L6+Palermo,+Jennie


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

**LESSON PLAN FORMAT**
 * Teacher’s Name: ** **Ms. Palermo Date of Lesson: Lesson 6 (Application)**
 * Grade Level:** **Sophomore Topic:** Conflicts

Grades 9-Diploma** Tess of the d'Urbervilles b. Analyze the difference between first person and third person narration and the effect of point of view on a reader's interpretation of a text. Students will be making a story web on the computer using inspiration. They will make a rough outline of their story then go into a team pair solo groups to share out.
 * __ 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
 * Students read text within a grade appropriate span of texts complexity, and analyses of** fiction, **nonfiction, drama, and poetry, using excerpts from text to define their assertions**
 * Rationale:** Conflicts of characters shape the stories. Characters that are tortured and have skeletons in their closets and problems grow and change and it helps the reader get to know the character. That has an impact on how the reader interprets the text.
 * __ Assessment __**
 * Formative (Assessment for Learning) **

This story is in preparation for our major end of the unit project. Students will be picking another time period and writing a retelling //Tess of the d'Urbervilles//. It should be told from another character's point of view. If a student use a character from the story make sure they stay true to the character and their conflicts and all the themes in the scene should remain the same. Product: A story. This will be assessed by the teacher.
 * Summative (Assessment of Learning)**


 * __ Integration __**

__Technology:__ Students will use Inspiration to create a story board that will get turned in. I will encourage them to try and use some of the other parts of Inspiration that they may not have explored the last time we used it. __History:__ Students will be translating Tess into another time period. I would like them to do research and try and pick a time period and use the research skills to research that time period.

Students will have a couple of different groups. They will have already worked with their seasonal partner and their theme groups. For this exercise they will work with one of their other seasonal partners. This will have been predetermined who their partner is.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal:** The final story is geared towards these students.
 * Interpersonal:** Reporting out to the group is a very good application for these students.
 * Intrapersonal:** The storyboards and reflecting on their ideas is a good application for these students.
 * Visual:** The hook is geared towards these students.
 * Natural:** They should look at all of the different aspects so that they can create their own scene.
 * Musical:**They should be looking at all of the aspects of the movie so they can write their own.

( **//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.

This story is in preparation for our major end of the unit project. Students will be picking another time period and writing a retelling //Tess of the d'Urbervilles//. It should be told from another character's point of view. If a student use a character from the story make sure they stay true to the character and their conflicts and all the themes in the scene should remain the same. Product: A story. This will be assessed by the teacher. Books Computers Romeo + Juliet movie clips Pen Pencil Inspiration Teacher evaluation This is a good review of all of the conflicts: [] This is a good over view with examples []
 * Extensions**
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

This is a good lesson plan about conflicts: []

Hook:[]

Resources for research: Information on Ancient Greece: [] Information on the Holocaust: [] Information on the Middle Ages: [] Information on the 1920’s: []
 * __ Maine Standards for Initial Teacher Certification and Rationale __**

Rationale:** All students are different, so they have different learning styles. We have to make sure all of them are addressed.
 * //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.//

Puppy: All the discussions will help these students. Microscope: The different discussions we have will help these students. Beach ball: Students will get to discover new ways to use a fairly new piece of software. Clipboard: I will out line the class each day and make sure they have a schedule for the project.

Rationale:** What students should get most out of this lesson is that conflicts in books can be applied in real life. That is the application part of this unit. You can see the struggles of characters in the book and people in real life and some times just by reading a book you can help them see a solution.
 * //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:** The final story is geared towards these students.
 * Interpersonal:** Reporting out to the group is a very good application for these students.
 * Intrapersonal:** The storyboards and reflecting on their ideas is a good application for these students.
 * Visual:** The hook is geared towards these students.
 * Natural:** They should look at all of the different aspects so that they can create their own scene.
 * Musical:**They should be looking at all of the aspects of the movie so they can write their own.

This story is in preparation for our major end of the unit project. Students will be picking another time period and writing a retelling //Tess of the d'Urbervilles//. It should be told from another character's point of view. If a student use a character from the story make sure they stay true to the character and their conflicts and all the themes in the scene should remain the same. Product: A story. This will be assessed by the teacher.

Rationale:** Students will be making a story web on the computer using inspiration. They will make a rough outline of their story then go into a team pair solo groups to share out.
 * //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)**

This story is in preparation for our major end of the unit project. Students will be picking another time period and writing a retelling //Tess of the d'Urbervilles//. It should be told from another character's point of view. If a student use a character from the story make sure they stay true to the character and their conflicts and all the themes in the scene should remain the same. Product: A story. This will be assessed by the teacher. Teaching and Learning Sequence __**
 * Summative (Assessment of Learning)**
 * __

My classroom will be set up in groups of about four. I want to have the desks all set up in their theme groups so that they don't have to move to get into the groups. This way we can get the most done possible. Students are going to be understanding the impact that conflicts have on characters and the reader. These conflicts, both internal and external can be applied to real life. We all have our own conflicts and sometimes it helps to see an example of that. Students will "read text within a grade appropriate span of texts complexity, and analyses of fiction, nonfiction, drama, and poetry, using excerpts from text to define their assertions." Since students are going to be writing their own modern rewrite of //Tess of the d'Urbervilles//, I want to show them a rewrite of another classic. I will show them a clip or two of a modern version of a classic and we will have a small discussion about the elements of the clips and how they kept the basic primes of the play.

Day 1: Modern clips of movies (5-10 min.) Discussion of clips (10-15 min.) Quick Review (5-6 min.) Research Time (50 min.)

Day 2: Storyboard or other organizational tool (15-20 min.) Team pair share (15-20 min.) Work on Storyboard or more research (40 min.)

Day 3: Work time (60-70 min.) During work time, conferences to see where all the students are (5-8 min. each) Teacher will take notes and see where all the students are Questions (5-10 min.) Students will turn in rough draft

For homework students will comment on at least 2 other stories on the Wiki.

Day 4: Students will get rough draft back Specific questions (5-8 min.) Mini lesson on formatting (5-8 min.) Peer Editing with Partners- email with Word highlighting (20 min.) Work time (30 min.) Going over Analytic sheet (5-8 min.)

Final draft should be turned in next class as well as a self assessment of their story on their blog.
 * Where, Why, What, Hook, Tailor: Interpersonal, Logical, Visual, Intrapersonal **

Students will have already gone through a lesson about conflicts within a character, so they should be familiar with this concept. They should also have a basic knowledge of //Romeo and Juliet//. I want to let students really explore their writing styles. So I will have them turn in their rough draft so that I can give them pointers on what could be changed or strengthened. This way I am looking at understanding and they are strengthening their writing.
 * Equip, Tailor: Intrapersonal**

As students explore their own writing they will be exploring the character and how the conflicts with in each character that they are translating into a different time period are shaped by different events and the conflicts. Students will get a chance to get feedback on what they have written and their cover if they would like (although the title isn't required). I will give students tips on what they have written so far so that they can refine and revise their stories. Students will get into Team Pair Solo groups so that they can explore other ideas.
 * Explore, Revise, Refine, Tailor: Interpersonal, Verbal**

Students will be able to assess my comments about their papers so they can make it better. I will give them feedback for the next class about their papers. This way they can see where they stand in their assignment and what they need to improve on in this assignment and in writing in general. They will get feedback on their final drafts as well so they can see where they still need work and where they have done well. This writing assignment connects to the end of the unit project.
 * Evaluation, Tailors: Intrapersonal**

Hook: [] **__ 5 CONFLICTS OF LITERATURE __**
 * Content Notes**

** ¨ **** MAN VS. NATURE ** **__ EXAMPLE __**__ : A MAN IS LEFT IN THE WOODS WITH NOTHING BUT THE CLOTHES ON HIS BACK. __

**__ ¨ __****__ MAN VS. MAN __** **__ Example: __**__ In __// Legend of Sleepy Hollow //__, Ichabod Crane competing with Brom Bones for Katrina Van Tassel’s love __ **__ ¨ __****__ MAN VS. SELF __** **__ EXAMPLE: __**__ the boy in __// a day’s wait //__ with his internal conflict of bravery vs. death __

**__ ¨ __****__ MAN VS. SOCIETY __** **__ Example: __**__ the people in __// the lottery //__ who are participating in the lottery because it is tradition __ **__ ¨ __****__ MAN VS. DEITIES __** __ EXAMPLE: __ __ In __// Legend of Sleepy Hollow //__, Ichabod Crane vs. The Headless Horseman __

Teacher evaluation
 * Handouts**