L3+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:** 3. Interpret
 * Grade Level:** 11 **Topic:** Characters in //1984//

__**Objectives**__

 * Student will understand that** literary characters can either undergo a change or stay the same.
 * Student will know** how to use Inspiration, and will be familiar with aspects of characters in literary works, such as motivations, conflicts (Internal, external, etc.), and different ways a character can change.
 * Student will be able to** evaluate motives and conflicts of a character in //1984.// (Interpretation) Product: Inspiration flowchart. 2 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 evaluating what characters are thinking at any given part of a story is a vital part of understanding a novel.

__**Assessment**__
I will have students share out about their experience during the three-step interview, where they will pretend to be a character from //1984// and will respond to questions from one of their peers. This will give me an idea of how well my students are understanding these basic concepts of character motivation. During this activity, some of the things I will look for are how effectively the student is able to take on the part of the character. Have they made deductions based on what's happened in the novel? Are they able to back up their decisions? They will also have time in-class to work on their flowchart, which will give them a chance to troubleshoot any problems with technology or questions about the assignment itself.
 * Formative (Assessment for Learning)**

Students will be assessed based on their Inspiration flowchart, detailing the motives and conflicts of a character in //1984.// This assignment will be assessed by a checklist which will be available to students throughout their project. This checklist will address items such as the layout of the flowchart, the demonstrated understanding of the character, and the textual evidence provided.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will use Inspiration to produce their flowchart. This technology will allow for a tremendous amount of creativity from students. These flowcharts will be posted to our class wiki. Later on in the book, if somebody needs a reminder about a character's different motivations, they will have a variety of student samples to choose from.
 * Drama and Filmmaking:** Part of our discussion of the opening of the film version of //1984// will focus on the various filmmaking techniques used in it. These will include shot framing, acting, and music.

__Groupings__
Students will be asked to work in small partnerships at the beginning of the three-step interview. Then they will be asked to combine with another pair who were working with a different character, to compare their experiences and interpretations. Finally, these groups will be expected to share out a cohesive conclusion about both of their characters to the rest of the class.

__**Differentiated Instruction**__
[|Verbal-Linguistic] These students will benefit from the discussion of motives and conflicts of characters. [|Visual/Spatial] These students will learn by producing the flowchart about the motivations and conflicts of the character. [|Bodily/Kinesthetic] These students will appreciate the role-playing activity, during which they may incorporate a physical interpretation of the character. [|Musical/Rhythmic] The discussion of the music in the //1984// film will appeal to these students. [|Intrapersonal] These students will learn by comparing and contrasting themselves with characters from //1984.// [|Interpersonal] These students will learn from the three-step interview group activity.
 * 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 will give them instructions about the Inspiration flowchart, directions on how to use Inspiration, and a quick primer on the characters in //1984.//
 * Modifications/Accommodations**

Students will use Inspiration to put together their flowcharts. Inspiration allows a great deal of creativity and flexibility in student creation. By establishing an understanding of several characters in //1984,// students may be able to make connections to their everyday lives.
 * Extensions**

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

__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**__
"Clipboard" learners will enjoy the experience of using Inspiration on their own. "Microscope" learners will enjoy going deep into the text to pick out character motivations. "Puppy" learners will enjoy working in small groups where they can encourage a supportive environment of discussion.
 * //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 spontaneity of constructing the Inspiration flowchart for Winston in-class.

MLR: 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. Facet: Interpret
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will continue to be encouraged to pick out parts of the text for close discussion. The focus will be closely on characters for this class.

[|Verbal-Linguistic] These students will benefit from the discussion of motives and conflicts of characters. [|Visual/Spatial] These students will learn by producing the flowchart about the motivations and conflicts of the character. [|Bodily/Kinesthetic] These students will appreciate the role-playing activity, during which they may incorporate a physical interpretation of the character. [|Musical/Rhythmic] The discussion of the music in the //1984// film will appeal to these students. [|Intrapersonal] These students will learn by comparing and contrasting themselves with characters from //1984.// [|Interpersonal] These students will learn from the three-step interview group activity.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Technology:** Inspiration allows a wide variety of different interpretations of assignments, and students will be encouraged to use the program's peculiar traits exactly as much as they feel comfortable.


 * //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 be able to ask questions about characters during the discussion portion, to ensure they aren't misunderstanding anything. Students will have time in-class to do their homework, and during this time I will be available to answer any questions they have about any part of the assignment, including the graphic organizer, any of the characters, or the events of the novel.
 * Formal:** I will use a checklist to assess the flowcharts. This checklist will be available to students the whole time they're putting their projects together. It will include such criteria as layout of the flowchart, the demonstrated understanding of the character, and the textual evidence provided.

__Teaching and Learning Sequence__
Desks will be arranged in a circle to aid discussion. We will go straight from this into a discussion of the film as it relates to the novel, as well as the readings assigned for today. (25 min.) I will explain to my students how their Inspiration flowchart will work, and we will collaboratively create a sample which uses Winston. (20 min.) Students will be able to use the rest of class to do their flowchart or work on their reading.
 * Day 1:** We will begin by watching the first ten minutes of the //1984// film adaptation. (10 min.)

Students will create new groups, and compare their characters. (10 min.) These character comparisons will be shared out to the class as a whole. (10 min.) This will segue smoothly into a class discussion of today's readings. (20 min.) The last section of class will be available for students to work on their Inspiration character flowchart. Students will understand that literary characters can either undergo a change or stay the same. They will understand this because understanding fictional characters will help students to interpret the world around them, as well as works they read later on in life. 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: List MI's**
 * Day 2:** We will begin with the three-step interview process, in which students will partner together and try to figure out how their character (From the choices of Winston, Julia, Syme, O'Brien, Winston's neighbor, and Winston's neighbor's child) would respond to certain questions. (15 min.)

Students will need to know how to use Inspiration, and will be familiar with aspects of characters in literary works, such as motivations, conflicts (Internal, external, etc.), and different ways a character can change. This knowledge will emerge throughout the discussion, instruction, and example process during day 1 of the lesson. I will use effective discussion skills, like making sure everybody's voice is heard and having a clear idea of what I want to do with the discussion, to ensure everybody gets the most out of the discussion. The graphic organizer in this lesson will help students come to conclusions about what they understand of characters at this point in the story. I will check for understanding actively during the discussion and on a more passive level while students work at the end of the period. **Equip, Explore, Rethink, Revise, Tailors: List MI's**

Students will experience the content through the three-step interview on the second day of the lesson. This will involve a certain measure of immersion in the content, to give really thoughtful answers for the characters. Students will be able to evaluate motives and conflicts of a character in //1984.// This learning process will be facilitated through three separate activities: The discussion, the group activity, and the Inspiration flowchart. Students will start out in pairs and then get into pairs of pairs. These groupings will be made quickly and by proximity. Students will show evidence of learning by sharing out to the group after their three-step interview, and during the discussion. Students will be able to rethink, revise, and refine their Inspiration flowchart as much as they want if they feel they didn't perform to the best of their ability. **Explore, Experience, Revise, Refine, Tailors: List Mi's**

Students will self-assess within the context of the group activity and by having access to the checklist for their Inspiration flowchart. I will provide active feedback to students during the group discussion, and they will be given feedback quickly on their Inspiration flowchart and their group activity. This connects to the rest of the unit because it is the first time we will have looked closely at the characters of //1984.// **Evaluate, Tailors: List MI's**

Student will know how to use Inspiration, and will be familiar with aspects of characters in literary works, such as motivations, conflicts (Internal, external, etc.), and different ways a character can change (Internally, externally, different arbiters of change, etc.) In addition, I will use discussion questions to supplement what students have been writing about in their blog entries: Why do you imagine Julia revealed herself to Winston the way she did? //Largely subjective; reasons could range from her not wanting to get caught to her wanting to trick Winston.// How does Winston react to the Julia revelation? //He feels great.// Why is Winston so happy about having sex with Julia? //It represents rebellion against the Party, and reassures him that he's still alive physically and emotionally.// How does Julia's past compare and contrast with Winston's? //They both had prior relationships they are no longer in contact with, and both relationships were dysfunctional. Julia has apparently been much more physically active.// What parallel does Winston seem to try to draw between himself and Julia? //They both had prior loves they are no longer in contact with, and there is a connection to death in both cases.// What kind of event in the future might Winston's revelation about his fear predict? //It's foreshadowing that the Party might later use rats against him.//
 * Content Notes**
 * Day 1:**
 * Day 2:**

The only handout for this assignment will be the reading guide.
 * Handouts**