L5+Merrifield,+Jared

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

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

__**Objectives**__

 * Student will understand that** there are a variety of literary devices that constitute a literary text.
 * Student will know** key terminology pertaining to the __Harry Potter__ world, including Hogwarts, muggle, quidditch, transfiguration, and Devil's Snare. They will also learn valuable literary terms such as metaphor, simile, symbol, foreshadowing, and irony, and how they are used within this specific text.
 * Student will be able to** collaborate their ideas into a brief PowerPoint slideshow, identifying some of the crucial devices in __Harry Potter__ and how they relate to each other in terms of effect, importance, and sequence.

__**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 closes our sub-unit on complex literary devices (with the exception of themes). Many active readers do not realize the depth and originality that goes into the world of __Harry Potter__, and this lesson will help students uncover some of the more abstract complexities of the text.

__**Assessment**__
For this lesson, students will read __Harry Potter and the Sorcerer's Stone__ at its deepest level, identifying metaphor, symbolism, foreshadowing, and if the students feel confident enough, themes. They will demonstrate what they have learned through a PowerPoint slideshow, with each slide introducing a different key element in __Harry Potter__ and how it relates to our unit on complex devices. Each pair of students will be required to present their slideshow to the class. Each pair must commit themselves to three general complex devices and find examples of one to three each from the text, for a total of between six and eight.
 * Formative (Assessment for Learning)**

The students will be graded on their performance via a checklist, since the assignment isn't very demanding. Some of the components will include the appropriate length of the presentation as well as number of examples used, the portrayal of the examples as a literary device, the correct labeling of the device, the explanation of why it is a device, and the effect it has on the characters, setting, and reader.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will need to familiarize themselves with the PowerPoint program for this lesson. This includes creating and editing text boxes, incorporating pictures and sound as needed, and either creating a digital presence on a wiki or hooking up their own computer to a projector system. They may also want to learn how to create footnotes that are invisible to the viewer so the presenter knows what part of the presentation to address at what time.


 * Art/Music:** Students can be as creative and artistic with their PowerPoint as they desire, incorporating drawings, pictures, and music, as long as they are appropriate and do not deter attention from the focus of the presentation.

__Groupings__
The cooperative learning activity will be a think-pair-share exercise. The pairs will be chosen by drawing names out of a hat (a "sorting hat," if you will); these names will be the various houses of Hogwarts: Gryffindor, Hufflepuff, Ravenclaw, and Slytherin. Whoever has like houses (along with a corresponding number) will be paired with that person. For the activity, I want them to start brainstorming about the various devices in __Harry Potter__ and what they represent. For example, the Stone represents immortality, desire, and power, and Harry's scar represents destiny and trauma. The students will identify what effects these devices have on the characters, setting, and reader. They are more than welcome than use their ideas in their presentation, and continue to work with the person with whom they are paired.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic:** A little in-depth reading will be required, as well as speaking during the presentation
 * Spatial:** Students will produce a PowerPoint and be as creative as they desire
 * Musical:** Students can incorporate music and sound into their presentations
 * Logical:** Students will participate in a compare-contrast exercise
 * Interpersonal:** Students will work in pairs to create the PowerPoint, and also during a think-pair-share exercise
 * Intrapersonal:** Students will reflect upon what they still do not comprehend
 * Naturalistic:** Creativity and additional research is encouraged for the PowerPoint

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, preferably from their partner. In this instance, buddy systems or contact partnerships are required for absentees. Fortunately, absent students should be able to read the assignment from home or wherever they may be, for reading is essential, and quite frankly the bulk, of the assignment.

Students will need to familiarize themselves with the PowerPoint program for this lesson. This includes creating and editing text boxes, incorporating pictures and sound as needed, and either creating a digital presence on a wiki or hooking up their own computer to a projector system. They may also want to learn how to create footnotes that are invisible to the viewer so the presenter knows what part of the presentation to address at what time.
 * Extensions**

__**Materials, Resources and Technology**__
__Harry Potter__ book Laptops Projector system PowerPoint or a similar slideshow presentation tool Slideshow tutorial Idea wheel

__Source for Lesson Plan and Research__
[|PowerPoint tutorials] Idea wheel 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:** The wide world of __Harry Potter__ brings with it a plethora of literary devices, both obvious and minute. Plus, if the same specific device is chosen by more than one group, the perceptions of the device might vary, yielding virtually limitless combinations of diversity.
 * Clipboard:** The sequence for this lesson makes perfect sense, especially since students have learned a lot of the content in previous lessons.
 * Microscope:** This project is not very demanding, but it will require a bit of in-depth reading and analysis of certain concepts.
 * Puppy:** Students will be working in pairs for almost the entire lesson, which means that policies of respect, patience, and understanding must be followed.

Rationale:** Please refer to my content notes. 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.//
 * Perspective:** Students will compare and contrast the various effects that literary devices have on the text and the reader by identifying key devices in __Harry Potter__ and explaining their nature and effects. They will relate back to this with the hook and their previous lesson on devices.

Rationale:** Students will need to familiarize themselves with the PowerPoint program for this lesson. This includes creating and editing text boxes, incorporating pictures and sound as needed, and either creating a digital presence on a wiki or hooking up their own computer to a projector system. They may also want to learn how to create footnotes that are invisible to the viewer so the presenter knows what part of the presentation to address at what time.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguistic:** A little in-depth reading will be required, as well as speaking during the presentation
 * Spatial:** Students will produce a PowerPoint and be as creative as they desire
 * Musical:** Students can incorporate music and sound into their presentations
 * Logical:** Students will participate in a compare-contrast exercise
 * Interpersonal:** Students will work in pairs to create the PowerPoint, and also during a think-pair-share exercise
 * Intrapersonal:** Students will reflect upon what they still do not comprehend
 * Naturalistic:** Creativity and additional research is encouraged for the PowerPoint

Rationale:** For this lesson, students will read __Harry Potter and the Sorcerer's Stone__ at its deepest level, identifying metaphor, symbolism, foreshadowing, and if the students feel confident enough, themes. They will demonstrate what they have learned through a PowerPoint slideshow, with each slide introducing a different key element in __Harry Potter__ and how it relates to our unit on complex devices. Each pair of students will be required to present their slideshow to the class. Each pair must commit themselves to three general complex devices and find examples of one to three each from the text, for a total of between six and eight.
 * //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)**

The students will be graded on their performance via a checklist, since the assignment isn't very demanding. Some of the components will include the appropriate length of the presentation as well as number of examples used, the portrayal of the examples as a literary device, the correct labeling of the device, the explanation of why it is a device, and the effect it has on the characters, setting, and reader.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
At the start of the lesson, the desks will be in rows and columns, but paired together as well. This will be most useful for the hook, during which each student will converse with their neighbor. It will also be convenient for the cooperative learning activity. Students will understand that there are a variety of literary devices that constitute a literary text. //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// Literary devices bring more depth to the reading, and hopefully pleasure, and those devices will become recognizable as part of real world situations.

__Day 1__

Once all the students are seated, I will introduce the hook. I would like students to think about their daily routine, from when they wake up to when they go back to bed. They will share a brief outline of their routines with their neighbors, identifying anything that might be out of the ordinary. I want them to compare and contrast these with each other and identify why these differences and similarities exist, focusing on the reasons that the students do or do not have a certain "step," or carry it out in a different way. (5-10 minutes)

A few pairs are welcome to share any discoveries they might have made and the reasons for these differences. These differences will most likely be in the forms of ideas or objects that are incorporated into students' daily routine, and I will address that they must represent something unique about the person because of it. For instance, if one student must feed his or her horses after school, one would assume that that student lives on a farm. (5-10 minutes)

I will briefly go over what we learned in the previous lesson that focused on literary devices, and I will pass out an idea wheel for students to organize their thoughts. Each portion of the wheel can represent a different device, one with which the student is highly familiar or one about which the student would like to know more. In the former example, students will write what they know; in the latter example, students will write what they would like to know. I will collect them once they are filled out to evaluate student progress. (10-15 minutes)

After everyone's idea wheels are complete, I will organize them into groups using the "Sorting Hat." The names of the four Hogwarts houses, along with a number, are written on several slips of paper and placed into the hat. Students will pick these at random, and they will pair up with whomever carries their corresponding house and number. (5 minutes)

Once the students are in their pairs, I will ask them to consider any possible literary devices from Harry Potter. In pairs, they will identify the general device (metaphor, irony, symbolism), the specific device in the text (Fluffy, the Stone, Harry's love), what the device is meant to represent, and its significance to the characters, setting, and reader. A very close analysis of the text is highly encouraged, for even the smallest device could have some importance. For instance, Dudley's curly pig tail is an example of metaphor, portraying Dudley as a pig, and this represents gluttony and is used for comical effect. The students will NOT present these to the class; instead, I will walk around the room and stop at each pair at least twice to check on their ideas. Only I will need to approve of them for the project that they will carry out. (20 minutes)

Once given an ample amount of time, I will ask students if they have listed at least three general devices with at least one specific device for each. If not, I will have them take notes on what they will be needing for the project ahead. (5 minutes)

I will have students commit to three different general devices for their presentation. Preferably, each pair should present a different combination, so this process might take a little while due to inconveniences and disagreements. (10 minutes)

__Day 2__

As the students walk in the classroom, I will have the projector system up and running with a brief PowerPoint of my own on display, portraying the basics of using the program. (5 minutes)

Once this is complete, I will direct students to the website that features the tutorial, and they are free to experiment with the program, perhaps even get a head-start on their project. (15 minutes)

I will hand out the checklist that the students will need for the project, and they will meet with their partners and get started. They will have the rest of the class period to design their PowerPoint and ask any questions about using the program or literary devices. (60 minutes)

__Day 3__

Students will present their PowerPoints to the class and respond to questions and feedback. Students who incorporated the same specific devices into their presentations should take notes on the similarities and differences on how they perceived the device. (80 minutes)


 * Where, Why, What, Hook, Hook Tailors: Linguistic, Logical, Spatial, Interpersonal, Intrapersonal, Musical**

Students will know key terminology pertaining to the __Harry Potter__ world, including Hogwarts, muggle, quidditch, transfiguration, and Devil's Snare. They will also learn valuable literary terms such as metaphor, simile, symbol, foreshadowing, and irony, and how they are used within this specific text. Students already have a general idea of literary devices from one of the previous lessons, so I will have them review what they already know (or still want to learn) using an idea wheel, with which they will organize their thoughts on what they already know and would like to know.
 * Equip, Explore, Tailor: Linguistic, Logical, Intrapersonal**

The cooperative learning activity will be a think-pair-share exercise. The pairs will be chosen by drawing names out of a hat (a "sorting hat," if you will); these names will be the various houses of Hogwarts: Gryffindor, Hufflepuff, Ravenclaw, and Slytherin. Whoever has like houses (along with a corresponding number) will be paired with that person. For the activity, I want them to start brainstorming about the various devices in __Harry Potter__ and what they represent. For example, the Stone represents immortality, desire, and power, and Harry's scar represents destiny and trauma. The students will identify what effects these devices have on the characters, setting, and reader. They are more than welcome than use their ideas in their presentation, and continue to work with the person with whom they are paired. Students are encouraged to take notes during the presentations of others, especially if at least two pairs of students chose the same specific device. In this way, they will reflect on their own presentation by comparing and contrasting it to another one on the same subject. Different examples of general devices should be taken into account as well.
 * Experience, Rethink, Revise, Rehearse, Refine, Tailor: Linguistic, Intrapersonal**

Once students have presented, they will hand in their checklists, and I will pass them back during a later class with constructive feedback. Literary devices are essential to this class. Without them, reading would have no real deeper meaning and would be - let's just face it - boring. This lesson ties in directly with one of the previous lessons I will have taught, except this one is more closely linked to the text.
 * Evaluate, Tailor: Linguistic, Intrapersonal**


 * Content Notes**


 * Character:** a featured person or creature in a literary text.


 * Cliffhanger:** a part of a literary text in which the action is intense and a conflict remains unresolved. Cliffhangers often occur at the end of a chapter, part, or the entire text.


 * Flashback:** an alteration of time sequence in which something is revealed about the past of certain characters.


 * Foreshadowing:** a hinting of events that occur later in the text.


 * Irony:** a discrepancy between what is expected to happen and what actually happens.


 * Metaphor:** a complex comparison between two unlike things, usually incorporates personification.


 * Parody:** an often humorous and overstated reference to another text, or perhaps an aspect of pop culture such as music or television.


 * Personification:** the giving of human-like qualities to inanimate objects, usually in a metaphorical sense.


 * Plot twist:** a change in the direction or expected outcome of the plot, usually ironic.


 * Simile:** a comparison between two unlike things with similar qualities. This is like metaphor, only it often uses words like "like," "as," and "of."


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

Idea Wheel PowerPoint checklist
 * Handouts**