L4+Merrifield,+Jared

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

Teacher’s Name:** Mr. Merrifield **Facet of Understanding:** Interpretation
 * Grade Level:** 7-8 grade **Topic:** Literary Themes

__**Objectives**__

 * Student will understand that** every text has at least one central theme.
 * Student will know** the crucial elements of __Harry Potter and the Sorcerer's Stone__, such as the origin of Harry's scar, the importance of Fluffy the guard dog, and the Sorcerer's Stone itself, and relate them to specific themes within the story.
 * Student will be able to** navigate a WebQuest that will better familiarize them with the importance of themes.

__**Maine Learning Results Alignment**__
English Language Arts - A. Reading A2 Literary Texts, Grades 7-8: __Harry Potter and the Sorcerer's Stone__ Students will read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response.


 * Rationale:** This lesson revolves around themes, one of the most complex devices a literary text can contain. As an introduction, students will participate in a brief WebQuest that will require them to do research about the boundless variety of themes that texts have utilized over the years.

__**Assessment**__
Students' newly acquired knowledge of themes will be tested through the final product of the WebQuest: a brief report analyzing the themes of several texts. They are encouraged to share, or at least paraphrase, their findings to the class. Their degree of analysis, research, and understanding will be ranked on a five-point scale. Students are welcome to share their opinions and/or findings in reaction to others' presentations.
 * Formative (Assessment for Learning)**

Students will keep a log of their findings in a journal entry, and they are highly encouraged to take notes when other students present. This will not only help them better their own presentations, but will almost certainly expand their knowledge of this complex concept.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will navigate through a WebQuest that I will have created. As part of this WebQuest, students will be required to perform some research either online or in the classroom/library - most likely both - to find a variety of literary texts, their synapses, and any theme present. The way in which they present their report is open-ended; a simple Word Processor essay or a slideshow would be sufficient.


 * Science/History:** Research is not a heavily common activity in an English class, and the degree of research students will perform in this lesson may prepare them for the degree of research they may have to do in other classes. Plus, the genres of texts that they find could range from science fiction to historical fiction, and the themes may be relative to the subject.

__Groupings__
The cooperative learning exercise for this lesson is quite simple. Since themes are rather complex and may be difficult for some students to grasp, I will leave the floor open for any appropriate questions or comments that the students might have before delving into the lesson. I would prefer, however, that this discussion not go on longer than ten minutes, so the students have plenty of time to start on their research.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic:** The lesson will require much reading
 * Interpersonal:** An essential group discussion will take place
 * Intrapersonal:** Students will reflect on their own analyses after getting feedback
 * Spatial:** Visual aids are used in the hook
 * Logical:** Word association is used in the hook
 * Naturalist:** Research and observation will be required

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Absent students MUST make up their work. The class will be provided with a contact sheet with all the student's phone numbers and email addresses. If a student does not show up for class, he or she is responsible to contact one of the other students to get the assignment they missed. Buddy systems or contact partnerships are encouraged.

Students will navigate through a WebQuest that I will have created. As part of this WebQuest, students will be required to perform some research either online or in the classroom/library - most likely both - to find a variety of literary texts, their synapses, and any theme present. The way in which they present their report is open-ended; a simple Word Processor essay or a slideshow would be sufficient.
 * Extensions**

__**Materials, Resources and Technology**__
Computers/laptops WebQuest site E-chart Objects found around the classroom or at home Access to several books and sites (in the library, classroom, or at home)

__Source for Lesson Plan and Research__
E-chart from [|Education Place]

__**Maine Standards for Initial Teacher Certification and Rationale**__
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:** As long as the source is reliable, students can conduct their research from anywhere they please, although most of it will probably take place in the library (which has a great selection anyway!)
 * Clipboard:** Students who strive for organization will find the WebQuest to be a welcome activity.
 * Microscope:** This lesson requires a bit of research, so microscope learners are sure to appreciate it.
 * Puppy:** Although it's not required, students can work in teams of two or three, and they can suggest research methods to one another.

Rationale:** English Language Arts - A. Reading A2 Literary Texts, Grades 7-8: __Harry Potter and the Sorcerer's Stone__ Students will read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Interpretation:** Themes are perhaps the least understood and most widely studied literary device in use, and extensive interpretation of these themes, starting with a word association activity and ending with a brief presentation, will help students understand and appreciate themes on a whole new level.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguistic:** The lesson will require much reading
 * Interpersonal:** An essential group discussion will take place
 * Intrapersonal:** Students will reflect on their own analyses after getting feedback
 * Spatial:** Visual aids are used in the hook
 * Logical:** Word association is used in the hook
 * Naturalist:** Research and observation will be required


 * Technology:** Students will navigate through a WebQuest that I will have created. As part of this WebQuest, students will be required to perform some research either online or in the classroom/library - most likely both - to find a variety of literary texts, their synapses, and any theme present. The way in which they present their report is open-ended; a simple Word Processor essay or a slideshow would be sufficient.

Rationale:** Students' newly acquired knowledge of themes will be tested through the final product of the WebQuest: a brief report analyzing the themes of several texts. They are encouraged to share, or at least paraphrase, their findings to the class. Their degree of analysis, research, and understanding will be ranked on a five-point scale. Students are welcome to share their opinions and/or findings in reaction to others' presentations.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will keep a log of their findings in a journal entry, and they are highly encouraged to take notes when other students present. This will not only help them better their own presentations, but will almost certainly expand their knowledge of this complex concept.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Since no group work is necessary in this lesson (although it is an option), desks will be arranged in singles with equal columns and rows. Students are welcome to shift the position of the desks once the group work starts, provided they replace them at the end of class.

__Day 1__

As a class hook, I will bring in a few common household objects and perhaps some objects around the classroom (four or five total) and have them passed around the classroom. The students will write down any words or ideas that come to mind as the objects pass through their hands, along with a brief explanation of why they chose these words. (5 minutes)

I will have a few students share their thoughts. (5 minutes)

The pre-assessment exercise will now begin. Students will receive an E-Chart with a few objects, feelings, and ideas already written on them. On the other lines, students will be asked to write whatever they associate with these concepts. Students may work in pairs to compare answers, provided that they are different for each concept. (5-10 minutes)

I will then begin an explanation of themes and have the discussion tie into what we have been reading in __Harry Potter__. A brief slideshow may be a good way to get students to understand. They must take notes, for they will need them in the future! (15 minutes)

I will open the floor to any additional questions that students might have about themes. (10 minutes)

Let the WebQuesting begin! Students will decide who they want to work with for this activity, if anyone, and they will access the WebQuest site. The site will give them an overview of the importance and correct usage of themes. Then, their research will begin. Students will be required to find at least three literary texts, essays, poems, and/or short stories online, in the classroom, or in the library with the same or a similar theme. They will read the synopsis of each one and describe how each text expresses this theme in different ways. I will provide some links to synopsis and short story sites, and also one that provides a list and explanation of some of the most celebrated themes in literature. Students will have the rest of the class period to work on this, and they should be finished by the middle of next class. (40 minutes)

__Day 2__

Students will get half the class period to make any additional adjustments to their presentations. They do not need to be flashy, but they do need to get the point across! (40 minutes)

The rest of class will be spent on presentations, questions, and comments. (40 minutes)
 * Where, Why, What, Hook, Hook Tailors: Linguistic, Interpersonal, Intrapersonal, Spatial, Logical, Naturalistic**

Students will become familiar with the crucial elements of __Harry Potter and the Sorcerer's Stone__, such as the origin of Harry's scar, the importance of Fluffy the guard dog, and the Sorcerer's Stone itself, and relate them to specific themes within the story. For this lesson, the E-chart would be effective. On the "idea" line, an essential idea or object would be written, and to the right of this, students will write at least three things that idea/object represents. The idea can be anything as long as it's appropriate, and it does not have to directly relate to __Harry Potter__.
 * Equip, Explore, Tailor: Linguistic, Logical, Intrapersonal**

Students will participate in a three-minute review with me, although it does not necessarily have to be only three minutes; chances are it will exceed that. This will take place after I have given the class a brief explanation on literary themes and how they tie in to __Harry Potter__ and our own lives. Once everyone's questions have been answered, students will access the WebQuest from their laptops, and the research will begin. Students have the options of participating in this activity in ones, twos, or threes, as long as everyone contributes adequately to the final product. As the presentations are being shown, students are highly encouraged to take notes and ask questions. The presentations will be graded on a five-point scale with a play-by-play critique on how well they understand the concept of theme.
 * Experience, Rethink, Revise, Rehearse, Refine, Tailor: Linguistic, Logical, Naturalistic, Spatial, Interpersonal, Intrapersonal**

Every group must answer any questions and address comments posed by their classmates. Again, students will write down notes in a journal entry about anything that still confuses them, and I will address them myself later. Themes are often overlooked and are under-appreciated, which is a shame because they can make literary texts much more enjoyable and "deep." This ties in to any discussion we have had or will have about literary devices, since it is one of the most important devices in use.
 * Evaluate, Tailor: Interpersonal, Logical, Intrapersonal**


 * Content Notes**

Theme: the main idea in a literary text that reveals a concept about life, society, or human nature.

Leitworstil: the purposeful saying of words in a literary piece that usually expresses a motif or theme important to the story.

Thematic patterning: the distribution of recurrent thematic concepts and moralistic motifs among the various incidents and frames of a story.

Symbol: an object or idea that has a complex meaning and representation of an aspect of the text.

E-chart (see resources)
 * Handouts**