L3+Cooper,+Susanna


 * LESSON PLAN FORMAT **
 * __Teacher’s Name __****: **Ms. Cooper **__Lesson 3__ :** Apply 
 * __Grade Level __****: **7th **__Topic__:** Narrative writing – strategies 

__Objectives __
Students will understand that different narrative strategies effectively convey the message or point. Students will know about plot, conflict, exposition, climax, falling action, resolution, events, protagonist, antagonist, characters, metaphors,and similes. Students will be able to analyze the figurative language in a passage and determine how it was effective at visualizing a passage. ==__Maine ____ Learning Results Alignment __ == <span style="color: black; font-family: 'Times New Roman','serif';">MaineLearning Results: English Language Arts: B. Writing B2. Narrative Grades 6-8 Students write narratives that convey complex ideas, observations, events, or reflections.

This lesson teaches students more about narrative strategies. These strategies will help students understand the complex ideas of stories, and will make the events of a story clearer.
 * Rationale:**

__<span style="color: black; font-family: 'Arial','sans-serif';">Assessment __<span style="color: black; font-family: 'Arial','sans-serif';">
<span style="color: black; font-family: 'Times New Roman',Times,serif;">The formative assessment will be a questionnaire about metaphors, similes, personification, and foreshadow. This will help students begin to think about what these terms mean and how they relate to a story. This questionnaire will also give me some feedback by allowing me to see where the class is and their understa <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">nding of narrative strategies. <span style="color: black; font-family: 'Times New Roman','serif';"> To practice writing stories, two students will work together to create a short cartoon book. The students will think of a favorite children’s story book, examine the plot, and then see how they can take that plot and create their own story with it. The cartoon book will be made by using the computer program ComicLife. The stories will be short, only a few written pages long, and the stories will be a children’s story.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif;">Formative (Assessment for Learning) **
 * Summative (Assessment of Learning)**

__<span style="color: black; font-family: 'Arial','sans-serif';">Integration __<span style="color: black; font-family: 'Arial','sans-serif';">
<span style="color: black; font-family: 'Times New Roman','serif';">~ __Technology__ is incorporated into lesson 3 by using ComicLife to create a short story/ comic. Students will write their own story and turn it into a short cartoon. The digital ComicLife comic will then be posted on the class wiki where the class can view it. ~ __English__ is used when students write their short story in ComicLife. I will be looking for figurative language to support the images of the comic and create a well done, “visual” story. Students will also be working on who the audience will be (children) and how they are going to structure the story. The way they write their story will prove how well they have learned diction and story structure. ~ __Art__ can be incorporated into this lesson when students make their ComicLife appealing and colorful to their audience. ~ __Students preference__: Students can write their story on what ever they want, so there may be a 4th integration used if students write about nature, or use music with their presentation. It is the students choice.

__<span style="color: black; font-family: 'Arial','sans-serif';">Groupings __<span style="color: black; font-family: 'Arial','sans-serif';">
<span style="color: black; font-family: 'Times New Roman','serif';">For team work, I will have the class do a “Think- Pair-Share” activity. Ask students 3 questions dealing with plot, from the short story I will read aloud to the class. Students will be split into partners. I will ask certain groups to answer certain questions about the story. Each student will have a few minutes to reflect on the story and think about the question that I asked. Then the partners will talk to each other about the answer’s they cam up with separately. After the pairs have had time to discuss and agree upon the answer to the question I asked, the pair will go find another pair that had a different question, and they will share questions and responses.

__<span style="color: black; font-family: 'Arial','sans-serif';">Differentiated Instruction __<span style="color: black; font-family: 'Arial','sans-serif';">

 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Strategies I used in this lesson: **<span style="color: black; font-family: 'Times New Roman','serif';">


 * Visual:** Students would watch me as I read the children’s book and they looked at the pictures. Student also will be visualizing the story they are going to create and how they plan to structure their story.
 * Intrapersonal:** Students relate to memories of when this book was read to them, or can relate to the story plot.
 * Nature:** I would choose a book that had some form of nature in it.
 * Interpersonal:** Students work in pairs during Think, Pair, Share.
 * Logical:** Students will need to do a lot of thinking about their own plot and how they can incorporate things like foreshadow into their story.
 * Body:** Students can act out there comic life story if they want to, when presenting/ reading it to the class, if they choose.

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

Students who are absent will have no problem catching up on what they missed if they really want to try and catch up. I will have a Wiki-space that all the students will know about and can go to in order to see each days lesson and what the homework assignment was. I will also have a Filing box in my classroom where I keep individual student files. I will put any worksheets, assignments, or passed back work in these folders for the students to pick up when ever they have time the next day. Students will also know that I am available before the school day starts and students can come and talk to me about what they need to do before class starts. For this particular lesson students can view the assignment on my wikipage. After partners are assigned I will post a table that shows who is partnered with who. Partners can use Skype and email to converse on their story that they want to write. A group with an absent partner will have a few classes to meet with their partner before the project is due. This will allow them to work together and plan some meeting times outside of class if necessary. If a student is absent for a longer period of time, I will either ask the present partner if they would rather do the project alone, or allow extra time for the group to work together, after the student gets back.
 * Absent student:**

Type II technology will really help students in my class who want to do extended thinking. They can think a lot about the structure of the story they are writing and how they can effectively make a comic/ cartoon out of it. I may ask some students if they can write their story for an older, or different age group if they feel it will make the assignment more of a challenge. __Technology__ is incorporated into lesson 3 by using ComicLife to create a short story/ comic. Students will write their own story and turn it into a short cartoon. The digital ComicLife comic will then be posted on the class wiki where the class can view it.
 * Extensions**

__<span style="color: black; font-family: 'Arial','sans-serif';">Materials, Resources and Technology __<span style="color: black; font-family: 'Arial','sans-serif';">
<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Everything will I need to do this lesson:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Laptops
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">My wikipage
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Children’s story book with nature
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A short story to read during Think Pair Share
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">paper
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pencils

__<span style="color: black; font-family: 'Arial','sans-serif';">Source for Lesson Plan and Research __<span style="color: black; font-family: 'Arial','sans-serif';">
<span style="color: black; font-family: 'Times New Roman','serif';">This is a great site for students to reference if they don’t under stand what narrative strategies are. []

This site will really help me developing lesson information. It talks about pre writing exercises and writing techniques that will get me as the teacher thinking about what and how I am going to teach my students in this part of the unit.[]

This would be a great short story to read to the class when they are in groups and working collaboratively. It is short, yet makes a point, and pulls the reader in. []

==__<span style="color: black; font-family: 'Arial','sans-serif';">Maine ____<span style="color: black; font-family: 'Arial','sans-serif';"> Standards for Initial Teacher Certification and Rationale __<span style="color: black; font-family: 'Arial','sans-serif';"> ==

//**<span style="color: black; font-family: 'Times New Roman',Times,serif;">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. **//<span style="color: black; font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman',Times,serif;">Rationale: <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';"> There are a variety of learners in the class that I have to keep in mind when teaching my lesson. Some of my students need precise directions given to them when assigning a task or assignment. They prefer structure to the activity and need procedures to be set in place. They learn well with guided reading that they can follow along with and are fairly good at writing since they can organize their thoughts well. I will make sure my directions are clear so that these students understand what they are doing. They will receive written directions, or will be able to reference a place with step by step direction that I have written down, like the board. This way they can reference them and feel that everything in order. These students will also be glad that I make sure the class period is structured and we do certain things at certain times. I will always do my best to follow a routine. Some students prefer to ask questions, the how and why things work the way they do? They like investigating and uncovering the new information, therefore need experiments to aid them in their leaning processes. These students like to really look hard for evidence and analyze what they have been given to do or are reading. I will give them a really tough short story for them to analyze and uncover the plot elements. The plot elements will be hard to find since so much happens. This will help these students feel like they are investigating more that just looking for the answer. Another set of students need a relaxing, comforting spot to work efficiently. These students work well in group work and like it when they get help from their fellow students. They want everyone to agree on the same thing without fighting since they like that relaxing, safe environment. Overall they want everyone to be happy and they really want to belong to some sort of group. For this type of students I use the cooperative learning activity. Students can work together to figure things out. Most of the game/ activities require all the students to get along. This type of student really enjoys that I do this due to their need to work well with fellow students. There are also the more spontaneous students who like to get up and move around. These students need a variety of readings, enjoy brainstorming, variation in work styles, and always seek fun and excitement. They really enjoy effective hooks at the beginning of each lesson. For these types of students, I really make sure I start the day off with a bang. I try to save the cooperative learning activity for the middle of the class so that these students wont have to sit for too long in class. The activity allows them to get up and move around halfway through, while still on task. They usually enjoy the fun activity planned also.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// Rationale: CONTENT NOTES- Please refer at the content notes at the end of this lesson. I used the MLR to have the students write their narrative. Maine Learning Results: English Language Arts: B. Writing B2. In this lesson students use the facet Apply. Students will be able to apply the knowledge they are learning about diction, characters, story structure, and plot to stories that I present to the student, and in their own stories that they write. Students will be able to apply this new information and use it within their stories.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// Rationale: Here are different strategies I used throughout this lesson: Visual: Students would watch me as I read the children’s book and they looked at the pictures. Student also will be visualizing the story they are going to create and how they plan to structure their story.
 * Intrapersonal:** Students relate to memories of when this book was read to them, or can relate to the story plot.
 * Nature:** I would choose a book that had some form of nature in it.
 * Interpersonal:** Students work in pairs during Think, Pair, Share.
 * Logical:** Students will need to do a lot of thinking about their own plot and how they can incorporate things like foreshadow into their story.
 * Body:** Students can act out there comic life story if they want to, when presenting/ reading it to the class, if they choose.

__Technology__ is incorporated into lesson 3 by using ComicLife to create a short story/ comic. Students will write their own story and turn it into a short cartoon. The digital ComicLife comic will then be posted on the class wiki where the class can view it.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// Rationale: The formative assessment will be a questionnaire about metaphors, similes, personification, and foreshadow. This will help students begin to think about what these terms mean and how they relate to a story. This questionnaire will also give me some feedback by allowing me to see where the class is and their understanding of narrative strategies.
 * Formative (Assessment for Learning)**

To practice writing stories, two students will work together to create a short cartoon book. The students will think of a favorite children’s story book, examine the plot, and then see how they can take that plot and create their own story with it. The cartoon book will be made by using the computer program ComicLife. The stories will be short, only a few written pages, and the story will be a children’s story.
 * Summative (Assessment of Learning)**

__<span style="color: black; font-family: 'Arial','sans-serif';">Teaching and Learning Sequence __<span style="color: black; font-family: 'Arial','sans-serif';">
<span style="font-family: 'Times New Roman','serif';">I want students to feel like I am right there with them, at their level. I want them to know that I will listen to them and I care about their success. I also want students to be able to easily see me and each other as we talk and learn new things. I hated how there were always kids who tried to still as far in the back of the room as possible every class. That is why I want to arrange my classroom so that the desks are all in a circular shape. I would be part of this circle when teaching, and my desk would not be far away, so that even when I am at my desk, I am still kind of part of the circle. I would make sure the circle is facing away from the door to keep down on distractions. I would be positioned at the head of the circle, which would face the door. So that I could see who is in the hall, or coming in the classroom. There would also be a meting table for conferences in the back of the room.

__Outline of Agenda__ Class 1: ~I will start class by reading a children's book that the majority, or all, of the class remembers from their childhood. (10 minutes) ~ After reading it, we will talk a little bit about what figures of speech or diction did they notice, or think was used to help us remember this story.(5 minutes) ~Next, Students will work in groups in a think-Pair-Share to answer plot questions about the children's book. (20 minutes) ~ When group work is done, students will create story map of their plot outline for a children’s story they want to write (using ComicLife) (30 minutes) ~ Students will finish class by taking the questionnaire that I ask them to fill out. (15 Minutes)

Class 2: ~ students have the class period to work on writing their children's story during class time. While students write their story, I will go around and conference quickly with students, making sure they are on track, and giving them feedback.

Students will being class by listening to me read them a recognized children's story. Since students already know the story, I will ask them to listen for what cues make this story so good that we still remember it years later. They will also be looking for figurative language that may have been used. After the story has been read, we will discuss the book as a class, and think more about what we heard, or observed about the book. **<span style="font-family: 'Times New Roman','serif';">Where, Why, What, Hook, Tailors: visual, intrapersonal, natural ** <span style="font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">This will move us into the next activity which will be Think-Pair-Share group work. I will ask students 3 questions [|dealing with plot], point of view, and audience from the [|short story] I will read aloud to the class. I want the students to be able to pick up on some of the [|terms we have discussed]. Students will be split into partners. I will ask certain groups to answer certain questions about the story. Each student will have a few minutes to [|reflect on the story], and think about the question that I asked. Then the partners will talk to each other about the answer’s they cam up with separately. After the pairs have had time to discuss and agree upon the answer to the question I asked, the pair will go find another pair that had a different question, and they will share questions and responses. This will allow students to think about what makes a story work, and why it is efficient. **<span style="font-family: 'Times New Roman','serif';">Equip, Explore Rethink, Revise Tailors: Interpersonal ** <span style="color: black; font-family: 'Times New Roman','serif';"> After group work I will ask students to pull out their laptops, and go to Inspiration. Once here, students will begin to create a digital story map. Plot outline for the children’s story they are going to create. Since we have already created a plot outline in lesson 1, I will be more critical this time, and find specific things I want the students to keep improving on that I may have let go the first time. I want them to still be learning, even though this is similar to before. Another challenge that I will introduce to them is foreshadow. We will discuss what this means, and I will give some examples of movies that use foreshadow. I want them to somehow add a little foreshadow into their summative story. I will help them do this if students are struggling. I will end the class with a questionnaire and a pre-assessment. This will not be graded. It will allow me to see what students still don’t know about creating story plots. It will be a great review for the students, so that they don’t forget what we learned about a few weeks earlier, and it will give them feedback for the story they are writing now. During the next class, partners will have the class period to work on writing their children's story. While students write their story, I will go around and conference quickly with students, making sure they are on track, and giving them feedback. I will also answer any questions they have concerning ComicLife, as they start their summative assignment. **<span style="font-family: 'Times New Roman','serif';">Explore, Experience, Rethink, Revise, Refine, Tailors: Logical ** <span style="color: black; font-family: 'Times New Roman','serif';"> The ComicLife stories will be due at the beginning of the next week, but they will have no more class time to work together. I will evaluate their ComicLife story by using an Analytical Grading Rubric. **<span style="font-family: 'Times New Roman','serif';">Evaluate, Tailors: visual, Body **

__Dealing with plot __ ; This is a great site for students to reference if they don’t under stand what narrative strategies are. This site clearly explains narrative strategies and gives examples. This site helps the reader think about the terms by asking questions that my students can apply to their own story and see how the term fits their story. For example, for setting a question this site asks is “Where does the story take place?” This helps the students understand that the setting is the place in a story. []
 * <span style="font-family: 'Times New Roman','serif';">Content Notes **<span style="font-family: 'Times New Roman','serif';">

__<span style="color: black; font-family: 'Times New Roman','serif';">Terms we have discussed: __ <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Conflict- the problem the main character is facing Exposition- uncovering information about the main characters Climax- the exciting part of the story, where the main character must face the problem. Falling action- when things begin to be normal again Resolution- the story is tying up loose ends as it concludes. Metaphors- comparing two objects directly. Personification- when a object is given human qualities. Similes –comparing objects items with the words like or as. <span style="color: black; font-family: 'Times New Roman','serif';">[]

<span style="font-family: 'Times New Roman','serif';">Foreshadow- when the author gives hints about what will happen later in the story [] <span style="color: black; font-family: 'Times New Roman','serif';"> __Reflect on the story:__ This site will really help me developing lesson information. It talks about pre writing exercises and writing techniques. I use one of the “think about questions “ from this site. Students need to do some brainstorming before starting their first draft. They will sketch out events in blocks in comic form on paper. This will give students a heads up for what they may want to do in their ComicLife assessment story. Students don’t need to worry about picture quality. [] ==__ Short Story: __ This site provides a great short story to use as a read aloud during group time. I will read // My First Tanabata // by Duncan Dixon on this site. Students will be listening for the plot events and terms we have learned. I will only read version 1 to the class. Then ask them to find the major plot events. They should recognize that the climax is when the boy realizes he has the girl’s hand. <span style="font-family: 'Verdana','sans-serif';"> [] ** Handouts: ** Analytical grading rubric ==