L2+Bernhardt,+Jennifer

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

Teacher’s Name:** Ms. Bernhardt **Date of Lesson:** Lesson Two (Explain)
 * Grade Level:** 11th **Topic:** Conflict

__**Objectives**__

 * Student will understand that** literary texts contain internal and external conflicts that can be related to real life.
 * Student will know** the definition of conflict and the different types of conflict.
 * Student will be able to** prove a recurring conflict using text references.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - A.Reading A2 Literary Texts Grades 9-Diploma //A Story Like the Wind// Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions. a. Analyze the characters' external and internal conflicts d. Evaluate the themes in a literary text.


 * Rationale:** In all literature there is conflict, and there is conflict in real life. Students must understand what internal and external conflict is and how to categorize it. They must know how to find textual references for conflict to show that it is a true conflict in the novel.

__**Assessment**__
Students will begin their journals where they will answer prompts given by me as well as pose questions about the reading and lessons and leave space where I can give feedback. They will write in their journals at the end of class and answer the following questions, "How well did you work with others in your group?", "What role did you take and how did it go?" "What helped or hindered you in learning today" and "Write three questions you still have, two “ahas”, and one suggestion for improvement."
 * Formative (Assessment for Learning)**

Students will choose a specific conflict and finish their E-Charts with their partners and become familiar with Garageband. They will then find a song that bests represents their conflict. Using Garageband they will play different parts of song that are the best representation of the song and the conflict. Then they will explain, in any manner they wish, why they chose the song. There will be duplicate conflicts and text references (not all text references should be the same for the duplicate conflicts) but all students should have different songs and different explanations. The minimum for the project is two minutes. Students should have played at least three different parts of the song in their Garageband. During the presentations students will evaluate their peers on evaluation sheets. No profanities or vulgar language should be found in the song, if the students want to use a song with those elements they must find the edited version, or pick something different.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will be using Garageband to choose a song that represents a conflict from the novel.
 * Musical**: Students will choose a song that represents a conflict.

__Groupings__
Students will first think about different types of conflicts and reflect on them alone. Then students will get together in groups according to which playing card they received at the beginning of class. They will fill out both their four column charts, and then will put their brainstormed ideas of different conflicts on the board. After students will partner up according to playing cards and finish their E-Chart and begin working on their Garageband project.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will participate in group discussions
 * Musical**: Students will listen to a song and then choose one for their summative assessment.
 * Body**: Students will brainstorm on the board different conflicts.
 * Logical**: Students will fill out graphic organizers.
 * Interpersonal**: Students will work in groups and partners.
 * Intrapersonal**: Students will have time to reflect on conflicts by themselves.

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

If students know they are going to be absent for this class they must come and tell me so that they can receive the four column charts, e-chart and in class notes (both charts must be finished by the next class) I will write the directions in detail on their chart as well. If students are unaware they will be absent, they must come in to me during my office hours and receive the instruction they need and we will work on an agenda that they can follow to get all their work done and in at a reasonable date. Also the syllabus with due dates and assignments will be posted online for students to view. Also partner assignments will be posted. This way students know who their partner is so they can get in touch with them to work on projects. I still want students to work with partners even if they are absent, and the journals will tell me whether or not the absent student did their part.

Students will be using Garageband to play a song that represents a conflict and then explain why they chose the song and how it represents the conflict. This will help students understand more in depth what conflicts are and a specific type of conflict. They will find a representation of a conflict from literature in the real world and in doing so will connect it with their life. Students will use Garageband to present the information in a creative and unique format and will evaluate their peers presentations. This is a Type II technology because students can put these Garageband presentations online for others to listen to and they must bring in different elements of Garageband and use the song to show their understanding of conflicts.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops //A Story Like the Wind// [| 2 Four column charts] [|E-Chart] Pencils Journals Headphones

__Source for Lesson Plan and Research__
[] This site gives information about each of the different types of conflict. [] This site gave me the journal prompts. [|http://en.wikipedia.org/wiki/Conflict_(narrative]) A site with more information on conflicts.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I will be applying different methods to meet all the learning styles of my students, because not all students are the same and learn the same. Each learning style will be addressed throughout the lesson. The same format of the previous class will be used for students who like consistency in their routines. Students will have visual directions on the syllabus and the learning will be progressive (clipboards). Students will learn by discussion with peers over the different conflicts and looking into their own lives to find connections to these conflicts (microscope). Students will be able to use the notes that I put down on the board as well as the organizers they create in their groups and with their partners to further their understanding and have the ability to look back if they need to. Students will have a choice as to how they can present their information, in any format they wish using Garageband, and the song that they want as well as the specific conflict they will present over (beach ball). Continuing to use the "Giving Feedback" handout, students will evaluate their peers presentation, anonymously. I will consistently demonstrate a positive and encouraging attitude as a model for my students and be there for students who need someone else to talk to or ask questions (Puppy).
 * //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 lesson plan will discuss what a conflict is and the different types of conflict. They will learn that conflicts can be seen in all pieces of literature as well as in their lives and in the world. Students will learn to prove the different conflicts by explaining them and using textual evidence that they have found in the novel. Through in depth discussion they will find there are many conflicts throughout this piece of literature. The curriculum will be presented in a variety of ways so that all students have a chance to learn and understand.
 * //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 participate in group discussions
 * Musical**: Students will listen to a song and then choose one for their summative assessment.
 * Body**: Students will brainstorm on the board different conflicts.
 * Logical**: Students will fill out graphic organizers.
 * Interpersonal**: Students will work in groups and partners.
 * Intrapersonal**: Students will have time to reflect on conflicts by themselves.
 * Technology**:Students will be using Garageband to choose a song that represents a conflict from the novel.

Rationale:** Students will begin their journals where they will answer prompts given by me as well as pose questions about the reading and lessons and leave space where I can give feedback. They will write in their journals at the end of class and answer the following questions, "How well did you work with others in your group?", "What role did you take and how did it go?" "What helped or hindered you in learning today" and "Write three questions you still have, two “ahas”, and one suggestion for improvement."
 * //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 will choose a specific conflict and finish their E-Charts with their partners and become familiar with Garageband. They will then find a song that bests represents their conflict. Using Garageband they will play different parts of song that are the best representation of the song and the conflict. Then they will explain, in any manner they wish, why they chose the song. There will be duplicate conflicts and text references (not all text references should be the same for the duplicate conflicts) but all students should have different songs and different explanations. The minimum for the project is three minutes. Students should have played at least three different parts of the song in their Garageband. During the presentations students will evaluate their peers on evaluation sheets. No profanities or vulgar language should be found in the song, if the students want to use a song with those elements they must find the edited version, or pick something different.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The class will continue to be placed in a cluster setting because groups will be used first then students can move desks quickly to work in pairs. After this lesson student will understand that literary texts contain internal and external conflicts that can be related to real life. Students will know the definition of conflict and the different types of conflict. Students will be able to prove a recurring conflict using text references. //Students will realize that conflicts are a part of everyday life and can be found in every piece of literature, and find that they can find similar conflicts in their own life. Students will read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.// At the beginning of class students will be asked to listen to a song and write the first thing that comes to their heads, whether it is what the song reminds them of or a story that they hear in the music. Then I will explain my interpretation (a story). Students will talk for a few minutes about what they heard in their groups.

(**Where**, **What**, **Why, Hook, Tailors: Musical, Verbal, Intrapersonal, Interpersonal**)


 * Agenda**
 * 1) Students will listen to a song and write the first thing that comes to mind. (20 minutes)
 * 2) We will discuss conflict (20 minutes)
 * 3) Brainstorm (10 minutes)
 * 4) Notes from the book (10 minutes)
 * 5) Group work (20 minutes)
 * Day 2**
 * 1) E-charts (20 minutes)
 * 2) Garageband Tutorial (20 minutes)
 * 3) Practice using Garageband and questions (5 minutes)
 * 4) Work with partners (35 minutes)
 * Day 3**
 * 1) Last minute preparation (20 minutes)
 * 2) Garageband Presentations (40 minutes)
 * 3) Journal writing (20 minutes)

As they are talking I will hand out playing cards, there will be four Queens, Jacks, Kings, and Aces. I will have each student pick a card, and then they will move into the groups specified by the playing cards when discussion time is up. I will ask students to give me their definition of conflict, which I will write on the board. Then I will combine them all to form one large class definition. I will also explain the different types of conflicts and write notes down on the board along with pictures (a stick figure and a computer for man vs. machine etc). We will then take a few minutes to brainstorm different conflicts they might find in the real world or in their own lives. Students will come up and put their ideas on the board under the different categories. Students will then think for a few minutes on the different conflicts in the story (over what they have read so far). They can jot down a few notes, pages that they noticed conflict on and what kind it was (10 minutes). Then in their groups they will fill out the two four column charts, putting the definitions and examples of each, they must have some examples from the book and some in the real world. They may use examples from the board if they need to but should try and come up with new ideas.

(**Equip**, **Explore**, **Experience**, **Tailors**: **Visual**, **Verbal**, **Interpersonal**, **Intrapersonal**, **Body**, **Logical**)


 * Day 2**

Students will come in with their finished four column charts and immediately sit with their partners. I will have left the notes up on the board for students who need them. Students will then choose a conflict from the novel and give three textual references to this conflict, thus finishing their E-Charts. I will look over the E-Charts to make sure that they have understood what a conflict is and how to categorize them. Once partners have chosen a conflict and filled out their E-Charts, I will demonstrate how to use Garageband and the different things you can do with it. Students will have time to play around and practice using it. After I will explain that they must choose a song that best represents the conflict and that, in their Garageband presentation, explain why along with the textual references for that conflict. Students will work with their partners on their product for the rest of the class time.

(**Rethink**, **Revise**, **Refine, Tailors: Musical**, **Interpersonal,** **Verbal**)


 * Day 3**

Students will have a little time in this class to put everything together and set up their presentation of the finished product. Students will play their Garageband presentations to the class. After each presentation students will fill out an evaluation sheet for their peers (following the giving feedback hand out!) The sheets will be anonymous. After the presentations I will write the formative assessment prompts on the board which students can answer in their journals during the rest of class. If students finish before that, they should hand in their journals and work on blogs. These are journals that will be used continuously through the unit where students will answer prompts over the topics so that I can evaluate whether or not they understand the material and if I need to present it differently. I will write comments, give feedback, and answer student’s questions throughout the year. The prompts for today’s class will be, "How well did you work with others in your group?", "What role did you take and how did it go?" "What helped or hindered you in learning today" and "Write three questions you still have, two “ahas”, and one suggestion for improvement."

(**Evaluate**, **Tailors: Musical, Intrapersonal**)


 * Content Notes**

Human vs. Self
This is a problem a character has within himself. This character may be deciding right and wrong.

Man vs. Man

 * Man vs. Man** is when, in a novel, there is a conflict of two forms of like beings. An example is the hero's conflicts with the central villain of a work, which may play a large role in the plot and contribute to the development of both characters. There are usually several arguments/disagreements before the climax is reached. The conflict is external. Person vs. Person can usually be expressed by when a child is being ridiculed by a bully.

Human vs. Society

 * Human vs. Society** is a [|theme] in fiction in which a main character's, or group of main characters', main source of conflict is [|social traditions] or concepts. In this sense, the two parties are: a) the protagonist(s); b) the society of which the protagonist(s) are included. Society itself is often looked at as a single character, just as an opposing party would be looked at in a //Man vs. Man// conflict. An example in literature would be //[|Wuthering Heights]// by [|Emily Brontë], //[|The Odyssey]// by [|Homer], //[|The Outsiders]// by S.E. Hinton, or Holden Caulfield's struggle in [|The Catcher in the Rye] by [|J.D. Salinger].

Human vs. Nature

 * Human vs. Nature** is the [|theme] in [|literature] that places a [|character] against forces of nature. Many [|disaster films] focus on this theme, which is predominant within many survival stories. It is also strong in stories about struggling for survival in remote locales, such as the novel //[|Hatchet]// or [|Jack London]'s short story "__[|To Build a Fire]__". Also another example would be in the movie "The Perfect Storm".

Human vs. Supernatural
Person vs. a spirit or supernatural being, like in the film "Ghost Busters".

Human vs. Machine/Technology

 * Human vs. Machine/Technology** places a character against robot forces with "[|artificial intelligence]". //[|I, Robot]// and the //[|Terminator]// series are good examples of this conflict.

[|E-Chart] ||
 * Handouts**
 * [|2 Four column charts]