L6+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:** 6. Empathy
 * 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** everything from lesson 5, along with how to use Comic Life.
 * Student will be able to** relate to a character in //1984// other than Winston. (Empathy) Product: Comic Life. 5 days. (Linked with Lesson 5)

__**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:** By demonstrating knowledge of a character and the world all these characters live in, students will gain an appreciation for how Orwell constructed //1984.//

__**Assessment**__
This part of the lesson's focus will be on the narrative elements of the Comic Life product. With this being the case, formative assessment will be in place to ensure that students understand what makes a strong narrative. This will include a class period focused on pre-writing the structure of the story, having the character's arc match that narrative arc, and one more to bring together the Comic Life learning and the narrative learning and have the students synthesize them into the product. Formative assessment will be present throughout -- I will always be circulating the room, watching as students exercise their creativity and making sure they stay productive. In addition, students will turn in several pieces of pre-writing to me through the class wiki, including a narrative outline, a script, and a shotlist.
 * Formative (Assessment for Learning)**

The summative assessment will be comprised of me looking at the final Comic Life products and evaluating them with a rubric, as well as using a rubric to evaluate how well students did with the oral presentation of their work. Students will be able to redo the Comic Life product as many times as it takes to fully reflect their learning.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will use Comic Life to create their final product for this lesson. This will entail familiarity with the workings of the program (Provided by an in-class demonstration period and a provided tutorial) as well as the workings of whatever they choose to use to put images into the comic. I will also be using the projector to show a clip of //1984// (the movie) to students.
 * Social Studies:** Students may choose to pull elements from their social studies class in order to fully flesh out their vision of the world in //1984.//

__Groupings__
Students will have been grouped into their Comic Life WebQuest groupings of 4-5 students in the first part of this lesson. In these groups, they will be part of a Round Robin Brainstorm cooperative learning activity. One person will be designated as the recorder. There will be a period of informal quickwriting and thinking about elements of the group's chosen character that they might want to include in the Comic Life. This will lead into a period of sharing during which the recorder will write down everyone's ideas, and the students will end up with a good resource to pull inspiration from.

__**Differentiated Instruction**__
[|Verbal-Linguistic] Students will develop this intelligence by engaging actively in discussion. [|Logical/Mathematical] Students will develop this intelligence by logically organizing the story in the Comic Life before putting it together. [|Bodily/Kinesthetic] Students can develop this intelligence by actively engaging in acting in the pictures in the Comic Life product. [|Musical/Rhythmic] Students may develop this intelligence by creating or finding some kind of backing track for when they present their Comic Life. [|Interpersonal] Students will develop this intelligence by working cooperatively on the Comic Life product. [|Naturalist] Students can develop this intelligence by addressing natural imagery in their Comic Life.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// If a student misses any part of this section of the lesson, they will be expected to come to me to get caught up. I will have a brief conversation with the group the student is a part of, to make sure the group is equipped to help the student who was absent become caught up in the work.
 * Modifications/Accommodations**

Students will be allowed a great deal of artistic expression in this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
-Projector (For hook, and for showing students examples while teaching them how to use Comic Life) -Laptops for students (Essential for Comic Life) -Copies of //1984// //-//Internet access -Rubrics -Graphic organizers

__Source for Lesson Plan and Research__
This lesson plan came from reading //1984,// consulting [|shmoop.com's summary], and use of several web pages to help with [|rubrics], [|graphic organizers], and [|cooperative learning activities].

__**Maine Standards for Initial Teacher Certification and Rationale**__
"Clipboard" learners will enjoy the nature of the WebQuest, where every step of creating the final product is detailed. "Microscope" learners will find great textual references to include in the Comic Life. "Puppy" learners will contribute well to the Jigsaw group activity, and will help the Comic Life groups work together effectively.
 * //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 amount of freedom allowed by the creative nature of the Comic Life assignment.

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: Empathy
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**I will spend time helping them understand how to put together a narrative (Their understandings of the parts of a story will go a long way with this) and how to use visuals effectively (I will show them my student sample, which is mostly visuals, to help them understand how they can apply those techniques to their own products). The students will work in peer groups to help each other flesh out the stories.

[|Verbal-Linguistic] Students will develop this intelligence by engaging actively in discussion. [|Logical/Mathematical] Students will develop this intelligence by logically organizing the story in the Comic Life before putting it together. [|Bodily/Kinesthetic] Students can develop this intelligence by actively engaging in acting in the pictures in the Comic Life product. [|Musical/Rhythmic] Students may develop this intelligence by creating or finding some kind of backing track for when they present their Comic Life. [|Interpersonal] Students will develop this intelligence by working cooperatively on the Comic Life product. [|Naturalist] Students can develop this intelligence by addressing natural imagery in their Comic Life. Technology: Students will use Comic Life on their computers, as well as the webcams on their computers, to put together the product for this lesson. They will also access a WebQuest constructed to help them in putting together their comic.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Informal:** This will include a class period focused on pre-writing the structure of the story, one about having the character's arc match that narrative arc, and one more to bring together the Comic Life learning and the narrative learning and have the students synthesize them into the product. Formative assessment will be present throughout -- I will always be circulating the room, watching as students exercise their creativity and making sure they stay productive. In addition, students will turn in several pieces of pre-writing to me through the class wiki, including a narrative outline, a script, and a shotlist.
 * Formal:** The summative assessment will be comprised of me looking at the final Comic Life products and evaluating them with a rubric, as well as using a rubric to evaluate how well students did with the oral presentation of their work. Students will be able to redo the Comic Life product as many times as it takes to fully reflect their learning.

__Teaching and Learning Sequence__
The class will be arranged with the desks in groups, because these class periods will be almost all group work. We will have a discussion about the components of the narrative arc; students will already be familiar with this, but we will review it. (10 min.) Students will do their Round Robin Brainstorm activity. (15 min.) The rest of the class will be dedicated to taking the pre-writing of the Round Robin Brainstorm and using it to work on the product. The goal for today will be an outline of the story, posted to the wiki by the end of class, but completed as homework otherwise. The rest of class will be dedicated to writing the script for the comic. I will encourage students, rather than just figuring it out as they go, to have a shotlist to go along with their script.
 * Day 1:** We will watch another clip from //1984,// this time from later in the film, to remind us of the changes characters undergo during the story. (5 min.)
 * Day 2:** We will open with a workshopping activity. Groups will be paired up to look at each other's narrative outlines and critique them, as well as offering feedback on specifics for the story. (30 min.)
 * Day 3:** This final class of the unit will be all about putting together the final product. Students will use this in-class time to take whatever pictures they need and put them into Comic Life, in the form that they want.

Student will understand that literary characters can either undergo a change or stay the same. Students will understand this because it's important to understand what can happen to a character to analyze literature, and analyzing literature can help us to comprehend the real world. 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. The hook for this lesson will be viewing a section from the end of the film //1984,// to help students remember the characterization and imagery choices that film made before the make their own interpretation.
 * Where, Why, What, Hook, Tailors: Interpersonal,**

Student will need to know everything from lesson 5, along with how to use Comic Life. In addition, students will gain an understand of narrative by being guided through the process of creating one. Much of this lesson will be group work, guided intermittently by my instruction. The graphic organizer will help to guide them when they go off on their own after I give them more comprehensive instructions. I will check for understanding by collecting pre-writing and graphic organizers, and by interacting with groups during group work. Content for this lesson includes outlining a narrative, creating a script, and creating a shotlist. This shotlist will have to keep in mind things like how the bodies of actors will be placed and what kind of scenery will be around.
 * Equip, Explore, Rethink, Revise, Tailors: Bodily, Naturalist, Logical**

Students will explore and experience the learning by working as a group to complete the Round Robin Brainstorming activity. They will also be embedded into the pre-writing process, which I will be walking them through. Student will be able to relate to a character in //1984// other than Winston; the facet for this lesson is Empathy. The cooperative learning activity for this lesson will be the Round Robin activity. Students will remain in their Comic Life groups, and will brainstorm various elements of the setting and the characters that they would like to depict in their Comic Life product. The group will decide who gets to be the recorder for the ideas everybody gets from their quickwriting. Students will show evidence of their learning by engaging actively in the pre-writing and by thinking deeply about how they construct their Comic Life. I will have students turn in a preliminary story outline and a script; these won't be graded, but I will check to make sure they're on the right track. If I see them going in the wrong direction, I'll be sure to quickly and effectively correct them, and set them on a more productive path. The presentation of their Comic Life will involve telling the story to the class and entertaining any questions the class has about the story. Students may choose to have a musical backing track during their presentation. Students will be able to redo their Comic Life if they're not happy with it.
 * Explore, Experience, Revise, Refine, Tailors: Verbal, Interpersonal, Musical**

Students will be able to self-assess using the rubrics provided in the WebQuest, and using the example in the WebQuest of a good Comic Life product. I will provide timely feedback to students by evaluating the Comic Life and the presentation promptly. This wraps up the unit on //1984,// so it connects to all of the learning they've done over the course of the unit.
 * Evaluate**

As largely a continuation of Lesson 5, this lesson will be focused on equipping the students with the last of the knowledge they will need to complete their performance task. Students will learn in this lesson how to effectively construct a narrative, using tools like pre-writing and storyboarding, as well as how to write a script.
 * Content Notes**

Story Map
 * Handouts**