L4+Wadsworth,Alyssa+Gabrielle


 * UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Wadsworth **__Facet__:** Explain **__Grade Level__:** 10 **__Topic__:** Character conflicts


 * __ Objectives __**
 * Student will understand why ** a variety of strategies can be used to comprehend essential ideas and arguments //and// interpret and analyze literary texts.
 * Student will know how to ** analyze and explain the conflicts of different characters within a literary text.
 * Student will be able to ** synthesize the conflicts of characters in a literary text.


 * __ Maine Learning Results Alignment __**
 * Maine Learning Result: English Language Arts- ** **//A. Reading//**
 * A2 Literary Texts **
 * Grades 9-Diploma: //Brave New World.// **
 * // Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. //**
 * Rationale: ** Students will be able to explain character conflicts from a literary text and create complicated characters in their own writing using strategies they have explored in previous lessons.


 * __ Assessment __**

The first formative assessment for my students will be a pre-assessment asking students to explain character conflicts based on context clues in a short story. The next formative assessments will be a Cluster/Word Web organizer and a Think-Pair-Share cooperative learning activity. For their product they will use a checklist to self check and peer edit.
 * Formative (Assessment for Learning) **

The summative assessment for this lesson is a Powerpoint slideshow about the conflicts of characters in //Brave New World// by Aldous Huxley. The students and I will use a checklist to assess the final project of the lesson. Students will explain the conflicts of a specific character from //Brave New World// and how they know what the conflict is--what gave them the clue: context clues, literary devices, et cetera?
 * Summative (Assessment of Learning) **

Technology: Students will create a Powerpoint slideshow explaining the conflicts of a character from //Brave New World.// If students do not know how to use Powerpoint, I will show them a tutorial.
 * Integration **

Psychology/philosophy: Sometimes it takes more than context clues and literary devices to understand the conflicts of characters and it might mean using insight and perspective through another lens, using psychology and philosophy.


 * __ Groupings __**

Students will collaborate in their table groups to create digital stories in order to prove that they understand how literary devices are used. Students will complete the Jigsaw cooperative learning activity in assigned groups. Students will use their table groups for the Jigsaw cooperative learning activity and I will have them count by numbers for groups for the digital stories.


 * __ Differentiated Instruction __**


 * Strategies **
 * Verbal ** - The verbal intelligence is included in this lesson during the cooperative learning activity, Think-Pair-Share.
 * Visual ** -Visual learners will be able to create Powerpoints with images.
 * Logical ** -Logical learners will be involved in the exploration of characters and their conflicts in a text, as well as the conflicts of characters in the Disney movie __Beauty and the Beast__.
 * Musical ** -Music is involved in their powerpoint in order to engage their peers and meet the requirements of the checklist.
 * Interpersonal ** -The students will be able to work together on their Powerpoint projects, though it is not required.
 * Intrapersonal ** -Intrapersonal students will have the opportunity to complete the Cluster/ Word Web graphic organizer by themselves.

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 guide students through the process of creating a Powerpoint so that they can complete their summative assessments to the best of their abilities.
 * Extensions **

The book, //Beauty and the Beast// Whiteboard, markers, erasers My laptop Graphic organizer handout
 * __ Materials, Resources and Technology __**

[] This site provides the Cluster/ Word Web graphic organizer for students to brainstorm some of the ways different poetry conveys different meaning. [] I used this website as a resource for the Think-Pair-Share cooperative learning activity. The students will only be using the handout from the website, but they will be using it effectively to discuss how poetry conveys meaning. [] I used this source to define terms for my students so that they could more easily synthesize conflicts of characters and so they could define what helps them synthesize character conflicts.
 * __ Source for Lesson Plan and Research __**

Students will read this book and synthesize the conflicts of characters such as John the Savage, the Director, minor characters, et cetera.
 * Huxley, Aldous. (1998). ** **//Brave New World//. New York: Perennial Classics.**


 * __ 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. //**

Beach ball learners will be able to enjoy the hook, synthesizing //Beauty and the Beast//, because they can use their insights to emotions in synthesizing the conflicts of Belle and other characters. Clipboard learners will be able to build on the ideas of plot, climax, falling point, and resolution in order to fully synthesize the conflicts of characters (see content notes). Microscope learners will be able to explore ideas such as psychology and philosophy in texts in order to fully appreciate the conflicts of the characters. Puppy learners will be able to interact with others in the classroom while synthesizing character conflicts in literary texts such as //Brave New World// and //Beauty and the Beast//.
 * // Rationale: //**


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

In this lesson I will be using the facet explain. Students will synthesize the conflicts of characters in such works as //Brave New World// by Aldous Huxley and the Disney movie //Beauty and the Beast//. Knowing character conflicts in literary texts will help students explain the character themselves, which is relevant and even pertinent to understanding literary texts and the essential ideas of literary texts. Knowing such terms as plot, climax, falling point, and resolution (see content notes), students will be able to explain what created the conflicts of the characters, how, and why so that they can fully understand, appreciate, and interpret literary texts.
 * // Rationale: //**

Due to the fact that 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: //**
 * Verbal- ** The verbal intelligence is included in this lesson during the cooperative learning activity, Think-Pair-Share.
 * Visual ** -Visual learners will be able to create Powerpoints with images.
 * Logical ** -Logical learners will be involved in the exploration of characters and their conflicts in a text, as well as the conflicts of characters in the Disney movie __Beauty and the Beast__.
 * Musical ** -Music is involved in their powerpoint in order to engage their peers and meet the requirements of the checklist.
 * Interpersonal ** -The students will be able to work together on their Powerpoint projects, though it is not required.
 * Intrapersonal ** -Intrapersonal students will have the opportunity to complete the Cluster/ Word Web graphic organizer by themselves.


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

By using the following assessments, I will readily and easily evaluate and support the development of my students as learners:
 * // Rationale: //**

The first formative assessment for my students will be a pre-assessment asking students to explain character conflicts based on context clues in a short story. The next formative assessments will be a Cluster/Word Web organizer and a Think-Pair-Share cooperative learning activity. For their product they will use a checklist to self check and peer edit.
 * Formative (Assessment for Learning) **

The summative assessment for this lesson is a Powerpoint slideshow about the conflicts of characters in //Brave New World// by Aldous Huxley. The students and I will use a checklist to assess the final project of the lesson. Students will explain the conflicts of a specific character from //Brave New World// and how they know what the conflict is--what gave them the clue: context clues, literary devices, et cetera?
 * Summative (Assessment of Learning) **

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: Students will take a pre-assessment. (15 minutes). Students will synthesize character conflicts of //Beauty and the Beast//. (20 minutes). Students will do the cooperative learning activity and complete the graphic organizer. (30 minutes). Stretch break. (15 minutes). Day 2: Students will discuss the character conflicts in //Brave New World//. (20 minutes). Students will choose groups or work alone but everyone will begin their Powerpoint. (50 minutes). Stretch break. (10 minutes). Day 3: Students will finish Powerpoints. (15 minutes). Students will present Powerpoints. (55 minutes). Stretch break. (10 minutes).
 * __ Teaching and Learning Sequence __**** : **

Instead of unreasonably asking students to synthesize character conflicts directly after their pre-assessment, I will provide definitions for key terms in order for students to understand what I am asking of them. Students will then begin to understand how to analyze and explain the conflicts of different characters within a literary text in order to **//comprehend essential ideas and arguments//** **and** **//interpret and analyze literary texts.//** Students will synthesize the main characters of //Beauty and the Beast// as the hook into the lesson and as a sort of practice for synthesizing the conflicts of characters in //Brave New World//. **//Students read texts, 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, What, Why, Hook, Tailors: Verbal, Logical, and Interpersonal.**

Students will know how character conflicts connect essential ideas and arguments in literary texts and can be a basis for interpreting and analyzing literature. After the pre-assessment is finished, the students will have a discussion as a class about the hook. Students will then complete the cooperative learning activity and the graphic organizer. They will fill out the Cluster/ Word web organizer as individuals. When they have each completed their graphic organizer, they will draw conclusions from the organizer and share those conclusions with the class. They will use the graphic organizers as guides when synthesizing //Brave New World// in a class discussion the next period. As a summative assessment students will create a Powerpoint synthesizing the conflicts of a specific character in Huxley's book //Brave New World//. Students will use a checklist to rethink, revise, and eventually refine their summative assessments. **Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Musical, Visual, Logical, and Verbal.**

Students will self assess during and after the Powerpoint production using the provided checklist. After the project has been presented and scored, I will provide feedback to the students by the following class period. Character conflict is similar to the climax of this entire unit, as it leads students toward the goal of **//Students read texts, 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//** and //comprehending essential ideas and arguments// //and// //interpret and analyze literary texts.//


 * Content Notes **

"'Structure' includes all the elements in a story. The final objective is to see the story as a whole and to become aware of how the parts are put together to produce a unified effect."
 * Plot **

"The climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict can be predicted."
 * Climax **


 * Falling action/Resolution: **


 * " ** Falling Action The events after the climax which close the story.

Resolution (Denouement) Rounds out and concludes the action."

"Conflict is the essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one of four kinds:
 * Conflict **

Man versus Man Man versus Nature Man versus Society Man versus Self"

checklist for Powerpoint projects Graphic organizers
 * Handouts **

Have a minimum of eight slides? Synthesize the conflicts of a specific character from //Brave New World//? -Go in depth about this character’s conflicts? -Discuss what created the character conflicts? -Discuss why the character might not be able to instantly resolve the conflicts? Include graphics/images? Prepared for class? Ready to present on the due date? Cooperative with your group? The “expert” on this character and their conflicts?
 * Did you… **
 * Were you… **


 * Please write a self reflection on the back of this page. **