L4+Bernhardt,+Jennifer

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

Teacher’s Name:** Ms. Bernhardt **Date of Lesson:** Lesson 4 (Empathy)
 * Grade Level:** 11th **Topic:** Conflict

__**Objectives**__

 * Student will understand that** literary texts contain internal and external conflicts that can be related to real life.
 * Student will know** the vocabulary and definitions of external and internal conflict, the different stages of conflict and how it can be resolved.
 * Student will be able to** consider conflicts of the characters and make connections.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - A. Reading A2 Literary Texts Grades 9-Diploma //A Story Like the Wind// Students read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions. a. Analyze the characters' external and internal conflicts d. Evaluate the themes in a literary text.


 * Rationale:** Conflicts are a part of everyday life. Whether on a general or specific level students can make connections to conflicts in all literature and other peoples lives. This will help them connect to the story and connect to others later in life.

__**Assessment**__
Students will write in their journals over the topic discussed in class (conflicts). I will write a series of prompts on the board and students will choose a prompt, or create their own. Different prompts are, Can you connect with the different conflicts of the characters? Why or How? What is a recent conflict that you went through? Specify whether or not it was internal or external. They will then respond to it in their journals. They will also write questions that they have over the information or previous topics that they have continued thinking about. At the end of class these journals will be passed in and I will read them and comment, giving feedback and answer questions.
 * Formative (Assessment for Learning)**

Students will choose one or two conflicts from the novel //A Story Like the Wind// and create an iMovie. They may either remake a scene or scenes from the novel showing this conflict, or make a whole new example of this conflict. At the end of the film students will specify which conflict it is, the definition, and whether it is internal or external. Students will also need to explain the growth of this conflict (may refer to the different stages) and if it has been resolved, how, and if it has not been resolved I want them to predict what may happen and how it could be resolved. Students will need to write out their script and pass it in to me. They will also be given self/peer evaluation sheets for each group that they will complete after each presentation.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will make an iMovie over different conflicts from the novel by remaking a scene from the novel or using new example of that conflict that they create.


 * Health**: Students will look at conflict in the novel and in their own lives and the different stages as well as how it can be resolved.

__Groupings__
Students will first pair up with their spring partner from the season chart they filled out.Then some partners will go to one side of the room, and others will go to the opposite. They will either be given the stages of conflict or the resolution vocabulary. Once they understand completely and can give an example of their topic, they will go with another set of partners on the opposite side of the room and teach them their topic, and then learn about the other teams topic. Then the group of four with stay together as a group and this will be their iMovie groups.

__**Differentiated Instruction**__

 * Strategies**
 * Logical:** Students will be organizing their information in a logical pattern on a graphic organizer.
 * Verbal:** Students will discuss conflicts with their groups.
 * Visual:** Students will watch a clip of a scene of conflict from the movie "A Far Off Place".
 * Musical:** Students will be able to incorporate music into their iMovie projects
 * Intrapersonal:** Students will reflect over the lesson in their journals through teacher or self created prompts and fill out a spider-map.
 * Interpersonal:** Students will work together in groups.
 * Kinesthetic:** Students will act out scenes from the novel, or create their own scenes for their iMovie.
 * Naturalists:** Students may film outside and bring in plants or animals into their iMovie projects.
 * Technology**: Students will make an iMovie over different conflicts from the novel by remaking a scene from the novel or using new example of that conflict that they create.

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

If students know they are going to be absent for this class they must come and tell me so that they can receive in class notes as well as the handouts. If students are unaware they will be absent, they must come in to me during my office hours and receive the instruction they need and we will work on an agenda that they can follow to get all their work done and in at a reasonable date. Also the syllabus with due dates and assignments will be posted online for students to view.

Students will create an iMovie of one or two different conflicts. They may use examples of the different conflicts from the book or create their own examples. They will be able to film, use music, and graphics to present their conflict. The iMovie must show clearly what type of conflict it is and whether or not it is internal or external as well as their predictions of how it will be solved or how it was solved. This is a Type II technology because students will be creating a video using many different elements to show their understanding of the unit.
 * Extensions**

__**Materials, Resources and Technology**__
//A Story like the Wind// Laptops Pencil Video camera Journals

__Source for Lesson Plan and Research__
http://en.wikipedia.org/wiki/Conflict This site gave me more information on conflicts as well as the stages and vocabulary to resolve it. Dictionary To find the definitions of internal and external http://www.eduplace.com/graphicorganizer/pdf/spider.pdf This is the graphic organizer I am using for the lesson.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I will be applying different methods to meet all the learning styles of my students, because not all students are the same and learn the same. Each learning style will be addressed throughout the lesson. The class will be structured with clear directions and expectations which will help students who need more structure and organization (clipboards). Students will discuss with their group the different internal and external conflicts in the novel and how they can connect to them, this will help students who need discussion to learn and go deeply into the topic (microscopes). The students who need more freedom will be able to choose which conflicts they will present and whether or not they will use the novel or create their own example (beach balls). I will also be available for students to ask questions and discuss their ideas with me if they need that extra listener or another opinion (puppy).
 * //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 will be discussing conflict and whether or not it is internal or external as well as the different types found in the novel. Students will read about the conflicts and make connections to their own lives and see that relate to the characters (as well as other pieces of literature or media with these same conflicts). They will see that their classmates are going through the same types of conflicts as well (if the discussion within the groups goes to that depth). The curriculum will be presented in a variety of ways so that all students have a chance to learn and understand.
 * //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.//
 * Logical:** Students will be organizing their information in a logical pattern on a graphic organizer.
 * Verbal:** Students will discuss conflicts with their groups.
 * Visual:** Students will watch a clip of a scene of conflict from the movie "A Far Off Place".
 * Musical:** Students will be able to incorporate music into their iMovie projects
 * Intrapersonal:** Students will reflect over the lesson in their journals through teacher or self created prompts.
 * Interpersonal:** Students will work together in groups.
 * Kinesthetic:** Students will act out scenes from the novel, or create their own scenes for their iMovie.
 * Naturalists:** Students may film outside and bring in plants or animals into their iMovie projects.
 * Technology**: Students will make an iMovie over different conflicts from the novel by remaking a scene from the novel or using new example of that conflict that they create.

Rationale:** Students will write in their journals over the topic discussed in class (conflicts). I will write a series of prompts on the board and students will choose a prompt, or create their own. Different prompts are, Can you connect with the different conflicts of the characters? Why or How? What is a recent conflict that you went through? Specify whether or not it was internal or external. They will then respond to it in their journals. They will also write questions that they have over the information or previous topics that they have continued thinking about. At the end of class these journals will be passed in and I will read them and comment, giving feedback and answer questions.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will choose one or two conflicts from the novel //A Story Like the Wind// and create an iMovie. They may either remake a scene or scenes from the novel showing this conflict, or make a whole new example of this conflict. At the end of the film students will specify which conflict it is, the definition, and whether it is internal or external. Students will also need to explain the growth of this conflict (may refer to the different stages) and if it has been resolved, how, and if it has not been resolved I want them to predict what may happen and how it could be resolved. They can do this in the film or after they present the iMovie by word of mouth. Students will need to write out their script and pass it in to me. They will also be given peer evaluation sheets for each group that they will complete after each presentation.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The class will continue to be placed in a cluster setting because groups will be used and it is easier to have the students work together in this setting. After this lesson students will understand that literary texts contain internal and external conflicts that can be related to real life. Students will know the definition of internal and external conflict as well as the stages of conflict and vocabulary for resolving conflict. Students will be able to consider conflicts of the characters and make connections. Students will realize that conflicts are a part of everyday life and can be every piece of literature, and they can find similar conflicts in their own life//. Students will read text within a grade appropriate span of text complexity and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions.// At the beginning of class students will watch a clip of the movie "A Far Off Place", which is the sequel to the book we are reading, and we will talk about the conflict seen in that clip.

(**Where, What, Why, Hook, Tailors: Visual**)

The hook will lead into the discussion of internal and external conflict as well as the stages and resolving of conflict. Students will be given time to ask questions about the information I am giving them and I will the students the website with the information on the stages of conflict and resolution vocabulary (http://en.wikipedia.org/wiki/Conflict). We will talk about different conflicts in the real world and in their lives that might be similar to those of the characters. Students will first pair up with their spring partner from the season chart they filled out.Then some partners will go to one side of the room, and others will go to the opposite. They will either be given the stages of conflict or the resolution vocabulary. Once they understand completely and can give an example of their topic, they will go with another set of partners on the opposite side of the room and teach them their topic, and then learn about the other teams topic. Then the group of four with stay together as a group and this will be their iMovie groups. Then they will start to fill out the spider-map with conflicts from the novel that they can connect with and have similar to the characters. Students will talk about their spider-maps. When the students are done with their spider-maps then I will explain the iMovie project.

(**Equip**, **Explore**, **Experience**, **Tailors**: **Verbal**, **Interpersonal**, **Intrapersonal**, **Logical**)

Students will choose one or two conflicts from the novel //A Story Like the Wind// and create an iMovie. They may either remake a scene or scenes from the novel showing this conflict, or make a whole new example of this conflict. At the end of the film students will specify which conflict it is, the definition, and whether it is internal or external. Students will also need to explain the growth of this conflict (may refer to the different stages) and if it has been resolved, how, and if it has not been resolved I want them to predict what may happen and how it could be resolved. They can do this in the film or after they present the iMovie by word of mouth. Students will need to write out their script and pass it in to me. They will also be given peer evaluation sheets for each group that they will complete after each presentation. The groups will make sure that each member participates by creating "Jobs" for each person and they will list these jobs in their script, it is fine if the students have more than one job. For example a student could be a "scribe" (for part of the script), and the camera person. After students present at the end of the class they will write in their journals over the topic discussed in class (conflicts). I will write a series of prompts on the board and students will choose a prompt, or create their own. Different prompts are, Can you connect with the different conflicts of the characters? Why or How? What is a recent conflict that you went through? Specify whether or not it was internal or external. They will then respond to it in their journals. They will also write questions that they have over the information or previous topics that they have continued thinking about. At the end of class these journals will be passed in and I will read them and comment, giving feedback and answer questions. For homework students will fill out their Team evaluations and bring them for the next class.

(**Revise**, **Refine**, **Rethink**, **Tailors**: **Visual**, **Musical**, **Interpersonal**, **Intrapersonal**)

Students will self assess by filling out the self/peer evaluations and writing in their journals following the prompts I will put up on the board. The prompts are: Can you connect with the different conflicts of the characters? Why or How? What is a recent conflict that you went through? Specify whether or not it was internal or external. Students will pass in the journals at the end of class and I will read the journals and give feedback/answer questions. I will also grade their iMovies according to the rubric. Learning to use iMovie and about conflict will help them later on in the unit.

(**Evaluate**, **Tailor:Intrapersonal**)


 * Agenda**

Day 1 Hook (5 minutes) Hook discussion (10 minutes) Conflict Discussion and give link (10 minutes) Pair up, learn about topic (10 minutes) Group teaching (10 minutes) Spider-maps (15 minutes) iMovie explanation/tutorial (20 minutes)

Day 2 Work on iMovie Presentation (80 minutes)

Day 3 Work on iMovie Presentation (80 minutes)

Day 4 iMovie Presentations and peer evaluations (60 minutes) Journal entries (20 minutes)


 * Content Notes**


 * External**: coming from the outside
 * Internal**: located inward

Phases of Conflict
 * //Prelude to Conflict//: Variables that make conflict possible between those involved
 * //Triggering Even//t: A particular event, such as criticism which creates the conflict
 * //Initiation Phase//: Occurs when at least one person makes it known to the other that a conflict exists
 * //Differentiation Phase//: Parties raise the conflict issues and pursue reasons for the varying positions
 * //Integration stage/Resolution//: Parties acknowledge common grounds and explore possibilities to move towards a solution.

Resolving
 * [|Accommodation] – surrender one's own needs and wishes to accommodate the other party.
 * [|Avoidance] – avoid or postpone conflict by ignoring it, changing the subject, etc. Avoidance can be useful as a temporary measure to buy time or as an expedient means of dealing with very minor, non-recurring conflicts. In more severe cases, conflict avoidance can involve severing a relationship or leaving a group.[|[4]]
 * [|Collaboration] – work together to find a mutually beneficial solution. While the Thomas Kilman grid views collaboration as the only win-win solution to conflict, collaboration can also be time-intensive and inappropriate when there is not enough trust, respect or communication among participants for collaboration to occur.
 * [|Compromise] – find a middle ground in which each party is partially satisfied.
 * [|Competition] – assert one's viewpoint at the potential expense of another. It can be useful when achieving one's objectives outweighs one's concern for the relationship.

[|Spider-Map Graphic Organizer]
 * Handouts**