L3+Smart,+Darren

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

Teacher’s Name:** Darren Smart **Date of Lesson:** Third Lesson: Origins
 * 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. Students will know the following terms: moral, justice, hero, villain, and origin. They will also be able to understand the subplots, perspectives, and relationships of each of the important characters in __Watchmen.__ Students will compare and contrast the heroic origins of each character. Product: Comic Life.

__**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:** Because a major theme of the novel revolves around the story's unorthodox heroes and people, it is important that students consider how the an audience views these characters. The ending of the novel is shrouded in interpretation, and much of this interpretation relies upon the reader's ability to question the heroic attributes of each character. By delving into the origins of each hero, students become more capable to fully understand the text.

__**Assessment**__
Every student will be a graphic organizer that lists the characters of the graphic novel and provides space for the student to write the origins of each person. Once the character chart is finished, the students will gather in Jigsaw teams. Each group will be assigned a character from the chart and will search the text and images of the graphic novel for specific evidence of the origin of the character. The Jigsaw groups will then report their findings to the class**.** By first brainstorming and writing the origins of the character individually and then gathering in groups, students will have the chance to compare their personal interpretation to the other members of the group. As the groups search within the text for specific examples, students may need to change what they had originally wrote in the graphic organizer.
 * Formative (Assessment for Learning)**

For assessment, the students will create a Comic Life presentation that identifies, examines, and compares and contrasts the origins of each character in //Watchmen.// In this project, students can choose to use quotes or examples that were presented during class discussion and also find different evidence. It will be required that the project contains information on the six major characters of the novel. The students will have the option to include minor characters on their presentation as well.
 * Summative (Assessment of Learning)**

__**Integration**__
The students will be asked to create presentations using the Comic Life software. Not only will this further their knowledge and allow the students to customize their project, but it will also help them become familiar with the software in preparation for the WebQuest task. In ways that the students may not recognize, they will be considering how the background of a person affects their decisions and path in the future. This study is deeply rooted in psychological musings, and it will be a hard aspect of characterization for the students to ignore. Much of what they learn during this lesson can be applied to the field of psychology in the most basic of ways.
 * **Technology:**
 * **Psychology:**

__Groupings__
During this lesson, students will be divided into groups to discuss the origins of a character from //Watchmen//. The students will be formed into Jigsaw groups and assigned a character. The groups will each be asked to search the text to find examples and evidence that provides support for their ideas and decisions. Once the amount of time allotted for this investigation has passed, the group will work together and present their findings in a short report to the class as a whole.

__**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.
 * **Intrapersonal**: Students will reflect on their origins and the sort of hero they might become.
 * **Interpersonal:** In Jigsaw groups, students will search for textual evidence of an assigned hero's origins.
 * **Musical/Rhythmic:** While the students are brainstorming and working in groups, music will be playing in the background.

//**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**

The summative assessment will not only allow the students the ability to customize their project intellectually and aesthetically, but the students will have the option to include minor characters from //Watchmen// in their presentation in addition to the six major characters that are expected to be a part of their final product.
 * Extensions**

__**Materials, Resources and Technology**__

 * Materials and technology:**
 * Writing utensils
 * Copies of //Watchmen//
 * Access to the internet
 * Comic Life software
 * Origins graphic organizer
 * Handout explaining summative assessment

Resources:
 * [|Jigsaw groups]
 * [|Heroes Around Us]
 * [|Heroism In Action]
 * [|Super Hero Origin]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson will combine interpersonal thinking and brainstorming with intrapersonal reflection. This allows students who work better discussing ideas and creating rough sketches to further knowledge, while the students who are more interested in examining the aspects of the class internally will have a chance to alter and change aspects of the project that their group decided upon during class. For these group discussions, each student will be given a graphic organizer that may assist them in organizing or sketching out their ideas. The students are also able to create a personalized presentation through Comic Life that thoroughly examines the class discussions.
 * //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:** The focus of this lesson is to draw a direct correlation between the character's history and the path they find themselves upon in //Watchmen//. Because the characters of the story have lives and histories that are applicable to aspects of life that students may have experience with, each student will be able to see a connection between the story's characters and reality. They may also be able to draw parallels to their own lives. The assessment will require that the students study the text and hypothesize on what characteristics of the heroes were created because of their path. This will ask the students to take logical and abstract ideas and organize them into a coherent, understandable project and presentation.
 * //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.
 * **Intrapersonal**: Students will reflect on their origins and the sort of hero they might become.
 * **Interpersonal:** In Jigsaw groups, students will search for textual evidence of an assigned hero's origins.
 * **Musical/Rhythmic:** While the students are brainstorming and working in groups, music will be playing in the background.

Rationale:** Every student will be a graphic organizer that lists the characters of the graphic novel and provides space for the student to write the origins of each person. Once the character chart is finished, the students will gather in Jigsaw teams. Each group will be assigned a character from the chart and will search the text and images of the graphic novel for specific evidence of the origin of the character. The Jigsaw groups will then report their findings to the class**.** By first brainstorming and writing the origins of the character individually and then gathering in groups, students will have the chance to compare their personal interpretation to the other members of the group. As the groups search within the text for specific examples, students may need to change what they had originally wrote in the graphic organizer.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

For assessment, the students will create a Comic Life presentation that identifies, examines, and compares and contrasts the origins of each character in //Watchmen.// In this project, students can choose to use quotes or examples that were presented during class discussion and also find different evidence. It will be required that the project contains information on the six major characters of the novel. The students will have the option to include minor characters on their presentation as well.

__Teaching and Learning Sequence__

 * DAY ONE:**
 * 1) The class and teacher will have a short discussion on how they feel a person's background affects the path they take further in life. //**15 minutes.**//
 * 2) The students will each be given a Origins graphic organizer. The teacher will divide the class into Jigsaw groups and give each group a character to examine. From this graphic organizer, the groups will create a poster that contains the information they found. As the students search the text for evidence and create their own opinions, the teacher will circulate the room to check for understanding and answer questions. //**40 minutes.**//
 * 3) The groups will then report their findings both vocally and by writing key words for the class to hear and see. //**15 minutes.**//
 * 4) Each student will be given a handout that explains the Comic Life presentation they are to create.They will be given a short amount of class time to begin working on their project. //**10 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. By studying the origins of characters, students can analyze the effect a person's background has over their morals and views on justice. Everyday, students will meet people with differing views, and the histories of each person can play a large role in the perspective a person chooses**.** //**Evaluate the theme or themes, whether explicitly stated or implied, in a literary text**//. As class begins, the students will answer whether or not they believe a person's background is important in the way that that person develops opinions and beliefs. They will have to explain why or why not.
 * **Where, Why, What, Hook, Tailor: //Logical, Verbal, Intrapersonal, Interpersonal.//**

Students will know the following terms: moral, justice, hero, villain, and origin. They will also be able to understand the subplots, perspectives, and relationships of each of the important characters in //Watchmen//. Every student will be a graphic organizer that lists the characters of the graphic novel and provides space for the student to write the origins of each person. Once the character chart is finished, the students will gather in Jigsaw teams. Each group will be assigned a character from the chart and will search the text and images of the graphic novel for specific evidence of the origin of the character. The Jigsaw groups will then report their findings to the class. By first brainstorming and writing the origins of the character individually and then gathering in groups, students will have the chance to compare their personal interpretation to the other members of the group.
 * **Equip, Explore, Rethink, Tailor: //Visual, Logical, Verbal, Musical, Intrapersonal, Interpersonal.//**

As the groups search within the text for specific examples, students may need to change what they had originally wrote in the graphic organizer. They will also be asked to share their findings with the class, and students may or may not agree. From this, students can test their opinions and evidence against the opinions of their peers. Because many of the characters are presented in realistic fashions, the students will continually reference their own experiences with those of the heroes in the graphic novel. Different students with different experiences will have the chance to present ideas or perspectives that other students may have not considered. These conversations will require that the student personally reflect on the opinions of their peers and the teacher in order to create their own.
 * **Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Intrapersonal, Interpersonal, Musical/Rhythmic.//**

For assessment, the students will create a Comic Life presentation that identifies the origins of the six major characters of //Watchmen// and examines the text for evidence of these opinions. The students will be asked to compare and contrast the origins of each of the characters to see how large a role the point of view plays in the story. Students will have the ability to personalize their presentation with both different templates and additional characters.
 * **Evaluate, Tailor:** **//Visual, Logical, Verbal, Intrapersonal.//**

__By Mary E Shea__ Every Super Hero has an origin story, telling how they gained their powers and decided to fight crime. It may be revealed in their first appearance, or not until an eventual flashback, but once established it sets ground rules for which tropes are applicable to that particular Super Hero. The in-story explanation may be that the ultimate source of the hero's power is magic, Sufficiently Advanced Aliens, or Weird Science. However, the actual origin tends to boil down to one of these:
 * Content Notes**
 * [|Heroes Around Us]
 * Hero** — a person of distinguished courage or ability, admired for his or her brave deeds and noble qualities.
 * Idol** — any person or thing regarded with blind admiration, adoration, or devotion.
 * [|Super Hero Origin]
 * The Chosen One : Given powers by an ancient and wise being.
 * Non-Human Hero: They're superhuman because they're //not// human at all. They might alternately be genetically engineered, a cyborg , or otherwise a creation of science.
 * Lucky Accident: A lab accident or a one-in-a-million malfunction.
 * My Own Creation: A scientist or an engineer that creates powers.
 * Random Selection


 * Handouts**
 * Origins graphic organizer
 * Handout explaining summative task.