L5+Fitzpatrick,+Amanda

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

Teacher’s Name: Ms. Fitzpatrick Date of Lesson: Five- Interpretation Grade Level: Eight Topic: //Unwind// by Neal Shusterman

__Objectives__ Students will understand that structural features of the text help to define work. Students will know climax, conflict, context, and setting. Students will be able to critique the structure of 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.

Students will be asked to decide which events in the text were critical to the story; thus students will have to think critically of the text to complete this lesson.
 * Rationale:**

**__Assessment__** After completing this assignment, students will be asked to pass in a paragraph that details why it was that they chose the topics they did for their map as well as why those topics were arranged the way they were. If students have no reason for why they did the things they did for their concept map, they will be asked to rearrange or revamp their map with this thinking in mind until they can produce a map that has meaning behind it.
 * Formative (Assessment for Learning)**

Individually, students will use the software Inspiration to create a concept map that follows the time line of the novel. Students will be asked to plot the events that they felt were significant to the characters, along with their own opinions of the happenings in the novel. Students will be prompted with questions throughout the course of this assignment that will really make them think and question why they believed different events were considered important.
 * Summative (Assessment of Learning)**

**__Integration__**

__Technology__- Students will use the computer software Inspiration to complete their unique concept maps with explanation as to why they believe certain events are more important than others.

__History__: Students will be shown the abortion time line and how it relates to the novel, the time line will be created using the Inspiration software to show another use for Inspiration.

**__Groupings__** Students will be grouped for partner work in their seat partners. During the first partner work students will bounce events that they thought were significant off each other to complete their graphic organizers. During the second partner work, students will swap the first draft of their concept maps read them, then conduct a question and answer session with each other to give feedback on their concept maps.

**__Differentiated Instruction__** Interpersonal- Students will work together in groups to come up with ideas on what they should incorporate in their concept map. They will be able to start filling out their graphic organizer at this time.
 * Strategies**
 * Visual**- Use of the software Inspiration to complete the summative assessment will definitely help the visual learners to fully understand what happened in the book.
 * Naturalistic**- Students will be asked to reflect on the various settings of the book. How would different settings change the way the book played out?
 * Intrapersonal**- The final project using the Inspiration software will be completed alone so the students can add in their personal opinions of the happenings of the novel.
 * Logical**- Students will be asked to create a time line of the novel (with descriptions of what happened and how different scenarios could have been played out differently. This will force the students to think deeply about the novel.
 * Linguistic**- As a reflection, students will be asked to create a short response on why they placed things where they did in their web--did they seem more important? Where these points your favorite in the book? If you were the author would you rework the books events?

//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 on how to use Inspiration will be available on the class Wikispace for students that were absent or need to refer to it at home. The homework hot-line will also be updated daily for students who do not have internet access at home.

Students will use the computer software Inspiration to complete their unique concept maps with explanation as to why they believe certain events are more important than others.
 * Extensions**

**__Materials, Resources and Technology__** Teacher computer Student laptops Board Markers Cluster Graphic Organizer 1 Analytic Grading Sheet "Questions that I Should be Considering" worksheet Peer question and answer sheet

**__Source for Lesson Plan and Research__** [|Inspiration tutorial]- This web page gives five tutorials that are very useful when one is first starting to use Inspiration. I will allow this link to be visible on my Wikispace, but I will take the information from it to instruct my students.

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

Rationale:** __Puppy__- Students, as always, will be allowed to sit with whom they like and those will be their partners during this lesson. __Clipboard__- Students who are more linear thinkers can organize their concept maps in a way that make sense to them, as long as they describe their reasoning for organizing it so. __Microscope-__ Students who like to analyze will love completing this lesson as they really get to look in-depth at the novel and its components and decide which events are important and which are less important to the novel. __Beach ball-__ Students will be able to form their web in any fashion that they wish, so like the clip boards, the beach balls will be able to organize in a way that makes sense to them, which may be more sporadic than others.
 * //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 facet for this lesson is interpretation. Students will be asked to interpret the novel and its various parts by analyzing the novel's most important events and explaining why they believe those events are the most important.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Interpersonal- Students will work together in groups to come up with ideas on what they should incorporate in their concept map. They will be able to start filling out their graphic organizer at this time.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Visual**- Use of the software Inspiration to complete the summative assessment will definitely help the visual learners to fully understand what happened in the book.
 * Naturalistic**- Students will be asked to reflect on the various settings of the book. How would different settings change the way the book played out?
 * Intrapersonal**- The final project using the Inspiration software will be completed alone so the students can add in their personal opinions of the happenings of the novel.
 * Logical**- Students will be asked to create a time line of the novel (with descriptions of what happened and how different scenarios could have been played out differently. This will force the students to think deeply about the novel.
 * Linguistic**- As a reflection, students will be asked to create a short response on why they placed things where they did in their web--did they seem more important? Where these points your favorite in the book? If you were the author would you rework the books events?

During the completion of this lesson, students will use the Inspiration software to complete this project. The intelligences that are most developed for them will be more prominent during the completion of this project, as those will be the aspects of their map that are most developed and common. For example, a student that has a very developed bodily intelligence will most likely comment on the action in the novel whereas a natural intelligence student will comment on the settings as most important.

Rationale:** In this lesson, the formative and summative assessments will be more closely related than in past lessons. In this lesson, if the formative assessment is not done satisfactorily, the summative assessment will not be looked at or graded. Although the writing is not graded itself, it is absolutely necessary to be completed with the summative assessment.
 * //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 students to work together in pairs easily.

Day One:

Students are able to sit with whomever they wish. A copy of my concept map is on the board. Students will be asked to design their own concept maps. (20 minutes) Students will be shown the abortion time line that has been created using Inspiration. They will be asked to keep this in mind for their next lesson. (25) I will introduce the project for this lesson and have students discuss important events from the novel. Students will be complete their graphic organizer at this time. (35 minutes) Students will be asked to start working on their concept maps. They will be asked to finish a first draft and print off two copies for the next class period.

Day Two:

Students will pass in on copy of their completed first draft to me. They will work with their seat partner on their other copy. (35 minutes) Students will be handed back their copy with my comments, and will be asked to make changes to their drafts and complete their paragraph explaining their reasoning for the next class. (45 minutes)

Students will understand that structural features of the text help to define work//.// **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.** Using a concept map will show another way to organize one's thoughts. Students will use the Inspiration software to make a map of themselves to get them interested using the Inspiration software.
 * Where, What, Why, Hook**, **Tailor: Visual, Intrapersonal, Linguistic**

Students will know climax, conflict, context, and setting. Students will use a Cluster/ Word Web (1) to draft idea- important events in the text- as a draft for the concept map. Students will use Round Robin Brainstorming to come up with different events that are of significance during the novel. Students will be able to rethink what they are thinking of doing with their concept maps twice. The first time is when they discuss in their seat partners which events they believe are important to the novel. The second time is when they are given back their first drafts of their concept maps and complete the peer review process.
 * Equip, Explore,** **Rethink, Tailor: Intrapersonal, Interpersonal, Linguistic, Naturalistic, Logical, Visual**

To form groups, students will sit anywhere they wish within the classroom. Whoever is sitting next to them in the “U” is their seat partner and is also their partner for this lesson. (There are two opportunities for partner work in this lesson on two different days. Therefore if a student wishes to work with a different partner for the second day all they have to do is to sit next to them on day two.) On the first day students will be working in their pairs and brainstorm ideas for their concept maps. While they are doing this they will be using the ideas they come up with to complete their graphic organizers. On the second day they will again be working with their seat partners to review each other’s first drafts of their concept maps and look for what they could improve on both content and correctness-wise. On day two, students pass in their first drafts and within the period I will have my comments on their first drafts and them handed back. I expect to be able to do this because while I am correcting students will be working together in their peer review groups and thus they will be occupied in their own commenting. Students also will not be able to receive a grade for the work that they have done until they can successfully explain the reasons why they arranged and used the items they did in their concept maps. This shows to me that they understand the novel and were constantly thinking strategically through-out this assignment.
 * Explore, Experience**, **Rethink, Rehearse, Revise, Tailor: Interpersonal, Verbal, Logical, Visual, Intrapersonal**

At the beginning of the lesson when I introduce the project I will write on the board the items on the analytic grading sheet along with how many points each is worth. It is expected that students will write this information down and refer to it in regards to their own product before they turn in their concept map. This lesson gives students the chance to reflect on the novel and also to see what a timeline or a storyboard looks like for the next lesson.
 * Evaluate, Tailor: Linguistic, Logical, Intrapersonal**

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: []
 * Content Notes**

Climax- the decisive moment in a drama, the climax is the turning point of the play to which the rising action leads. This is the crucial part of the drama, the part which determines the outcome of the conflict. Conflict- the struggle found in fiction. Conflict/Plot may be internal or external and is best seen in (1) Man in conflict with another Man: (2) Man in conflict in Nature; (3) Man in conflict with self. Context-the set of circumstances or facts that surround a particular event, situation, etc. Setting- the time and place in fiction.

Key Factual Information/ Timeline: Used to track the abortion moments; 1821-Illegal to abort a child after the 4th month in CT, 1900- Most abortions in US outlawed, 1965- All fifty states ban abortion 1973- //Roe v. Wade// case, 1984- Christmas day bombings of abortion clinics, ????- Second Civil War or "Heartland War" begins ????- Bill of Life passes, "Heartland War" ends.

Cluster Graphic Organizer 1
 * Handouts**