L4+Palermo,+Jennie

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** A2 Literary Texts Grades 9- Diploma ** //Tess of the d'Urbervilles// b. Analyze the difference between first and third person narration and the effects of point of view on the reader's interpretation of the text. Themes influence a story. The different themes can influence the narration. There can be a bias based on the different themes in a story. Students will be doing a four column chart with a column for a theme, a text that uses that theme, a media that uses that theme and the impact it has. Students will get into groups and do a round robin brainstorming after they have time to do their chart.
 * UNIVERSITY OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : Ms. Palermo ** **__Date of Lesson__: Lesson 4 (Perspective)**
 * __ Grade Level __**** : Sophomores ** **__Topic__: Themes**
 * __ Objectives __**
 * Student will understand that ** there are implied and stated themes in a text.
 * Student will know** different themes.
 * Student will be able to** recognize how themes in one text connect to other texts.
 * __ Maine Learning Results Alignment __**
 * Maine Learning Result: English- Language Arts- A. Reading
 * Students read a text with in a grade appropriate span of texts complexity, and analysis of fiction, nonfiction, drama, and poetry, using excerpts from text to define their assertions.**
 * Rationale:**
 * __ Assessment __**
 * Formative (Assessment for Learning) **

This assignment will be based on the different themes in the book. We will be exploring different major themes in our text and different texts, as well as movies, TV shows and music. Students will pick a theme and find a book and a movie, and make a movie about the theme in both using Glogster. These online posters should have pictures,words, and a song that goes along with their theme. Product: Glogster Poster. This will be self assessed. __ Technology: __ Students will be using Glogster to create an interpretation of a theme. They will be using this technology to see commonalities between texts and the media.
 * Summative (Assessment of Learning)**
 * __ Integration __**

__Art and Music:__ Students will be using Glogster to create a poster online to represent a theme. This poster will also have a song playing in the background when it is online. Students will have a group designated by theme. They will pick three other people to work with. These will be picked ahead of time like the season partners, and will be on file with me. They will also have to work with different people than their season partners. The themes and groups will be changed based on the themes in the books we are reading at the time.
 * __ Groupings __**


 * __ Differentiated Instruction __**
 * Strategies **
 * Visual**: The hook is aimed very much at a visual learner.
 * Natural:** I would like some of the clips to have natural themes in them
 * Mathematical:** The four column chart will help these students organize.
 * Intrapersonal:** Having time to reflect on the themes that they have thought up is a good application for these students.
 * Interpersonal:** Students who are more this intelligence will benefit from the discussions as well.
 * Verbal:** The discussions are aimed at a verbal learner.

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

Absent students will make an appointment to see me to talk about what they missed. They will be required to keep reading and adding to their blog and commenting on others. They will get the notes the we went over that day either from a fellow student or they can ask for my own notes.

This assignment will be based on the different themes in the book. We will be exploring different major themes in our text and different texts, as well as movies, TV shows and music. Students will pick a theme and find a book and a movie, and make a movie about the theme in both using Glogster. These online posters should have pictures,words, and a song that goes along with their theme. Product: Glogster Poster. This will be self assessed. Computer Tess of the d'Urbervilles book Theme groups Handouts Pencil Pen Google Themes in children's literature [] Writing about theme Lesson: []
 * Extensions**
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

List of themes in literature: [] Literature based themes: http://lbt.wikispaces.com/ Theme in Literature http://www.education.com/magazine/article/Tackling_Theme_Literature/

Rationale://** //Each lesson should be designed around the students in the class. They all need to feel comfortable with in the class so that they can learn.
 * __ 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.
 * Microscope:** The discussions within the groups then in the larger group will help these students.
 * Puppy:** The different discussions will help students understand the material.
 * Beach ball:** Students will be able to work with a new program.
 * Clipboard:** The schedule will be up on the board so that students can see where the day is going.//

Rationale://** //This lesson relates to self-knowledge because the way that different students see themes and how they chose to compare and what they chose to compare will be different for each student. The different experiences and things will shape them.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

Rationale://** //**Visual**: The hook is aimed very much at a visual learner.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Natural:** I would like some of the clips to have natural themes in them
 * Mathematical:** The four column chart will help these students organize.
 * Intrapersonal:** Having time to reflect on the themes that they have thought up is a good application for these students.
 * Interpersonal:** Students who are more this intelligence will benefit from the discussions as well.
 * Verbal:** The discussions are aimed at a verbal learner.

This assignment will be based on the different themes in the book. We will be exploring different major themes in our text and different texts, as well as movies, TV shows and music. Students will pick a theme and find a book and a movie, and make a movie about the theme in both using Glogster. These online posters should have pictures,words, and a song that goes along with their theme. Product: Glogster Poster. This will be self assessed.//

Rationale://** //**Formative (Assessment for Learning)** Students will be doing a four column chart with a column for a theme, a text that uses that theme, a media that uses that theme and the impact it has. Students will get into groups and do a round robin brainstorming after they have time to do their chart.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

This assignment will be based on the different themes in the book. We will be exploring different major themes in our text and different texts, as well as movies, TV shows and music. Students will pick a theme and find a book and a movie, and make a movie about the theme in both using Glogster. These online posters should have pictures,words, and a song that goes along with their theme. Product: Glogster Poster. This will be self assessed.// My classroom will be put in a small groups. Each group will have four desks in it. Students will be responsible to understand the impact of point of view on a story. Students will be learning this because all of their favorite TV shows and movies have themes that make them up. Students will "analyze the difference between first and third person narration and the effects of point of view on the reader's interpretation of the text." To grab students and get them interested in the lesson, we will be looking a popular shows and movies and watching clips from them to see what the major themes are in them. This will be followed by a class discussion. Students will look up clips to bring into class using some of the themes that we have talked about previously.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**

Day 1: Video clips (8-10 min.) Discussion about themes of clips (8-10 min.) Review of theme (10-15 min.) Four column chart (4-5 min.) Round Robin grouping ( 5-8 min.) Discussion about themes found (10-15 min.) Google docs lesson (10-12 min.) Time to look over themes (3-5 min.)
 * Where, Why, Hook, Tailor: Mathematical, Visual, Interpersonal, Verbal**

Students will need to know about first and third person and point of view, which will have been covered briefly in previous lessons. Students will be doing their own brainstorming, then get into groups to discuss and brainstorm more. Since they have gone over this concept before, they will get a quick review. I will take a look at their four column charts to see how well they understand that theme is a big part of a text.
 * Equip, Explore, Rethink, Tailor: Visual, Verbal, Interpersonal, Intrapersonal**

So students will understand how a theme is intertwined with the story, they will compare at least two other texts with the current text. If they would like they can compare it to a piece of media (movie, TV show, song, etc). They will use Goggle Documents to make this comparison. This will help students analyze the difference between first and third person narration and the effects of point of view on the reader. At the beginning of the year I will have students pick groups and have them labeled Mac and PC so that they can have different groups. Their brainstorming will get turned into me just so I can see if they understand the idea.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, visual**

I will give students a sheet to self assess their work. I want students to start to be able to look at their own work and be able to see that one thing needs to be changed or not. If they are able to do that then it will prepare them for college and they will be able to do better in their future high school classes. I will give them a grade as well with comments on if it seems that they understand the concept. I will have a place on the self assessment for them to tell me if the understand or not. All of the lessons that I have will combine for the final project. a. Nature is at war with each of us and proves our vulnerability. b. People are out of place in Nature and need technology to survive. c. People are destroying nature and themselves with uncontrolled technology. a. Society and a person's inner nature are always at war. b. Social influences determine a person's final destiny. c. Social influences can only complete inclinations formed by Nature. d. A person's identity is determined by place in society. e. In spite of the pressure to be among people, and individual is essentially alone and frightened. a. The god(s) are benevolent and will reward human beings for overcoming evil and temptation. b. The gods mock the individual and torture him or her for presuming to be great. c. The gods are jealous of and constantly thwarts human aspiration to power and knowledge. d. The gods are indifferent toward human beings and let them run their undetermined course. e. There are no gods in whom people can place their faith or yearning for meaning in the universe. a. Marriage is a perpetual comedy bound to fail. b. Marriage is a relationship in which each partner is supported and enabled to grow. c. An old man marrying a young woman is destined to be a cuckold. d. Parents should not sacrifice all for a better life for their children. e. There are few friends who will make extreme sacrifices. a. A boy and a girl must go through a special trial or series of trials before maturing. b. Manhood or womanhood is often established by an abrupt, random crisis, sometimes at an unusually early age. c. Aspects of childhood are retained in all of us, sometimes hindering growth, sometimes providing the only joy in later life. d. A person grows only in so far as he or she must face a crisis of confidence or identity. a. Enjoy life now, for the present moment, because we all die too soon. b. By the time we understand life, there is too little left to live. a. Death is part of living, giving life its final meaning. b. Death is the ultimate absurd joke on life. c. There is no death, only a different plane or mode of life without physical decay. d. Without love, death often appears to be the only alternative to life. a. An individual is isolated from fellow human beings and foolishly tries to bridge the gaps. b. Through alienation comes self-knowledge. c. Modern culture is defective because it doesn't provide group ties which in  primitive cultures makes alienation virtually impossible. “What did the hero do in the book?” “What did the hero's actions show about his love for his family?” These questions may sound alike, but they're as different as night and day. The first question deals with the book's plot while the second deals with the more elusive aspect in a book – its theme. Now that your child is in middle school, language arts assignments will be more focused on finding a book's theme. A theme is an idea or message about life, society, or human nature. And it is often the hardest element for a middle schooler to identify in a book. Although sixth graders aren’t expected to identify the theme of a story easily, readers at this level should begin to detect deeper ideas in literature. Middle schoolers should be able to identify the story's plot, or an “on the surface” narrative. In Lois Lowry’s //The Giver//, the plot is about a boy named Jonas who lives in a community of “Sameness” where pain and conflict are absent. When Jonas turns twelve, he is selected to be the “Receiver of Memory,” a role in which he receives his community’s memories from a man named “The Giver.” But to discover a theme, students need to look at the “under the surface” narrative, which is shown through subtext, subtle details, and events not spoken about. By studying the subtext the author reveals his or her ideas about the world. As Jonas learns from The Giver, he realizes he lives in a controlled and emotionless community. Themes abound in this thought-provoking dystopian novel: the importance of memory, the role of technology, and the absence of change, family, love, and diversity. Even if a theme is simply stated — love is blind, good versus evil, friendship — identifying it may take time. Whether your sixth grader is reading //The Giver// or another book, these types of questions may help as they read: Using the story as a springboard, kids can use the last set of questions to identify their values, opinions, and what’s important to them, which is crucial when discussing theme in any book. By asking these questions after every story, your child will gain a better understanding of theme and the thoughts and opinions any book contains. Self assessment Round robin instructions Four column chart
 * Evaluate, Tailor:**
 * __ Content Notes __**
 * 1. The Individual in Nature **
 * 2. The Individual in Society **
 * 3. An individual's Relation to the gods. **
 * 4. **** Human Relations **
 * 5. Growth and Initiation **
 * 6. Time **
 * 7. Death **
 * 8. Alienation **
 * ** Needs and Desires: ** Understand the inner struggles of characters. What are their needs and desires in the beginning, middle, and end? What is Jonas like at the start of the novel, and how or why does he change? What does he want?
 * ** Conflict: ** Identify the central conflict. List the protagonist’s friends and enemies. Are there conflicts between characters, between Jonas and his society, or between Jonas and his own self?
 * ** Motifs: ** Pay attention to visual cues. Search for symbols or motifs that represent something else. What does the red apple signify in Jonas’ colorless world? What does the music that Jonas hears at the end suggest?
 * ** Subtext: ** Examine dialogue and action between characters. Does Jonas say or do things he doesn’t want to say or do?
 * ** Titles: ** Study the book’s title, as well as the titles of chapters, for clues about the author’s message.
 * ** Personal Experience: ** Compare the protagonist’s journey to your own experiences. Do you know how Jonas feels when he is happy or sad? Do you agree with what he says or does? If you were in his position, would you act differently?
 * __ Handouts __**