L6+Bernhardt,+Jennifer

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

Teacher’s Name:** Ms. Jennifer Bernhardt **Date of Lesson:** Lesson 6 (Self-Knowledge)
 * Grade Level:** 11th **Topic:** Characterization

__**Objectives**__

 * Student will understand that** people and things can be depicted and interpreted in many different ways.
 * Student will know** the elements of characterization and be able to pick out themes and conflicts as well as explain how themes and conflicts affect characters. They will also understand what a narrative arc is.
 * Student will be able to do** recognize conflict and theme and how they are important to the development of characters.

__**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:** People are continuously changing, and it is important to understand what causes these changes to better understand someone. Characters in literature are the same and this lesson will show students how to analyze characters and discuss their development through these changes.

__**Assessment**__
At the beginning of class students will fill out a KWL chart answering questions I put up on the board. They will only answer the columns on what they know and what they want to learn. The questions will be, "How could conflict affect the development of a character?", "How could the theme and character be connected?", "How could conflict and themes in your life affect you?" When they are finished with this lesson (after the project or as they learn the material) they will fill in the last column on what they did learn.
 * Formative (Assessment for Learning)**

Students will choose one of the characters and create a poster or series of posters that the character would put up in their room that would represent them and the themes and conflicts that have or are shaping them. Students may create posters that span over a period of time showing the development of the character and the different themes in their lives and conflicts that are affecting them, or they can create posters that show the themes and conflicts in one moment of the characters life. They may either print out their posters or present them online (if they decide to have music and/or videos). Students will present their posters to the class and explain them and why they chose the themes and conflicts they did. Students will work in groups of different sizes (depending on the number of students) for this project. They will fill out peer evaluations during the presentations as well as a self/partner evaluation after the project.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will use glogster to create a series of poster showing the development of their characters through themes and conflicts.


 * Art**: Students will create a series of posters using Glogster for a character from the novel.

__Groupings__
For the beginning of this class I am going to let students choose their groups for discussion. I am not going to just let it be a free for all, but instead I am going to put up three signs at different corners of the rooms that read, theme, conflict, other. I will ask students to go stand under the different sign that they believe to be more important to the development of the character, or helps to show the characters development better than the others. Once they have moved into these groups I will ask them to talk over their reasoning with the group. Then I will have each group explain their reasoning to the other groups, other groups are allowed to question or re-explain their position and the position of others, but they should do it respectfully. After this exercise students will choose from a stack of index cards that have the numbers 1-6 and similar numbers will be placed into groups for the project.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will discuss how theme, conflict, and other factors affect the development of characters.
 * Visual**: Using Inspiration students will create a Word web using diagrams and graphics to arrange their information.
 * Body**: Students will move to the different corners of the room to show what they believe as well as to see the different posters and write their comments.
 * Logical**: Students will logically organize their information.
 * Interpersonal**: Students will work in groups.
 * Intrapersonal**: Students will have time to reflect on their learning.
 * Technology**: Students will use glogster to create a series of poster showing the development of their characters through themes and conflicts.

// 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 use Glogster to create a series of posters using theme and conflict to present the development of their chosen character, or how these two elements have affected their development. This is a type II technology because instead of just putting together pictures and words (which students could do using paper and markers) they can bring in a variety of elements such as videos, musics, and moving graphics, and they will be manipulating these elements to show their understanding of themes, conflicts, and character development.
 * Extensions**

__**Materials, Resources and Technology**__
A Story like the Wind Laptops KWL chart Pencils

__**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 same format of the previous class will be used for students who like consistency in their routines. Students will have visual directions on the syllabus and the learning will be progressive (clipboards). Students will learn by discussion with peers over themes and conflicts and how they can show the development of a character as well as affect it (microscope). Students will be able to use the notes that I put down on the board as well as the organizers they create in their groups to further their understanding and have the ability to look back if they need to. Students will have a choice as to which themes and conflicts they will choose, what character they will create the posters for, and how they will set up their posters (whether they use just pictures or videos and music) (beach ball). Continuing to use the "Giving Feedback" handout, students will evaluate their peers presentation anonymously. I will consistently demonstrate a positive and encouraging attitude as a model for my students and be there for students who need someone else to talk to or ask questions (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:** Most of the discussions will be led by the students using previous knowledge from past lessons. They will take all their notes and graphic organizers as references for the project. Students will use what they know about themes and conflicts and connect it to characterization and how these two elements might affect or demonstrate the development of a character. They will demonstrate their self-knowledge of the subject and apply it to something new. The curriculum will be presented in a variety of different ways so that all students are learning. There will be discussions and the hands on activity (which is their summative assessment) so that all students can become involved in the learning.
 * //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.//
 * Verbal**: Students will discuss how theme, conflict, and other factors affect the development of characters.
 * Visual**: Using Inspiration students will create a Word web using diagrams and graphics to arrange their information.
 * Musical**: Students may use music in their Glogster posters to represent themes, conflicts, or the characters.
 * Body**: Students will move to the different corners of the room to show what they believe as well as to see the different posters and write their comments.
 * Logical**: Students will logically organize their information.
 * Interpersonal**: Students will work in groups.
 * Intrapersonal**: Students will have time to reflect on their learning.
 * Technology**: Students will use glogster to create a series of poster showing the development of their characters through themes and conflicts.

Rationale:** At the beginning of class students will fill out a KWL chart answering questions I put up on the board. They will only answer the columns on what they know and what they want to learn. The questions will be, "How could conflict affect the development of a character?", "How could the theme and character be connected?", "How could conflict and themes in your life affect you?" When they are finished with this lesson (after the project or as they learn the material) they will fill in the last column on what they did learn.
 * //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 of the characters and create a poster or series of posters that the character would put up in their room that would represent them and the themes and conflicts that have or are shaping them. Students may create posters that span over a period of time showing the development of the character and the different themes in their lives and conflicts that are affecting them, or they can create posters that show the themes and conflicts in one moment of the characters life. They may either print out their posters or present them online (if they decide to have music and/or videos). Students will present their posters to the class and explain them and why they chose the themes and conflicts they did. Students will work in groups of different sizes (depending on the number of students) for this project. They will fill out peer evaluations during the presentations as well as a self/partner evaluation after the project.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
For this class the arrangement will be a cluster setting because students will be working in groups. After this lesson students will understand that people and things can be depicted and interpreted in many different ways. They will know the elements of characterization and be able to pick out themes and conflicts as well as explain how themes and conflicts affect characters. They will also understand what a narrative arc is. Students will be able to recognize conflict and theme and how they are important to the development of characters.//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.// Students should understand how themes and conflict affect characters. People are continuously changing, and it is important to understand what causes these changes to better understand someone. Characters in literature are the same and this lesson will show students how to analyze characters and discuss their development through these changes. At the beginning of the class students will fill out a KWL chart answering questions I put up on the board. They will only answer the columns on what they know and what they want to learn. The questions will be, "How could conflict affect the development of a character?", "How could the theme and character be connected?", "How could conflict and themes in your life affect you?". After they finish their KWL charts I will ask students to stand under a sign in three corners of the room that they agree with. Each sign will read something different, the signs will be, theme, conflict, other. I will ask them, what has had more affect in your life/which is more important in the development of you? Students will stand under the sign they agree with. Then the groups will talk about why they think this and give examples of this element in their lives. Then the groups will share with the other groups. Students will be reminded to be respectful and I will monitor the comments and questions within the groups closely.

(**What, Where, Why, Hook, Tailors: Verbal, Interpersonal, Body, Intrapersonal**)

This hook will lead into the discussion about the book (and it will be mostly student led to assess them on their knowledge of the previous lessons) We will discuss how conflict helps to develop a character, how the themes change as the character develops and how they can help characterize a character. After this discussion students will choose from a stack of index cards that have the numbers 1-6 and similar numbers will be placed into groups for the project. I will give a short tutorial on Glogster and the different things they can do with it. They will create their own account as well. After the tutorial students will have time to start working on their outlines for their presentations. They will use Inspiration to organize the information. They must choose the themes and conflicts and which character they are going to be creating their posters for. They may create a diagram or outline on Inspiration and when they finish they will pass in a hard copy to me before they start on their posters. Students may create posters that span over a period of time showing the development of the character and the different themes in their lives and conflicts that are affecting them, or they can create posters that show the themes and conflicts in one moment of the characters life. They may either print out their posters or present them online (if they decide to have music and/or videos). Day 2 and 3 will be work days, that way students who do not have access to a computer at home or the internet will have the same resources and time as other students to create their project. Students will present their posters to the class and explain them and why they chose the themes and conflicts they did. Students will work in groups of different sizes (depending on the number of students) for this project. They will fill out peer evaluations during the presentations as well as a self/partner evaluation after the project.

(**Equip**, **Explore**, **Experience**, **Tailors**: **Verbal**, **Visual**, **Interpersonal**, **Musical**)

On day 4, students will present their posters to the class. In their presentation they should include which character they chose, the themes and conflicts represented in each poster and why they chose these (and should include why they are important to the development of the character). Students will fill out peer evaluation forms for each presentation and write a comment/question on the back of their evaluation (these will be anonymous). I will go over these evaluations before I hand them back to groups. Students will be able to see these evaluation sheets after.

(**Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal**)

Students will either print off their glogster posters, or send them to me via email to grade. After the presentations students will have a few minutes to finish filling out their KWL charts with their new knowledge and what they learned. If they do not finish in class they will do it for homework, and must show it to me the next day in class so I can mark down that they finished it. This way students have time to reflect over their learning and rethink the questions from the beginning of the lesson and revise their understanding.

(**Evaluation, Tailors: Intrapersonal**)

KWL charts (10 minutes) Hook (25 minutes) Group discussion (20 minutes) Glogster tutorial (15 minutes) Inspiration (10 minutes)
 * Agenda**

Day 2 Work on Project (80 minutes)

Day 3 Work on Project (80 minutes)

Day 4 Project presentations and Peer evaluations (75 minutes) KWL charts (5 minutes)


 * Content Notes**

Narrative Arc**:** who is the character at the start of the story and what does he become at the end?

[|KWL chart] Self/Partner Evaluation
 * Handouts**