know the basics of plot structure it can lead to a more in depth discussion. I will instruct verbally after the discussion and write important notes on either the projector or the board. I will also provide some visual aids to illustrate a story arc. There will be a class discussion about the major plot points of One Flew Over the Cuckoo's Nest. I will check for understanding in many ways. The class discussion can be a good indicator, but it will not be the only source. I will collect student's graphic organizers and check them over for comprehension. I will also be walking around the room during group work, and listening to make sure that all students understand the task and the material.
 * (Equip, Tailor: Verbal, Interpersonal, Visual- Spatial)**

Through this lesson students should be able to evaluate structural elements of the plot and the way in which the conflict is resolved. I will instruct students on the five elements of a story arc and facilitate a discussion on the topic. I will also moderate a discussion on the important structural elements in One Flew Over the Cuckoo's Nest. Students should gain a better understanding of the elements if plot while exploring and filling out their graphic organizers. The students will be given time to fill out the graphic organizer called the Five W's. This will help them target key elements of the plot that are important to One Flew Over the Cuckoo's Nest, and it should also help illuminate how those aspects relate to the elements of a story arc. Then the students will have an opportunity to experience the concept of plot by working in the Cooperative Learning Group Team-Pair-Solo to work on questions about plot structure. Working in these groups will help students develop the skills and confidence to work on their solo project. Students will apply their knowledge of plot by creating their own plot outline for a novel. This will be collected a graded for their level of mastery. The cooperative learning groups enable the students to talk and rethink the idea of plots together. They can work collectively to refine their graphic organizers and provide helpful feedback. As always, students will be required to write a blog entry about the lesson and write feedback on at least one of their peer's blogs. This feedback will help students refine their thinking and their assessment over the lesson. I will also provide feedback on both their graphic organizers and plot outline assessment and students will have a chance to go back and correct their work.
 * (Explore, Experience, Rethink, Revise, Refine, Organize, Tailor: Verbal, interpersonal, intrapersonal, logical, visual)**

Students will be able to assess their work by checking their graphic organizers to see that their product matches the information. Students will also be working in groups, which would be a perfect time for peer feedback. The blog entries that students write for each lesson allow students to reflect on the concepts taught during the class and allow students to receive feedback from both their peers and myself. Students will also self evaluate their projects in a short blog entry, that I will read after I have graded their projects. I will give many other forms of feedback before their projects are due. Like the students I will also be writing comments and feedback on each students blog entries. I will provide written feedback on their graphic organizers and verbal feedback as I walk around the room to each group. The structure and plot of a literary work connects to every aspect of that work. The characters influence it, and the theme is revealed through it. An understanding of the plot will enhance all future assignments that have to do with literary works. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">There are five main aspects to a plot of any literary work. These are aspects together are often referred to as a story arc. Bellow are the aspects in order of when they occur in any given work.
 * (Tailor: verbal, interpersonal, intrapersonal)** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**

Exposition: This is the introduction. The part of the novel when characters and setting are introduced.

Rising Action: This is when the crisis or conflict develops, but does not peek.

Climax: This is the turning point of the novel. Emotions are usually highest at this point.

Falling Action: This is when the rising action is resolved. The conflict that his been present in the rest of the novel has been rectified or otherwise dissolved.

Denouement - This is the resolution of the novel. Loose plot ends are tied up.

[|Story Arc] [|Lesson plan on Story Arc] [|Detailed explanation of story arc] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> __<span style="font-family: "Times New Roman","serif";">[|Five W's Graphic Organizer] __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**