L3+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 3 (Perspective) Grade Level: 9th grade Topic: The critical details of a story: the who, what, when, where, and why 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 compare different ways of ordering a story for effect.

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: Narrative writing is essentially storytelling. One cannot properly tell a story unless he or she has been familiarized with the critical details of a story or why a writer might choose a certain order of events.

Assessment

Formative (Assessment for Learning) The class will begin with students getting into two teams and playing a game of charades. The teams will attempt to act out different parts of a story: exposition, rising action, climax/turning point, falling action, and resolution. This will serve as both a sort of review and as a pretest of what students know about a story's make-up. Students will also be given a short story to read and then be asked to organize the story using a time-order chart. Afterward, they will be asked to cut apart the pieces of the story and reorganize them in a different way. This will help students see how a story is ordered and that there are different ways one can tell a story, including starting in parts of a storyline, like in the middle or end rather than at the beginning.

Summative (Assessment of Learning) I want to ask students: Can a story be composed of seemingly unrelated events? Example: The band Radiohead has been known to write phrases on slips of paper, throw them into a bowl or hat, pull a few out and compose a song around them. Can we do the same with a story? Students will be put into groups of four and be asked to create a short story using 8-20 sentences using the website Storybird. Together, the group will choose which artwork they would like to use, then two of the four will start two separate stories and invite the other three group members to "jump in" via e-mail. Once each group member has contributed one page to the two stories they will "publish" the stories on the Storybird websites. Then they will take screenshots of each page from the stories, print them, and then try to recombine all eight pages (with 1-2 sentences each) into a new story. Students will then make the new story on Storybird (some edits will be allowed so it makes some sense) and present it to the class. Product: A Storybird Assessment Tool: Rubric

Integration Technology: Technology: Students will be using a fairly new storytelling tool on the Internet, Storybird.

Other Content Areas: Art/Graphic design; students will have their pick of illustrations by talented artists to illustrate their stories and inspire their work. By being exposed to multiple artists and art styles, the students will be able get a better grasp on the art world.

Groupings Students will be in groups of four where they will first form two separate Storybirds using the same artwork, then combine their two stories into one longer story. Students will form their groups based on the type of genre they would like to write in- humor, drama, fantasy Sci-Fi, and other.

Differentiated Instruction

Strategies: Logical: Students will put a short story into a time-order chart. Verbal: Students will be writing short stories. Visual: Students will be able to choose from a variety of artwork to inspire their writing when using Storybird. Interpersonal: Students will work in small groups to re-order a story and to create a story using Storybird. They will also play a game of charades. Kinesthetic: Students will play a game of charades to show their understanding of certain terms. They will also be able to physically manipulate parts of story to put them in the desired order. Naturalist: Students will be able to choose nature oriented artwork from Storybird and incorporate nature topics in their writing.

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

Absent Students: Students who miss the first day of class, when students are working on reading short stories and then organizing and re-organizing them, will be able to access their short story, the worksheet, and instructions on the class wiki. If students miss the day when students are working on the Storybirds, they will make a shorter version on their own. I will create a separate set of instructions for them, which will also be available on the class wiki.

Extensions Students will be using Storybird, an innovative and new storytelling technology available for free online. Students will be using this to work with group members to not only create a story, but also how a story can be arranged and rearranged, and still make sense. They will also have access to hundreds of different illustrations and art styles by many different artists. They will have the freedom to interpret the illustrations as it fits their storyline. Writing a story is creative, but having to write a story surrounding certain illustrations, trying to see from multiple perspectives so you know how a picture will be seen by others, that is extremely creative and requires higher level thinking.

Materials, Resources and Technology Laptops Printer/printer paper Storybird Rubric on how the Storybird is being assessed Rating sheet for students to rate the Storybirds Handout explaining how to use Storybird (including how to take a screenshot) Handout on what is expected in the Storybird Time order chart Handout explaining time-order chart activity A short story

Source for Lesson Plan and Research A Website with Short Stories- A site with many short stories to choose from, with varying lengths, genres, ratings, and ages A Site with Classic Short Stories- Many short stories written by classic authors Storybird- A site for storytelling How to take a screenshot- shows the keys you need to know in order to take a screenshot

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: A variety of students will be able to access this lesson. Beach ball learners, for example, will be able to choose a variety of things, like how they would like to reorder the short story from the first day's activity, to what kind of artwork they'd like to tell a story around, to what order events in a story they help write or organize will go in. For clipboard leaners, there will be clear expectations in what they have to do. They will also have the opportunity to decide what order makes the most sense for a story to them. There will also be a clear sequence in learning "events" working up towards the Storybird project. Microscope learners will find their place here, too, because they will be able to deeply delve into how a story is formed by doing a few different activities, where they get to try to first reorganize a story that's already been written as well as helping to write then reorganize another story. This gives them a chance to work closely with the material as well as giving them a sense of ownership. Puppy students will be working in groups based on a similar desire to work within a specific genre. This means they will probably have similar goals and ideas in mind, making the work environment comfortable and supportive.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Students will be working to learn about the perspective of the storyteller. What does it take to tell a story and what makes it exciting or interesting. Does it always make sense to start a story at the beginning? When should a story end, and does an ending always feel like the story is over? Through looking closely at stories that have already been written, and then working to write their own, students will gain a deep understanding of how stories are formed and why they take the shape that they do.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:
 * Verbal- Students will be writing short stories.
 * Logical- Students will put a short story into a time-order chart.
 * Bodily/Kinesthetic- Students will play a game of charades to show their understanding of certain terms. They will also be able to physically manipulate parts of story to put them in the desired order.
 * Nature- Students will be able to choose nature oriented artwork from Storybird and incorporate nature topics in their writing.
 * Interpersonal- Students will work in small groups to re-order a story and to create a story using Storybird. They will also play a game of charades.
 * Visual- Students will be able to choose from a variety of artwork to inspire their writing when using Storybird.

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 using a variety of formal and informal assessment.

Informal: Students will work in teams to act out the parts of a story in a game of charades. This will help them review parts of a story and help me see how much they know. Students will also work alone to dissect a short story using a time-order chart and then reorder the story in a way that still makes sense.

Formal: Students, in groups, will create three Storybird stories: two separate ones, and then one that combines the first two.

Teaching and Learning Sequence: On the first day of the lesson, when students walk it, the desks will in the shape of "U" with lots of space in the middle for the game of charades. On the second day, desks will be grouped in fours for the group work that will be going on that day.

Day One:


 * Students will form two teams (count off, "1, 2, 1, 2") and play a game of charades, depicting the different parts of a story. (30 min.) (Hook)
 * Students will then go to their seats where they will have two time order charts as well as a short story. They will read then dissect the parts of the story using the time-order chart. They will fill out a second time-order chart, cut the parts out, then reorganize the story in a different way that still makes sense. If they find they can't make a new version work, they can write out why. The second time order chart will be glued or taped onto construction paper and turned in to me. Any remaining work can be done for homework. (50 min.)

Day Two:


 * Students will be formed into groups based off the kind of genre they'd like to write a story about. They will write two separate stories via the site Storybird. (40 min.)
 * Students will take screenshots of all their pages, print the pages, then re-order the two stories as a group and create one final story on the Storybird website. (40 min.)
 * For homework, students will view the other groups final Storybird and rate them with a guide I supply them with. A small portion of the group's final grade will be based on these ratings.

By working with short stories, time-order charts, and Storybird, students will see multiple ways in which a story can be told and how these different orderings can effect how a story is perceived. They will begin to get a better understanding of the crucial aspects of a story, from the perspective of the storyteller, and more clearly see how effective ordering can get one's point across. This also brings students closer to being able to embed narrative writing in text when appropriate to audience purpose. (Where, Why, What, Tailors: Bodily/Kinesthetic, Logical)

Through working with the time-order chart and looking at short stories and how they work, students will get a good grasp on the critical aspects of a story. They will essentially take a story apart and see how it works, like one might do with an electronic or piece of mechanical equipment. I plan on delivering instruction in three ways. One, I will walk through the steps with them initially, like give an example of how to dissect a story using the time-order chart or how to use Storybird. 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 participate in the charades game, work on their time-order charts, and then create Storybirds. All of these things will help me see where they are at in their knowledge of what makes up a story as well as how they are progressing through that knowledge. You may see my content notes for any additional information. (Equip)

Students will be looking at short stories from the perspective of the writer by first dissecting a short story and putting it into a time-order chart, then doing it again, and physically manipulating the parts of the story and putting them into a different order. This allows students to see how there are different ways one can order a story for effect. I will facilitate this learning process simply by being present and available. Once students see my sample of how this can be done, they will be able to work dissecting a short story on their own and then reordering it. Depending on the level of the class, the sample I show can either be the same story they are about to read and dissect themselves (I may even read the story allowed, regardless of the class level), or I may have my sample be from a different, though well-known short story. Students will be grouped to work on the next day's activity based on the genre they would like to write in. If I cannot evenly divide students based on genre, then I will try to combine two similar ones. I don't plan on assigning any roles, but instead I'll leave it up to the students to choose who the would like to start the two stories off. Students will, at first, be expected to work pretty independently of their group as they create their pages for the stories. When the students come together, one student will sort of be at the helm and will retrieve the necessary pictures and type what is needed as they make the third story. Students will show the evidence of their learning through the two time-order charts and the three Storybirds. Judging by how effective the re-orderings of the stories is, I will be able to see if they understand that a story can, in fact, be changed around, still make sense, and have an effect. When students come back to create the Storybirds, they will have to think about whether or not it's possible to write a story using pieces that were originally unrelated to each other. This might cause them to rethink how a story is made. They will have an opportunity to work with stories by writing their own pages to two and then revising two separate ideas to refine it into a third. They will also have to be extra creative as they work a story line around illustrations they have limited control over, though do have a variety ideas behind them, like spirituality and nature. (Experience/Explore, Rethink, Rehearse, Refine, Tailors: Visual, Verbal, Naturalistic, Interpersonal, Intrapersonal)

Students will self-assess very informally by seeing their work and deciding how they would like to order their third Storybird. I will provide feedback to the students by looking at and commenting on their time-order charts and by assessing their Storybirds with a rubric. Considering these two activities are rather short in reading time, I should be able to give this feedback fairly quickly. Both assignments within this lesson connect with homework, because students will either be finishing the time-order charts for homework, or will be doing rating sheets for the other groups' Storybirds for homework. This lesson also connects with the next lesson. (Evaluate)

Content Notes A Website with Short Stories- A site with many short stories to choose from, with varying lengths, genres, ratings, and ages A Site with Classic Short Stories- Many short stories written by classic authors

Note for Sub: These are the sites students will need for their classwork. Storybird is a site for collaborative storytelling, and when they are done completing two Storybirds, they must take screenshots of each page. The second website explains how to do that.

Storybird- A site for storytelling How to take a screenshot- shows the keys you need to know in order to take a screenshot

Handouts Rubric on how the Storybird is being assessed Rating sheet for students to rate the Storybirds Handout explaining how to use Storybird (including how to take a screenshot) Time order chart (two per student) Handout explaining time-order chart activity A short story for the time-order chart activity