L3+Wadsworth,Alyssa+Gabrielle


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


 * Teacher’s Name:** Miss Wadsworth **Facet:** Self Knowledge
 * Grade Level:** 10 **Topic:** Literary devices and terms

__**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 use literary devices in their own writing, and as tools //to comprehend essential ideas and arguments and interpret and analyze literary texts.//
 * Student will be able to** reflect on literary devices used in literary texts.

__**Maine Learning Results Alignment**__
//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 consider literary devices when reading literary texts and writing their own work.

__**Assessment**__
Before my students begin any formative assessments, I will give them a pre-assessment on literary devices, on which they should do rather well (see content notes from lessons one and two). Their first formative assessment will be completing the Describing Wheel graphic organizer. Then students will do the Jigsaw cooperative learning activity as another formative assessment.
 * Formative (Assessment for Learning)**

The summative assessment for this lesson is a digital story, in which students will utilize some literary devices--as there are too many and some conflict to use them all--in order to prove that they understand how they can be used and how to personally use them. Having learned in previous lessons that genre is a literary device, and poetic and music terms, students will also be able to use these in their digital stories, though it is not required to use poetry or music as they will already have proven their knowledge of the content of that lesson. I will be using a rubric to score and provide feedback for their digital stories.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be using technology when creating their digital stories. They can use music, pictures, et cetera as a part of their digital stories.
 * History/science/art/music/poetry:** Students can use poetry, science, art, music, and events from history in their stories.

__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.

__**Differentiated Instruction**__
**Verbal**-In class I will start a random conversation and write down each topic that the conversation leads to. **Visual**- Visual learners will be able to create their digital stories in any format they want. **Natural**-Natural learners can write their digital story about a nature-related topic. **Logical**- Logical learners are included in the organizer where they will describe the literary devices they will use in their stories and then describe how to use them. **Musical**- Musical learners can format music into their digital stories. **Interpersonal**- The students will be completing their digital stories in groups or pairs.
 * Strategies**

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 digital story so that they can complete their summative assessments to the best of their abilities.
 * Extensions**

__**Materials, Resources and Technology**__
My laptop A laptop cart (with Inspiration program) Whiteboard/markers/erasers Rubric for digital stories graphic organizer Inspiration program

__Source for Lesson Plan and Research__
[] I used this resource for the Jigsaw cooperative learning activity. Students will not be using this directly but I used it as an idea for my lesson. [] I used this website to get the Describing Wheel graphic organizer so that when students are completing their cooperative learning activity, they can also complete the graphic organizer as a group in order to teach their literary device to the rest of the class as a part of the Jigsaw activity. http://www.gale.cengage.com/free_resources/glossary/ I used this website as a resource for terms and literary devices that students should know for this lesson--not all of them, but to have a general idea of what is available to use, and what they can use in their digital stories. **Huxley, Aldous. (1998).** //**Brave New World**//**. New York: Perennial Classics.**  Students will read this book and recognize literary devices used by the author that they can use as well, and understand how the author used literary devices. I will have my students use this program as a storyboard for their digital stories, and print their "storyboard" so that I know where they are going with their project. [] This is a glossary of musical terms that I combed through for terms that could relate to what I want my students to know in connection to poetry. I used some of the terms and left out the terms that applied only to instruments or singers, but students can refer to the website if they feel that the terms I provided are not enough (see content notes). [] This is a really great resource that I will be printing out and giving to my students so they can have a list of poetic terms to refer to when writing their digital stories if they wish to include poetry (see content notes). literary device. (n.d.). // Dictionary.com's 21st Century Lexicon //. Dictionary.com website:http://dictionary.reference.com/browse/literary device. I used this website as a source to support my idea that genre is a literary device, because many would argue that it is not a literary device, but a literary term. I argue that it is a literary device because each type of genre has a special effect on its audience (see content notes). http://olc.spsd.sk.ca/de/resources/litdevices/index.html I used this website as a second source for a list of literary devices and their meanings.
 * Inspiration**

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach ball learners will enjoy participating in the hook, which is a thought train, because they will be able to creatively and inventively add to possible topics for the digital stories. Microscope learners will be able to explore ideas and expand on them to possibly create a new topic for digital stories. Puppy learners will be able to reflectively and interactively provide ideas and thoughts to the thought train for the digital stories. In order to reach the full potential of their thought process, students will be able to roam around the room, talk about things they have experienced, and their social background.
 * //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:**

In this lesson I am using the facet self-knowledge. Using literary devices in digital stories, students will be able to reflect on things that they have already learned in my class, such as the literary device genre and the genre of poetry--including poetic and musical terms if they want to include poetry or music lyrics of their own in their digital stories.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * 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: **

**Verbal**-In class I will start a random conversation and write down each topic that the conversation leads to. **Visual**- Visual learners will be able to create their digital stories in any format they want. **Natural**-Natural learners can write their digital story about a nature-related topic. **Logical**- Logical learners are included in the organizer where they will describe the literary devices they will use in their stories and then describe how to use them. **Musica**l- Musical learners can format music into their digital stories. **Interpersonal**- The students will be completing their digital stories in groups or pairs.

By using the following assessments, I will readily and easily evaluate and support the development of my students as learners:
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

**Formative (Assessment for Learning)** Before my students begin any formative assessments, I will give them a pre-assessment on literary devices, on which they should do rather well (see content notes from lessons one and two). Their first formative assessment will be completing the Describing Wheel graphic organizer. Then students will do the Jigsaw cooperative learning activity as another formative assessment.

**Summative (Assessment of Learning)** The summative assessment for this lesson is a digital story, in which students will utilize some literary devices--as there are too many and some conflict to use them all--in order to prove that they understand how they can be used and how to personally use them. Having learned in previous lessons that genre is a literary device, and poetic and music terms, students will also be able to use these in their digital stories, though it is not required to use poetry or music as they will already have proven their knowledge of the content of that lesson.

__Teaching and Learning Sequence__
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: I will pass out an ungraded pre-assessment and have them fill it out. (15 minutes). After the pre-assessment, I will read to the students a rewritten version of a story without literary devices, then read them the true story and have them compare the two. (40 minutes). After our conversation, I will direct students to go onto the laptops and get to the following website: [] and [] so that they can look at literary devices and their definitions. After students have each chosen three to teach the rest of the class, I will put them into groups. (15 minutes). Students will have a stretch break. (10 minutes). Day 2: Students will complete the Jigsaw cooperative learning activity and the Describing Wheel graphic organizer in the groups they were in on day one. (40 minutes). Students will begin their digital stories. (30 minutes). Students will have a stretch break. (10 minutes). Day3: Students will finish their digital stories. (20 minutes). Students will present their digital stories to the rest of the class. (50 minutes). Students will have a stretch break. (10 minutes).

Student will understand how to use literary devices in their own writing, and as tools //**to comprehend essential ideas and arguments and interpret and analyze literary texts**.// Students will understand what literary devices are and how to use them in their own writing. If students know how to use literary devices in their own writing, they will be more able to gear their writing toward the audience for which their writing is intended. Students will understand how to utilize genre and poetry from previous lessons, as well as the literary devices they will glean from this lesson, both independently when given the chance and when working with others. My hook for the lesson is a comparison of a story without literary terms and devices, and the original version of the story (see content notes). **Where, What, Why, Hook, Tailors: Verbal, Logical, and Visual.**

Students will be given the Describing Wheel graphic organizer in order to explore literary devices while engaging in the Jigsaw cooperative learning activity, during which the students will become the "experts" of three literary devices and teach them to the rest of the class. Having to teach something to someone else will encourage students to think using high-order thinking and will require students to reflect on the literary devices they chose to teach, how others will learn, and on their own knowledge of the devices. I will group my students according to personality, effort in the class, and skills so that groups are full integrated and students can learn from each other while in the groups. Since groups will only have three people in them, everyone has the same role of teaching a literary device on which nobody else in the class will become an expert. Students will create a digital story in their groups of three after I provide them with a rubric. As they work in groups, they can monitor each other and themselves using their rubric. After they pass in their assessment, I will score them using the rubric and provide them with the chance to refine the project and resubmit the assessment, though not in front of the class. **Equip, Explore, Rethink, Tailors: Interpersonal, Logical, Natural, Musical, and Verbal.**

Students will use the rubric to self-assess after the project is finished and has been presented to the rest of the class. After students present their digital stories and self-assess, I will provide them with a score and feedback by the next class period. The next lesson is about character conflicts, and the facet is explain for lesson four, so literary devices can be one explanation for knowing what a character's conflict is. **Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Interpersonal, and Intrapersonal.**

**Literary device:** noun. "A literary or linguistic technique that produces a specific effect..." Fiction Nonfiction Poetry Drama
 * Content Notes**
 * Types of genres: **
 * "Fiction is written from an author's imagination and is usually intended to entertain" (page one).**
 * "Nonfiction is factual writing which provides information about a particular topic" (page one).**
 * "...the art of rhythmical composition, written or spoken, forexciting pleasure by beautiful, imaginative, or elevated **
 *  thoughts." **
 * "Two main types of drama are tragedy and comedy. A tragedy is a serious drama in which a hero struggles against some form of evil...A comedy is a light-hearted drama. It may involve a conflict of some kind, but its outcome will not be tragic" (page nine).**

Rhythm-“The recurrence of accent or stress in lines of verse.” Rhyme-“The matching of final vowel or consonant sounds in two or more words.” Beat-“The unit of musical rhythm.” Harmony-“Pleasing combination of two or three tones played together in the background while a melody is being played…” Cadence-“A sequence of chords that brings an end to a phrase, either in the middle or the end of a composition.” Leitmotif-A musical theme given to a particular idea or main character of an opera.” Measure- “The unit of measure where the beats on the lines of the staff are divided up into two, three, four beats to a measure.” Motif- “Primary theme or subject that is developed.” Ostinato- “A repeated phrase.” Recitative- “A form of writing for vocals that is close to the manner of speech and is rhythmically free.” Refrain- “A repeating phrase that is played at the end of each verse in the song.” Tempo- “Indicating speed.” Tone- “The intonation, pitch, and modulation of a composition expressing the meaning, feeling, or attitude of the music.”

Checklists for digital stories Describing Wheel graphic organizer.
 * Handouts**