L2+Villeneuve,Benjamin+Joseph


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


 * Teacher’s Name:** Ben Villeneuve **Date of Lesson:** 2. Explain
 * 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 literary devices used in 1984, such as symbolism, allegory, foreshadowing, metaphor, oxymoron, and the parts of a story.. Students will also get a quick primer on using Glogster, and elements of advertisements. Student will be able to describe common literary devices in //1984//.

__**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:** Students will learn these terms because having an understanding of the tools available to authors will help them in reading other works that they encounter, as well as in creating their own works.

__**Assessment**__
Over the course of this lesson, students will have the opportunity to fill in a Word Web. I will collect this graphic organizer and look them over, assessing whether or not the students have understood the meanings of the various literary terms we have studied. If their understandings seem to be lacking (That is, if they either haven't understood at all or their understanding is missing key components), I will bring up the term in class again and provide them with more examples. I feel this kind of responsive teaching will help my students better understand a rich novel like //1984.// In addition, as is the case usually, I will assess students on their contributions to discussions. I will continue having one student every period note down which students have made substantial contributions, and I'll make sure to emphasize civil discourse. If a student isn't making enough contributions, or I don't feel their contributions are substantial enough, I'll let them know. I will continue to provide students with blog prompts. At this stage, they will ask questions like "What are some different ways you could see Winston's place of work operating?" and "What do you think of the flashes into Winston's past that we get?" In addition, while students are working on their projects in Glogster, they will have access to the checklist that will be used to assess them.
 * Formative (Assessment for Learning)**

Through the discussions in class, the completion of the Word Web, and the group teaching about different literary terms, students will gain an understanding of several important literary devices. They will use this understanding to put together an advertisement for //1984// in Glogster. The basic information on this advertisement may not differ very much from student to student, but they will be encouraged to be very creative in their completion of this assignment, and one requirement will ask for examples of the terms they use. I will assess these Glogster advertisements using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will use Glogster to put together their advertisement. This will give them an opportunity to be exposed to a tool, and to understand that many such tools exist online. Use of Glogster will encourage students to incorporate different mediums into their presentation, as well as allowing for a level of design that is impossible with a physical sheet of paper.
 * Social Studies:** Our discussion of allegory will connect with Lesson 1, in that //1984// is largely an allegory for the totalitarianism that Orwell saw when he was writing the novel.

__Groupings__
On the first day of this lesson, students will be assigned a group with a term (symbolism, allegory, foreshadowing, metaphor, oxymoron, or science fiction). They will be asked to do some research online to discover the meaning of the term, one use so far in //1984,// and one use in another novel. They will then be asked to present this information to the class. This activity won't take up too much time, but it will allow students to better cement their understandings of the terms that are important in understanding //1984// as well as other literature.

__**Differentiated Instruction**__
[|Verbal-Linguistic] These students will learn from the discussion of the reading and the video. [|Logical/Mathematical] [|Visual/Spatial] These students will learn from the visual aspects of the video and word web. [|Bodily/Kinesthetic] These students will learn from the discussion of video, which includes analyzing dance. [|Musical/Rhythmic] These students will learn from the discussion of the musical aspect of the performance. [|Intrapersonal] [|Interpersonal] These students will learn from the group discussion (During which respectful discourse will be encouraged) and the group teaching exercise. [|Naturalist] These students will learn from the portion of the discussion about nature's role in //1984.//
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// If a student misses any part of this lesson, they will be expected to come to me to get caught up. I'll tell them where we have read up to, I will give them a copy of the reading guide, and I will give them a Word Web to fill out along with instructions on how to do that. I will tell them about how the Glogster assignment is to be completed, and I'll show them some notes I will have taken on the literary devices based solely on the presentations and discussions we had in class.
 * Modifications/Accommodations**

The Glogster project will allow a lot of room for creativity. The basic definitions of the terms shouldn't change very much from student to student, but the examples will, and the real strength of Glogster is that it allows for a tremendous amount of creativity.
 * Extensions**

__**Materials, Resources and Technology**__
-Projector -Internet access -Copies of //1984// -Computer access for students -Rubrics -Copies of graphic organizer -Tutorial for Glogster (Provided briefly in class; Glogster is relatively intuitive)

__Source for Lesson Plan and Research__
This lesson came from my knowledge of //1984,// and a [|helpful list of different literary terms.]

__**Maine Standards for Initial Teacher Certification and Rationale**__
"Clipboard" learners will enjoy the structure of the Word Web, and the fact that class periods should begin to take a familiar structure (Discussion, graphic organizer, project time, etc.) "Microscope" learners will continue to produce great contributions to the discussion portions of class. "Puppy" learners will contribute well to the civil discourse, and will enjoy the creative portion of the Glogster activity.
 * //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 discussion time period, where they can synthesize what they know about the text, as well as the presentation to the class of the literary device.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** We will talk deeply about different issues in the two chapters of //1984// read in preparation for the class. Discussion topics will touch upon the events in the book, the meanings of dream sequences, the roles of different characters, and what students feel might happen next. This lesson will also focus on the ability of students to explain the different terms and concepts we're coming across in our readings.

[|Verbal-Linguistic] These students will learn from the discussion of the reading and the video. [|Logical/Mathematical] [|Visual/Spatial] These students will learn from the visual aspects of the video and word web. [|Bodily/Kinesthetic] These students will learn from the discussion of video, which includes analyzing dance. [|Musical/Rhythmic] These students will learn from the discussion of the musical aspect of the performance. [|Intrapersonal] [|Interpersonal] These students will learn from the group discussion (During which respectful discourse will be encouraged) and the group teaching exercise. [|Naturalist] These students will learn from the portion of the discussion about nature's role in //1984.//
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Technology:** Students will use Glogster to create an advertisement for //1984.// This advertisement should include several different forms of digital media, including video, audio, images, and text.


 * //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 various aspects of the class discussion, including how well they contributed and whether or not their contributions needed more. They will receive feedback on their Word Web graphic organizer, which they can apply to their Glogster advertisement in making it a better product.**
 * Formal: Students will receive feedback on their Glogster advertisement, telling them how well they represented their literary device, how well they utilized the format, and how effective the advertisement is.**

__Teaching and Learning Sequence__
My classroom will be arranged in a semicircle facing toward the front of the room, to allow for the group presentations. Students will enter the classroom and we will watch the first few minutes of the hook. (10 min.) We will discuss the hook, addressing such questions as how well it portrays the novel as we understand it thus far, how the unique properties of it contribute to its meaning, and what other ways there might be to represent //1984.// (10 min.) We will go from that discussion to a larger discussion of the reading for this class period, which will have gone up to chapter 6. (15 min.) I will demonstrate how to access the podcast assignments on Podbean, and will make sure students understand how they can add to their podcasts. (10 min.) Students will be grouped according to how many there are in the classroom, and each group will be assigned one of the important literary terms (symbolism, allegory, foreshadowing, metaphor, oxymoron, or science fiction). Each group will go online and find a definition for the word (Which they will rephrase into their own words), along with one famous usage of it. The groups will then be recoordinated so that new groups form. In these new groups, at least one person will have each of the terms, so they can share them. The end result will be that everyone will have filled out their Word Web. (25 min.) At the end of class, I will explain the Glogster assignment to my students and show them the basics of how to use Glogster. (10 min.)
 * Day 1:**

We will begin the period with a discussion of chapters VII and VIII of //1984,// as well as a retrospective look at the entirety of book I. (30 min.) The rest of the class period will give students an in-class chance to do their advertisements or do next class's reading assignment.
 * Day 2:**

Students will understand that literary devices can be used to establish an author's style. Students will understand this because learning about how to spot literary devices will help students when they're reading other novels, and will help them in conversations about art. The MLR they'll be reaching for with this lesson states that "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." **Where, Why, What****, Hook, Tailors: Kinesthetic, musical**

Students will know literary devices used in 1984, such as symbolism, allegory, foreshadowing, metaphor, oxymoron, and the parts of a story. Students will also get a quick primer on using Glogster, and elements of advertisements. On the first day, we will bring up these terms in the discussion. Their use will become apparent as we read the four chapters that will be read over the course of this lesson, and as we reflect upon the previous readings. In addition, during the group teaching activity on the first day, we will all learn about what the terms mean, as well as at least one example of each, which will help understandings for the Glogster. Students will have the opportunity to come to me with questions about what different terms mean. They will also be able to redo their graphic organizers if they feel they didn't get the definitions quite right. I will hand out the Word Web at the beginning of class, so that students will have the opportunity to fill it in using information from the group presentations if they so wish. Before class, students will be responsible for reading the fifth and sixth chapters of the first book of //1984.// These chapters continue the exposition, going further into the character of Winston, talking about his past, and discussing some of the particulars of Newspeak. These subjects will make for an engaging discussion. **Equip, Explore, Rethink, Revise, Tailors: Visual, Linguistic, Interpersonal, Naturalist**

Students will be grouped and assigned a literary device or term. It will be up to them to find a good definition for the term, put that definition in their own words, and then come up with examples of the term's use in //1984// and one use in another work. They will then present this information to the class, helping their classmates fill in a Word Web. At the end of this lesson, students will find they are able to better understand literary terms as they relate to //1984,// as well as other pieces of literature. I will facilitate this process by having them present terms to each other, and by being around to answer questions students have about the content. As always, students will be able to redo any work they get back from me. This will include their Word Web and their Glogster advertisement. **Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal**

Students will be given the checklist that will be used to assess their Glogster advertisements, and will be able to make changes based on that. I will provide timely feedback to students by commenting on their reading reaction blog posts and assessing their graphic organizers and Glogster advertisements in a timely manner. I will also provide instant feedback on how students are doing during the discussions; this will mostly take the form of speaking up when students make a particularly intriguing point, and asking for textual evidence when I don't see any or I don't think other students see any. This connects to future lessons, as an understanding of literary terms is essential to an understanding of any novel. **(Evaluate)**

Students will know literary devices used in 1984, such as symbolism, allegory, foreshadowing, metaphor, oxymoron, and the parts of stories. Students will also get a quick primer on using Glogster, and elements of advertisements. In addition, I will use discussion questions to build on what student's have been discussing in their blog entries: What do you think Orwell is saying by using Newspeak? //He's addressing the importance of language.// What do you think of the secondary characters that have been introduced in today's reading? //Subjective. We will pay careful attention to Orwell's descriptions of Winston's coworkers.// Has your view of the world in //1984// changed based on the events in today's reading? Why or why not? //Subjective. This lesson's reading contains a lot of new information about how the government in// 1984 //operates.//
 * Content Notes**
 * Day 1:** What role do you think Newspeak plays in the control of the government? //Emotional control. Changing a fundamental part of what made the old world the way it was.//
 * Day 2:** What do you think of Winston's former marriage? //Subjective//; //this will give us a way to discuss in class his interactions with women.//

Graphic organizer, reading guide, and checklist for Glogster project.
 * Handouts**