L4+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 4- Perspective
 * Grade Level:** Eight
 * Topic: ** //Unwind// by Neal Shusterman

**__Objectives __** Students will understand that applying text to today can help comprehension. Students will know character, tragic flaw, and time line. Students will be able to compare the story to today's world.

**__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.

As students compare their world with that of Unwind, students will see the various differences between their lives to the lives of the three main characters. This will help students understand the storyline more as the story will be put into perspective of their lives.
 * Rationale:**

**__Assessment __** At the beginning of this lesson, students will be asked to discuss seat pairs what they have thought thus far of the novel. Once this is completed, I will ask each member of the group to give me two points, one from each member of the pair, that they came up with during their discussion. This will clue me in to whether the class as a whole understands the reading and has been able to surface analyze it. I will then have the class participate in a discussion about how this work can relate to their lives. I can monitor how the class is progressing with this subject through the discussion.
 * Formative (Assessment for Learning) **

In groups of four, students will work together to create an iMovie interview between the three main characters of the novel and an interviewer of their choice. The students will relate their lives to the lives of the characters of //Unwind// via the interviewer. The premise is that the three characters have traveled from the future to appear on the talk show to explain to the public what the future is like for them. A feedback rubric will be used--first in checklist form then in the actual rubric form, in order for students to first, understand what they will be graded on, and then when they are assessed they will have a portion of the rubric designed for comments from the teacher. Students will be assessed individually rather than in group.
 * Summative (Assessment of Learning)**

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Integration __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> __Technology__: Students will use iMovie to complete the interview between the three main characters and an interviewer of their choice.

__Current Events__: Students will use information that they know about of things that are currently going on today to ask their friends from the future. It will be expected that interviewees will demonstrate knowledge of their designated time period to tell how they are affected by the happenings of life today.

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Groupings __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be picked for groups using the "Pop Group" method. Each student will pick a Popsicle stick out of a can that has a number on the end. As students get in groups they will be asked to come up with a series of questions together. They will nominate one person from the group to be the writer. This person will write down all of the questions that the group comes up with. After all of the questions are proposed, the group will work together answering the questions they decide are going to be placed in the interview. Once the group goes on to filming, each member of the group will have a specific role and thus no members will be without an active role in the project.

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Differentiated Instruction __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Bodily**: Students will have to act during the summative assessment of this project. It would also be a good idea for students to rehearse what they are planning on doing in the movie. This will give students who like to move around the chance to do so, and get graded on it.
 * Interpersonal**: The team will be graded on teamwork, as the rubric will have a specific section for how well the group worked together. Being able to work well together will definitely benefit the group in the end.
 * Linguistic**: A script must be made up before the team can begin filming. This forces the team to write up a script--which they will pass in along with their movie.
 * Logical**: In order to complete a successful interview, the editing process is important and can be done creatively to enhance effects of interview. As students complete editing portion of this task, they will be asked to constantly think of why it is that they are putting things in a particular order--does this maximize understanding of the interview? Is your interview more entertaining in this format, or could it be changed and made more entertaining?
 * Visual**: The graphic organizer will serve as a rough storyboard of how the team plans on tackling the project-- how will they ensure they reach all the points they want to?--Have students return to their graphic organizer to see which points they have incorporated and which they have left out.

//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 iMovie 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 all aspects of the iMovie software--from uploading to editing--to complete this project. In addition to using just their laptops and the software, students will also need to use some sort of recording device to film their movie. Students will demonstrate the ability to relate a text to their lives by completing this project.
 * Extensions**

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Materials, Resources and Technology __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Computer Student computers Board markers <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Analytic Rubric <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student Feedback Sheet <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Checklist Pop sticks [|T-Chart Graphic Organizer] [|Barbara Walters and Miley Cyrus]

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Source for Lesson Plan and Research __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|iMovie tutorial]- This will aid in the ease of dealing with iMovie for this lesson.

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Maine Standards for Initial Teacher Certification and Rationale __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Rationale:** __Puppy__: On the flip side to the beach-ball, students who are more comfortable being toned down will be able to perhaps play the part of the interviewer, which will have less of a dynamic character than the three main characters. As always, students will be able to sit where they wish and are most comfortable. __Beach ball:__ Students who like to learn and teach by doing will be able to really flourish in the acting aspect of this lesson. Students will be able to get into character and really play the part of their role if so desired. __Microscope__: There is a lot of tweaking that can be done to assure that each interview flows nicely and things are brought up in an order that makes sense. The student who likes to analyze will be able to deeply think about how the story would benefit from being switched around. __Clipboard__: The clipboard member of the group will most likely enjoy taking charge. This member will have the ability to write down the script and create a nicer version of the T-chart for a storyboard if they would like more definite idea of what has to be done.
 * //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 perspective. Students will get the perspective of the different characters in the novel as well as their classmate's perspective of the characters through the completion of this lesson.
 * //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.//
 * Bodily**: Students will have to act during the summative assessment of this project. It would also be a good idea for students to rehearse what they are planning on doing in the movie. This will give students who like to move around the chance to do so, and get graded on it.
 * Interpersonal**: The team will be graded on teamwork, as the rubric will have a specific section for how well the group worked together. Being able to work well together will definitely benefit the group in the end.
 * Linguistic**: A script must be made up before the team can begin filming. This forces the team to write up a script--which they will pass in along with their movie.
 * Logical**: In order to complete a successful interview, the editing process is important and can be done creatively to enhance effects of interview. As students complete editing portion of this task, they will be asked to constantly think of why it is that they are putting things in a particular order--does this maximize understanding of the interview? Is your interview more entertaining in this format, or could it be changed and made more entertaining?
 * Visual**: The graphic organizer will serve as a rough storyboard of how the team plans on tackling the project-- how will they ensure they reach all the points they want to?--Have students return to their graphic organizer to see which points they have incorporated and which they have left out.

Students will be able to really show off their different intelligences when it comes to the products they produce in iMovie. Each team should be drastically different in their productions because of the member of their groups. Different strengths will be able to be utilized that are usually silenced in the regular classroom, such as the bodily beach ball.

Rationale:** The informal assessment of this lesson is really listening to how students discuss the novel and giving the students constructive questions so they can think deeper about the novel. The formal assessment is a feedback rubric that has been used before. Students will be able to see how much different sections are worth as well as see comments from me after I have assessed their creations. The comments section is vital in a project like this that has so much leeway when it comes to what can be created.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Teaching and Learning Sequence __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> 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 for the completion of the iMovie.

Day One: Students will be asked to come in and talk to their seat partners about their thoughts on the reading from the night before. (10 minutes) Hook will be introduced and we will talk about the importance of asking questions. (15 minutes) Groups will be decided for the project. (10 minutes) Groups will be given the remainder of the time to plan out what they would like to ask for questions along with answering them. (45 minutes)

Day Two: Students will enter class and be asked to get together with their groups. Students will finish up their script. (20 minutes) Students will complete the Numbered Heads Together activity. (20 minutes) Students will be given the rest of the time to film their movies. (40 minutes)

Day Three: Students will be given this day to finish up filming and to work on editing their movies. (70 minutes) Before class is dismissed, ask students how their project is coming along. Are they almost done? What problems have they run into? (10 minutes)

Day Four: (This day is completely optional. If students are finished with their iMovies, go on to Day 5.) Students will work on their iMovies; this is the absolute final day to work on these. (45 minutes) Students will be asked to complete the student feedback page as well as double check their checklist. (35 minutes)

Day Five: Presentation day! Students will present their iMovies to the class. (80 minutes)

Students will understand that applying text to today can help comprehension. **//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.//** When students compare their lives to the lives of the characters, a better comprehension of the characters and thus the novel will be reached. Students will watch an interview between [|Barbara Walters and Miley Cyrus] to get the idea of how an interviewer works.
 * Where,** What, **Why, Hook, Tailor:** **Intrapersonal, Visual**

Students will know character, tragic flaw, and time line. Students will be given a (modified) T-Chart to organize thoughts of what questions would be beneficial to ask the three guests. Students will form four person groups, and after discussing what questions will be beneficial and what should be incorporated in their interview a Numbered Heads Together activity will ensue where the students will answer questions on their particular character in their movie.
 * Equip,** **Explore,** **Experience, Tailor:** **Interpersonal, Visual, Linguistic, Logical, Bodily**

Students will be able to put their own perspective on the novel as well as tell how their character relates to life for their age group now through this project. The graphic organizer in this lesson is used to organize the thoughts of the students before they begin filming. During the Numbered Heads Together activity, students will be able to see how other students in the class are approaching the same assignment which gives students a chance to rethink how they are approaching the assignment. The groups of four will first complete a script of their movie. They will be asked to bring this script to class and pass in so I can give the students ideas on how to make it to the best quality. After students get their marked scripts back, they will trade with another group and give feedback on the other group’s scripts in the Sandwich format.
 * Rethink,** **Rehearse, Refine**, **Tailor: Linguistic, Bodily, Interpersonal**

After the Numbered Heads Together activity is completed, students will be able to see how their plan for the project stacks up to others in the class, which will be how most self-assess their projects. For a more concrete student, however, they will be given the checklist of items to make sure they have and will pass in at the end of this project. As students ask questions after they have started their project, I will be able to give helping feedback on what they are doing. I will also go around to the different groups and check to see how they are working. This will allow students to know specifically for their group what I am looking for. By comparing the lives of their characters to themselves, students will be able to relate better to the reading as well as create a more heart-felt final piece for this unit.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Evaluate, Tailor: Linguistic, Interpersonal, Intrapersonal **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">About //Unwind//: //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Unwind //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> 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. <span style="font-family: "Times New Roman","serif"; font-size: 14pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Used from: [] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Character- Any person in a story, important or not. Characters that are crucial to the story take a journey throughout a story which somehow alters them in the end. Tragic flaw- The aspect of the hero that is his or her one downfall. Time line- The time over which the story takes place.
 * Content Notes**

Pop sticks [|T-Chart Graphic Organizer]
 * Handouts**