L1+Smart,+Darren

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

Teacher’s Name:** Mr. Darren Smart **Date of Lesson:** First Lesson: Symbolism
 * Grade Level:** 12th Grade **Topic:** //Watchmen//

__**Objectives**__
Student will understand that the use of symbolism and imagery emphasizes tone and important plot elements. Student will know the following terms: tone, imagery, symbolism, icon, and graphic novel. Students will be able to consider the role of symbolism and imagery in the interpretation of a story.

__**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:** Authors can manipulate a text through imagery, and this symbolism can provide support or alteration for the overall theme of the novel or story.

__**Assessment**__
The students will have a graphic organizer with columns for both symbols and icons they can think of and those that can be found around the school. Students will explore the school in teams to identify symbols and reoccurring icons throughout the school and those external to the building. The class will then discuss what they found. On the graphic organizers, there will be a blank space where students can add ideas that their peers contribute during discussion**.** By discussing the meanings of the symbols in class, new ideas or concepts may become apparent and seem interesting to a student. These ideas may also change how they feel about the icons they chose or found.
 * Formative (Assessment for Learning)**

Each student will be asked to create one blog or podcast entry that will concern the student's personal experiences with symbolism and icons in their lives. Furthermore, the students will be asked to identify a particular mood that is created by the symbols they choose. In class, the teacher will give tutorials on the software, and rubrics will be given that detail the particulars of the assignments.
 * Summative (Assessment of Learning)**

__**Integration**__
Class will start with a slide show that incorporates images and video of obscure and recognizable symbols. From this, students will attempt to define and identify each slide. Furthermore, students can choose to create either a blog entry or podcast about the symbols that they are able to find around their homes and/or community. In this entry, they will identify the symbols or icons and tell what these symbols could mean on a larger scale. In the slide show, different footage and photographs of symbols will occasionally incorporate art and style to show the different facets of icons. Also, when the students create blogs or podcasts, they will have the ability to customize their websites in ways that suit them. Behind certain clips and pictures in the slide show, there will be music in the background. This can show how symbolism and imagery may not just be visual, but can be found in words and music as well. If the students choose to create a podcast, they can employ music and soundclips into their assessment.
 * ===Technology:===
 * ===Art:===
 * ===Music:===

__Groupings__
For the cooperative learning activity, the class will form into groups of three or four. The groups will be chosen by the color of each student's shirt. For example, all the students that are wearing a green shirt---or the majority of their shirt is green---will be grouped together. If there are more than four people wearing green, the group will be split in half. In these groups, the students will travel through the halls of the school and identify objects and reoccurring themes or images that they see. Each student will be responsible in recording the group's finding on separate, individual graphic organizers. This activity will set an example for the task students will complete out of class. Also, when it is not a group's turn to identify objects in the school, they will be finding definitions of tone, imagery, icons, and symbolism and identify these objects in a short story.

__**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 discuss abstract meanings as they apply logically to the individuals.
 * **Visual:** Each student will be given a graphic organizer in which to brainstorm and develop answers.
 * **Naturalist:** The students will be looking for symbols in nature and external sites like the community or area surrounding their home.
 * **Bodily/Kinesthetic:** In groups, the students will travel through the school and identify icons.
 * **Interpersonal:** Students will work in groups, teams, and as a class to discuss the meanings of their findings.
 * **Intrapersonal:** After working in groups and as a class, students will work on their to brainstorm and complete the blog post.

//**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**:

Each student will be required to complete a blog entry or podcast that discusses symbolism in their personal lives. By using this software, there are numerous ways to customize each individual's page. Furthermore, the actual content of the assignment requires personalization, and the students can also include personality/voice in either their written work or audio recording.
 * Extensions:**

__**Materials, Resources and Technology**__

 * Materials and technology:**
 * LCD Projector
 * Laptop for teacher and students
 * Speakers
 * "Icon" graphic organizer
 * "The Devil And Definitions" graphic organizer
 * Copies of //Watchmen//
 * Pencils (with erasers)
 * Access to internet
 * Blogger software
 * Garageband software
 * //Understanding Comics// handout
 * Electronic access to: [|The Devil And Tom Walker]
 * Resources:**
 * [|Icon.]
 * [|Symbolism.]
 * [|The tone and mood of literature.]
 * //Understanding Comics// by Scott McCloud.
 * //The Devil And Tom Walker// by Washington Irving (digital version).

__Source for Lesson Plan and Research__
I will provide each student with a graphic organizer that I have made, but the source of this lesson plan is partly owed to Dan Ryder and partly to [|this lesson plan]. Through the following links, students can read more about both [|Alan Moore] and [|Dave Gibbons]. There is also a sight detailing [|symbolism and imagery in Watchmen] that may or may not be necessary for class instruction. There are also ideas at [|this site] to teach //The Devil And Tom Walker// as it relates to symbolism.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In this lesson, students will look at a variety of mediums that utilize mood and symbolism. They will not only be looking at the written text of //The Devil And Tom Walker//, but they will also read a excerpt of a graphic novel and see a slide show presentation that incorporates nature and music to demonstrate how the literary terms are universal. Students will be able to organize their thoughts and answers on graphic organizers that are provided by the teacher. There will be space for revising and editing ideas on these papers. Furthermore, these graphic organizers can be used by the student to help support the summative assessment of this lesson. Lastly, the students will be able to work alone and brainstorm within groups to give each person a variety of ideas. They will then be able to move this task to an environment they find comforting in order to complete the blog entry or podcast.
 * //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:** By the end of this lesson, students will understand and be able to recognize the important role symbolism plays in all forms of mediums. However, there will be a particular focus on its impact in the literary realm. For the sake of comparison, there will be a multimedia presentation, a task involving classic text, and a kinesthetic activity that requires adapting the information to the world surrounding every student. More especially, this goal focuses on the particular symbols that can be found in their school and homes. Students will be able to demonstrate their knowledge of symbolism and mood by creating a blog entry or podcast that discusses symbols in their environments and the meaning and mood these images may convey. It is also important to consider symbolism for the sake of the graphic novel, //Watchmen//. As it is presented in a visual medium, the role or icons and images present essential themes and ideas that the text of the novel does not communicate. Therefore, this lesson will teach students how to understand and apply symbols and mood across a vast range of mediums, and by the end of the session, they will be able to identify it in other sources and speculate on its importance.
 * //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 discuss abstract meanings as they apply logically to the individuals.
 * **Visual:** Each student will be given a graphic organizer in which to brainstorm and develop answers.
 * **Naturalist:** The students will be looking for symbols in nature and external sites like the community or area surrounding their home.
 * **Bodily/Kinesthetic:** In groups, the students will travel through the school and identify icons.
 * **Interpersonal:** Students will work in groups, teams, and as a class to discuss the meanings of their findings.
 * **Intrapersonal:** After working in groups and as a class, students will work on their to brainstorm and complete the blog post.

Class will start with a slide show that incorporates images and video of obscure and recognizable symbols. From this, students will attempt to define and identify each slide. Furthermore, students can choose to create either a blog entry or podcast about the symbols that they are able to find around their homes and/or community. In this entry, they will identify the symbols or icons and tell what these symbols could mean on a larger scale.

Rationale:** The students will have a graphic organizer with columns for both symbols and icons they can think of and those that can be found around the school. Students will explore the school in teams to identify symbols and reoccurring icons throughout the school and those external to the building. The class will then discuss what they found. On the graphic organizers, there will be a blank space where students can add ideas that their peers contribute during discussion**.** By discussing the meanings of the symbols in class, new ideas or concepts may become apparent and seem interesting to a student. These ideas may also change how they feel about the icons they chose or found.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Each student will be asked to create one blog or podcast entry that will concern the student's personal experiences with symbolism and icons in their lives. Furthermore, the students will be asked to identify a particular mood that is created by the symbols they choose. In class, the teacher will give tutorials on the software, and rubrics will be given that detail the particulars of the assignments.

__Teaching and Learning Sequence__

 * DAY ONE:**
 * 1) As the students enter the room, they will be organized by the color of their shirt (black, red, green, blue, other). **//5 minutes.//**
 * 2) The teacher will show a presentation of symbols from different cultures and our own nation and the students will attempt to identify each symbol or sign. //**15 minutes.**//
 * 3) The teacher will give each student the appropriate graphic organizers. In their groups, students will be placed in stations. At one, the group will find definitions for symbols, icons, tone, and mood, and read and complete the graphic organizer on //The Devil And Tom Walker//. While some groups are completing this assignment, the others will be attempting to locate symbolism and imagery in and surrounding their school. //**40 minutes.**//
 * 4) The class will discuss the definitions that every group found and the symbols and mood of //The Devil And Tom Walker//. //**20 minutes.**//
 * 5) The teacher will give each student the //Understanding Comics// handout and ask them to have it read for the next class. The students will also be reminded to bring their "Icon" graphic organizers with them for discussion. //**N/A**//


 * DAY TWO:**
 * 1) Students will gather in the same groups that they were placed in last class. As a whole, each group will report the symbols they found to the class. The symbols that are presented will not be discussed, but only written on the board. After every group has presented, the class will hold discussion on what the meanings of these symbols could be. Why are they there? What mood do these images create? //**30 minutes.**//
 * 2) Students will be asked to find seasonal partners and discuss //Understanding Comics// with a peer. Each group should come up with one question and one comment on the piece that they would like to share as a class. These will be written down before the class joins together. //**30 minutes.**//
 * 3) The teacher will show the students how to access the blog or podcast tutorials on the internet. The students will then be taught how to create a Blogger account and create a podcast. The teacher will provide the students with the assignment and answer questions over the task. **//20 minutes.//**

Students will understand that the use of symbolism and imagery emphasizes tone and important plot elements. The entire world is filled with images and symbols that we see every day of our lives. It is important to identify and understand the meaning of icons that appear in our daily lives**//.//** //**Evaluate the theme or themes, whether explicitly stated or implied, in a literary text**//**.** To engage the students, class will start with a slide show of obscure and common symbols. There will then be a quick discussion on what the students think each might be. The teacher will identify the themes of the lesson after the hook has been presented. During the presentation, the teacher will have the students write down what they think each symbol means. After the class watches the slide show, the teacher will lead a short discussion on the meaning of these symbols/signs.
 * **Where, Why, What, Hook, Tailor: //Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal, Musical.//**

Students will know the following terms: tone, imagery, symbolism, icon, and graphic novel. The students will have a graphic organizer with columns for both symbols and icons they can think of and those that can be found around the school. On the graphic organizers, there will be a blank space where students can add ideas that their peers contribute during discussion. The teacher will give each student the "Icon" and "The Devil And Definitions" graphic organizers. The class will then be split into groups and fulfill the planned activity. To check for understanding, the teacher will continually monitor the discussions and progress of the separate groups. Furthermore, the teacher will lead the class in discussion about each of the activities and discuss the different aspects of each graphic organizer. From this, the students will have a deep base of knowledge to utilize during the lesson's summative assessment.
 * **Equip, Explore, Rethink, Tailor: //Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal, and Bodily/Kinesthetic.//**

Students will consider the role of symbolism and imagery in the interpretation of a story. To further their understanding of these terms, students will not only locate the definitions of mood, tone, symbolism, and imagery in the dictionary, but they will also apply these terms by searching for them in a variety of mediums. In groups, each student will have the opportunity to explore the impact of these terms have in their own lives and discuss their ideas with classmates. Then, as a class, the students and teacher will discuss the broader ideas and implications of their findings. Each student will complete graphic organizers throughout the class on the definitions, how the terms can be seen in a literary work, and what symbols and images are reoccurring in their own lives. The teacher will help advance the student by monitoring and moving throughout the classroom, continually checking that the students understand their tasks and objectives. There will also be many opportunities for the teacher to illustrate and speak about the broader use of the skills the students are employing. Furthermore, the teacher will serve as a conduit in the final class discussion, both moderating and enhancing the topics presented.
 * **Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal, Musical/Rhythmic, and Bodily/Kinesthetic.//**

For assessment, students will complete a blog entry or podcast that identifies the symbols in their environments outside of school and what sort of mood and meaning these could have. Students will be able to use their graphic organizers to support their findings and explanations. Furthermore, students will have the chance to ask questions and brainstorm about the use of symbolism in class previous to this task. Once the students have finished the assessment, their web links will be posted to the class website, and this will allow quick and easy grading and feedback. The teacher will be able to easily score and comment on these tasks once they have been completed because of the simplicity and convenience of the internet. The tools that the students apply throughout this lesson will serve them well in both the //Watchmen// unit and environments in the future. It will not only help them in school, but the students will be able to recognize their surroundings and see beyond the surface of the world they live in.
 * **Evaluate, Tailor:** **//Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal, Musical/Rhythmic, and Bodily/Kinesthetic.//**

//Symbolism allows people to communicate beyond the limits of language. Humans use symbolism all the time. Words themselves are mere symbols for something else. A **symbol** is a person, place, or object that stands for something beyond itself. National, religious, and cultural symbols have standard interpretations as well as a personal significance for each individual. For example, the American flag symbolizes the United States of America. The personal significance, however, varies. A U.S. army veteran cherishes its meaning. A terrorist, on the other hand, finds it despicable. A green piece of paper with George Washington's picture on it symbolizes one dollar. A billionaire considers it chump change. A beggar considers it an elusive treasure. This is an excellent exercise for teaching symbolism:// //A literary symbol gains its meaning from the context of a literary work and often changes as the work develops.// //The difference between tone and mood in the literary/theatrical sense-- __Tone__ - the author's attitude, stated or implied, toward a subject.// //Some possible attitudes are pessimism, optimism, earnestness, seriousness, bitterness, humorous, and joyful. An author's tone can be revealed through choice of words and details.// //__Mood__ - the climate of feeling in a literary work.// //The choice of setting, objects, details, images, and words all contribute towards creating a specific mood. For example, an author may create a mood of mystery around a character or setting but may treat that character or setting in an ironic, serious, or humorous tone.// //Symbolic images in the story and their corresponding meaning-- The Devil: temptation The shortcut through the swamp: "shortcuts" to wealth The morass (swamp): where the "shortcuts" to wealth usually lead The rotted trees in the forest: the moral decay of society The tallness of the trees: the pride of the people Tom Walker: greed The Bible buried under mortgage papers: greed and moral decay Tom Walker's new house: ostentation and false appearances, "trying to keep up with the Joneses" Tom Walker as an evil broker: Loan officers who dupe people into bad loans, cars they can't afford, and consumer credit cards with unreasonable terms; predatory lending institutions; unscrupulous credit card marketers.//
 * Content Notes**
 * **[|Symbolism.]**
 * 1) //Choose a well known religious, national, or cultural symbol//
 * 2) //write a (half) paragraph analyzing its meaning. Include the standard meaning along with a personal interpretation and a personal interpretation from someone else.//
 * 3) //The personal nature of the assignment makes it excellent for a paragraph challenge.//
 * **[|The tone and mood of literature.]**
 * //Understanding Comics// by Scott McCloud.
 * //The Devil And Tom Walker// by Washington Irving.
 * **[|Symbolism in The Devil and Tom Walker.]**
 * Handouts**:
 * 1) "Icon" graphic organizer
 * 2) "The Devil And Definitions" graphic organizer
 * 3) //Understanding Comic// handout