L4+Douglass,+Leah

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **       Maine Learning Results: English Language Arts A. Reading A2: Literary Text Grades 9-Diploma: //One Flew Over the Cuckoo's Nest// Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response. d.) Analyze the literary devices that define a writer's style and use those elements to interpret the text.    Students will make Venn Diagrams comparing dynamic and static characters. There will be a class discussion about what defines each character along with experiences they have had with this topic before. The class discussion will provide me with some information on how well students are comprehending the material. They will pass in their Venn diagram for feedback. Students will also write a blog entry on the topic in which myself and peers will give feedback. In this blog entry students will be writing about both dynamic and static characteristics with in themselves. Students will also be encouraged to find their own examples of dynamic and static characters in literature and in entertainment.   <span style="font-family: "Times New Roman","serif";">Students will outline and create a comic life. This comic life will be focused on one or two main characters who are either quintessentially dynamic or static. The comic life should be persuasive and declares which type of character would make a better hero or villain. Students will also have to write a paragraph clarifying why they picked either the dynamic or static character. Their rational paragraph should also explain why being a dynamic or static character makes the character they created a better hero or villain. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">This project will be due two class days after assigned. There for students will have roughly a week to complete this assignment. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Desks will be set up in pairs when the students walk into the classroom. The desks will be facing each other as to facilitate the Three-Step-Interview grouping the students will be in. Students will be given well known song titles. They will have to walk around the room humming until they find their peer who is humming the same song. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">UNIVERSITY OF MAINE AT FARMINGTON **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teacher’s Name __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Ms. Douglass **__Date of Lesson__:** Lesson 4
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Grade Level __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">11 **__Topic__:** Dynamic and Static Characters
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Objectives __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will understand that **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">the qualities of the main characters often create the plot and result in the resolution. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will know ** <span style="font-family: "Times New Roman","serif";">how to describe and identify dynamic and static characters, and identify important events and themes from the novel One Flew Over the Cuckoo's Nest. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will be able to do **<span style="font-family: "Times New Roman","serif";">recognize dynamic and static characteristics about themselves. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results Alignment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **** Students will be given the opportunity to draw connections to the qualities of the main characters of a novel to their own lives. This will help students "analyze characteristics." Students will also be shown how the qualities of the characters in a novel affect the plot. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **<span style="font-family: "Times New Roman","serif";">Students will be using computers with the software program ComicLife to apply their knowledge. They will create a dynamic or static hero and make a comic or short graphic novel that illustrates why that dynamic or static individual makes a good hero. Students will also write interactive blog entries on dynamic and static characters, to which their peers will write feedback in the form of a comment. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Art/Graphic Design:** <span style="font-family: "Times New Roman","serif";">In the final product for this lesson students will be utilizing their spatial intelligence. Students will have a chance to create art work via Comiclife to illustrate their stories about a dynamic or static character.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**
 * Visual**<span style="font-family: "Times New Roman","serif";">: Students will be applying their knowledge by making a comic life, and using their artistic and spatial skills to represent what they know.
 * Intrapersonal**: Students must reflect on their own characteristics, qualities, and habits to understand the topic and create the comic life.
 * Logical**: Students will be asked to use charts to outline their qualities and to qualify why they are placed under a certain category. They will then have to tally up how many qualities they have in common with the characteristics.
 * Verbal**: Students will be discussing and writing about their characteristics.
 * Interpersonal**: Students will be broken into groups to question each other and share information.
 * Naturalistic**: Students will have time to compare dynamic and static characters to outside elements such as stagnant bodies of water and rapid flowing rivers.
 * <span style="font-family: "Times New Roman","serif";">Musical: **<span style="font-family: "Times New Roman","serif";"> Students will be given songs and instructed to hum to find their partners for the cooperative learning group activity. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif";">( **//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**) Students that are aware that they will be absent from class will be asked to meet with me before hand to collect the materials they will, such as the graphic organizer. They will then have to complete the pre-assessment and blog entries. They will also be asked or assigned a classmate to collect notes from. There will be some form of agenda for each class, most likely on an interactive website where comments and questions can be posed. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Students will be using laptops with the software ComicLife installed. Each student will make a digital story board on the lap top, and create illustrations to go along with their story with Comic life. This type two technology will enable students to apply their knowledge of dynamic and static characters by creating their own, and defending their here by the use of persuasive language and tone. It is type II technology because of the integration of narration, illustration, and knowledge that the program allows. Students will also be required to write a blog entry about this lesson. Feedback will be given by peers on the blog entries, and by myself on the students' projects. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Laptops One Flew Over the Cuckoo's Nest Writing Utensils [|Venn Diagram] [|Defining Dynamic and Static Characters] [|Psychology of Static Characters] [|Easier definition of characters]
 * Modifications/Accommodations**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**

[|Beauty and the Beast Ending]

Chapter 36 of the __Dark Knight__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">[] ^ This lesson illustrates how to draw connections to novels that the students have read in the past. The definitions for the terms are given then a class discussion is had about what characters they encountered in the past that have exhibited those characteristics. The students illustrate their knowledge through a poster project.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**

[] ^ This lesson plan uses a short story to help demonstrate to students the difference between dynamic and static characters. Students use graphic organizers to show how the characters are describe to determine whether those characters are static or dynamic. There is then a class discussion about the short story.

[|Defining Dynamic and Static Characters] [|Video clip] or Chapter 36 of the __Dark Knight__ <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">In this lesson students will learn the difference between a static character and a dynamic character. Students will also learn the qualities that each type of character are identified with. The class will start off with a video clip of the Dark Knight that analyzes the Joker's characteristics. This popular movie and comic book series will draw the students in and be the "hook." Students will later be encouraged to find their own examples of dynamic and static characters. To solidify what dynamic and static characters really are I may also play a clip from Disney’s classic: Beauty and the Beast. Then students will work in pairs, and each will explain to the other what qualities they see in themselves and how they relate to a dynamic or static character. Through the group work student will recognize qualities about themselves that would categorize themselves as static or dynamic. It is important that students be able to “recognize” the qualities of characters to better enhance how they analyze literary works.The intimate grouping will allow students to talk about their the different perspectives in the book and hopefully build their theory of mind and create empathy skills for each other. They will be applying what they learned in the narrative comic piece they create with comic life. <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">The class discussion after the movie clip will help me assess where the students are at the beginning of the class. After students are done filling out their graphic organizers they will hand them in to me for comments and other feedback. Students will get peer feedback when in their groups. While students are working together and interviewing each other they will be correcting misconceptions and asking each other questions. Students will also provide feedback in mandatory comments on each others blog entries about the class.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">The Beach Ball learners should really enjoy this lesson. The video clip from Dark Knight should break up their normal routine and add the spontaneity that Beach Ball learners thrive off of. The comiclife project also gives students a lot of freedom of choice which is something that Beach Ball learners really need to succeed. Beach Ball learners will once again have the opportunity to have some choice when they write their blog entries. Students will be encouraged to find their own examples of dynamic and static characters and the Beach Ball learners will really benefit from the flexibility of the blog assignment. The graphic organizers will show the information the students are given in a clear visual way, which will tap into the Clipboard learners needs. The Clipboard learners will also benefit from the logical sequence of information. First the video clip with an example, then the information, then they organize, and then the students apply their knowledge. The freedom of their activity allows students to delve into the character they are creating as much a possible. Students may choose to go into as much in depth analysis as they want, and this will keep the Microscope learners interested. Reflecting on the lesson will help all the types of learners but the Microscope learners, who are found of reflecting and analyzing and the Puppy learners, who need support, will especially benefit. The grouping for the interview activity should be more intimate then most groupings. Since the students will spend a lot of time in pairs the Puppy learners will get the encouraging atmosphere and support that they need.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">
 * //<span style="font-family: "Times New Roman","serif";">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif";">Rationale: //**
 * Visual**<span style="font-family: "Times New Roman","serif";">: Students will be applying their knowledge by making a comic life, and using their artistic and spatial skills to represent what they know.
 * Intrapersonal**: Students must reflect on their own characteristics, qualities, and habits to understand the topic and create the comic life.
 * Logical**: Students will be asked to use charts to outline their qualities and to qualify why they are placed under a certain category. They will then have to tally up how many qualities they have in common with the characteristics.
 * Verbal**: Students will be discussing and writing about their characteristics.
 * Interpersonal**: Students will be broken into groups to question each other and share information.
 * Naturalistic**: Students will have time to compare dynamic and static characters to outside elements such as stagnant bodies of water and rapid flowing rivers.
 * <span style="font-family: "Times New Roman","serif";">Musical: **<span style="font-family: "Times New Roman","serif";"> Students will be given songs and instructed to hum to find their partners for the cooperative learning group activity.
 * //<span style="font-family: "Times New Roman","serif";">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif";">Rationale: //**

Students will apply their knowledge of the topic to writing a narrative of their own and using comiclife to illustrate the narrative. Students will be given a grade and feedback on their product. Students will receive written comments attached to their projects. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";"> The student desks will be placed in pairs facing each other. Students will sit down, but they will not necessarily be sitting with their partners at the beginning of class. I will project the History Channel clip of Dark Knight while I am taking attendance. I will hint to the students that the parts of the clip about the Joker's personality and character traits will be especially important to this class. After the clip I will write, or type depending on the projector I have, Dynamic vs. Static on the board. I will discuss the attributes that make up both with the students and give out the hand out of their graphic organizer. A class discussion will be had about the differences between static and dynamic characters in both Dark Knight and One Flew Over the Cuckoo's Nest. At this point I will give directions on how students will find their partners for the next activity. They will be given the title of a common song and have to hum to find their partner. They will work with their partner to interview each other and relate their attributes to the attributes that define dynamic and static characters. There will be a brief discussion on how to use comiclife, since it is a fairly easy program to use, and then their assignment will be explained. They will be given the rest of the class time to work on their storyboard for their narrative project or write their blog entry for the lesson.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **

[|History Channel clip of Dark Knight] or Chapter 36 of the __Dark Knight__ and taking attendance (7 min) Distribution of information and instruction,. Will hand out Venn Diagram at this time (10 min) Class discussion on Dark Knight and One Flew Over the Cuckoo's Nest (15 min) Getting into groups (3 min) Students will interview each other and compare themselves to dynamic and static characters (10 min) I will explain their comiclife project (5 min) I will give instruction on how to use comic life (10 minutes) Students will work on projects and blogs ( 20 min) <span style="font-family: "Times New Roman","serif";"> <span style="font-family: "Times New Roman","serif";">This project will be due two class days after it is assigned. This allows students approximately a week to complete the assignment.

Students will be given many opportunities to relate the concept of dynamic and static characters to the world outside of school in this lesson. First students will be hooked by seeing a clip of a well known super hero and villain and see how what they are learning in English relates to something they may be interested in. Students will also work in partners to relate the characteristic of dynamic and static characters to themselves, thus showing how literature relates to real life. Students will also be encouraged to find their own examples of dynamic and static characters and post them in their blog entries.
 * (Where, What, Why, Tailor: intrapersonal, interpersonal, visual, verbal)**

To understand and apply these concepts students will need to know what characterizes a dynamic and static character. I will show them the video that talks about the Joker's spontaneity. After the video there will be a discussion where I will asses how much of the information the class as a whole knows and then I will present the attributes visually by projection or writing on the board. I will also discuss the difference between the two characterizations with the class and they will fill in their Venn Diagrams. When students are done filling in the Venn Diagrams they will hand them to me so that I can write feedback on them. When they are broken up onto groups I will circle the class and listen to see if there is anything I need to clarify. As the students interview each other they will be offering advice and feedback verbally. After they have written their blogs they will be required to write at least one comment on another student's blog as to give feedback about the lesson.
 * (Equip, Tailor: Interpersonal, Verbal, Visual, Logical)**

Students will be given a chance to explore the information they are given through the use of their graphic organizers. The Venn Diagrams they are given will give them space to logically chart the attributes of static and dynamic characters. It will also allow them to compare the two, which will draw connections to how the two kinds of characters enhance a literary work. Students will be placed into groups of two and interview each other. In this interview they will be relating this subject to their lives by finding attributes that they possess that also define dynamic or static characters. Through the interview process they students will be able to recognize the qualities that define a dynamic and static character and identify those characteristics in themselves. The group work will help them rethink on the topics and attributes discussed in the large classroom discussion. After they have had time to practice with this concept through discussion and group work students will work to create their own hero with a dynamic or static character. Students will write and explanation of what makes that hero dynamic or static and why having those attributes would make a good hero. Students will have a chance to peer edit and revise their work. Students will also be able to refine through reflection in their blog entries and reading feedback and correcting their products.
 * (Explore, Experience, Rethink, Revise, Refine, Tailor: logical, verbal, intrapersonal, interpersonal)**

Students will be able to self assess in many ways. The blogs they write for each lesson are a good way for students to reflect and see what they have truly learned from the lesson. Students will also be able to compare their ideas with a peers during group work. The graphic organizer will help keep students on track when doing their projects. I will also provide feedback through written comments on the graphic organizer and through their comments. Students are required to also write comments on their peer's blog entries to provide feedback. The homework for this lesson will get feedback once it is handed, and the project of creating their own static or dynamic character will allow students to learn through doing, and making. Their projects will be assessed to see their level of mastery on the concept of dynamic and static characters.
 * (Evaluate, Organize, Tailor: verbal, interpersonal.)**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Dynamic Character: A dynamic character is one that undergoes an important change within the literary work. The change in this character is predominately internal and stems from the events of the plot. These characters eventually change the way they view things, their behavior, or understanding.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**

Static Character: In contrast a static character is one that does not change in the coarse of novel. Despite the events of the literary work the character's personality and behavior stay the same.

Example: In the novel Great Expectations Mrs. Havisham refuses to change a single aspect about her house or her life, she would be an example of a static character. The opposite is true for the main character, Pip. Pip undergoes many transformations. First he is elevated from his low social standing and poverty to that of a socialite. His morals slowly decline as his status goes up. He later redeems himself with a heroic act. He is a very good example of a dynamic character.

The Joker - Ever changing, always unpredictable enemy of Batman. There are many back stories to the Joker, but all rely on the basic outline that he once was a sane law abiding citizen and some drastic event changed both his facial features and his personality. He is a dynamic character.

Batman - The ever wealthy vigilante with the heart of gold. He has always been of a high social standing, and strict moral code. In the movie the Dark Knight he goes through some turmoil about the code he lives by, but in the end he remains the same. He is a static character.

McMurphy & Nurse Ratched - The main character of One Flew Over the Cuckoo's Nest. Gradually changes his way of thinking as he stays in the mental institution. While he is a dynamic character his growth is thwarted by the static character Mrs. Ratched. She follows a strict schedule and punishes those who wish to deviate from such a refined routine. Like Captian Ahab's blood lust for Moby Dick, her determination to bring McMurphy's spirit down and is as unrelenting as her static character <span style="font-family: "Times New Roman","serif"; font-size: 10pt;">. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">[|Venn Diagram] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**