L4+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:** 4. Self-Knowledge
 * Grade Level:** 11 **Topic:** Themes in //1984//

__**Objectives**__

 * Student will understand that** fictional stories can be used to say things about the real world.
 * Student will know** how to search the Internet for news stories and reliable information, how to make and edit a video, and how to effectively and respectfully argue a point.
 * Student will be able to** describe similarities and differences between our world and the world in //1984.// (Self-Knowledge) Product: Debate on YouTube. 5 days.

__**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 do this because understanding how Orwell touched upon universal and timeless themes will help them to look at other stories in a new light.

__**Assessment**__
There will be a great deal of formative assessment for this lesson. I will look informally at how well students pick up skills of video editing, quality debate, and online research. We will dedicate part of a class to letting students play with video editing software, ensuring that they have the basic skills necessary to cut clips and move them around. We will dedicate part of a separate class to having students address what they think debate should be like, and fixing any misconceptions I can pick out. Finally, a couple class periods will involve students doing online research on news websites, trying to find articles that either support or go against the idea of //1984// accurately portraying elements of our world today.
 * Formative (Assessment for Learning)**

The ultimate summative assessment of this lesson will come when I watch their debates and look at their group evaluations. I will evaluate the debates based on factors including how well they argue points and respect maintained during the debate. The group evaluations will tell me how well the groups worked together, as well as let me know whether or not students were able to pull themselves back from the debate and decide which side they feel ultimately argued the points more effectively.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will use the Internet on their computers to research their points in the debate. The debate will be recorded digitally and edited into a sort of highlight reel of the students' favorite points.
 * Social Studies:** A large part of the debate will involve looking with a critical eye at current events.

__Groupings__
Students will be grouped for the debate. These groups will be comprised of 4-6 people each. The groups will be formed during the first class of the lesson, and will be maintained throughout the rest of the lesson, so it will be important that I use the knowledge I have gained of my students in grouping them, so I can avoid any potential problems.

__**Differentiated Instruction**__
[|Verbal-Linguistic] Students will develop this intelligence during the class discussion. [|Logical/Mathematical] Students will develop this intelligence when organizing their thoughts with the graphic organizer. [|Visual/Spatial] Students will develop this intelligence when the Fact/Opinion chart gives them an opportunity to place their thoughts in physical boxes. [|Bodily/Kinesthetic] Students will develop this intelligence when, putting together the debate on YouTube, they will be expected to speak strongly and use body language. [|Musical/Rhythmic] Students will develop this intelligence when practicing the natural rhythms of speech and debate. [|Intrapersonal] Students will develop this intelligence when they think about what they know and feel about the world. [|Interpersonal] Students will develop this intelligence when discussing in their groups whether or not they have any questions about what we're discussing as a class.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// Any students who miss part of this lesson will be expected to come to me to find out what they have missed. Depending on what they missed, I will either catch them up on the project and tell them which team they are on or I'll just have them go to their team to find out what they've missed.
 * Modifications/Accommodations**

Students will be using some kind of video editing software in putting together their movie, so they will have a wide range of options in terms of how they'd like to ultimately construct their video. In addition, the entire purpose of this lesson is to encourage students to extend their learning to current events.
 * Extensions**

__**Materials, Resources and Technology**__
-Projector -Internet access -Copies of //1984// -Computer access for students -Copies of graphic organizer -Online access to criteria for video. -Reading guides

__Source for Lesson Plan and Research__
This lesson plan came from me reading my copy of //1984,// along with help from [|shmoop.com]'s excellent summary.

__**Maine Standards for Initial Teacher Certification and Rationale**__
"Beach Ball" students will appreciate that most of the project will be done independently, and that they will have a breadth of ways to argue their points. "Clipboard" students will appreciate the clear environment of debate. "Microscope" students will enjoy picking out specific parts of the text. "Puppy" students will support a healthy learning environment within their groups.
 * //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:**

Students will continue to focus on close readings of the text. This will move into the debate, having them use those close readings to support points in a semiformal environment. 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. Self-knowledge.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * MLR:**
 * Facet:**

[|Verbal-Linguistic] Students will develop this intelligence during the class discussion. [|Logical/Mathematical] Students will develop this intelligence when organizing their thoughts with the graphic organizer. [|Visual/Spatial] Students will develop this intelligence when the Fact/Opinion chart gives them an opportunity to place their thoughts in physical boxes. [|Bodily/Kinesthetic] Students will develop this intelligence when, putting together the debate on YouTube, they will be expected to speak strongly and use body language. [|Musical/Rhythmic] Students will develop this intelligence when practicing the natural rhythms of speech and debate. [|Intrapersonal] Students will develop this intelligence when they think about what they know and feel about the world. [|Interpersonal] Students will develop this intelligence when discussing in their groups whether or not they have any questions about what we're discussing as a class.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Technology:** Students will use the Internet to research their points for the debates, record themselves with some kind of camera, and upload the videos to YouTube.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Informal:**
 * Formal:**

__Teaching and Learning Sequence__
-Introduce the project for this lesson. I will tell students the basic overview here -- basically just telling what they will be doing, and what their groups will be (15 min.) -Students will have the rest of the period to get together in their groups and figure out the logistics of the project.
 * Day 1:**
 * Day 2:**
 * Day 3:**
 * Day 4:**
 * Day 5:**

Students will know how to search the Internet for news stories and reliable information, how to make and edit a video (Using tutorials on Apple's website, or for whatever they'll be using), and how to effectively and respectfully argue a point. How have Winston's innermost thoughts changed since the beginning of the book? (He has gotten less depressed and has begun to think more about romance.) Why does Winston seem frustrated at Julia? (Because she lacks his big-time revolutionary ideals) If you were Winston, would you trust O'brien? (Subjective)
 * Content Notes**
 * Day 1:** -What is one personal reason Winston might think about Mr. Charrington? What is one narrative reason? (To consider his gratitude and for foreshadowing, respectively)
 * Day 2:**
 * Day 3:**
 * Day 4:**
 * Day 5:**


 * Handouts**