L1+Rines,Kyle+Jacob


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


 * Teacher’s Name: Mr. Rines Date of Lesson: 1 - Interpretation**
 * Grade Level:** **11-12 Topic: Use of Imagery in Narrative Writing**

__**Objectives**__
Students will understand how to use imagery in their narrative writing. Students will know how to use similes, metaphors, and personification in order to exemplify imagery in their writing and will listen to narrative podcasts compare. Then students will create their own podcasts to show good narrative and use of imagery. Students will be able to illustrate their use of these imagery tools.

__**Maine Learning Results Alignment**__
Maine Learning Results - English Language Arts A. Reading B2 Narrative Writing Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose.


 * Rationale:** It is important to practice description, especially when describing a person, place, or thing. Practicing the use of imagery will help develop a good sense of description, especially in future writing.

__**Assessment**__
Students will be evaluated on their graphic organizer observation chart, and their group Jigsaw results through a checklist. Overall, their understanding of imagery will be evaluated through the graphic organizer and through the cooperative learning activity Jigsaw process where students will be able to rethink and revise their work. A checklist will be used to assess the podcasts, students can revise and refine their work through this checklist. Students will know how to use similes, metaphors, and personification in order to exemplify imagery in their writing and will listen to narrative podcasts compare. Then students will create their own podcasts to show good narrative and use of imagery. A checklist will be used to assess the final podcast product.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology -** Students will create a narrative podcast on Garageband to show good narrative and use of imagery. These podcasts will be similar to the narrative podcasts they listened to in class. The podcasts will be presented to the class.


 * Art -** The postcards can be used as a visual to define and show how to use imagery. Works of art or pictures can be used to define certain

__Groupings__

 * Cooperative Learning -** Students will then use the Jigsaw method to discover the ways of using tools such as personification, metaphors, and similes. The Jigsaw method is when a group of five students gets together and each student is assigned a different unique material. Their job is to teach each of the other members about their subject material. In this particular case, students will teach each other what metaphors, similes, personification, etc. are and how to use them in their writing.

__**Differentiated Instruction**__
Verbal-Linguistic - Students will use the podcasts to hear how imagery, tone, diction, and syntax are used in a narrative, and fill out observation chart. Logical/Mathematical - Filling out the graphic organizer to see what kinds of feelings are evoked from the podcasts and postcards. Visual/Spatial - The use of the postcards and filling out the graphic organizer with feelings evoked from the podcasts and postcards is visual. Bodily/Kinesthetic - Jigsaw group method, being a part of a group that is assigned a topic is Bodily/Kinesthetic. Musical /Rhythmic - The listening and creation of the narrative podcasts can be Musical/Rhythmic. Intrapersonal - Graphic organizer on podcasts and postcards and the feelings evoked is intrapersonal. Interpersonal - Jigsaw method, producing ideas out of a group on imagery tools is interpersonal. Naturalis [|t] - Using the postcards as a real life example of using imagery in the real world.
 * Strategies**

( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * Modifications/Accommodations**


 * Absent: If a student is absent for these two days, please continue to work on the project and you will present at a later time. If you were absent at the introduction of the lesson, then e-mail me and we can work out a time to get you caught up.**

__**Extensions**__

 * Technology -** Students will create a narrative podcast on Garageband to show good narrative and use of imagery. These podcasts will be similar to the narrative podcasts they listened to in class. The podcasts will be presented to the class.
 * Art -** Using the postcards as a visual to define how to use imagery. Use images to help define uses of imagery.

__**Materials, Resources and Technology**__
• Laptop • Paper • Pens and Pencils • Garageband • Postcards • Observation Chart

__Source for Lesson Plan and Research__
NPR Online Radio - Narrative Podcasts This is a good website for looking up many online radio stations that cover subject areas from space and science, to the economy and the arts. Students should be able to find some good radio casts that cover many areas and that speak in narrative or informatively.

[|Podfeed.net] This website is another great resource for finding online radio podcasts that cover a lot more subject areas than NPR Online and are slightly less informative. This will be an easier resource to use for overall narrative.

[|Observation Chart] This observation chart is the graphic organizer that the students will use when listening to online podcasts.

[|Jigsaw] This is the website that givers information on the Jigsaw method of cooperative learning.

__**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:** The beach ball learners will benefit from having a variety of resources that they can choose from. They have a lot of personal freedom to choose what sort of podcast they want to listen to and they also are able to choose what sort of podcast they create for the presentations. Clipboard learners will benefit from the organized learning that is used in this lesson. Students are asked to listen to podcasts, create their own, use an organized observation chart to sort out the use of narrative tools within the podcasts. Microscope learners will benefit from the analysis and discussion parts of this lesson. They will analyze postcards and online podcasts to find uses of narrative tools and they will discuss what they found in groups using the Jigsaw cooperative learning method. Lastly, puppy learners will benefit from this lesson because working in groups will help secure a good, safe learning environment and will provide them with good feedback for their observations and podcasts.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Students will learn how to use narrative writing tools such as imagery, diction, syntax, and tone to establish a distinctive voice in their writing. These tools are important devices when giving characters a distinctive voice. Students will also be able to use effective transitions when necessary and organize ideas in a logical sequence. To write effectively you must use proper transitions and be able to organize ideas in a logical sequence. These tools of writing will aid in the student’s ability to show and not tell in their writing, which is another important aspect of narrative writing. See content notes.

Maine Learning Results - English Language Arts A. Reading B2 Narrative Writing Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose.

Verbal-Linguistic - Students will use the podcasts to hear how imagery, tone, diction, and syntax are used in a narrative, and fill out observation chart. Logical/Mathematical - Filling out the graphic organizer to see what kinds of feelings are evoked from the podcasts and postcards. Visual/Spatial - The use of the postcards and filling out the graphic organizer with feelings evoked from the podcasts and postcards is visual. Bodily/Kinesthetic - Jigsaw group method, being a part of a group that is assigned a topic is Bodily/Kinesthetic. Musical /Rhythmic - The listening and creation of the narrative podcasts can be Musical/Rhythmic. Intrapersonal - Graphic organizer on podcasts and postcards and the feelings evoked is intrapersonal. Interpersonal - Jigsaw method, producing ideas out of a group on imagery tools is interpersonal. Naturalis [|t] - Using the postcards as a real life example of using imagery in the real world.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

I used Type II technology when I had the students create their own podcasts and share with the class. Each podcast must show evidence of narrative tools such as imagery, syntax, diction, and tone.

I will be able to see what the students already know when the hook activity is used. By the use of the postcards and identifying imagery within the photo on the postcard, this will let me gauge my students to see what they know already about at least one of the narrative tools (imagery). Students will have some peer assessment during the Jigsaw cooperative learning activity where they can compare podcasts and observation charts to really assess what they have done and see if it has been done correctly. Students will have a chance to revise their work based on a checklist by which they will be evaluated. This checklist is for the podcast that they must create and present to class.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
My classroom will be in a U-shaped formation. I believe that the U-shape is most effective in an English teacher's classroom because it involves everyone, everyone has a clear view of the board and they also can engage themselves in a lot of discussion in this formation.
 * Day 1:**
 * (10 minutes)** I will do the imagery exercise hook with the postcards, **Visual** learners excel.
 * (5 minutes)** Students will fill out an observation chart for the postcards, leave room for next activity. **Logical**
 * (5 minutes)** I will introduce the narrative podcast activity and show the students what they needs to be done and what their objective for the class is.
 * (30 minutes)** Students will use the provided links to search for an online podcast. They will then listen to the podcast and use the same observation chart to fill out uses of narrative tools (imagery, diction, syntax, tone). **Auditory**
 * (20 minutes)** Students will get together in groups and use the Jigsaw cooperative learning method to compare observation charts and what podcasts they listened to. This is a good opportunity for students to peer advise and self assess their work and see if they are grasping the subject. **Interpersonal**
 * (10 minutes)** I will assign the homework project which is due next class in which the students must create their own narrative podcast on whatever subject they wish. They must use and show good evidence of narrative tools and will present the podcasts to the class. Students will have a checklist to self assess their work. **Intrapersonal**


 * Day 2:**
 * (10 minutes)** I will give my own example of a podcast that I made. **Visual/Auditory**
 * (50 - 60 minutes)** Students will present their podcasts to the class. I will formally assess them by their checklists. **Intrapersonal**
 * (10-20 minutes)** I will ask the students what they thought of the project and we will discuss the narrative tools further.

Students will understand how to use imagery in their narrative writing. It is important to practice description, especially when describing a person, place, or thing. Practicing the use of imagery will help develop a good sense of description, especially in future writing. **//Students embed narrative writing in a written text when appropriate to the audience and purpose.//** Students will be handed out postcards from around the world and I will show them how to describe them using imagery.

Students will know how to use similes, metaphors, and personification in order to exemplify imagery in their writing and will listen to narrative podcasts compare. Then students will create their own podcasts to show good narrative and use of imagery. I will address the students through auditory instruction and will give them homework and student project information through class discussion. During the Jigsaw process students will be able to rethink and revise their work and become experts in a certain field of narrative tools (imagery, diction, tone, syntax). A checklist will be used to assess the podcasts, students can revise and refine their work through this checklist. Students will learn how to use imagery in their narrative writing and how to look for it in readings. This is helpful in the real world when reading books or newspaper articles. Being able to use this tool will also greatly aid you in identifying it.

Students will be evaluated on their graphic organizer, and their group Jigsaw results through a checklist. Overall, their understanding of imagery will be evaluated through these. During the Jigsaw process students will be able to rethink and revise their work. A checklist will be used to assess the podcasts, students can revise and refine their work through this checklist. Students will be able to illustrate their use of these imagery tools. The overall object of this lesson is to introduce the use of imagery in their writing and inside of other pieces of work such as films, podcasts, and books. The exercises done within this lesson should result in proficient use and identification of imagery. The use of the Jigsaw method will group students together and they will compare and share their observation charts from what they obtained from the postcards and from the podcasts. Each group will be a professional in their assigned field. For example, one group will be experts in a part of imagery, another group experts in using similes and metaphors.

During the Jigsaw process students will be able to rethink and revise their work. A checklist will be used to assess the podcasts, students can revise and refine their work through this checklist.The checklist will cover the basic requirements of the student podcast. Another subtle tool that the students could and should use is the Jigsaw groups. These groups are a great way to peer advise and make sure that your work is good. The checklists that the students self-assess on will be used not only for their assessment, but I will used them during their presentations to make sure that they have done all the requirements. After their presentation, I will give back the checklists as feedback with comments.This project connects with the core of this unit. Writing a narrative has many tools and one important tool is imagery. After this project, students should be proficient in the use of imagery and they should have a good grasp on how to use it within their writing.


 * Content Notes**
 * simile** - a figure of speech in which two unlike things are explicitly compared, as in “she is like a rose.”
 * metaphor** - a figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance, as in “A mighty fortress is our god.”
 * personification** - the attribution of a personal nature or character to inanimate objects or abstract notions, esp. as a rhetorical figure.


 * imagery** - figurative description or illustration; rhetorical images collectively.

- Observation Chart - Checklist
 * Handouts**