L5+Wadsworth,Alyssa+Gabrielle

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Wadsworth **__Facet__:** Apply **__Grade Level__:** 10 **__Topic__:** Narration


 * __ Objectives __**
 * Student will understand that ** //a variety of strategies can be used to comprehend, analyze, interpret, evaluate, and appreciate literary texts.//
 * Student will know ** how to apply narration as a strategy to comprehend, analyze, interpret, evaluate, and appreciate literary texts.
 * Student will be able to ** use and analyze different forms of narration in literary texts.

// 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.// They can use the strategies they learn through narration in their own writing.
 * Maine Learning Results Alignment **
 * Rationale: **

I will give students a pre-assessment about narration, followed by informal observation of the students enact the Team Pair Solo cooperative learning activity. After the Think Pair Solo, students will complete the graphic organizer as a summary of what they discussed, or thought of, narration. I will also use a self-reflection as a formative assessment.
 * Assessment **
 * Formative (Assessment for Learning) **

The summative assessment for this lesson is an iMovie. In the iMovie, students will use more than one type of narration in order to prove that they understand how to effectively use narration. I will use a rubric to grade their iMovies.
 * Summative (Assessment of Learning) **

Technology: Students will create an iMovie using at least two different types of narration. I will also integrate technology by showing my students a tutorial about using iMovie on their laptops.
 * Integration **

Music: Music will be incorporated in the lesson through the creation of the iMovies for the summative assessment.

History: The students' narrations will consist of one event from history.

I will create groups for the cooperative learning activity by counting off by numbers. They will discuss different types of narration in their groups, then discuss the different types of narration used in //Brave New World// in pairs. Then they will write a brief summary of what they come up with on their own. I will create groups for the summative assessment by writing characters from movies on pieces of paper and have students draw a name from a bowl. People with characters in the same movie will be in a group, though they have to find their groups without talking.
 * __ Groupings __**


 * Differentiated Instruction **
 * Strategies **
 * Natural- ** Natural learners will be included in the making of the product for the summative assessment because they will most likely be taking pictures or recording for the iMovie outside, as outside is much more "timeless" than indoors, since they have to narrate about an event from history.
 * Kinesthetic- ** Kinesthetic learners will be able to move around with the production of their movie.
 * Intrapersonal- ** During the solo part of the cooperative learning activity, Think-Pair-Solo, students will get the chance to work alone.
 * Interpersonal- ** Students will get the chance to work with each other on teams during the cooperative learning activity, and during the production of the iMovies for the summative assessment.
 * Music- ** Students will incorporate music in their iMovies to make it more engaging and enhance the mood of the narration.
 * Verbal- ** Students will be able to verbally interact with each other throughout the lesson, during the cooperative learning activity, and the summative assessment.
 * Visual- ** Visual intelligence is included in the iMovie.
 * Logical- ** Logical intelligence is included in completing the graphic organizer, the Spider Map.

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.
 * Modifications/Accommodations **

I will show my students online tutorials about how to use iMovie in order to do their projects using narration later. Soon after this, my students will create an iMovie.
 * Extensions **

laptop cart laptop access to YouTube Garden Gate graphic organizer citations/copyright handout whiteboard/markers/erasers
 * Materials, Resources and Technology **

[] I used this website when planning my lesson in order to get the Spider Map 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. [] I used this website when planning my lesson as a resource for the "Think Pair Solo" 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.english.pan.pl/images/stories/pliki/publikacje/academia/2009/22/str._36-37_leociak.pdf I used this website as a resource for my students so they can find out a few different types of narratives. 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 different types of narratives in the book.
 * __ Source for Lesson Plan and Research __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**

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 his perspective, and analyzing his included narratives in 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 and the explorations in completing the graphic organizer and the cooperative learning activity. Puppy learners will also appreciate being able to reflect on the project with their groups and by themselves.
 * // 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 apply. Students will be learning about different types of narration, how it appeals to specific audiences for each type of genre, and the archetypes of each narration—such as the tone, mood, atmosphere, voice, et cetera—in the literary text //Brave New World//. They will explain their learning in the summative assessment of an iMovie, in a creative way. They will be able to apply what they learn to analyzing and appreciating literary texts, and in their own writing—creatively or in essays.
 * // 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:
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Natural- ** Natural learners will be included in the making of the product for the summative assessment because they will most likely be taking pictures or recording for the iMovie outside, as outside is much more "timeless" than indoors, since they have to narrate about an event from history.
 * Kinesthetic- ** Kinesthetic learners will be able to move around with the production of their movie.
 * Intrapersonal- ** During the solo part of the cooperative learning activity, Think-Pair-Solo, students will get the chance to work alone.
 * Interpersonal- ** Students will get the chance to work with each other on teams during the cooperative learning activity, and during the production of the iMovies for the summative assessment.
 * Music- ** Students will incorporate music in their iMovies to make it more engaging and enhance the mood of the narration.
 * Verbal- ** Students will be able to verbally interact with each other throughout the lesson, during the cooperative learning activity, and the summative assessment.
 * Visual- ** Visual intelligence is included in the iMovie.
 * Logical- ** Logical intelligence is included in completing the graphic organizer, the Spider Map.
 * Technology- ** Students will create an iMovie using at least two different types of narration. I will also integrate technology by showing my students a tutorial about using iMovie on their laptops.

I will give students a pre-assessment about narration, followed by informal observation of the students enact the Team Pair Solo cooperative learning activity. After the Think Pair Solo, students will complete the graphic organizer as a summary of what they discussed, or thought of, narration. I will also use a self-reflection as a formative assessment.
 * // 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) **

The summative assessment for this lesson is an iMovie. In the iMovie, students will use more than one type of narration in order to prove that they understand how to effectively use narration. I will use a rubric to grade their iMovies.
 * Summative (Assessment of Learning) **


 * __ Teaching and Learning Sequence __**** : **

Classroom arrangement: 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. Agenda Outline:

Day 1:

I will pass out an ungraded pre-assessment and have them fill it out. (15 minutes). After the pre-assessments, I will show them the YouTube video of Christopher Walken narrating “The Raven” by Edgar Allan Poe (hook). (15 minutes). Students will complete the cooperative learning activity. (20 minutes). Students will fill out the graphic organizer. (10 minutes). Students will have a stretch break. (10 minutes).

Day 2: I will review the last class and teach them a bit more about narration. (30 minutes). I will show students a tutorial for iMovie. (5 minutes). I will introduce the assignment for the summative assessment and put them into groups so they can start their project. (35 minutes). Stretch break (10 minutes).

Day 3: Students will finish the storyboard for their iMovies and have it approved by me. (15 minutes). Students will work on their projects. (35 minutes). Stretch break (10 minutes). Students will work on projects. (20 minutes).

Day 4: Students will complete iMovies, if not already done. (25 minutes). Stretch break (10 minutes). Students will present their iMovies and self-reflect. (45 minutes).

Students will understand that //a variety of strategies can be used to comprehend, analyze, interpret, evaluate, and appreciate literary texts.// Students will know how to apply narration as a strategy to comprehend, analyze, interpret, evaluate, and appreciate literary texts. Student will be able to use and analyze different forms of narration in literary texts. //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.// They can use the strategies they learn through narration in their own writing. My hook for lesson one is to show the students a YouTube video of Christopher Walken doing a reading of Edgar Allan Poe’s “The Raven.” I want them to interpret different types of narration in //Brave New World,// both major and minor so they understand the difference. Students will complete a graphic organizer and cooperative learning activity to discuss what types of narration they have seen in Huxley’s book and in other literary texts. My groupings include moving around the room and my learning sequence includes a stretch break. **Where, Why, What, Hook, Tailors: Visual, Verbal, Kinesthetic, Logical.**

Students will know the types of narration (see content notes). I will pre-assess the students before they begin working with the narrations in their discussions. After the hook, students will be put into groups by numbers. In their groups, they will fill out complete the cooperative learning activity, followed by the graphic organizer when they are working alone as a part of the activity. When they have each completed their graphic organizer, they will draw conclusions from the organizer and share those conclusions with the class. Students will understand how to apply narration to a literary text as a strategy to interpret and analyze literary texts. Students will create an iMovie using narration they discussed in their groups or completed on the graphic organizer. During the creation of their podcasts, students will use a provided rubric 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.//**

Students will use the rubric 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 theme, which can be effected by the type of narration because narration can indicate certain events have different meanings to different characters in literary texts. **//Evaluate, Tailors: Kinesthetic, Intrapersonal, Interpersonal, Verbl Visual, Natural, Musical.//**

See handout about copyright/plagiarism from lesson one.
 * Content Notes **


 * Types of narratives: **


 * Storyteller narrative **

"His manner of speech befits that heritage: he employs a storyteller’s style, free in form and rife with jokes and anecdotes, digressive and repetitious, often addressing the listener."


 * Professional narrative **

"There is a conflict here between two layers of narration: the historian’s professional knowledge (which can be checked, verified, supplemented, sourced, etc.) and his own individual, autobiographical memory of things experienced (which naturally manifests itself in narrative that is subjective, incomplete, unclear, fragmentary, blurred, etc.)"


 * Novel-like narrative **

"Novel-like narrative signals that the life being recounted here appears only as a consciously devised narrative construction, dovetailing with literary traditions."

Graphic organizers Rubric for iMovie
 * Handouts **