L6+Smart,+Darren

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

Teacher’s Name:** Darren Smart **Date of Lesson:** Sixth Lesson: WebQuest
 * Grade Level:** 12th Grade **Topic:** //Watchmen//

__**Objectives**__
Students will understand that during their time, heroes reflect cultural perspectives on important current events. They will also understand that achieving justice is relative to the characters or persons involved. Lastly, students will recognize how the use of symbolism and imagery emphasizes tone and important plot elements. Students will know the following terms: holism, reductionism, hero, villain, icon, graphic novel, moral, symbolism, imagery, and origins. Students will design a creative work that utilizes symbolism, imagery, and the aspects of a hero.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //Watchmen// Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text.
 * Rationale:**It is important for the students to develop their own wok because it requires him/her to examine and synthesis information as it relates to them.

__**Assessment**__
Students will know the following terms: holism, reductionism, hero, villain, icon, graphic novel, moral, symbolism, imagery, and origins. Each student will be given a graphic organizer where they will write each aspect of the project, from the origins of their hero, to their villain, etc. Students will be able to discuss and brainstorm with peers over the project**.** By discussing ideas and brainstorming with others, students will have the chance to share their opinions and ideas in a larger setting and see if each will work. The teacher will require students to complete a storyboard or script that will be due before the project.
 * Formative (Assessment for Learning)**

The students will complete the WebQuest by and create a hero of their own design. The final product will be formed in a Comic Life.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology will be required to both view and complete the WebQuest. The final product (Comic Life) also relies on a student's ability to access and manipulate technology. The student can choose to use their own drawings and scan them into the Comic Life creation. Photography can also be used to depict their hero.
 * **Technology:**
 * **Art:**

__Groupings__
Students will be paired together by their own choosing. This will only be used to peer-edit their product as it is in the process of being created.

__**Differentiated Instruction**__

 * Strategies**: These intelligences will be addressed:
 * **Verbal:** The teacher will give instruction and there will be discussions held both as a class and in groups.
 * **Logical:** Students will apply the abstract ideas to their project and personalize these ideas in ways that best suit the student.
 * **Visual:** Each student will be given a graphic organizer in which to brainstorm and develop answers.
 * **Intrapersonal**: The final project and storyboard/script will be developed on an individual basis. The students will choose how exactly they'd like to apply the ideas discussed in class.
 * **Interpersonal**: Before starting the project, students will discuss ideas and opinions in class. The projects may require students to ask for others help.
 * **Musical/Rhythmic**: Students can choose to use music in their project.
 * **Bodily/Kinesthetic**: The project may require the student to physically move and pose as their character requires it.
 * **Naturalistic**: The project may require nature to be used by the student.

//**I will review each student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.**// If the student is unable to attend the lesson, the student is responsible for collecting the resources and assignment from their class wikispace. If necessary, the student should arrange a meeting with the teacher for instruction and assistance.
 * Modifications/Accommodations**:

A large aspect of the summative assessment requires students to analyze a hero of their choosing. This character or person can be someone fictional, an iconic figure, someone they know, etc.. Because they are able to choose their hero, the students can delve deeply into the topic. There will be no limitation on the amount of detail and creativity a student may wish to use in their project. If a student is particularly excited about the topic, there is plenty of room in the project to expand and add depth.
 * Extensions**

__**Materials, Resources and Technology**__

 * Materials and Technology:**
 * LCD projector
 * Laptop for teacher and students
 * Speakers
 * Writing utensils
 * Copies of //Watchmen//
 * Access to the internet
 * Hero Creation handout


 * Resources:**
 * [|Create a hero (visual) website.]

__Source for Lesson Plan and Research__
This lesson and WebQuest was entirely designed by Darren Smart.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** One of the purposes of this WebQuest is to give the students plenty of room to synthesize the information taught and discussed during previous lessons into a creative project. Much of the planning and organization is dependent on the student's abilities. For example, a social learner may use other classmates to brainstorm ideas, while intrapersonal kids might write lists or ideas and keep to themselves. The idea of the lesson is to create a safe way for each student to explore their creativity in a way that relates to the material discussed in the unit.
 * //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:** For this final lesson plan, the students will bring all of the knowledge that they garnered during the unit together. They will use the instructions, discussions, reflections, and assessments as the backbone to this final project. The students will be asked to create a hero in a Comic Life presentation that directly or indirectly addresses the elements of a hero discussed during the previous lessons. The students will need to include the hero's origins, symbol, perspective, and goals in the final product. Each student will have the chance to discuss their projects with other students and with the teacher to maximize the success rate of the class.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** These intelligences will be addressed:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * **Verbal:** The teacher will give instruction and there will be discussions held both as a class and in groups.
 * **Logical:** Students will apply the abstract ideas to their project and personalize these ideas in ways that best suit the student.
 * **Visual:** Each student will be given a graphic organizer in which to brainstorm and develop answers.
 * **Intrapersonal**: The final project and storyboard/script will be developed on an individual basis. The students will choose how exactly they'd like to apply the ideas discussed in class.
 * **Interpersonal**: Before starting the project, students will discuss ideas and opinions in class. The projects may require students to ask for others help.
 * **Musical/Rhythmic**: Students can choose to use music in their project.
 * **Bodily/Kinesthetic**: The project may require the student to physically move and pose as their character requires it.
 * **Naturalistic**: The project may require nature to be used by the student.

Rationale:** Students will know the following terms: holism, reductionism, hero, villain, icon, graphic novel, moral, symbolism, imagery, and origins. Each student will be given a graphic organizer where they will write each aspect of the project, from the origins of their hero, to their villain, etc. Students will be able to discuss and brainstorm with peers over the project**.** By discussing ideas and brainstorming with others, students will have the chance to share their opinions and ideas in a larger setting and see if each will work. The teacher will require students to complete a storyboard or script that will be due before the project.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

The students will complete the WebQuest by and create a hero of their own design. The final product will be formed in a Comic Life.

__Teaching and Learning Sequence__

 * DAY ONE:**
 * 1) The teacher will explain the task and the components of both the final product and presentation. //**25 minutes.**//
 * 2) The students will be allowed the rest of the class to work on their projects by brainstorming, coming up with ideas, discussing with peers, and creating scripts. //**55 minutes.**//


 * DAY TWO:**
 * 1) The teacher will ask if any difficulties are arising in the task and address overarching problems. //**15 minutes.**//
 * 2) Each student will be paired with another and asked to share ideas and bounce suggestions off one another. If scripts are present, these can be edited and revised. During the course of class, each student with pair with different on three separate occasions. Therefore, each student will have had at least three other partners by the end of the period. //**65 minutes.**//

Students will understand that during their time, heroes reflect cultural perspectives on important current events. They will also understand that achieving justice is relative to the characters or persons involved. Lastly, students will recognize how the use of symbolism and imagery emphasizes tone and important plot elements. It is important for the students to develop their own wok because it requires him/her to examine and synthesis information as it relates to them. //**Examine the theme or themes, whether explicitly stated or implied, in a literary text**//**.** Students will read the introduction of the WebQuest, in which they will create heroes to submit to a fictional contest hosted by the podcast Comic Geek Speak**.**
 * **Where, Why, What, Hook, Tailor: //Visual, Logical, Verbal, Intrapersonal.//**

Students will know the following terms: holism, reductionism, hero, villain, icon, graphic novel, moral, symbolism, imagery, and origins. Each student will be given a graphic organizer where they will write each aspect of the project, from the origins of their hero, to their villain, goal, and beliefs. Students will be able to discuss and brainstorm with peers over the project. By discussing ideas and brainstorming with others, students will have the chance to share their opinions and ideas in a larger setting and see if each will work.
 * **Equip, Explore, Rethink, Tailor: //Visual, Logical, Verbal, Naturalist, Musical, Intrapersonal, Interpersonal, and Bodily/Kinesthetic.//**

The teacher will require students to complete a storyboard or script that will be due before the project. The teacher will give feedback and help the student convert the storyboard or script into a draft of the final project. Students will have a chance to turn in their final project after it has been graded to make changes or edit mistakes. In their project, the student can utilize a wide variety of ideas that fit their interests.
 * **Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal, Musical/Rhythmic, and Bodily/Kinesthetic.//**

The student will create a hero using Comic Life that explores the concepts this unit discussed. The characters can be in any wide spectrum of ideas that the students can come up with. This is so that the student can simultaneously explore his/her own interests. The presentation must address the elements included on the Hero Creation handout.
 * **Evaluate, Tailor:** **//Visual, Logical, Verbal, Naturalist, Intrapersonal, Musical/Rhythmic, and Bodily/Kinesthetic.//**


 * Handouts**
 * Hero Creation handout.