L3+Vick,+Jesika

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

Teacher’s Name: Ms. Vick** **Date of Lesson:** Lesson 3 Interpret
 * Grade Level:** 9-12 **Topic:** Conflict

Maine Learning Results: English Language Arts -A Reading A2. Literary Texts: To Kill a Mockingbird Grades 9-Diploma Performance Indicators and Descriptors //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to support their ideas.// The students will fill out a graphic organizer for the conflict event that they have been assigned. The graphic organizer will require that they have a firm grasp of the meaning of conflict, the details of what happened in the part of the book that the conflict occurred in, and all of the people in the book that were involved in the conflict. They will also have time after drafting their articles to meet with the other members of their "newspaper section" group. By the end of the project the students will have written and "published" an article in the [fictional] Maycomb Tribune. They will have been given a checklist (identical to my copy) to grade themselves with. Each student will be given a copy of the Maycomb Tribune to read. They will have to write a short response in their blogs about how well they think the class understands the conflict in the book and what evidence from the newspaper makes them think so. Technology: All work will be submitted via e-mail and Compiled in Word Processor. This is a Type II way of using an ordinary Word processing document because rather than students just typing in the article and printing it off they will get to explore the formatting of an article and will be able to see their work than that of others in a way that is familiar but allows for a broader understanding of the conflicts of the book. Journalism: The Students will need to take of the role of journalist in order to produce a convincing article about a conflict in the book. Though the bulk of the work will be done individually the students will get together as newspaper sections to look over and give feedback for the articles. Students who have freestanding articles (obituaries) will meet with another student whose article the obituary applies to. Students will divide into groups according to the topics that they sign up for. The sign up sheet will be posted at the front of the room and will be accessible after I have explained what is expected. Dividing into groups will happen no sooner than the second class. I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * __ Objectives __**
 * Student will understand that ** analyzing conflict aides in comprehension.
 * Student will know ** evident conflicts, character conflicts, symbolism, plot developments, main characters, supporting characters
 * Student will be able to ** evaluate conflict.
 * __ Maine Learning Results Alignment __**
 * Rationale: ** Students are reading __To Kill a Mockingbird__, a grade level appropriate text. They will be analyzing the conflicts in the book and supporting their ideas with examples from the text.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: **
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Logical: ** Article needs to be as realistic as possible.
 * Verbal: ** Article should include a picture of some sort
 * Visual: ** The article must use proper article format and be free of spelling and grammatical errors
 * Intrapersonal: ** Students may need to get into character to create some of the pieces for the article
 * Interpersonal: ** This newspaper will be a collaboration of the entire class
 * Naturatlist: ** Might need to mentally place themselves in the Maycomb environment in order to create a relatively accurate interpretation of an event
 * Modifications/Accommodations **

Absences: If a student were to miss this lesson, they will be able to find detailed instructions on my Wiki and will be required to come to me during my prep period with and questions they might have about the assignment. Students will be using fodey.com to make their articles look more authentic. It should make it easier for students to connect their articles to real life if they can see them in what looks like a real newspaper clipping. Computers with word processing and Web access Projector Projector screen Article Format Worksheet Copies of __To Kill a Mockingbird__ Grading Checklist Instruction Packet Fodey Newspaper Article Generator [|Infopackets] This site describes how to use columns in word to create an newspaper style article.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

[|How to Write An Article] I got some ideas for my graphic organizer from here. __ [] __ This is where the students’ text of their articles will be entered and then printed for the final copy that they will analyze.
 * __ Maine Standards for Initial Teacher Certification and 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. //**
 * // Rationale: //** No student learns the same way. The planning that went into this lesson and others was built to include learning activities that accommodate many intelligences, learning styles and levels. The students who have a need to feel comfortable in their surroundings have the opportunity in this lesson to move to a more comfortable space in the classroom, hall or library. Students who feel the need to move about will be accommodated by the actions of coming up to the board to sign up for topics and moving about the class to split into groups. Both students who appreciate procedure and organization will be pleased with the rubric and the specific amounts of time that are allotted for each task. This lesson is simple enough that students that need to work more slowly can to so and reach their potential, and students that are more advanced can exhibit their skills and creativity in a non-limiting way. Though groups have an apparently small role in this project, the amount of feedback that will come from those groups will be instrumental in each student’s production of a quality article.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Student will know evident conflicts, character conflicts, symbolism, plot developments, main characters, and supporting characters. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to support their ideas.// Students are reading __To Kill a Mockingbird__, a grade level appropriate text. They will be analyzing the conflicts in the book and supporting their ideas with examples from the text. The examples from the text will be quotes from the people in the conflict event.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Visual** : Article should include a picture of dome sort
 * Verbal**: The article must use proper article format and be free of spelling and grammatical errors
 * Naturalistic**: Might need to mentally place themselves in the Maycomb environment in order to create a relatively accurate interpretation of an event
 * Interpersonal**: this newspaper will be a collaboration of the entire class
 * Intrapersonal**: Students may need to get into character to create some of the pieces for the article
 * Logical**: article needs to be as realistic as possible.

The use of both word processing programs and Web resources will be required to adequately complete this task. For this lesson the desks will be organized in groups of four. Each group of desks will be working in the same section of the newspaper and will be able to help each other with the early stages of writing the articles.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** During the instructional portion of the lesson students will be asked at intervals if they understand everything. Students will be given an Article Format graphic organizer and will have to fill it in. The graphic organizer will show that the student has read and understands the text. For a Summative assessment the student will have to produce a newspaper article that will be part of the final product. This final product will show that the students have a firm grasp on the content and its conflicts and deeper elements.
 * __ Teaching and Learning Sequence __**** : **

Day One: (80 min) 1. Put a projection of a blank front of the Maycomb Tribune up. (5 min) 2. Explain the assignment. (10 min) 3. Show them how to format word for an article. (15 min) 4. Assign groups and hand out article format graphic organizer. (5 min) 5. Let them get started. (40 min 6. Tell them what they need to have completed for next class (GO, Rough draft) (5 min)

Day Two: (80 min) 7. Get them into their groups (5 min) 8. Explain peer feedback (5 min) 9. Give peer feedback time (20 min) 10. Give time to finish article and send it to me (15 min) 11. Group evaluation form (5 min) 12. Send newspaper to everyone give them time to look it over (15 min) 13. Have a discussion about how this activity helped them to understand the content better. (15 min)

Students will understand that analyzing conflict aides in comprehension. //Students read text within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// The ability to assess a conflict/situation makes it easier to solve the problem. A blank Front page of the "Maycomb Tribune" will be displayed at the beginning of the class so make the students curious. Students will know evident conflicts, character conflicts, symbolism, plot developments, main characters, supporting characters Students will fill in a format diagram for a news article to begin brainstorming for the first draft of their article. Students will need to go deeper into an event or idea in the book in order to write an article. The event in the book does provide a lot of information but the act of creating a fictional article makes the student think about what happened in the book, who was involved, why did it happen and why was the outcome what it was. Students' individual work will be combined into a final newspaper. This will allow for individual work, group work. Having the final product be a single collaborative work will foster camaraderie within entire class and a cooperative learning experience. Students will split into groups (Sections of the newspaper) to edit their articles. This will give them a chance to work in groups and get feedback on their article, which until mow was a completely independent work. After the peer editing session they will make their final article. They will take the comments and suggestions of their peers and incorporate them into the process of refining their article. The students will fill out a graphic organizer for the conflict event that they have been assigned. The graphic organizer will require that they have a firm grasp of the meaning of conflict, the details of what happened in the part of the book that the conflict occurred in, and all of the people in the book that were involved in the conflict. They will also have time after drafting their articles to meet with the other members of their "newspaper section" group. By the end of the project the students will have written and "published" an article in the [fictional] Maycomb Tribune. They will have been given a checklist (identical to my copy) to grade themselves with. Each student will be given a copy of the Maycomb Tribune to read. They will have to write a short response in their blogs about how well they think the class understands the conflict in the book and what evidence from the newspaper makes them think so. I will grade them with the same checklist that I gave them to self-assess with. Newspaper Format: -Introduction: The who, what, where, when, of the article -At least 3 body paragraphs: These need to elaborate on the pieces of the introduction using details from book to “flesh out” the article. -Conclusion: The end paragraph. This part needs to bring some kind of closure to the article. It is a brief summary of the preceding paragraphs or witty speculation about the event. -By Line: This is simply the word “by” a colon and the name of the person who wrote the article. (ex: By: Jane Doe)
 * Where, Why, What, Hook, Tailors: ****Visual, Interpersonal**
 * Equip, Explore Rethink, Tailors: ****Interpersonal, Intrapersonal, visual, verbal**
 * Experience, Revise, Refine, Tailors: **Interpersonal, Intrapersonal, Verbal****
 * Evaluate, Tailors: **Intrapersonal, Interpersonal****
 * __ Content Notes __**

Using Word to produce an article: there are specific formatting pieces that need to go into the “rough” draft in the word processor. -The draft needs to be in columns. This can be achieved by highlighting the desired text, selecting the “Format” drop menu and selecting “columns…” Students should select the two columns option. -The text should be “justified”, this means that the sides of each column should be straight. Clicking the “justify” button in alignment and spacing does this. (The button is the one on the end.) Character conflicts: Kinds of conflict. -Character vs. Self: Character is struggling with an inner conflict. -Character vs. Character: Two characters are in conflict with each other. -Character vs. Society: A character is in conflict with the rest of society and its ideals. -Character vs. Nature: A character has to fight the elements of nature in order to survive. -Character vs. Supernatural: A character is fighting a supernatural being or occurrence. -Character vs. Machine/Technology: A character is challenged or feels threatened by technology. -Character vs. Destiny: A character is in a fight against a predestined course of events. This may be an imposed schedule or perceived fate.

Characters: Atticus Finch: Scout’s and Jem’s Father. The town’s lawyer. Scout Finch: The main character. A young, very intelligent girl. Jem Finch: Scout’s Brother. Calpurnia: The Finch’s housekeeper/cook/nanny. Boo Radley: A shut-in that there are many fearsome rumors about. Tom Robinson: A black man wrongly accused and convicted of a crime. He was represented by Atticus. Instruction Packet Checklist Article Format Graphic Organizer
 * __ Handouts __**