L4+Petroska,+Kirsten

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

Teacher’s Name: Ms. Petroska Date of Lesson: Lesson 4 (Interpret) Grade Level: 9th grade Topic: Critical Details: the who, what, when, where, and why of a story, and in what sequence

Objectives Student will understand that the order of events in a story effects how it is perceived. Student will know the critical details of a story: the who, what, when, where, and why, and in what sequence. Student will be able to make sense of the order of events and how it affects perception.

Maine Learning Results Alignment Maine Learning Result: English Language Arts- B. Writing B2 Narrative Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose. a. Use diction, syntax, imagery, and tone to create a distinctive voice

Rationale: As with the previous lesson, students must understand how a story works in order for them to actually write a story on their own. In this lesson, students will be able to look at story order in a more detailed manner and then attempt to write their own.

Assessment

Formative (Assessment for Learning) Students will read a piece of fanfiction and then create a storyboard using Comic Life in pairs. This will help me see how well they understand how a story works and if they can identify specific key parts.

Summative (Assessment of Learning) Students will write their own story, first storyboarding or outlining what they would like to write about, then creating a first draft. They will receive feedback on their first draft, then put a second draft online. It will be suggested that as they receive comments on their work from fanfiction readers that they revise their work, though it will not be required.

Integration Technology: Students will use Comic Life to deconstruct a piece of fanfiction.

Other Content Areas: Students will be incorporating graphic design as they use Comic Life.

Groupings Students will be in pairs as they work on their Comic Life storyboards and when they do peer review for their rough drafts. These pairs will be determined based on what fanfiction they would like to read. I will spend a portion of the first class of the lesson explaining what fanfiction is, then I will hand out slips of paper and have students write what their three top fanfiction subjects would be. I will group students based on that information.

Differentiated Instruction

Strategies: Logical: Students will have to determine the correct sequence of events in a story. Verbal: Students will be working on a piece of fiction writing for the class. Visual: Students will be able to retell and organize a story using pictures. Intrapersonal: Students will be able to work on a piece of writing individually that focuses on something that they have a great deal of interest in. Interpersonal: Students will be working in partners to storyboard. Kinesthetic: Students can act out scenes from the story they're storyboarding and take pictures to add to the Comic Life.

Modifications/Accommodations I will review student's IEP, 504 or ELL/DEP and make appropriate modifications and accommodations.

Absent Students: Students who are absent for the fanfiction and storyboarding segment will either work on the assignment independently with extra help from me to help them catch up. If they are absent for any of the days where students are working on their fanfiction in class, they should be able to work on the fanfiction outside of school, or may receive help from me after school.

Extensions Students will be using Comic Life to break down a story into greater detail. This will allow them to look more closely at how a story is put together and give them ideas of how they might want to write their own story. Also, by using Comic Life, students will either have to take pictures or find pictures that fit the story they have read. This makes them reach a little bit for what they need in order to make the story come to life in another way.

Materials, Resources and Technology

Laptops Comic Life Handout on expectations in Comic Life storyboard Checklist for expectation in Comic Life storyboard Handout on expectations for fanfiction piece Rubric for fanfiction piece Handout on how to sort through fanfiction Handout on how to upload your story to the site

Source for Lesson Plan and Research

This site explains what fanfiction is and it's history

Student Links: Fanfiction Website- this site had thousands of different types of fanfiction to read

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. Rationale: Students with diverse needs will be able to access this lesson. Beach ball students, for example, will be able to create their storyboard in a variety of ways, either by taking their own pictures or finding pictures online. They will also be able to decide exactly what kind of writing they'd like to do and what they would like to write about. Clipboard learners will have the benefit of handouts outlining exactly what they need to do along with my showing students how do certain things by showing them on my computer, allowing for visual instruction. Microscopes will have full ownership of their fanfiction stories and will discover how a storyboard works by actually creating one themselves. Puppy learners will be paired with a like-minded student as they read a piece of fanfiction and create a storyboard, creating a more supportive and comfortable atmosphere.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Students will be interpreting orders of events by looking at stories and picking out key events to depict in their storyboards. They will also try their hand at writing their own story, which will be re-interpreting characters and events from books and storylines that have already been established.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Strategies: Logical: Students will have to determine the correct sequence of events in a story. Verbal: Students will be working on a piece of fiction writing for the class. Visual: Students will be able to retell and organize a story using pictures. Intrapersonal: Students will be able to work on a piece of writing individually that focuses on something that they have a great deal of interest in. Interpersonal: Students will be working in partners to storyboard. Kinesthetic: Students can act out scenes from the story they're storyboarding and take pictures to add to the Comic Life.

Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Students will be assessed in multiple ways throughout the lesson using both informal and formal assessments.

Informal: Students will read a piece of fanfiction and then create a storyboard using Comic Life in pairs. This will help me see how well they understand how a story works and if they can identify key parts.

Formal: Students will write their own story, first storyboarding or outlining what they would like to write about, then creating a first draft. They will receive feedback on their first draft, then put a second draft online. It will be suggested that as they receive comments on their work from fanfiction readers that they revise their work, though it will not be required.

Teaching and Learning Sequence:

The classroom will be arranged with desks in pairs as students work together. Towards the end of the lessons, desks may separate out into individual rows so students may work independently on their stories.

Day One:


 * Students come into the room, find a piece of paper on their desk and see the instructions (used with Comic Life) for the beginning of class projected from my computer. Students fill out the pieces of paper with their top three favorite books, movies, TV shows, and/or video games. (5 min.) (Hook)
 * I give a brief explanation of what fanfiction is and ask students to share what's on their papers. We will create pairs from this information. (10 min.)
 * Students divide into pairs, search for a fanfiction story, and read it. (60 min.)
 * Students decide what sort of pictures they will need for their storyboard and if they want to take any of the pictures for homework (5 min.)

Day Two:


 * Students come into class and start working on their fanfiction storyboards. (80 min.)
 * If pairs finish early, they can begin to outline their own fanfiction stories.

Day Three:


 * Students outline their stories and begin a rough draft. (80 min.)

Day Four:


 * Students work to complete a rough draft and turn in whatever they have (finished or not) to me. (80 min.)

Day Five:


 * Students receive feedback on their rough drafts, make corrections, and post it to the fanfiction website. (80 min.)

Students will have a better understanding of how a story is ordered and how that order effects how it's perceived by creating their storyboards and fanfiction pieces. It's practical to be able to understand how a story is put together when you look at it in the terms of real life. For example, a movie or video game has a storyline. If you don't understand how a story is constructed, it makes the movie you're watching or the game you're playing difficult to comprehend. (Where, Why, What)

Students will be furthering their understanding of the critical parts of a story. Instead of looking at a story in broad terms, like beginning, middle, and end, students will have to identify the key points in a story and illustrate them in some way. I plan on delivering instruction in three ways. One, I will walk through the steps with them initially, like give an example of how use Comic Life, and also how to outline a story and generate story ideas. Two, I will provide spoken instruction and work with individuals and groups as they go about their work. And three, everyone will be provided with handouts explaining what they are supposed to be doing. I will be constantly checking for understanding as they create their Comic Life storyboards and write stories of their own. All of these things will help me see if they have understood what makes up story well enough to create one on their own. You may see my content notes for any additional information. (Equip)

I will have a sample of what the Comic Life storyboard ought to look like and possibly set up an activity where the students help me choose the pictures and piece together the storyboard before I let them loose to storyboard on their own, read fanfiction, collect pictures (either by acting out scenes themselves, or finding them online), and decide what the key events should be detailed. This is one step deeper into realizing how the order of a story effects perception, because they will be looking at the details of story and what makes a story up. Students will be put into pairs while working on the Comic Life end of the project. They will also have the option of having that same partner peer edit their fanfiction story. Partners will be determined based on mutual appreciation for a specific fanfiction topic (like a book, movie, T.V. show, etc.). If groups don't come out too evenly, I will combine people with similar interests. Students will show evidence of learning by creating a Comic Life storyboard and writing their own piece of fanfiction. It is clear if you do not understand how a story works if you can't pick out key events that shape a story or mirror what makes up a story in writing of your own. Students will storyboard, write, and refine their own fanfiction story. (Experience, Explore, Rethink, Revise, Refine, Tailors: Visual, Verbal, Interpersonal, Intrapersonal, Bodily/Kinesthetic, Logic)

Students will self-assess by seeing their work unfold. They will be able to see just as clearly I, how much they understand about a story. This will afford them the opportunity to come to me with any questions they might have that will clarify their understanding. I will provide timely feedback by being sure I read everything when they hand it in, as soon as they hand it in. I will also have some to look at things as they work independently during this lesson. This lesson connects with the final assessment, where they will be constructing a series of narrative pieces. This gives them practice for that assignment.

Content Notes Note to Sub: I suggest that you look at the Wikipedia site that explains fanfiction if you’re unfamiliar, as well as looking at the fanfiction website so you are better able to direct students in what they are working towards. In brief, fanfiction is a genre of writing where fans of a something like a movie, book, video game or T.V. takes the universe and characters from that media and creates a new story or works off the original. This site explains what fanfiction is and it's history

Student Links: Fanfiction Website- this site had thousands of different types of fanfiction to read

Handouts Handout on expectations in Comic Life storyboard Rubric for fanfiction piece Handout on how to sort through fanfiction Handout on how to upload your story to the site (Last two handouts are combined)