L3+Fitzpatrick,+Amanda

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


 * Teacher’s Name:** Ms. Fitzpatrick
 * Date of Lesson:** Lesson 3- Explanation
 * Grade Level:** Eight
 * Topic:** Unwind by Neal Shusterman

**__Objectives__** Student will understand that literary devices are prevalent in fiction. Student will know the terms foreshadowing and climax. Student will be able to predict what will occur next in the text.

**__Maine Learning Results Alignment__** Maine Learning Results: Language Arts A. Reading A2. Literary Texts 8th Grade //Unwind// by Neal Shusterman Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and common literary devices help shape the readers response.

After the completion of this lesson, students will know how to predict what they believe will occur in the climax of the text using foreshadowing clues.
 * Rationale:**

**__Assessment__** Students will be asked to complete log of points of foreshadowing found in the short story read in class. Students will not only have to identify examples of foreshadowing but also explain why the item chosen was foreshadowing. This log will let me know if students really understand what foreshadowing is and if they can successfully find it in the text. Students will be given the feedback rubric when the assignment is assigned, that way they will know what is expected of their final draft of their comic book. As the project is being completed, students will have the chance to work on the project in class. As students are working, I will float in the room, touching base with the various groups to assure that they are on the right track.
 * Formative (Assessment for Learning)**

As students study the literary term foreshadow more in-depth, they will look at how foreshadowing is used in short stories and apply what they see as foreshadowing to predict what they will believe will occur in the text. In groups of four, students will create a ComicLife comic book to depict what they think will occur in the end of the novel. Students will use clues of foreshadowing seen in the //Unwind// text to support their ideas of what takes place in their comic book. Students will be scored individually using a feedback page.
 * Summative (Assessment of Learning)**

**__Integration__**

__Technology:__ Students will be asked to use their computers to complete their comic book about what they believe will occur later on in the story. They will research a short history of comic books to see how one is normally formatted before completing the project.

__Art:__ As students are designing their own comic book, I believe that creativity will be crucial. Students will be able to express their artistic style by adding their own drawings or pictures to their comic book.

**__Groupings__** Students will be assigned their groups for the comic book assignment by me. I will group students based on their abilities in the classroom. This will assure that not all of the strong students language-wise stick together and that students who are more creatively inclined can aid their group when it comes to the design aspect of the project. After students get into their groups, they will have time to talk about what they believe will occur in the latter part of the text. This will be the time in which they fill in their sequence chart for how they would like to construct their comic books. Students will then be given some class time to work on their comic books. Each member of the group will need to have their own copy of the completed comic book for the second aspect of this project. Students will be able to choose their own partner for the modified three-step interview process. This member however must not already be a part of their group. Students will take turns sharing their comic books with their partners; they will then reverse the rolls. After both partners have presented their comic books, partners will fill out a feedback sheet. Teams will meet once again, now with four different opinions on things they could do to enhance their comic book.

**__Differentiated Instruction__**
 * Strategies**


 * Interpersonal**- As students work in groups they will display their ability to work together.
 * Intrapersonal**- Students will need to reflect on how they wish to contribute to their comic book given what they have learned about the history of comic books.
 * Visual**- The use of comic life will benefit the visual learners as they will be able to see where they think the novel is going.
 * Naturalistic**- Inclusion of naturalistic superhero with the hook to explain how differently each group could make their comic book.
 * Linguistic**- Students will be using literary devices as well as telling a story.
 * Musical**- Students will be allowed to use music to lead into the final presentation of their comic book to give more emphasis to what is happening in their book (a sad song for a sad ending, a happy song for a triumphant ending.)

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

__Absent Student:__ For my classroom, an online Wikispace will be set up. This Wikispace will have an agenda of what occurs in class, along with any homework that has been assigned for the next class. Students will be able to retrieve any notes from class via the Wikispace as well, as individual lesson notes and resources will be available on the Wikispace. The tutorial of how to use the ComicLife software will be available for students who were not there to witness it hands on as well as students who need to refer back to the website at home. The homework hot-line will also be updated daily for students who do not have internet access at home.

Students will be using the ComicLife software to complete this lesson as they will be creating their own comic book demonstrating what they believe the outcome of the novel //Unwind// will be based on what they know about foreshadowing.
 * Extensions**

**__Materials, Resources and Technology__** //Unwind// by Neal Shusterman [|ComicLife tutorial video] Comic Analytic Rubric Student Feedback Sheet Peer Review Sheet "The Landlady" by Ronald Dahl Laptop Student laptops Board Markers My own Comic [|Sequence Graphic Organizer] Empty Head Graphic Organizer [|Frayer Model Graphic Organizer]

**__Source for Lesson Plan and Research__** [|How To Use ComicLife in the Classroom]- This website will really aid in the completion of the Comic Life projects will little confusion. [|About: History of Comics]- For students who want a brief history of comic books in order to design their own this website is very good for that. [|Wikipedia: History of American Comic Books]- Another good website on the history of the comic book.

**__Maine Standards for Initial Teacher Certification and Rationale__**

Rationale:** __Beach ball:__ Students who would like to act out the remainder of the novel will have the chance to take pictures and use those in their comic book rather than find pictures on the web to use in their story. __Puppy:__ As always, students will be able to choose where they would like to sit in the classroom to assure that they are as comfortable as possible during discussion. Students will also be able to leave the classroom to shoot pictures for their comic book, this will assure that students feel comfortable enough in their surroundings to they can perform adequately. __Clipboard:__ Clipboards will be able to take charge in this lesson as they become the leaders of their groups. They will be able to decide what needs to be done and organize the comic book. __Microscope:__ Students who like to analyze will be able to critically think in this lesson as they decide what will occur in the end of the novel.
 * //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:** Please refer to my content notes at the end of this lesson. //Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and common literary devices help shape the reader’s response.// The learning facet for this lesson is explanation. Students will be asked to explain their knowledge of foreshadow and how to use foreshadowing to predict what they believe will occur in the remainder of the novel.
 * //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.//


 * Interpersonal**- As students work in groups they will display their ability to work together.
 * Intrapersonal**- Students will need to reflect on how they wish to contribute to their comic book given what they have learned about the history of comic books.
 * Visual**- The use of comic life will benefit the visual learners as they will be able to see where they think the novel is going.
 * Naturalistic**- Inclusion of naturalistic superhero with the hook to explain how differently each group could make their comic book.
 * Linguistic**- Students will be using literary devices as well as telling a story.
 * Musical**- Students will be allowed to use music to lead into the final presentation of their comic book to give more emphasis to what is happening in their book (a sad song for a sad ending, a happy song for a triumphant ending.)

In this lesson students will be able to show off their creative side in relation to their individual intelligences as they tell the story of that they believe will occur in the remainder of the novel. Musical students will be excited to choreograph their comic book so that the music intertwines with what is occurring in the comic. Natural learners with draw inspiration from the hook to create a unique comic book.

Rationale:** Students will know what is expected of their team ComicLife comic book before they begin on their assignment. Students will know how much each section is worth to eliminate confusion on what is really "important" in the project. Students will be asked to show mastery of the term foreshadowing to complete this assessment with satisfaction. Undeveloped mastery of the term will be obvious as students complete their comic book and thus will not be graded as high as a group that has complete knowledge of foreshadowing.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

**__Teaching and Learning Sequence__**

My classroom will be set up in a "U" shape, with two desks, space, then two more desks around the room. This allows for quick formation into the four student teams to start working together on the ComicLife comic book.

Day One: Students enter the class they will be asked to take an Open Head Graphic Organizer and begin filling it in on their responses to the reading from the previous night. (15 minutes) A class-wide discussion will be held on the reactions and responses from the reading.(20 minutes) Foreshadowing Mini-Lesson (See content notes) (10 minutes) Sequence Graphic Organizers will be distributed and teams for the comic book will be assigned. (10 minutes) Students will be assigned groups and asked to come up with a team name. Remainder of class will be given for students to look at the history of the comic book and discuss what they have seen for foreshadowing in //Unwind// thus far as well as what they believe will happen. They will be given the Frayer Model Graphic Organizer to organize ideas from each student in the group (each member of the group is given a square.) Students will be asked to pass in organizers at the end of class to show participation in activity. (25 minutes) Homework for the next day consists of looking at the History of Comic Books

Day Two: Students will be asked to get into their teams as they enter the class. Students will be shown hook. (5 minutes) Students will be shown the ComicLife tutorial and handed out Sequence Graphic Organizer. (5 minutes) Students will be given sequence chart graphic organizer to organize thoughts. (2 minutes) Students will be given the remainder of the class period to work on Sequence Graphic Organizer and start the template for their comic life (creating the pages without the pictures.) (68 minutes)

Day Three: Students enter and sit with their teams. Students will be given time to create pictures for their pages and edit their comic book. (65 minutes) Time for reflection and clarifying questions will be given at the end of the day. Ask students how they feel their project is going thus far and about any problems they have run into thus far. (15 minutes)

Day Four: Students will be expected to each have a hard copy of the first draft of their comic book for class. Students will complete the Modified Three Step Interview process for feedback on the first draft of their comic books. (20 minutes) Students will meet with their teams and discuss what aspects of the comic book should be altered. (10 minutes) Students will tweak the final draft of their comic book and create their video presentation with it. (40 minutes) Students will be explained then handed out their Student Feedback form for completion the next class period. (10 minutes)

Day Five: Student presentations of comic book. (80 minutes)

Students will understand literary devices are prevalent in fiction. **(Where)** **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** **(What)** If students can predict what will happen in a novel, they will learn how to foreshadow thus creating more powerful writing pieces. Students will be shown a comic book which uses a Nature Superhero to explain what will occur in the remainder of the text. This will give students an idea of what will be expected of their projects and inspire them to begin working.
 * Where, Why, What, Hook, Tailor: Naturalistic, Linguistic, Intrapersonal, Visual**

Students will know foreshadowing and climax. Students will be given three graphic organizers throughout the course of this lesson. All three are used differently in order to organize thoughts. The first, the open head graphic organizer is used to assure students have read the selected reading and for students to put feedback from the reading before discussion. The second is the Frayer Model to organize each team member’s ideas for the comic book (there are four squares) along with their team name. Students will use these after they are assigned groups so they can organize the different group member's thoughts of the foreshadowing seen in the novel thus far as well as what they believe is going to occur in climax of the text. The third and final graphic organizer is used to plot out how the team's comic book will look (like a storyboard).
 * Explore, Experience, Tailor: Visual, Linguistic, Intrapersonal, Interpersonal**

Students will be able to experience what foreshadowing is by using it to explain what they believe is going to occur later on in the text. The learning facet for this lesson is explanation. Students will be asked to explain their knowledge of foreshadow and how to use foreshadowing to predict what they believe will occur in the remainder of the novel. After students have created their summative assessment ComicLife projects, they will bring in their project to share in a three-step interview. During the interview they will see how other people approached the foreshadowing assignment. This will give students the chance to make changes to their own comic book before I grade it. Students will be given a partner feedback sheet with questions on the content and style of the comic book.
 * Explore, Experience**, **Rethink, Rehearse, Revise, Tailor: Interpersonal, Linguistic, Visual**

Students are going to be able to self-assess their own team's comic books by completing the feedback rubric handed out at the beginning of the project. This way, students know exactly what is expected of them as they complete their comic book. After students have completed the first draft of their comic book, time will be given for questions and problems that the students have encountered. This time is set for feedback on what they have produced thus far. As we complete the book, students will be able to see how accurate they were in predicting the outcome of the text from their foreshadowing clues.
 * Evaluate, Tailor: Interpersonal, Linguistic, Visual**

About //Unwind:// //Unwind// takes place in the United States, somewhere in the near future. After a civil war—known as the Second Civil War or the Heartland War—which was fought over [|abortion], a compromise was reached that parents could sign an order form for their children between the ages of 13 and 18 years old to be unwound—taken to "harvest camps" and having their body parts harvested for later use. The reasoning was that, since 100% (actually 99.44% taking into account the appendix and "useless" organs) was required to be used, unwinds did not technically "die", because their individual body parts lived on. Unwinding became a mostly accepted practice since its conception. Also, parents who have had a child born who don't think they can care for the baby can "stork" it. This means going to a household before sunrise so they cannot be seen and leaving the baby on the doorstep. The "storked" baby then becomes the other family's responsibility. (From http://en.wikipedia.org/wiki/Unwind_%28novel%29#Plot_summary)
 * Content Notes**

Foreshadowing- the use of hints or clues to suggest what will occur later in the literature. Climax- The result of the conflict. This is the point in the story with the greatest interest and emotion.

Foreshadowing mini-lesson: [|Foreshadowing Chart] 'The Landlady' short story by Ronald Dahl. Read out loud. Have students listen for instances of foreshadowing. Show chart with other examples after discussion on the different examples of foreshadowing.

[|Sequence Graphic Organizer] Empty Head Graphic Organizer [|Frayer Model Graphic Organizer]
 * Handouts**