L3+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 3 (Interpretation)
 * Grade Level:** 11th **Topic:** Themes

__**Objectives**__

 * Student will understand that** literary text has themes that are universal, but show different perspectives and can be implicit and explicit.
 * Student will know** the meaning of themes, implicit, explicit, motifs, symbolism, and how to find themes.
 * Student will be able to** make meaning of the theme or themes in the novel.

__**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:** Themes are a part of all literature, whether they are explicit or implicit. They are also a part of the world around us. Students need to learn how to find these themes and draw meaning from them to better understand the literature and what the author is trying to tell them as well as draw meaning from their lives and their world.

__**Assessment**__
Students will fill out a KWL chart on what they know and what they want to know about themes. Then I will have students write one of the major items from "what they want to know" list on the board. That way I can hit those topics in the discussion. At the end of the class they will fill in the section of the chart that is for what they learned in the class. Students will also answer journal prompts that I give them. The prompts will be "Write three questions you still have, two “ahas”, and one suggestion for improvement." "What helped or hindered you in learning today" and "What did you learn and how will this affect you later?"
 * Formative (Assessment for Learning)**

Using Inspiration students will gather and organize information over a theme from the novel. They will create a diagram of their information or an outline. Students will need to decide who will create the outline (collaborating with partner) and who will make create each page of the wikispace. They will also need to decide who will find the pictures/graphics and who will find music/videos if they choose to have those in their wikispaces. It would also be easier for each students in the partners to split what they must find within the novel. Using this information they will create a wiki space over the theme. They must describe in detail what the theme is, what its meaning is, and why it is a theme, the motifs or symbolism used to imply this theme as well as their textual evidence (minimum is three references from the novel), and whether it is implicit or explicit and why. They must create multiple pages and link them together and they may use pictures, music, videos, and other media in their wiki space to explain their theme. Students will present these wikis to the class. After the presentations students will be assigned a wiki to comment on and ask questions over (using giving feedback handout!) Then students may go in and make changes and corrections before handing in a hard copy of the finished product for me to grade. This wikispace will be graded using a rubric that all students will receive, and it will be online for them to look at.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will use Inspiration to organize their information, then they will develop their Wiki space over themes.


 * Social Studies**: We will discuss apartheid again and how this can be interpreted into a theme as well as different issues going on in the world through the news and newspaper to discuss themes.

__Groupings__
Students will first reflect on themes and think of themes from the book alone. Then they will get into pairs based on their seasonal partner sheet. They will partner up with their winter partners and discuss what they found and start taking down notes. Then the pairs will get together with other pairs and the whole group will continue filling out the Word Web.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will discuss with their peers different themes from the novel.
 * Visual**: Students will use inspiration to create a diagram and will use pictures to depict different motifs and themes.
 * Logical**: Students will use a graphic organizer to logically organize their information.
 * Interpersonal**: Students will work in groups.
 * Intrapersonal**: Students will have time to reflect and work alone.
 * Body**: Students will write what they want to learn on the board so we can discuss them.

// 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 in class notes, they must also pass in their KWL chart. 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.

Students will create a Wiki space over one theme that can be found in the novel and which they will look into in depth. They will create multiple pages that can be linked together discussing this theme, how it is shown through the use of symbolism and motifs, and show textual references. They can use music, pictures, and other graphics in their wiki spaces to present the theme. This is a Type II technology because students will be able to look at the questions and comments left by peers about their wiki spaces. They will have time to make comments and create discussions over different aspects of their theme and the themes of others. This way the students will see how themes are presented and learn how to see themes when they are not explicitly stated.
 * Extensions**

__**Materials, Resources and Technology**__
//A Story Like the Wind// Journals Pencils Laptops [|KWL charts] Inspiration 8 Software

__Source for Lesson Plan and Research__
http://en.wikipedia.org/wiki/Theme_(literature) This site gave me information and definitions for themes. http://en.wikipedia.org/wiki/Motif_(narrative) This site explained what motifs were and how they are different from themes. http://en.wikipedia.org/wiki/South_Africa_under_apartheid http://africanhistory.about.com/library/bl/blsalaws.htm These sites gave a brief overview of Apartheid in South Africa and some of the laws. http://www.wikispace.com/ I will show students how to use wikispaces and they will create accounts.

__**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. They need a variety of methods used to present the information so that they will learn. Each learning style will be addressed throughout the lesson. I will try to keep the format of the classes consistent, having the opening part of the lessons, lecture, then activities for those students who need the routine. Students will have visual directions on the syllabus and the learning will be progressive (clipboards). Students will learn by discussion with peers over themes and what they are (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 wiki spaces. They can have music, graphics, and clips (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:** Students will be discussing themes, motifs, and symbolism. They will look at the different themes in the novels and how they are presented. They will learn how to find themes and that they can be implicit and explicit. Themes are found throughout the world and students will learn that themes are a part of their lives as well as the lives of the characters and in all literature. Through these discussions and in depth look at themes, students will learn to interpret and make meaning from them. By looking at the different motifs and symbolism students will gain a better understanding of themes. 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 discuss with their peers different themes from the novel.
 * Visual**: Students will use inspiration to create a diagram and will use pictures to depict different motifs and themes.
 * Logical**: Students will use a graphic organizer to logically organize their information.
 * Interpersonal**: Students will work in groups.
 * Intrapersonal**: Students will have time to reflect and work alone.
 * Body**: Students will write what they want to learn on the board so we can discuss them.
 * Technology**: Students will create a wikispace about a theme from the novel.

Rationale:** Students will fill out a KWL chart on what they know and what they want to know about themes. Then I will have students write one of the major items from "what they want to know" list on the board. That way I can hit those topics in the discussion. At the end of the class they will fill in the section of the chart that is for what they learned in the class. Students will also answer journal prompts that I give them. The prompts will be "Write three questions you still have, two “ahas”, and one suggestion for improvement." "What helped or hindered you in learning today" and "What did you learn and how will this affect you later?"
 * //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)**

Using Inspiration students will gather and organize information over a theme from the novel. They will create a diagram of their information or an outline. Using this information they will create a wiki space over the theme. They must describe in detail what the theme is, what its meaning is, and why it is a theme, the motifs or symbolism used to imply this theme as well as their textual evidence (minimum is three references from the novel), and whether it is implicit or explicit and why. They must create multiple pages and link them together and they may use pictures, music, videos, and other media in their wiki space to explain their theme. Students will present these wikis to the class. After the presentations students will be assigned a wiki to comment on and ask questions over (using giving feedback handout!) Then students may go in and make changes and corrections before handing in a hard copy of the finished product for me to grade.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
__Agenda__

KWL chart (15 minutes) Hook (20 minutes) Themes discussion (35 minutes) Silent reflection (5 minutes) Partner discussion (5 minutes)

__Day 2__ Group Discussion (10 minutes) Inspiration introduction and start (30 minutes) Create Wiki account and introduction (25 minutes) In class work (15 minutes)

__Day 3__ In class work (80 minutes)

__Day 4__ Class presentations of Wikis (50 minutes) Wiki comments (20 minutes) KWL chart (10 minutes)

The class will be arranged into a paired setting. That way at first students can be in pairs and then push their desks together when they need to create a larger group, it will be quicker and more efficient. After this lesson students will know the meaning of themes, implicit, explicit, motifs, symbolism, and how to find themes and find their meaning. This lesson is important because themes are universal and can be found in all literature and it helps them understand the reason the piece was written and what point it is trying to get across. Themes can also be found in everyday 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 fill out their KWL charts. They will write the vocabulary, themes, implicit, explicit, motifs, and symbolism in the columns and then fill out the first two columns (the last is for the end of class), for the column about what they want to learn students may come up to the board and write down something that they want to know or know more about, this way I can touch on those points later in the discussion. I will then put up a list of common themes on the board and we will discuss different movies or television shows (and show some clips) that contain these themes and how they show them.

(**Where**, **Why**, **What**, **Hook**, **Tailors**: **Body, Intrapersonal**)

The hook will lead into the discussion over themes by using examples students can connect with.We will talk about what themes are and whether they are implicit or explicit and how they are shown to the reader through motifs and symbolism. Students will then look through their books and brainstorm some themes and where they might be shown in the book as well as possible motifs. They will then get into pairs that are chosen through their season partners sheet that they filled out at the beginning of the year. Students will partner up with their winter partner. They will then discuss themes and ideas about textual references. Then the pairs will join with two more pairs and continue the discussion. When discussions are over I will give a quick tutorial of Inspiration and then students will create a word web about a theme from the novel and the different symbolism and motifs for that theme as well as find textual references. Students may use the diagram format or outline format provided by Inspiration as well as use images to represent motifs and symbols. When they are finished with their Inspiration, they will print it out and pass it in to me.

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

I will then give a tutorial of how to use wikispaces and have students create their account. Using the information they compiled from Inspiration they will create a wiki space over the theme. They must describe in detail what the theme is, what its meaning is, and why it is a theme, the motifs or symbolism used to imply this theme as well as their textual evidence (minimum is three references from the novel), and whether it is implicit or explicit and why. They must create multiple pages and link them together and they may use pictures, music, videos, and other media in their wiki space to explain their theme. Students will present these wikis to the class. After the presentations students will be assigned a wiki to comment on and ask questions over (using giving feedback handout!) Then students may go in and make changes and corrections before handing in a hard copy of the finished product for me to grade. Then students will present their wikispace to the class. Their peers will be able to comment on the wiki, asking questions of clarification or merely commenting on the pages. The creators of the pages will be able to answer the questions and reply to the different comments (for these comments students will refer to the Giving Feedback hand-out). At the end of the last class for the unit on conflict students will finish filling in their KWL chart with the information they learned in class. They will pass in the KWL chart to me so that I can be sure they filled it in and have the correct information. Then they will get the chart back so they can use it for later reference.

(**Rethink**, **Revise**, **Refine**, **Tailors**: **Visual**)

Students will self-assess by finishing the KWL chart with all their new knowledge. Once the chart has gotten feedback from me, it will be returned so that they can use it later on for other projects. A hardcopy of the wikispaces will be handed in to me so that I can grade them, as well as peer evaluations (which are anonymous). I will hand back the peer evaluations to the groups as well as the grading of their wikispaces and hardcopy so students can see comments I wrote to them. This is a very important for them to keep the information and notes from this assignment because themes are a very big part of the end-of-unit project. Students will also write in their journals at the end of the class following the prompts I have given them on the board.

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


 * Content Notes**

The difference between Motifs and Themes is that a theme is an idea set forth by a text, where a motif is a recurring element which symbolizes that idea. The motif can be the central idea behind the theme, such as courage or loyalty.
 * Themes** are a broad idea, message, or lesson that is conveyed implicitly in a piece of writing. The message may be about life, society, or human nature. Themes explore timeless and universal ideas.
 * Motifs** are recurring structures, contrasts, or literary devices that can help develop and inform the piece’s major themes. It is usually an idea, an object, a place or a statement. It is the medium by which the theme is conveyed.
 * Symbolism** is another way to find themes or prove themes. It is the use of [|symbols] to represent things such as ideas and emotions. A [|symbol]'s [|meaning] may be modified by various factors including popular usage, [|history], and contextual [|intent].

Some examples of themes are
 * good versus evil
 * a great journey
 * growing up
 * jealousy/revenge
 * relationships (friendship, family, love/marriage, etc.)
 * conflicts with nature or God
 * conflicts with society or rules
 * doing the right thing
 * mystery

Racial segregation in South Africa began in colonial times, but apartheid as an official policy was introduced following the [|general election of 1948]. New legislation classified inhabitants into [|racial groups] ("black", "white", "[|coloured]", and "Indian"), and residential areas were segregated by means of forced removals. From 1958, [|Blacks] were deprived of their [|citizenship], legally becoming citizens of one of ten tribally based [|self-governing] homelands called //[|bantustans]//, four of which became nominally independent states. The government segregated [|education], medical care, and other public services, and provided black people with services inferior to those of whites.
 * Apartheid**—meaning //separateness// in __[|Afrikaans]__ (which is [|cognate] to the [|English] //apart// and //[|-hood]//)—was a system of legal [|racial segregation] enforced by the [|National Party] government in [|South Africa] between 1948 and early 1994.


 * Handouts**

[|KWL chart] Wikispace Rubric