L3+Palermo,+Jennie

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** b. Analyze the difference between first and third person narration and the effects of point of view on the reader's interpretation of the text. The conflicts with in a person make a person who they are. Their trials and tribulations make them who they are. These things help make the point of view meaningful. Students will fill out an E- chart explaining the different conflicts with in a character of their choosing. They will then get into groups to answer one minute papers that I will design for each of the groups depending on conflicts that they find. We will have a class discussion as well.
 * UNIVERSITY OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : Ms. Palermo ** **__Date of Lesson__: Lesson 3 (Explanation)**
 * __ Grade Level __**** : Sophomores ** **__Topic__: Internal and External Conflicts**
 * __ Objectives __**
 * Student will understand that ** characters have internal and external conflicts.
 * Student will know** how conflicts shape a character.
 * Student will be able to** describe how conflicts (internal and external) shape a character.
 * __ Maine Learning Results Alignment __**
 * Maine Learning Result: English- Language Arts- A. Reading ****
 * A2 Literary Texts**
 * Grades 9- Diploma** ** //Tess of the d'Urbervilles//
 * Students read a text with in a grade appropriate span of texts complexity, and analysis of fiction, nonfiction, drama, and poetry, using excerpts from text to define their assertions.**
 * Rationale:**
 * __ Assessment __**
 * Formative (Assessment for Learning) **

For this project students will be exploring a character's conflicts, both internal and external. They will pick a character from the book and explore their conflicts. Students will have a chance to discuss your ideas with others in the class. They will then create a comic, using the Comiclife Software, of the different conflicts that the character goes through throughout the book. Product: Comic life. This will be assessed by peer review. The work art will be put on display like an art show and students will have judges' ballots to fill out about each piece. __ Technology: __ Comic Life is a software that a lot of students won't know a lot about, most likely. This is a good software to use when it comes to covers, art classes, or just being creative. It can also be used outside of the classroom too. If students are interested in making comics then this is a very good software for them.
 * Summative (Assessment of Learning)**
 * __ Integration __**

__Art:__ The Comic product is a very good application of art with in this English lesson. For the one minute papers, I will have students create a seasons partner sheet. For this pre-writing I will have students get into one of these groups. They will have, ahead of time, picked out partners to represent each season so that they work with different people each time.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Visual: ** The final project is a very visual learner oriented product.
 * Natural:** I'd like for the opening discussion to happen outside.
 * Musical:** I'd also like to have music in the background for the E-chart and the discussions.
 * Interpersonal:** The discussions expand this intellect.
 * Logical:** These people like to figure things out logically. The software being used has most likely not been used by the students before so they get to figure it out.
 * Intrapersonal:**Using the charts to reorient themselves helps this student learn.

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

Absent students will make an appointment to see me to talk about what they missed. They will be required to keep reading and adding to their blog and commenting on others. They will get the notes the we went over that day either from a fellow student or they can ask for my own notes.

For this project students will be exploring a character's conflicts, both internal and external. They will pick a character from the book and explore their conflicts. Students will have a chance to discuss your ideas with others in the class. They will then create a comic, using the Comiclife Software, of the different conflicts that the character goes through throughout the book. Product: Comic life. This will be assessed by peer review. The work art will be put on display like an art show and students will have judges' ballots to fill out about each piece. Computers Tess of the d'Urbervilles book Seasons partners chart pencil Paper hand outs (judges sheet, etc) Comic Life This is a good resource of conflicts being able to write a comparison essay: [] Different literary elements: [] Conflict resolution lesson plan [] Nature of Conflict lesson []
 * Extensions**
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // 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: //** In each lesson, we have to make sure that all of our students are comfortable in our classrooms and with us.


 * Microscope:** The class discussion will help these students.
 * Puppy:** Discussions will help these students as well.
 * Beach Ball:** Students will be able to work with a software that they may not be familiar with. This will help them focus on the tasks at hand.
 * Clipboard:** At the beginning of each class I will put the schedule of the period up on the board so that students can see where the class is going.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** This lesson deals with the facet explanation because the conflicts that happen to a person shapes them. This, therefore shapes the decisions that they make. It also shapes the way that a person views curtain events. As a character this shapes the way that a story is told and it shapes the way that a reader will see the story.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**** Visual: ** The final project is a very visual learner oriented product.
 * Natural:** I'd like for the opening discussion to happen outside.
 * Musical:** I'd also like to have music in the background for the E-chart and the discussions.
 * Interpersonal:** The discussions expand this intellect.
 * Logical:** These people like to figure things out logically. The software being used has most likely not been used by the students before so they get to figure it out.
 * Intrapersonal:**Using the charts to reorient themselves helps this student learn.

For this project students will be exploring a character's conflicts, both internal and external. They will pick a character from the book and explore their conflicts. Students will have a chance to discuss your ideas with others in the class. They will then create a comic, using the Comiclife Software, of the different conflicts that the character goes through throughout the book. Product: Comic life. This will be assessed by peer review. The work art will be put on display like an art show and students will have judges' ballots to fill out about each piece. Students will fill out an E- chart explaining the different conflicts with in a character of their choosing. They will then get into groups to answer one minute papers that I will design for each of the groups depending on conflicts that they find. We will have a class discussion as well.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**** Formative (Assessment for Learning) **

For this project students will be exploring a character's conflicts, both internal and external. They will pick a character from the book and explore their conflicts. Students will have a chance to discuss your ideas with others in the class. They will then create a comic, using the Comiclife Software, of the different conflicts that the character goes through throughout the book. Product: Comic life. This will be assessed by peer review. The work art will be put on display like an art show and students will have judges' ballots to fill out about each piece. My classroom is probably going to be arranged in groups. I'm going to have their seasonal partners on file for my own reference so I will get them into those partners and group them up accordingly. My students will understand that characters have internal and external conflicts. They need to learn about these things because they as people, have conflicts too. They may not be as intricate and blatant then the characters in a book, but they do have them. Students will read a text that is within a grade appropriate span of text complexity and analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to define their assertions. How I will get them to think about what a conflict is will be to have them come in with a conflict of their own. We will share these with the class and talk about them.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **

Day 1: Sharing of conflicts (10-15 min.) Discussion about them (10 -12 min.) Lesson about conflicts (25-30 min.) E-chart (10 min.) One minute papers and sharing (5-8 min.) Introduction to Comic Life (8-10 min.)

Day 2: Questions about comic life (5-10 min) Work time (10-30 min.) "Art Show" (20-30 min.) Discussions about each character (8-10 min.)
 * Where, Why, What, Hook, Tailor: Visual, interpersonal, logical, intrapersonal**

Since students will have learned first person and third person narration and point of view in previous lessons, this lesson will help them see more into the reasoning behind the choices. Students will create an E-chart for one character in the book so that they can look deeper into the characters and if the character isn't one that is the main point of view maybe they can see why it is in the other point of view. I will also give the students a hand out that outlines conflict for them. The one minute papers that they will do in pairs will check for understanding. I will give each pair a question that deals with a separate conflict to different characters.
 * Equip, Explore, Rethink, Tailor: Interpersonal, Mathematical logical**

Each pair of students will use comic life to explore the different characters in the book. This helps them understand the complexities of a character and how conflict shapes a character and a story. Students will be paired within their seasonal groups for their pre-writing activity. With this pre-writing activity, students can rethink what they did in their first pre-write.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal**, **Intrapersonal**

The final Comic Life will be on display in an art show setting. Students will go around and give feedback on each piece using a judging sheet or rubric that I will give them. I will give a final overview, but each student will get all of their judging sheets so they can see if their conflict was observed by all. All of my lessons build up to the final project. Everything that they do will be brought together for the final project. Conflict that pits one person against another. A run-in with the forces of nature. On the one hand, it expresses the insignificance of a single human life in the cosmic scheme of things. On the other hand, it tests the limits of a person’s strength and will to live. The values and customs by which everyone else lives are being challenged. The character may come to an untimely end as a result of his or her own convictions. The character may, on the other hand, bring others around to a sympathetic point of view, or it may be decided that society was right after all. Internal conflict. Not all conflict involves other people. Sometimes people are their own worst enemies. An internal conflict is a good test of a character’s values. Does he give in to temptation or rise above it? Does he demand the most from himself or settle for something less? Does he even bother to struggle? The internal conflicts of a character and how they are resolved are good clues to the character’s inner strength. Often, more than one kind of conflict is taking place at the same time. In every case, however, the existence of conflict enhances the reader’s understanding of a character and creates the suspense and interest that make you want to continue reading. Top of Form Bottom of Form || || Overview || In these sessions, students explore picture books to identify the characteristics of four types of conflict: character vs. character, character vs. self, character vs. nature, and character vs. society. Students complete a graphic organizer while analyzing plot conflict in literature and looking for examples of conflict in their personal experience. The activity concludes a compare and contrast essay that focuses on two conflicts—one from their own experience and one from a picture book or story that they have read. || From Theory to Practice || “Where do good writers come from? . . . [T]hey develop through creative instruction, caring adult models, well-structured peer interaction, and lots and lots of practice. But we also know, both from composition research, and from our own lives, that good writers also grow by //reading//” (58).
 * Evaluate, Tailor: visual, interpersonal, intrapersonal**
 * __ Content Notes __**
 * Conflict is the essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds. **
 * Man versus Man **
 * Man versus Nature **
 * Man versus Society **
 * Man versus Self **

This testimonial from Harvey Daniels speaks directly to the power of using literature to teach writing. In this lesson, students are doing just that—They look at examples of plot development and conflict resolution as they grow into their own definitions. Building bridges from literature to writing, students then write their own piece about conflict resolution.

Further Reading: Daniels, Harvey. “THE LITERATURE CIRCLE: Reading Like a Writer.” [|//Voices From the Middle//] [|11.2 (December 2003)]: 58-9. || [|Plot Conflict PowerPoint Presentation] Judging sheet E-chart
 * __ Handouts __**