L5+Cooper,+Susanna

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

__**Teacher’s Name** __**:** Ms. Cooper **__Lesson 5__:** Explain __**Grade Level** __**:** 7 **__Topic__:** Narrative writing- figurative language 

__ Objectives __
Students will understand that different narrative strategies effectively convey the message or point. Students will know about foreshadow, protagonist, antagonist, rising action, conflict, falling action will be able to demonstrate different strategies for presenting the message of a piece.

Maine Learning Results Alignment
Maine Learning Results: English Language Arts: B. Writing B2. Narrative Grades 6-8 Students write narratives that convey complex ideas, observations, events, or reflections.

This lesson allows students to write a narrative about an event. Students not only have to write about the event, but they also must convince other people to go to this special place that the writer found. In this process the students will be need to use character, and figurative language to effectively convey the events that took place within their narrative.
 * Rationale:**

__ Assessment __
**Formative (Assessment for Learning) ** The formative assessment will be the students answering a question on an exit card about foreshadowing. The exit cards will quickly allow me to see who understands what I was asking, and who needs more feedback and help understanding or picking up on foreshadows. Students would listen to a story that I would read aloud. This story would have a few different hints of foreshadow in it that students could try to pick up on.  The Summative assessment will be an I-Movie virtual tour of the "special" island that students found by using Google Earth. Students will need to tell the tale of how they ended up on this remote land and present the special features the land has which makes it so special and worth going to see. I will be looking for ways in which the students created an exciting story of what is on the island. How engaging was the language that they used and did they incorporate any foreshadowing into their story. The virtual tour doesn’t need to be very long, but I will be looking for how well they could convince their audience about the uniqueness of this place and what happened to the character, whom they will be pretending to be, when on that land.
 * Summative (Assessment of Learning)**

__ Integration __
~ __Technology__: Students will be introduced to imovie and will lean how to use it. Students will also be using a recording device to record their virtual tour. They will need to show me their special place they found on Google Earth by recording them presenting it from a computer or laptop. They will be able to scroll and move around the 3D land to really explain the special features and present it to the visual learners who need to see what they are looking at. I want students to show their place as they tell about it. By using imovie and making a video recording, students can both show and tell at the same time.  ~ __English__ will be used in this lesson since students will be writing a story and creating a virtual tour of their “land”. They will need to use figurative language and characters to create a convincing tour that makes tourist want to come see this new land and the host, your character.  ~ __visual/ special:__ When giving the virtual tour of the special land, students will be encourage to record their island on Google Earth as a way of presenting its different features. This will allow students to use visual and special cues within the program. Studntes can turn the land mass any way and look at it from any direction. By the land mass being 3D, students really get to use their special intelligence within their final product. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">~ __Verbal:__ Students will get practice speaking to a camera as a way of telling the story and convincing the audience. They will need to express with words the uniqueness of this special place.

__ Groupings __
<span style="color: black; font-family: 'Times New Roman','serif';">For team work, three minute review would be used to break the period up and allow students to get up and move around for a minute or two. I will have students tell each other the name they have generated for their new found land. Then I will have them find a different person and tell that person of how they got to their special land. A third rotation will happen and students will tell each other what is so special about their place. If students want, they can act how they got to their island, or what takes place on the island. During these rotations, students will be thinking more about what they have created. They will also receive feedback on how well they other person liked their idea. By hearing other ideas and names, students may think up a better name or event and revise their ideas. By everyone sharing quick bit of information about their islands, I can mingle in the pairs sharing and quickly get a feel for what all the students are coming up with for ideas. Once the three minute review is over, students will go back to working on their story of how they got to the land and what happened when they were there. Now they have a chance to write down and new ideas or revisions they may have from sharing their ideas and getting feedback.

__ Differentiated Instruction __
<span style="font-family: 'Times New Roman',Times,serif;">Visual: **<span style="color: black; font-family: 'Times New Roman','serif';"><span style="font-family: 'Times New Roman',Times,serif;">Students will have to see different places on Google earth and explore them quickly with their eyes. <span style="font-family: 'Times New Roman',Times,serif;">**Bodily:** <span style="font-family: 'Times New Roman',Times,serif;"> Students will answer my question I ask during Three Minute Review by acting it out.
 * <span style="font-family: 'Times New Roman',Times,serif;">Strategies I used in this lesson:
 * Natural:** The students will be looking at land forms when finding their "land" on Google Earth.
 * Musical:** Students will add appropriate music to their virtual tour. It needs to be some form of music that expresses something about the land, and helps the student show how wonderful this place is.
 * Interpersonal:** Students will need to work together when acting out their answer.
 * Intrapersonal:** Students will reflect individually on how they want their island to be.

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 the 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 find the assignment and requirements on my wikipage. If they understand how to use imovie, then an absent student can start this assignment right at home. They will need to use the internet to open up Google Earth and can begin finding their special place, and creating the story of what happened while they were there. Most of the work for this project can be completed at the student’s homes. All of the instructions will be posted online for students who are unable to make it to class.
 * Absent student:**

** __<span style="color: black; font-family: 'Times New Roman','serif';">Technology __<span style="color: black; font-family: 'Times New Roman','serif';">: Students will be introduced to imovie and will lean how to use it. Students will also be using a recording device to record their virtual tour. They will need to show me their special place they found on Google Earth by recording them presenting it from a computer or laptop. They will be able to scroll and move around the 3D land to really explain the special features and present it to the visual learners who need to see what they are looking at. I want students to show their place as they tell about it. By using imovie and making a video recording, students can both show and tell at the same time. <span style="color: black; font-family: 'Times New Roman','serif';">Type II technology will really help students in my class who want to do extended thinking. Students will have the opportunity to explore their higher thinking by creating a story as they try to convince their audience to go to this special land they have discovered. The minimum requirement will be for the students to do present their land in a recording. Students who want to go beyond the assignment can explore imovie further and find cool features and ways to enhance their movie.
 * <span style="font-family: 'Times New Roman',Times,serif;">Extensions

Materials, Resources and Technology
<span style="color: black; font-family: 'Times New Roman','serif';">everything will I need to do this lesson: <span style="color: black; font-family: 'Times New Roman','serif';">laptops <span style="color: black; font-family: 'Times New Roman','serif';">Google Earth installed on students laptops <span style="color: black; font-family: 'Times New Roman','serif';">Recording devices for students that don’t have any <span style="color: black; font-family: 'Times New Roman','serif';">Terminology cards for trivia questions

__ Source for Lesson Plan and Research __
<span style="color: black; font-family: 'Times New Roman','serif';">This site will allow my students to download the latest version of Google Earth to do this lesson [] <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">This will give a glimpse into different types of natural disasters <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Examples and a definition of what foreshadow is. There are short story examples here too. [] <span style="color: black; font-family: 'Times New Roman','serif';">

Maine Standards for Initial Teacher Certification and Rationale
<span style="color: black; font-family: 'Times New Roman','serif';"> Rationale:** 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 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:** 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 explain. Students will be able to explain to those around them how figurative language transforms certain parts of a story. The figurative language in the stories we read will create passages where students can identify with and explain what the story is trying to say and the message it is presenting.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

<span style="font-family: 'Times New Roman',Times,serif;">Rationale: Here are different strategies I used throughout this lesson:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Visual: **<span style="font-family: 'Times New Roman',Times,serif;"> Students will have to see different places on Google earth and explore them quickly with their eyes. <span style="font-family: 'Times New Roman',Times,serif;">**Bodily:** <span style="font-family: 'Times New Roman',Times,serif;"> Students will answer my question I ask during Three Minute Review by acting it out.
 * Natural:** The students will be looking at land forms when finding their "land" on Google Earth.
 * Musical:** Students will add appropriate music to their virtual tour. It needs to be some form of music that expresses something about the land, and helps the student show how wonderful this place is.
 * Interpersonal:** Students will need to work together when acting out their answer.
 * Intrapersonal:** Students will reflect individually on how they want their island to be.

__<span style="color: black; font-family: 'Times New Roman','serif';">Technology __<span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Students will be introduced to imovie and will lean how to use it. Students will also be using a recording device to record their virtual tour. They will need to show me their special place they found on Google Earth by recording them presenting it from a computer or laptop. They will be able to scroll and move around the 3D land to really explain the special features and present it to the visual learners who need to see what they are looking at. I want students to show their place as they tell about it. By using imovie and making a video recording, students can both show and tell at the same time. <span style="color: black; font-family: 'Times New Roman','serif';"> Rationale: Formative (Assessment for Learning)** The formative assessment will be the students answering a question on an exit card about foreshadowing. The exit cards will quickly allow me to see who understands what I was asking, and who needs more feedback and help understanding or picking up on foreshadows. Students would listen to a story that I would read aloud. This story would have a few different hints of foreshadow in it that students could try to pick up on. <span style="color: black; font-family: 'Times New Roman','serif';"> The Summative assessment will be an I-Movie virtual tour of the "special" island that students found by using Google Earth. Students will need to tell the tale of how they ended up on this remote land and present the special features the land has which makes it so special and worth going to see. I will be looking for ways in which the students created an exciting story of what is on the island. How engaging was the language that they used and did they incorporate any foreshadowing into their story. The virtual tour doesn’t need to be very long, but I will be looking for how well they could convince their audience about the uniqueness of this place and what happened to the character, whom they will be pretending to be, when on that land. <span style="color: black; font-family: 'Times New Roman','serif';">
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Summative (Assessment of Learning)**

__ Teaching and Learning Sequence __
<span style="color: black; 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 a 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. __<span style="color: black; font-family: 'Times New Roman','serif';">Outline of Agenda __ <span style="color: black; font-family: 'Times New Roman','serif';">Class 1: <span style="color: black; font-family: 'Times New Roman','serif';">~I will start class by having students open up Google Earth, explore and find a remote island (undiscovered) (10 minutes or until everyone has found one) <span style="color: black; font-family: 'Times New Roman','serif';">~Once they all find their island, I hand out the “W” worksheet. (15 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~Three minute review/ trivia game on terms (3-4 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~Partner up and share time (10 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~back to creating island story (30 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~ [|Explain research] for homework, find something that affects your area for homework and give exit question (10 minutes) <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Class 2: <span style="color: black; font-family: 'Times New Roman','serif';">~ Students will have researched their area for natural disasters that are possible and learned a little more about it. Short question time for students who are confused. <span style="color: black; font-family: 'Times New Roman','serif';">~ Students will finish up their stories and I will assign the summative assignment- virtual tour. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">As students come into class I will tell them to turn on their laptops and have them ready to go for instructions. Once the class is ready, I will have them go on to [|Google Earth] and find a cool island or remote place that looks like it could be unexplored. Once students have done this I will have them start brainstorming and writing about how they got there and what happened on the island. What is cool about it, etc. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">After working on the story for sometime I will have students stop for a three minute review trivia game. This will be a quick game I have put together, where students will get stand up fast if they know the answer to the question I will ask. The questions will be on all the terminology we have learned so far. This review will remind them of some things they can use in their story that they are writing right now. Specifically, I will review [|foreshadow] and as a class and make sure everyone is ok with it, and understands how to use it in their work. I will share the short story by Edgar Allen Poe with the class from this site and ask them to pick up on any foreshadow, then we will discuss it as a class. We will also discuss the 4 levels of looking at foreshadow and ask students what level they think they are at. <span style="font-family: 'Times New Roman','serif';">**Equip, Explore Rethink, Revise Tailors: verbal, bodily, interpersonal, intrapersonal ** <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">They will then go back to writing for another 15 minutes before I pull the class together and assign the summative assessment. I will explain to students that they are to make a movie that is showing the world, tourists, what a cool place this is that they have discovered. They will make this :virtual Tour” in imovie and present it to the class. One requirement is that a part of their virtual tour has that students using Google Earth to show their island in the imovie. That way the tourist can see where they are going. If there is anything special, from the story the students wrote, I will hope to see it woven into the virtual tour. <span style="font-family: 'Times New Roman','serif';">**Explore, Experience, Rethink, Revise, Refine, Tailors: visual, intrapersonal ** <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">I will give feedback to students during class as I go around and check on each student. While they were writing at the beginning of class I was looking at each students “5W” (who, what ,where, when, and why) worksheet and making sure they are on track. I will assign a first draft of their script to be done for our next class. I will collect that script and read it over, giving more feedback. Their final imovie tour will be graded with a checklist that they will have been giving before starting the product.
 * <span style="font-family: 'Times New Roman',Times,serif;">Where, Why, What, Hook, Tailors: intrapersonal, visua l**
 * <span style="font-family: 'Times New Roman',Times,serif;">Evaluate, Tailors: visual, verbal

Content Notes ** <span style="color: black; font-family: 'Times New Roman','serif';"> __Google Earth:__ This site will allow my students to download the latest version of Google Earth. Google earth will be used right as class begins. I want students to open Google Earth up and to use the arrows and pan key to scroll over the earth and find a remote place they want to “pretend” to call their own. Google Earth will be used again when students are on their own, and they are recording themselves demonstrating their area. [] <span style="color: black; font-family: 'Times New Roman','serif';"> __<span style="color: black; font-family: 'Times New Roman','serif';">Explain research: __<span style="color: black; font-family: 'Times New Roman','serif';"> This site will be used when I ask students to research the area that they choose from Google Earth. I want them to look at this site and read about different natural disasters. <span style="color: black; font-family: 'Times New Roman','serif';">Specific natural disasters they will be looking at are earthquakes, hurricanes, tsunamis, and floods, since these are the disasters that hit islands and large parts of the world most often. They can use this site and many others to learn more about what happens in the particular area around their island or remote land. <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';"> __<span style="color: black; font-family: 'Times New Roman','serif';">Foreshadow: __<span style="color: black; font-family: 'Times New Roman','serif';">I will use this site to show examples of foreshadow to my students. I will share the short story by Edgar Allen Poe with the class from this site and ask them to pick up on any foreshadow, then we will discuss it as a class. We will also discuss the 4 levels that this site purposes in looking at foreshadow. 1) simple memorization 2) identify foreshadow 3) Students can predict what will happen in near future 4) students can determine authors purpose for using foreshadow. Examples and a definition of what foreshadow is. There are short story examples here too. []

__<span style="font-family: 'Times New Roman','serif';">Dealing with plot __<span style="color: black; font-family: 'Times New Roman','serif';">; 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. This helps the students understand that the setting is the place in a story. []


 * Handouts:** terminology cards, checklist, “5Ws”