L5+Douglass,+Leah

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

Teacher’s Name:** Ms. Douglass **Date of Lesson:** Lesson 5
 * Grade Level:** 11 **Topic:** Character Development and Conflict

__**Objectives**__

 * Student will understand that** the qualities of the main characters often create the plot and result in the resolution
 * Student will know** important people and events from the novel such as : McMurphy, Nurse Ratched, Chief, and the boat trip.
 * Student will be able to** consider the qualities of a character and relate them to their lives.

__**Maine Learning Results Alignment**__
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.
 * Rationale:**

__**Assessment**__
As with every lesson, students will be required to write a blog entry reflecting what they have learned, how they can use that they have learned, and any other additional questions or thoughts. I will provide feedback in the form of a comment to each student's blog entry, and each students is required to reply to at least one of their peer's entries to provide further feedback. I will also be collecting student's graphic organizers and writing feedback on them during the class period.
 * Formative (Assessment for Learning)**

Students will be writing narratives that reflect how their characters qualities, both strengths and flaws result in the conflict and resolution of their plots. Students will post these narratives to their blogs, and hand them in to me. Students will be required to post a comment on a peer's narrative blog entry offering constructive criticism. Students will have a chance to edit their work after they have received all feedback.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be writing two blog entries. One will contain the product of this lesson: a short story or narrative. The other blog entry will be reflecting on the lesson. These entries will be considered type two technology because of the interactive feedback they provide. Both myself and students will be leaving constructive feedback for each blog entry.


 * Psychology**: There will be a class discussion on personal conflicts and how different personalities drive conflicts. Students will use psychological theories such as "theory of mind" to write their narratives.

__Groupings__
Students will be using the Cooperative Learning Group Three-Minute-Review. This is a good way for students to ask each other clarifying questions or a way for students to reflect silently on information. Students desks will be arranged into groups of four and they will be grouped by counting off. Students will also be able to revise each others work during the class period.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will have a chance to share their stories with each other and with the group.
 * Visual**: students will be given organizers to visually illustrate their thoughts.
 * Interpersonal**: Students are able to share their work with the group and talk about positive aspects and areas they might need to refine.
 * Intrapersonal**: Students will be given time to think individually about the subject. They will also be writing blog entries reflecting on qualities of characters and conflict and relating them to their own experiences.
 * Bodily:** Students will be able to act out scenarios of each others conflicts and conflicts from the novel to illustrate why they came about in the manner that they did.
 * Musical**: Mood music will be playing to enhance the environment of the class **(Tailor)**.

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

Students will be learning about how a character's personal traits drive the conflict of a literary work. To show that they have mastered this concept, students will write a narrative piece of their own. Students will be posting this story to their blogs. Each student will also be required to comment on a peer's blog entry with some constructive criticism.
 * Extensions**

__**Materials, Resources and Technology**__
One Flew Over the Cuckoo's Nest Writing Utensil Laptop [|Theory of Mind] [|Different types of literary conflicts] [|Defining Conflict]

__Source for Lesson Plan and Research__
http://www.education-world.com/a_tsl/archives/04-1/lesson017.shtml ^ In this lesson students outline characteristics about someone they know well. This would be a good lesson on character development, but does not fit the needs of the lesson I am trying to teach about personality traits affecting the conflict in a novel.

http://www.readwritethink.org/lessons/lesson_view.asp?id=802v ^ This lesson closely mirrors my own. Students go through picture books and define the conflict in each book, they also fill out graphic organizers that compare conflicts to their own experience. Instead of a narrative students write an essay comparing and contrasting the conflict in the picture book to a conflict in their own lives.

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.//

The "puppy" learners will have a conducive environment for their learning needs because they will be put into smaller groups upon entering the classroom. These smaller groups will foster the supportive environment that they need. The psychological aspect of the lesson will provide the time for in depth analysis that the "microscope" learners need to grasp the material. The "beach ball" learners will benefit from the ability to choose their own content of the narrative they will be writing. While the "clipboard" learners will have the ability to organize their information in the graphic organizes.

Rationale:** In this lesson students will be learning and discussing how personal traits, and the traits of literary characters affect conflict and conflict resolution. In the beginning of class there will be a discussion of real life conflicts. What caused these conflicts and how where they resolved. This class discussion on conflict would directly relate to each student's life and it would be the "hook" of my lesson. Students will gain self knowledge and maybe a gain a new perspective on their own personal conflicts during this lesson. They will consider aspects of literary characters and relate them to their own lives.
 * //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 have a chance to share their stories with each other and with the group.
 * Visual**: students will be given organizers to visually illustrate their thoughts.
 * Interpersonal**: Students are able to share their work with the group and talk about positive aspects and areas they might need to refine.
 * Intrapersonal**: Students will be given time to think individually about the subject. They will also be writing blog entries reflecting on qualities of characters and conflict and relating them to their own experiences.
 * Bodily:** Students will be able to act out scenarios of each others conflicts and conflicts from the novel to illustrate why they came about in the manner that they did.
 * Musical**: Mood music will be playing to enhance the environment of the class **(Tailor)**.

Rationale:** The class discussion will serve as a verbal pres-assessment to see where students stand on the concept. The graphic organizer that the students fill out will be a way of showing on going progress on the information that they are obtaining. I will collect their graphic organizers and write feedback on them. Students will write a blog entry at the end of the lesson about what they learned, what they still don't understand, and other findings from the lesson. I will provide feedback on their blogs in the form of a comment, either answering their questions or providing food for thought on the subject. Students summative assessment will narrative that shows how character's qualities affect the on the conflict.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
The desks will be set up in groups of four, facing each other and oriented towards the front of the classroom. This arrangement would be conducive to the cooperate learning groups that they will be placed in during the lesson.

Class discussion on real life conflict and resolution (15 minutes) Instruction on different literary conflicts (20 minutes) Three-minute-review ( 3 minutes) Students will fill in Venn Diagram about the conflict in One Flew Over the Cuckoo's Nest (5 minutes) Working in groups and individually to think of plot for their narratives (10 minutes) Working on narratives (20 minutes) Students will write blog entries (7 minutes)

Through this activity students will see how a character's personality influences the conflict and the resolution of a novel. As most novels reflect aspects of the real world the class will start off with a discussion of conflicts in their lives and how certain personalities influenced that conflict, and how the conflict was resolved. Students will be using what they have learned in this lesson to better analyze future literary works they may encounter, they may also learn some conflict resolution skills during the classroom discussion. Students will be hooked into this lesson by being able to talk and write about their own personal experiences.
 * (Where, What, Why, Hook, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily)**

The class discussion will serve as a pre-assessment and will influence the presentation of information. After the class discussion I will equip the students with what the concepts they need to know for this lesson. I will both verbally and visually, through a projector or white board, explain the different types of literary conflicts. Students will need to know the important characters and events in the novel to fill out their Venn Diagrams. Students will have time to reflect and review the information during a Three-Minute-Review. During this time I will be checking for understanding by walking around the room and listening to the conversation going on. I will also check for understanding when I collect the students' graphic organizers.
 * (Equip, Tailor: Verbal, Intrapersonal, Interpersonal, Visual)**

Students will be able to explore the material they are learning by the use of their graphic organizers. They will analyze the conflict in One Flew Over the Cuckoo's Nest, and place opposing forces on opposite sides of a Venn Diagram. They will then fill in the Venn Diagram with each sides motivations, personality traits, and other aspects that influence the conflict. Students may work in their groups to fill out their graphic organizer. Students will have time to experience the concepts of conflict in many ways. In their groups, students will have a Three-Minute-Review. During this time students will be able to ask their group mates clarifying questions, or quietly reflect on the material they have been presented. Students will then be given the assignment of writing a narrative that shows two characters and their opposing traits. Students will be given class time to plot out and write the narrative (music will be playing in the background, as this will be a large segment of class.) In their groups they can discuss their narratives and rethink the material they learned. Students will be posting their narratives to their blogs. Posting their narratives to their blogs will enable their peers to write feedback in the form of a comment. Students may then go back to their entry and revise their narratives accordingly. Students will also hand in a hard copy of their narrative, which I will grade and write feedback on. Students will have a chance to view the feedback on their final grade and refine their work.
 * (Explore, Experience, Rethink, Revise, Refine, Tailor: Musical, Verbal, Intrapersonal, Interpersonal)**

Students will be able to self assess by reflecting in a blog entry about the lesson. Students can use their notes and their graphic organizers as a check list of things they will need while writing their narrative. I will be providing verbal feed back during the Three-Minute-Review. To ensure that students' check lists are accurate I will collect their graphic organizers and write feedback on them. I will also be writing a comment on both blog entries students are required to write. The narrative can be worked on outside of class as well and students will have a chance to read the feedback on their graphic organizers and on their blog entries about the lesson before the narrative is due. Students will use the knowledge of literary conflicts in their final project. Students will also need the the concepts of literary conflicts when analyzing future literary texts.
 * (Evaluate, Organize, Tailor: Verbal, Interpersonal, Intrapersonal)**

Literary Conflicts Man vs. Man - In this category the conflict of the novel derives mainly from two opposing persons. There can be more than one literary conflict within a novel. The conflict between Nurse Ratched and Mcmurphy is an example of Man vs. Man. Man vs. Nature - This conflict looks at the psychology of a character. A character's strength and will to live and the insignificance of one human life when considering the grand scheme of the world. The character's personality and qualities affect the decisions that they make regarding their environment. Man vs. Society - Characters views and convictions oppose those that surround them. Either the character evokes sympathy from those around them or succumbs to an untimely demise because of these convictions. Man vs. Self - This is an internal struggle, and greatly represents how a character's qualities affects the plot and resolution of conflict. [|Theory of Mind] [|Reading for Conflict]
 * Content Notes**

[|Venn Diagram]
 * Handouts**