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


Teacher’s Name: Ben Villeneuve Date of Lesson: 5. Apply
Grade Level: 11 Topic: Literary devices in 1984



Objectives

Student will understand that literary devices can be used to establish an author's style.
Student will know how to use Comic Life and a few basics of putting together a short narrative, along with literary devices and terms from lesson 2.
Student will be able to adapt a literary device or term for use in a short work of their own. (Application) Product: Comic Life. 5 days. (Linked with Lesson 6)

Maine Learning Results Alignment

Maine Learning Results: English Language Arts - A. Reading
A2 Literary Texts
Grades 9 - Diploma (1984)
Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.
Rationale: Using this opportunity to demonstrate knowledge of a literary device (that is, by using it) will cement knowledge of 1984 in the minds of my students.


Assessment

Formative (Assessment for Learning)
This will be the last time discussion is used in this unit, because after the first class's reading the book is finished. Students will have received a lot of feedback on prior discussions, and I will be keeping an eye out to see if they are being mindful and making improvements as needed. The Jigsaw activity near the beginning of this final pair of lessons will be an excellent opportunity for students to cement in their heads the correct definitions and examples of the different literary devices used in 1984. I will give students feedback on this activity, just in case they feel a little shaky on the meanings. In addition, the process of creating their final Comic Life product will take many steps, and I will be available to check their work and help them make revisions as they complete it.


Summative (Assessment of Learning)
This lesson will contain the last allotted discussion time for this unit. After that discussion, I will assess whether or not students have grasped what I want them to grasp about discussions of literary texts (That is, that they should remain civil, that all opinions are encouraged, and that textual references should be used to back up claims).




Integration

Technology: Students will use Comic Life, a computer program, to create their comics. This will involve taking digital pictures and arranging them into Comic Life's pre-built templates, or arranging their own panels. I will project the hook from my computer so the class may all watch it at the same time.
Art: Students will get in touch with their artistic side by thinking deeply about how their comic will look, as the visuals of a comic should convey the story just as much as the text, if not more.





Groupings

Students will be grouped for a Jigsaw cooperative learning activity in order to strengthen their knowledge of literary terms. The literary terms in play in this activity will be the same ones from lesson 2: symbolism, allegory, foreshadowing, metaphor, oxymoron, and the parts of a story. Each group will be assigned one term, which they will then define in their own words and come up with three examples of from 1984, using the Spider Map graphic organizer as a guide. The groups will then be reshuffled so that each group has at least one representative from all of the different terms. In these new groups, students will take note of different examples of the literary terms in a central area on the wiki to which the whole class will have access. Doing this will give students a strong reminder of ways they can use the different terms in the project for this lesson.
The students will also be in groups of 3-4 for the Comic Life WebQuest.



Differentiated Instruction

Strategies
Verbal-Linguistic These students will benefit from the discussion of another piece of writing.
Visual/Spatial Students will develop this intelligence by framing shots for the Comic Life product.
Bodily/Kinesthetic Students who prefer this intelligence will enjoy getting to stand up and get into their groups for the Jigsaw activity.
Intrapersonal Students will develop this intelligence by looking within themselves for how much they know about literary devices.
Interpersonal Students will develop this intelligence by working in a group on the Jigsaw activity.
Naturalist Students will develop this intelligence when I actively bring up nature and its role in 1984.


Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Students who are absent for any part of this lesson will be expected to come to me to get caught up. Catching them up will involve simply explaining the WebQuest to them and placing them in a group. Much of the work for this lesson will be done in class, which will make it easier for all involved to keep up.


Extensions
Students will be using their creative skills in conjunction with their technical skills to create a final product. This will give them bountiful room to spread out and try new things.


Materials, Resources and Technology

-Projector (For hook, and for showing students examples while teaching them how to use Comic Life)
-Laptops for students (Essential for Comic Life)
-Copies of 1984
-Internet access
-Rubrics
-Graphic organizers



Source for Lesson Plan and Research

This lesson plan came from reading 1984, consulting shmoop.com's summary, and use of several web pages to help with rubrics, graphic organizers, and cooperative learning activities.



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: "Beach Ball" learners will enjoy the amount of freedom allowed by the creative nature of the Comic Life assignment.
"Clipboard" learners will enjoy the nature of the WebQuest, where every step of creating the final product is detailed.
"Microscope" learners will find great textual references to include in the Comic Life.
"Puppy" learners will contribute well to the Jigsaw group activity, and will help the Comic Life groups work together effectively.



Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: The Jigsaw group activity will provide a thorough review of the most important literary devices for understanding 1984. A great deal of attention will go toward making sure students understand Comic Life well enough to put together a comic. I will also spend time helping them understand how to put together a narrative (Their understandings of the parts of a story will go a long way with this) and how to use visuals effectively (I will show them my student sample, which is mostly visuals, to help them understand how they can apply those techniques to their own products).
Maine Learning Results: English Language Arts - A. Reading
A2 Literary Texts
Grades 9 - Diploma (1984)
Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.
Facet: Apply



Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale:
Verbal-Linguistic These students will benefit from the discussion of another piece of writing.
Visual/Spatial Students will develop this intelligence by framing shots for the Comic Life product.
Bodily/Kinesthetic Students who prefer this intelligence will enjoy getting to move around and get into groups for the Jigsaw activity.
Intrapersonal Students will develop this intelligence by looking within themselves for how much they know about literary devices.
Interpersonal Students will develop this intelligence by working in a group on the Jigsaw activity.
Naturalist Students will develop this intelligence when I actively bring up nature and its role in 1984.
Technology: Students will use Comic Life on their computers, as well as the webcams on their computers, to put together the product for this lesson. They will also access a WebQuest constructed to help them in putting together their comic.


Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale:
Informal: Students will receive informal feedback on their participation in the final class discussion, as well as throughout their creative learning process. I will be circulating the room while students work in class, helping them with any difficulties or questions that might come up.
Formal: Students' performance in the discussions throughout the unit will contribute to my final assessment of them in that area, using a checklist. The comic that is worked on in these last two lessons, along with the oral presentation of that comic, will both be assessed using rubrics that will be available online for students.



Teaching and Learning Sequence

The classroom will be arranged in a loose semicircle for these activities, and when students get into groups, we will move desks accordingly.
Day 1: We will begin with the hook, where I will read an excerpt from East of Eden that explicitly connects the story told in that book with a story from the Bible. (10 min.)
That will lead into a full-class discussion of the readings for this class period. This reading will have finished the last two chapters of the book, so the discussion will encompass the book as a whole. We will use a Story Map to guide the discussion and jog memories of the story. (40 min.)
I will tell students about the Comic Life activity WebQuest, get them into their groups, and leave any leftover time for them to get started.
Day 2: We will open with the Jigsaw group activity. The first phase, when groups of students get together to look for examples of one literary device, will take around (20 min.)
The second phase, where new groups share examples into a single Wiki page, will take around (10 min.)
Next I will show students how to use Comic Life. I'll do this by running them through how I created the student sample in Comic Life, and by directing them to a tutorial. (25 min.)
The rest of the class will be available for group work.

Student will understand that literary devices can be used to establish an author's style. Students will learn this because it will help them in reading future novels, and because it will help them with their skills of inference. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. The hook for this lesson will be an excerpt from East of Eden, read aloud to cement in the minds of students that literary devices show up everywhere.
Where, Why, What, Hook, Tailors: Verbal, Intrapersonal, Naturalist

Student will need to know how to use Comic Life and a few basics of putting together a short narrative, along with literary devices and terms from lesson 2. The first part of this two-phase lesson will deal mainly with helping students learn Comic Life, because that's the basis of how they will demonstrate learning for these lessons. That will be accomplished through a Comic Life demonstration workshop on Day 2. In addition, we will review literary devices and terms through the Jigsaw cooperative learning activity on Day 2. A Spider Map graphic organizer will be integrated into the Jigsaw cooperative learning. I will check for understanding by collecting graphic organizers and by vigilantly circulating the room while they're working in their groups, as well as by engaging them actively in discussion. The content for this lesson will involve pulling from throughout the novel, as we will have finished it in preparation for Day 1. We will discuss themes that have run throughout, as well as addressing expectations and how they were similar or different to how the novel actually panned out.
Equip, Explore, Rethink, Revise, Tailors: Kinesthetic

Students will explore the learning by using a Story Map to recount the basic events that make up 1984. This structured recollection will be used to aid our discussion of the novel on Day 1, and students will use this Story Map in creating their Comic Life. Student will be able to adapt a literary device or term for use in a short work of their own. The facet for this lesson is Application. I will be facilitating the learning process by guiding them through how to construct a narrative, though that will come later on in this joint lesson. I will group students by studying how they work well together in prior assignments and putting together groups based on which strengths will work best together, because this assignment will necessitate a lot of time working together. When students are working together on the Jigsaw activity they will be grouped informally at the start of class and I will number them partway through to form the new groups. Students will show evidence of learning through the story maps and spider maps they fill out, and by engaging in the discussion. Students will be able to redo their Comic Life as many times as it takes for them to be satisfied with the demonstration of their learning.
Explore, Experience, Revise, Refine, Tailors: Visual, Intrapersonal

Students will have access to the rubrics for their Comic Life product throughout the creation of it. I will provide feedback actively to students during the discussion times, and I will be vigilant about assessing their work. This lesson will connect to other lessons by being a good summation of two of the most important parts of their learning about 1984: the parts about the characters, and the parts about literary devices.
Evaluate





Content Notes
Student will know how to use Comic Life and a few basics of putting together a short narrative, along with literary devices and terms from lesson 2. I will direct them to a Comic Life tutorial, as well as a workshop during which they can watch me make something in Comic Life and then go off and do some preliminary playing with the program. Students will be familiar with the construct of a narrative, but I will be explicit about how one can shorten the parts to make it a short narrative.
Discussion questions:
What happens in Room 101? What does this mean for the themes of the novel? (Room 101 is where the Party shows dissidents its true insight and control over their psyche)
Why does O'brien feel victorious over Winston? (Because the torture seems to have worked)
What are the implications of the final line? (Address multiple interpretations. Is Winston dead physically or just mentally?)
What do you think of the different ways Orwell uses nature in this novel? (O'brien's home is located in a more natural space than the rest of the book, which lends it a comforting air, and that extends to O'brien himself; when this supposition is gone against, it affects the reader more deeply)



Handouts
Spider Map
Story Map