L1+Wadsworth,Alyssa+Gabrielle

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  ** ** Student will understand that ** //literary texts connect ideas, arguments, and different perspectives.// ** Student will know ** how to use literary devices**.** ** Maine Learning Result: English Language Arts- ** **//A. Reading//** ** A2 Literary Texts ** ** Grades 9-Diploma: // Brave New World. // ** Before I give them the formative assessments for this lesson, I will provide pre-assessments about genre, the intended audience for different genres, and the archetypes of genre. I will show them the hook, and have them create ideas about what the genre of his book is. Students will use the Garden Gate graphic organizer to do this and this will be the first of their formative assessments. They will use a checklist in self assessment and peer assessment in their project, and I will use it to provide feedback and score their project. The checklist will be the next formative assessment because I will use their reflections on the checklist as an assessment. Students will create a podcast on Garageband in order to discuss the uses of genre in literary texts. They can use a genre of radio show, music, et cetera in their podcast to understand how to use genre as a literary device, but they will be required to discuss the uses of genre in literary texts somehow in their podcast. I will use a checklist to score this product. ** Technology: **  I will show my students online tutorials about how to use Garageband in order to do their projects later. Soon after this, my students will create a Garageband podcast. ** Music: ** I will integrate music in my lesson. This will happen during the process of creating their products because they will be using music in their podcast. It will also enter the lesson in the beginning when discussing genre because there are different genres of music as well as literature. The activity for the day will be the "Numbered Heads Together" cooperative learning strategy. In this activity, every person in each group is given a number before some questions are asked of the groups and as a group they discuss the answer to each question. When I call out one of the numbers, the person with that number on each group will give me an answer to one of the questions. Another part of grouping in this lesson is the creation of the product. Students will be creating podcasts in groups. ** Strategies ** ** Verbal intelligence ** : The verbal aspect of this lesson is using the podcast to discuss genre as a literary device. ** Visual intelligence ** : The visual aspect of this lesson is the hook, where they view an interview of Aldous Huxley to analyze genre. ** Logic intelligence ** : The logical intelligence is involved in the graphic organizer, when they explore and spell out genre, intended audience, and archetypes of genre. ** Kinesthetic intelligence ** : The kinesthetic intelligence is included in the lesson in the interactive movie clip (hook). ** Interpersonal intelligence ** : Students will create a podcast in groups to discuss genre, how it is used as a literary device, the intended audience of the genre of //Brave New World//, and the archetypes of genre.  I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.  Absent: If a student is absent during this lesson, I will have a volunteer from their group for the podcast product e-mail the absent student about the work they missed. If the student still has clarifying questions, then they will e-mail me about them. I will show them during free time at school (i.e. study hall, etc.) the graphic organizer so they are not off the hook for the activities that their team members completed. I will show my students online tutorials about how to use Garageband in order to do their projects about genre later. Soon after this, my students will create a Garageband podcast. laptop cart laptop access to YouTube Garden Gate graphic organizer citations/copyright handout checklist for the project TV/stand/VCR whiteboard whiteboard markers/erasers [|http://www.youtube.com/watch?v=docW1cnaM30&feature=related] This link will take me to a YouTube video of Aldous Huxley giving a "Warning to America" in an interview with Mike Wallace. I will show this video to the class, because it is definitely "out there," in order to show my class what Huxley's thoughts about the future (our present day) were. His "predictions" about the future greatly influenced the events and characters in his book "Brave New World," which the class will be reading. [|http://www.eduplace.com/graphicorganizer/] I used this website when planning my lesson in order to get the Garden Gate graphic organizer. The students will not directly use this website, but they will use the organizer to brainstorm ideas about the genre of Huxley's book based on what he said in the interview. [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] I used this website when planning my lesson as a resource for the "Numbered Heads Together" cooperative learning activity. Students will not use this resource directly but they will use the handout to discuss the archetypes and audience of the literary device genre. [|http://www.bedfordstmartins.com/literature/bedlit/glossary_f.htm] I used this website as a resource for the definition for "genre" because it will help my students understand, without taking time out of class, to understand what genre really is if I cannot convey the meaning clearly enough. [|http://www.scribd.com/doc/12741294/Garageband-Podcast-Tutorial-] I will use this website in my lesson so that my students will know how to use Garageband in order to create their podcast for the summative assessment. Huxley, Aldous. (1998). //Brave New World//. New York: Perennial Classics. This book will be read in my class in order to appreciate literary texts. After they have read a part of the book for homework, students will come into class and discuss the genre of the book. literary device. (n.d.). Dictionary.com's 21st Century Lexicon. Dictionary.com website: [|http://dictionary.reference.com/browse/literary device]. I used this website as a source to support my idea that genre is a literary device, because many would argue that it is not a literary device, but a literary term. I argue that it is a literary device because each type of genre has a special effect on its audience. poetry. (n.d.). Dictionary.com Unabridged. Retrieved October 19, 2010, from Dictionary.com website: http://dictionary.reference.com/browse/poetry I used this website as a source for the definition of poetry so that students understand the genre, and can figure out specific categories or types of that genre. 1998. //Forms and Elements of Literature//. Missouri: McDonald. I used this book as a resource for definitions of genres so that students understand what specific types of genres are, and they will meet the MLR with these specific genres. This book can also be used for genres that are not included in the MLR. Clipboard learners will be given relevant information throughout the lesson and will have the chance to absorb and share absorbed information during discussions. Microscope learners will enjoy discussions of Huxley and the eras through which he lived, and analyzing his book. They can go wild in exploring ideas with this lesson. Students will be working in groups for the summative assessment and interacting with each other and myself throughout the lesson when we have discussions. Puppy learners will also appreciate being able to reflect on the project with their groups and by themselves.
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __ **** :  ** Miss Wadsworth ** __Facet__: ** Empathize** __Grade Level__: **10 ** __Topic__: **Genre
 * __ Objectives __ **
 * Student will be able to ** consider the use of genre in a literary text in relation to the intended audience**.**
 * __ Maine Learning Results Alignment __ **
 * // Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. //**
 * Rationale: ** Students will consider genre as a literary device.
 * __ Assessment __ **
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __ **
 * __ Groupings __ **
 * __ Differentiated Instruction __ **
 * Music intelligence ** : Music will be included in the podcast about the genre of //Brave New World// and the hook.
 * Modifications/Accommodations **
 * 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 this lesson I use the learning facet empathy. Students will be learning about genre as a literary device, how it appeals to specific audiences for each type of genre, and the archetypes of genre in the literary text //Brave New World//. They will explain their learning in the summative assessment of a podcast, in a creative way. They will discuss and analyze genre in the hook, throughout class, and in their summative assessment.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **
 * // Rationale:   // **

Because there are different types of learners in my classes, I utilized six different types of intelligence in my lesson plan: ** Verbal intelligence ** : The verbal aspect of this lesson is using the podcast to discuss genre as a literary device. ** Visual intelligence ** : The visual aspect of this lesson is the hook, where they view an interview of Aldous Huxley to analyze genre. ** Logic intelligence ** : The logical intelligence is involved in the graphic organizer, when they explore and spell out genre, intended audience, and archetypes of genre. ** Kinesthetic intelligence ** : The kinesthetic intelligence is included in the lesson in the interactive movie clip (hook). ** Interpersonal intelligence ** : Students will create a podcast in groups to discuss genre, how it is used as a literary device, the intended audience of the genre of //Brave New World//, and the archetypes of genre.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **
 * // Rationale:   // **
 * Music intelligence ** : Music will be included in the podcast about the genre of //Brave New World// and the hook.

** Formative (Assessment for Learning) ** Before I give them the formative assessments for this lesson, I will provide pre-assessments about genre, the intended audience for different genres, and the archetypes of genre. I will show them the hook, and have them create ideas about what the genre of his book is. Students will use the Garden Gate graphic organizer to do this and this will be the first of their formative assessments. They will use a checklist in self assessment and peer assessment in their project, and I will use it to provide feedback and score their project. The checklist will be the next formative assessment because I will use their reflections on the checklist as an assessment. ** Summative (Assessment of Learning) ** Students will create a podcast on Garageband in order to discuss the uses of genre in literary texts. They can use a genre of radio show, music, et cetera in their podcast to understand how to use genre as a literary device, but they will be required to discuss the uses of genre in literary texts somehow in their podcast. I will use a checklist to score this product. The students will use the checklist as a reflection and an editing process during their summative assessment projects.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **

<span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Classroom arrangement: <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> I will use table groups in my classroom. My desk will be at the back of the room. I am using this arrangement because if they need help from their peers or if they do interactive work, they are already in groups and if I want to change the groups, the tables are already set up. Students will be able to have discussions and see each other. <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Agenda Outline: <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Day 1: <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> I will pass out an ungraded pre-assessment and have them fill it out. (15 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> After the pre-assessments, I will show them the YouTube video of Mike Wallace interviewing Aldous Huxley (hook). As they listen to the interview, I want them to go around the room and talk with each other about what Huxley is saying and write on the whiteboard what kind of archetypes for genre Huxley might use in his book based on what he mentions in the interview. (15 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> As a part of the hook, I will have them discuss what Huxley said in the interview and decide what they think the genre of //Brave New World// is before they start reading it, and then expand upon that idea as they start reading the book for homework. (30 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Stretching break. (10 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Podcast tutorial. (10 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Day 2: <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Discuss the chapters of //Brave New World// that they read for homework and fill out the Garden Gate graphic organizer. (20 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Do the cooperative learning activity. (20 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Tell them their project assignment and split them into groups to work for the rest of the period. (50 minutes with a ten minute stretch break). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Day 3: <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Present podcasts. (40 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Stretch break. (10 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Have them reflect on the projects as groups. (10 minutes). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Have them reflect on projects individually. (10 minutes). Students will understand that genre is a literary device and can be used to connect ideas, arguments, and different perspectives in literary texts. Students will understand this so they can use genre as a literary device in their own writing in order to appeal to various audiences. **//Students read texts, 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.//** My hook for lesson one is to show the students an interview of Aldous Huxley on YouTube and while they are listening to what he is saying, I will have them write some ideas on the board about what his genre for the book might be based on what he is saying. When the interview is over, I want them to discuss what era he lived in and what influenced his ideas about the future of the nation he knew, our present day. I want them to form ideas about the genre of //Brave New World// before they start reading it, then expand on those ideas as they read the book. ** Where, Why, What, Hook, Tailors: Visual, Verbal, Kinesthetic, Logical. ** Students will know the archetypes of genres, such as comedy, drama, tragedy, romance, romantic comedy, et cetera. I will pre-assess the students before they begin working with the literary device in order to see what they already know or do not know about genre. Using the arrangement of my classroom, I will engender discussion among the classroom about genre and have them discuss the literary device among their table groups, and then share their collective ideas with the rest of the class. After the hook, students will be put into groups based on their table groups. In their groups, they will fill out the Garden Gate graphic organizer. When they have each completed their graphic organizer, they will draw conclusions from the organizer and share those conclusions with the class. If they have drawn conclusions that do not seem appropriate for the topic or are misleading, I can find out based on their organizer how they came to that conclusion and correct it. ** Equip, Explore Rethink, Revise Tailors: Verbal, Visual, Logical. ** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Students will be able to empathize with the intended audience of specific genres including comedy, drama, tragedy, romance, romantic comedy, et cetera. Each person sitting at each table group will be given a number one through four and they will then discuss genre, its archetypes, and the intended audiences for each specific genre. When their discussions have come to a close, or they start talking about irrelevant matters, then I will call out a number, like one, and each number one from every table group will answer a question. Students will create a podcast discussing what they discussed in class, using their table groups that they were in for the activities and discussions, so that grouping does not take away from class time. During the creation of their podcasts, students will use a provided checklist to help each other rethink, revise, and refine their product before presenting it to the class. **Equip, Explore, Rethink, Tailors: Interpersonal, Logical, Verbal, and Visual.** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Students will use the checklist after the project has been presented to self assess as a group, and then as individuals. After they have handed me these assessments, I will use it to keep track of what they have learned, as a formative assessment while their products are their summative assessments. I will provide feedback by the next class period so if they want to redo their project because they missed the point, they can before the week is over, though they will not have to present the redo to the class. This connects to their assignment to read //Brave New World// for homework. The next lesson is about poetry, which is a type of genre, so they will understand some of poetry before they go into the lesson. **Evaluate, Tailors: Intrapersonal, Interpersonal.** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Content Notes ** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Types of genres: <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Fiction ** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> "Fiction is written from an author's imagination and is usually intended to entertain" (page one). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Nonfiction ** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> "Nonfiction is factual writing which provides information about a particular topic" (page one). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Poetry ** <span style="line-height: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> "...the art of rhythmical composition, written or spoken, forexciting pleasure by beautiful, imaginative, or elevated  <span style="line-height: 16.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> thoughts." <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Drama ** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> "Two main types of drama are tragedy and comedy. A tragedy is a serious drama in which a hero struggles against some form of evil...A comedy is a light-hearted drama. It may involve a conflict of some kind, but its outcome will not be tragic" (page nine). <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Definition: <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Literary device: ** <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> noun. "A literary or linguistic technique that produces a specific effect..." <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Graphic organizers Checklist for the project For Miss Wadsworth A specific genre?.........................................................................................................................10 points // If so, what is it? // An explanation of the intended audience for that genre? …………………………..10 points // If so, did the genre appeal to more than one type of audience? // The archetypes of that specific genre? ……………………………………………………...10 points // If so, what are they? // A discussion of the genre of // Brave New World? // …………………………………………10 points // If so, what is the genre of the book? // The archetypes and audience of the genre of // Brave New World //? ………………..10 points // If so, what are they? // Interesting………………………………………………………………………………………………10 points Distracting………………………………………………………………………………………..……** - **10 points Creative……………………………………………………………………………………………….….10 points // _____________________  //     /70 points
 * __ Teaching and Learning Sequence __ **** :   **
 * __ Handouts __ **
 * // By ________________________________________________  // **
 * // Names of group members  // **
 * // Did you include:  // **
 * // Was the podcast:  // **