L6+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 6
 * Grade Level:** 11 **Topic:** Literary devices that define a writer's style

__**Objectives**__

 * Student will understand that** not all literature uses every literary device, but all works include some.
 * Student will know** literary devices: metaphor, simile, topic, them
 * Student will be able to** invent a script of their own using the literary devices exhibited in the novel

__**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
 * Rationale:**

__**Assessment**__
Students will have a chance to get a lot of feedback during this lesson. Students will be required to make four blog posts, one for each class day they are working on their webquest. I will write feedback in a comment on their blog entries. Each student0 will be required to write feedback on at least one other student's blog entry. I will also be available for conferencing if students are having difficulties completing their projects. I will also provide feedback, when needed, on drafts of students' scripts.
 * Formative (Assessment for Learning)**

Students will be doing a webquest and the final product will be for each student group to make a movie clip that reflects the knowledge they have learned in this unit. Students will be graded with two rubrics during for this project. Students will receive both a product and presentation grade. They will receive feedback on their rubrics and a chance to revise their work.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be doing a webquest during this lesson. They will be using the internet to do the research and to work through the task. Students will also be creating a movie clip using wither a webcam or camcorder to tape their footage. Students will also be editing their material with iMovie. Students will be required to have a digital artifact on the class wiki and on their blog. This will be considered a type II technology because of the multimedia students will be using. Students will be posting their product both to their blogs and to the wiki. Posting their product to their blogs will enable interactive feedback.


 * Theater/Filmography/Business:** Students will be filming their own movie clip, presenting and pitching it to a board of exuctives. Students will need to use aspects of the theaterical arts. Students will be taking on the roles of a director, actor, camera person, script writer, and editor. This lesson will also incorporate aspects of the business world because students will have to sell their product to an audience.

__Groupings__
Students will be broken up into groups of four or five to work on the activities in this lesson. Each student will take on the role of an actor, an editor, a director, a writer, and a camera person. Students will get into groups by picking upcoming films out of a hat. Students who pick the same movie out of the hat will be in the same group. Students will decide the roles of each member, and I facilitate if necessary.

__**Differentiated Instruction**__

 * Strategies**:
 * Bodily:** Student will act in the movies that they are making.
 * Musical:** Students will add music and sound to enhance and illustrate the mood and tone of their movie.
 * Verbal:** Students will be working in groups and discussing their projects and ideas. They will also be using persuasive speech to try and pitch their movie.
 * Logical**: Students will have to create a storyboard that plots out the key elements of the plot.
 * Visual:** Students will be able to use special effects in their movie. They also can draw pictures to enhance their story board.
 * Interpersonal:** Students will be working in groups to create their final projects.

( //**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 required to complete a webquest that involves making a movie clip. Students will write their own scripts using themes and metaphors from One Flew Over the Cuckoo's Nest. Students will take the raw footage of their movie clip using a camcorder or digital camera and edit their footage using iMovie. Students will also have to upload their final product to both their blogs and the class wiki. When the projects are completed students will additionally be required to write constructive criticism on a peer's project via their blog.
 * Extensions**

__**Materials, Resources and Technology**__
Writing Utensil Laptop Camcorder or digital camera copy of One Flew Over the Cuckoo's Nest [|Tutorial on how to add transitions in iMovie] [|Tutorial on how to start an iMovie.]

[|how to export an iMovie to the web.]

[|Webquest] [|Graphic Organizer]

Students will have additional web resources on the webquest, they may also use the resources given in previous lessons. These resources include, but are not limited too: any links I provided, their past projects and journal entries with feedback, and their graphic organizers.

__Source for Lesson Plan and Research__
http://ubdeducators.wikispaces.com/Dana+One+Flew+Over+the+Cuckoo%27s+Nest+Unit ^ This lesson has students making an adaptation of Ken Kesey's commentary on mental health care in the United States. Like my lesson this one also sets up roles for the students to undertake. Students must do research on the history of mental health care.

http://www.huffenglish.com/webquests/cuckoosnest.html ^ In this webquest students must take on the persona of a mental health care patient. Students record a journal of their findings and at the end of the lesson write an essay comparing health care in the 1950's to that of health care today.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson covers a broad array of multiple intelligences and is open ended enough so that it can lead students to as much in depth thought as they are willing to go. The "Beach Ball" learners will get the spontaneity they need by having many options open to them in their projects. The "Puppy" learners will have the support they need in their groups, they will be able to tap into class mates strengths to help them in areas that they are not as strong in. The "Microscope" learners will be able to analyze the novel and concepts to make all the details of their project cohesive. Lastly the "Clipboard" learners will benefit from the sequential learning in the webquest. The step by step process is set up in a way the "Clipboard" learners will really be able to follow. The visual presentation of peer's projects will also help reinforce the concepts for the "Clipboard" learners.
 * //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:** In this lesson students will be strengthen their understanding of themes and metaphors. Students will have a chance to do more in depth analysis of the themes and metaphors in One Flew Over the Cuckoo's Nest. Students will also get to gain a new perspective on how to view themes and metaphors. Students will have to look through the lens of an audience to understand how to effectively portray a theme. Students will apply the knowledge that they have gained through this lesson by inventing a script of their own that incorporate the themes and a metaphor from the novel One Flew Over the Cuckoo's Nest. The theme or themes that they choose to use in their movie clip should reach a wide audience, and therefore should illustrate how literature affects everyday life. Students will reflect on their final project in on going blog entries. These blog entries will help show progress through the blogs, let me see where students need help, and also give students a chance to self-assess their work.
 * //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.//
 * Bodily:** Student will act in the movies that they are making.
 * Musical:** Students will add music and sound to enhance and illustrate the mood and tone of their movie.
 * Verbal:** Students will be working in groups and discussing their projects and ideas. They will also be using persuasive speech to try and pitch their movie.
 * Logical**: Students will have to create a storyboard that plots out the key elements of the plot.
 * Visual:** Students will be able to use special effects in their movie. They also can draw pictures to enhance their story board.
 * Interpersonal:** Students will be working in groups to create their final projects

Rationale:** Students pre-assessment for this lesson will be a conglomerate of all there other products from this unit. Students will be using a word cluster graphic organizers to brainstorm ideas for their scripts. I will collect their graphic organizers and provide feedback. During the group discussions I will be walking around a clarifying misconceptions. In this lesson I will have to do a lot of facilitating. Groups may need feedback on how to break up the work for the project evenly, or how to clearly illustrate their themes. Students will also be informally assessed on their on going blog entries. I will provide feedback in the form of a comment. Students will be writing a blog entry for each day of this lesson to map the progress of their project and how close they are to achieving mastery. Students will also have to hand in outlines of their scripts that I will provide feedback for.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

This is a big lesson when it comes to formal assignments. Students will be applying the knowledge they have gained throughout the unit by completing a webquest. The product of a webquest will be a movie clip that incorporates a theme and a metaphor from One Flew Over the Cuckoo's Nest. Students will be graded on both the movie clip product and their presentation to the class, via a rubric for each separate category.

__Teaching and Learning Sequence__
The desks will be set up in groups of four or five. This set up will make it easy for students to converse about their projects. When students walk into the classroom they will pick a movie title out of a hat. They will sit at a group of desks with that movie title on top of the desks. They will be sitting with their groups mates.

Day 1 Review of themes and metaphors (15 minutes) Introduction to project (10 minutes) Students will read introduction and task section of webquest and have time to ask questions (10 minutes) Students will assign each other roles (10 minutes) Individual brainstorming for themes, metaphor, and plot of film (15 minutes) Group time to finish graphic organizer, work on outline, and write blog entry for that day (20 minutes)

Day 2 Continue work on outline (10 minutes) Instruction on how to write a script (15 minutes) Time for students to ask questions or meet with me (5 minutes) Groups work on scripts (30 minutes) Students will write blog entries reflecting on the lesson (10 minutes) Students will go the the library and sign out camcorders or other recording devises. Students will also sign up on the class wiki to show what technology they are using to record their footage. (10 minutes)

Day 3 Introduction on how to use iMovie (20 minutes) Students will have in class time to film and work on their projects (60minutes)

Day 4 Time to finalize and prepare for presentations (20minutes) Students will present their projects (60 minutes)

Students will do more in depth analysis of the literary devices that Ken Kesey uses to enhance One Flew OVer the Cuckoo's Nest. Students will show their mastery of the different uses of literary devices through the movie clip that they will be making. This assignment will illustrate the "why" clearly to students. Students will see that literary devices and themes are found not only in literary works like novels, but also in entertainment that they see every day like movies and movie trailers. This lesson will target the main learning results section that states "students will read fiction... noting how literary devices help shape reader's response." Students will have to use both a director's perspective and a reader's/audience perspective to make a cohesive peice to win the competition. The students will be "hooked" with the idea of producing their own movie, and participation in a competition.
 * (Where, Why, What, Hook, Tailor: Verbal, Visual, Interpersonal, Intrapersonal)**

Students will need to know literary Devices: metaphor, simile, topic, theme and topics and themes: Racism, Women as Castraters, Insanity as Freedom, Oppression, Conformity, Sanity. Students will need to have a mastery of both of those concepts to complete the webquest effectively. I will be giving presentations on how to write a script, how to use iMovie, facilitate reviews of both the themes and metaphors in One Flew Over the Cuckoo's Nest. Students will also be provided with tutorials and resources directly on their webquest. These tutorials will show them effective ways to use iMovie. I will check for understanding by collecting the student's graphic organizers. Students will be required to write blog entries for each day during this lesson to provide me with information on how the learning process is going for them. Each student group will be required to hand in an outline of the plot of their script. I will read this and supply ample feedback.
 * (Equip, Tailor: Interpersonal, Intrapersonal, Verbal, Logical)**

__**Third Paragraph**__ Students will explore the information in this lesson by brainstorming using the graphic organizer Cluster/Word 1. Students will brainstorm themes, metaphors, characters, and plot for their script on their graphic organizers. Students will be sitting in their groups and once they are done filling out their graphic organizers they will "experience" the material through working in their groups of four or five members. These groups will work through the webquest during four class periods. Students will take on the roles of directer, actors, writers, editors, and camera person. Students "experience" together the process writing a script. Through this lesson all students will be able to invent a script of their own using literary devices and themes that Ken Kesey crafted in One Flew Over the Cuckoo's Nest. Student will be able to rethink the material during class discussions. Students will also be able to rethink the material in their groups when they pick their themes and plots. The blog entries are a constant way to rethink and review the concepts. Students will have a chance to revise their outline after I hand back their draft with feedback written on it. Through the editting process of iMovie students will have a chance to refine their project. Students will receive feedback via the blogs about their projects, and written on their rubrics from me. Students will have a chance to go back and edit their projects.
 * (Explore, Experience, Rethink, Revise, Refine, Tailor: Music, Intrapersonal, Interpersonal, Visual, Bodily**)

__**Fourth Paragraph**__ Students will be able to self assess through the use of blog entries. They may write comments on their own blog entries and use feedback from those comments that peers have written. Students may also self assess by using the rubric as a check list of aspects they should include into their projects. I will provide feedback on students graphic organizers that they hand in. Students will be writing a blog entry for each day of this lesson. I will read these blog entries and provide feedback via a comment. I will provide feedback on the outlines that each student group will hand in. As students work in groups I will walk around and provide verbal feedback. Students will receive feedback written on the rubrics for both the projects and their presentations. The assignment connects to all past lessons and assignments in this unit. In addition students will be able to identify themes in future literary works. Students will also be able to identify different styles that authors use in regards to literary devices.
 * (Evaluate, Tailor: Verbal, Interpersonal, Intrapersonal, Logical)**

The difference between topic and theme: Topics are typically more general than themes are. Topics can vary from chapter to chapter and can usually be described with one or two words, where as a theme is usually defined with a sentence and encompasses a large portion of the overall work. For instance the subject of a the book Little Women would be four sisters growing up together, a theme would be girls maturing into womanhood, and a topic would be marriage.
 * Content Notes**

Subject:The struggles of a group of men in a mental institution. Theme: One Flew Over the Cuckoo's Nest has various themes. One of which is women as compressors or castrators. There are many examples of this in the novel, the most prevelent being Nurse Ratched's obsession with maintaining order in the all male insane asylum. Patrick McMurphy is a hot blooded male, and Nurse Ratched is repulsed by his over sexual tenancies and determined to squash McMurphy's libido. One Flew Over the Cuckoo's Nest also deals heavily with concepts of sanity. One of the major themes dealing with pschology is the use of insanity as an escape, or viewing insanity as a parallel to freedom. McMurphy seems like a sane man, especially in the beginning of the novel compared to the rest of the men on the institution. Several times it is explicitly asked if McMurphy is hiding from the world in the clinic. Along with the theme of insanity as freedom, the idea of false diagnosis of mental illness is brought up. This is especially prevelent because of the first persona narration of the Chief, who may be under educated, but does seem coherent in thought. Chief Bromden's narration brings up another theme of the One Flew Over the Cuckoo's Nest: society's tendacy to try and squash natural impulses. Kesey illustrates this theme through the use of metaphor. Chief Bromden often speaks of the machine and the combine and how both seek to control people. To the Chief, the mental institution is a microcoism of society at large. Chief believes that the nurses and aides are made of machine parts that are seeking to oppress natural instincts in the patients in the hospital. Topic: Each chapter may have its own topics. Some examples of topics found in One Flew Over the Cuckoo's Nest are: Laughter, Sexuality, Invisibility, Health Care, and Racism.

[|Literary devices]

Metaphor: Metaphors are literary devices that compare two things that may not have much in common without thinking in depth about them, but have something vitally in common that illustrate the author's point. Authors use this device to draw connections to familiar things that the audience has probably heard of to describe something. Authors may also use metaphor for sheer entertainment value, or Authors may use metaphors to highlight vital characteristics about an object, person, or event.

[|Webquest]

[|Graphic organizer]
 * Handouts**