L1+Cooper,+Susanna

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

**__Teacher’s Name __****: ** Ms. Cooper **__Lesson 1__:** Interpret  **__Grade Level __****: ** Seven **__Topic__:**  Narrative writing- plot 

__Objectives __
Student will understand that each narrative has a plot that conveys complex ideas. Students will know about plot, conflict, exposition, climax, falling action, denouncement / resolution, events, protagonist and antagonist characters. Student will be able to make sense of the rise and fall of the plot and the major conflicts that took place. == **__Maine __****__ Learning Results Alignment __** == <span style="color: black; font-family: 'Times New Roman','serif';">Maine Learning Results: English Language Arts: B. Writing B2. Narrative Grades 6-8 Students write narratives that convey complex ideas, observations, events, or reflections.


 * Rationale:** This lesson digs into rising and falling action of the plot to discover the conflict and how it conveys complex ideas.

__<span style="color: black; font-family: 'Arial','sans-serif';">Assessment __<span style="color: black; font-family: 'Arial','sans-serif';">
At the beginning of the lesson I will briefly tell students what they are going to be working on in the next lesson. Then I will ask the students to predict what they will be learning about, or will need to understand in order to make a really good plot graph. I will have the students create their prediction in the form of a check list that they will check back to and use when their final plot outline is completed. This check list will help both me and the student throughout the lesson. I can give the students feedback about their checklist, helping them think of anything they need to add while seeing what they are expecting to learn. The checklist predictions will also become useful when they are making their plot outlines. I can give them feedback about their outline graph by asking them to refer to their checklist and see if there is anything on their checklist they could add to the graph or touch up.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Formative (Assessment for Learning) **<span style="color: black; font-family: 'Times New Roman','serif';">

The Summative assessment will be a detailed plot graph/ outline created in Glogster. Their plot graph will highlight any important turns or events in their story. It will show the rising action, the climax, conflict, and falling action/ resolution. Students will also write a brief statement next to each event on the plot so that they/ or anyone will know what that exact event was about. This outline will be very useful for me and the students. I can look it over and see if the student needs feedback about the direction their story is heading and the students can use this outline to help guide them as they write the actual story.
 * Summative (Assessment of Learning)**

**__<span style="color: black; font-family: 'Arial','sans-serif';">Integration __**<span style="color: black; font-family: 'Arial','sans-serif';">
__<span style="color: black; font-family: 'Times New Roman','serif';">Technology __<span style="color: black; font-family: 'Times New Roman','serif';">is incorporated into lesson 1 by the use of an online site called Glogoster.com. Students will use this site to create a digital plot graph that shows the major events in the story they will be writing. Their plot graph will highlight any important turns or events in their story. It will show the rising action, the climax, conflict, and falling action/ resolution. Students will write brief statements (1-2 sentences) next to each point or event, quickly describing or summarizing that event. Students will create and post their plot graph on their Glogster account that they have already made at Glogster.com.

__Art__ is integrated into this lesson as students personalize and decorate their plot graph on Glogster. They can create the background they want, change their font (as long as it is easily readable) change colors, and add small clips where there isn’t any text. It would be better if any backgrounds or images relate to the plot graph, but it is not a requirement and as long as the images or background colors don’t hide them text it will be ok.

__English__ is a huge piece to this lesson since the lesson is on story building. Students will be using their skills in English Language Arts and integrating them into their final product as they cerate their plot graph/ outline. Students will obviously be using words (English) to write and make their outline, but more importantly, they will be needing to understand the terminology of the plot outline and students will need to think a little on how they words their sentence statements about each event.

__<span style="color: black; font-family: 'Arial','sans-serif';">Groupings __<span style="color: black; font-family: 'Arial','sans-serif';">
<span style="color: black; font-family: 'Times New Roman','serif';">For team work, I would ask student groups a question about different parts of the plot: //Number heads together//. Students would share the answers when I called their number out loud. To choose these groups (4 people to each group) I would have students pick a colored stick out of a basket. The different colors of the sticks would be the different groups, for example green would be a group and yellow a different group. After I explain the rules of the group work and answer any question, I would list out the 4 roles that each group member would have. I will assign each member with a number, 1, 2, 3,or 4. Then I will ask a question for all the groups to answer. Once each group has discussed the question, I will randomly call out a number (1,2,3,or 4) and that member of each group will share their answer. The questions that I will ask will relate to plot ideas and concepts. Some sample questions might be: What are the three main parts of a plot diagram? In the story Little Red Riding Hood, what part was the climax?

**__<span style="color: black; font-family: 'Arial','sans-serif';">Differentiated Instruction __**<span style="color: black; font-family: 'Arial','sans-serif';">

 * <span style="color: black; font-family: 'Times New Roman',Times,serif;">Strategies I used in this lesson: **<span style="color: black; font-family: 'Times New Roman','serif';">
 * Verbal:** Students will talk in groups and present their ideas to the class.
 * Visual:** Students will visualize and plot out their story ideas.
 * Intrapersonal:** Students will think about their plot ideas.
 * Interpersonal:** Students will work together in groups during the activity //Number Heads Together//.
 * Musical:** The class can discuss what music works well at different parts of the plot and why.
 * Bodily:** Students will walk around and stand up in the classroom when doing //Number Heads Together.//

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 talk to me about what they need to do before class starts. For this particular lesson, I will have the terminology posted on my wiki so the students can review it and the sites it is linked to. The Plot outline will be posted in a form that can be downloadable. I will also have hard copies of the graph to put in the missing students filing folders.
 * Absent student:**

type II technology is very important in getting students to do extended thinks and help students that need to go "beyond", have the opportunity to do so. __<span style="color: black; font-family: 'Times New Roman','serif';">Technology __<span style="color: black; font-family: 'Times New Roman','serif';"> is incorporated into lesson 1 by the use of an online site called Glogoster.com. Students will use this site to create a digital plot graph that shows the major events in the story they will be writing. Their plot graph will highlight any important turns or events in their story. It will show the rising action, the climax, conflict, and falling action/ resolution. Students will write brief statements (1-2 sentences) next to each point or event, quickly describing or summarizing that event. Students will create and post their plot graph on their Glogster account that they have already made at Glogster.com. __Art__ is integrated into this lesson as students personalize and decorate their plot graph on Glogster. They can create the background they want, change their font (as long as it is easily readable) change colors, and add small clips where there isn’t any text. It would be better if any backgrounds or images relate to the plot graph, but it is not a requirement and as long as the images or background colors don’t hide them text it will be ok. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * Extensions**

**__<span style="color: black; font-family: 'Arial','sans-serif';">Materials, Resources and Technology __**<span style="color: black; font-family: 'Arial','sans-serif';">
__<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';"> updated wiki space my laptop student laptops cartoon from online Paper to create their rough draft of the checklist on my colored stick basket handouts plot outline website link blank paper for brain storming short story paper and worksheet <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">

This site will help my students when we discuss plot elements. []
 * __Source for Lesson Plan and Research__**

This site provides a good guide. I will be asking students to think about their personal life. []

This site is VERY useful. It will help students a lot when making their blog entries. It tells how narrative is different from an essay or story. []

Students will practice developing a list of problems that will happen in their story. This list is going to help them create their plot [] ==**__<span style="color: black; font-family: 'Arial','sans-serif';">Maine __****__<span style="color: black; font-family: 'Arial','sans-serif';"> Standards for Initial Teacher Certification and Rationale __**<span style="color: black; font-family: 'Arial','sans-serif';"> ==

//**<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">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. **//<span style="color: black; font-family: 'Times New Roman','serif';"> Rationale:<span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';"> 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 won’t 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 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// 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 interpret. Students will be interpreting texts I give them, and ones they write, inferring, and understanding the message the piece is presenting and what plot elements cause it to happen. Students will be dissecting stories to figure out their meaning.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// Rationale: Student will understand that each narrative has a plot that conveys complex ideas. Students will know about plot, conflict, exposition, climax, falling action, resolution, events, protagonist, antagonist, characters. (equip) The formative, pre-assessment will be a pop quiz on students knowledge of the different parts of a story plot. Student will be able to make sense of the rise and fall of the plot and the major conflicts that took place.

__<span style="color: black; font-family: 'Times New Roman','serif';">Technology __<span style="color: black; font-family: 'Times New Roman','serif';"> is incorporated into lesson 1 by the use of an online site called Glogoster.com. Students will use this site to create a digital plot graph that shows the major events in the story they will be writing. Their plot graph will highlight any important turns or events in their story. It will show the rising action, the climax, conflict, and falling action/ resolution. Students will write brief statements (1-2 sentences) next to each point or event, quickly describing or summarizing that event. Students will create and post their plot graph on their Glogster account that they have already made at Glogster.com.
 * Verbal:** I will allow the students to talk in groups and present their ideas to the class.
 * Visual:** I will have my students visualize and plot out their story ideas.
 * Intrapersonal:** I will have students think about their plot ideas.
 * Interpersonal:** I will have the students work together in groups during the activity //Number Heads Together//.
 * Musical:** I will have the class can discuss what music works well at different parts of the plot and why.
 * Bodily:** I will have my students walk around and stand up in the classroom when doing //Number Heads Together.//

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// Rationale:

At the beginning of the lesson I will briefly tell students what they are going to be working on in the next lesson. Then I will ask the students to predict what they will be learning about, or will need to understand in order to make a really good plot graph. I will have the students create their prediction in the form of a check list that they will check back to and use when their final plot outline is completed. This check list will help both me and the student throughout the lesson. I can give the students feedback about their checklist, helping them think of anything they need to add while seeing what they are expecting to learn. The checklist predictions will also become useful when they are making their plot outlines. I can give them feedback about their outline graph by asking them to refer to their checklist and see if there is anything on their checklist they could add to the graph or touch up.
 * Formative (Assessment for Learning)**

The Summative assessment will be a detailed plot graph/ outline created in Glogster. Their plot graph will highlight any important turns or events in their story. It will show the rising action, the climax, conflict, and falling action/ resolution. Students will also write a brief statement next to each event on the plot so that they/ or anyone will know what that exact event was about. This outline will be very useful for me and the students. I can look it over and see if the student needs feedback about the direction their story is heading and the students can use this outline to help guide them as they write the actual story.
 * Summative (Assessment of Learning)**

__<span style="color: black; font-family: 'Arial','sans-serif';">Teaching and Learning Sequence __<span style="color: black; font-family: 'Arial','sans-serif';">
<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 part of the circle. I would makes 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: ~I will start class by having students watch a cartoon strip (3 minutes) ~They will then fill out a worksheet I give them which will be a plot outline of comic (10 minutes) ~Next I will have students create a checklist (formative assessment) of makes a plot, and what are the important things to look for (30 minutes) ~Once everyone finishes this, I will put them into groups. While doing group work/ cooperative learning, students will learn new terms that are part of a plot diagram (30 minutes) ~We will end class by re-watching the comic movie, and students will have a few minutes to revise their comic outline and checklist. (7 minutes)

Class 2: ~Students will start class by thinking up some story ideas. ~Students will start making an outline of the story they plan to write. ~Students will then read and practice finding plot elements in the short story I hand out for them. Class 3: ~Class will start out with some workshop/ conference time when I will look at the student’s plots and give them some feedback on improvements. ~Students start using glogster to create their final outline.

Students will understand that each narrative has a plot that conveys complex ideas. MLR: **//students write narratives that convey complex ideas, observations, events, or reflections.//** By understanding story plots we can break down the message of any story. These messages tend to apply to our lives. Students will begin this class by watching a quick cartoon strip. The cartoon strip will have some type of message it is telling, but some things it is hidden just like the messages in real life. Students will know about plot, [|conflict], [|exposition, climax, falling action, resolution], events, protagonist, antagonist, characters. The formative, pre-assessment will be a checklist that students create about their knowledge of the different parts of a story plot. Students will use a plot outline to figure out major parts of a story they will create. When students are working in groups they will be rethinking what they know about plot when listening to others in the group. When [|**discussing**], I will ask the student what they came up with for the definition of the terms that apply to plot diagrams. We will spend some time making sure everyone knows exactly what each term means. Then we will go back to the comic clip, perhaps watch it again and jot down where each of the events happen, such as rising action, climax and so forth. We will discuss what made that clip into a story, what was bad/ went wrong, how was the problem fixed? What started the problem? We will also talk about what types of music would work for different parts of the cartoon, if there was music, how did it give hints to the plot?
 * Where, Why, What, Hook Tailor: Visual, Intrapersonal,**
 * Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal**

My classroom will be set up in a circular fashion, so that we can all see each other and be able to share our thoughts easily. Class will start by me showing the hook. I will then discuss with the students what they liked about the cartoon. What they thought the message was and how it was portrayed. I will have students write down a [|rough draft of their outline] which we will look at later. Students will need to know the major terms related to a plot. I will have these written on the board when they work in their cooperative learning groups. I will get the students into their groups and then assign each group with their word to discuss. Students will listen as I tell them the group work. Then as they do it, I will walk around and converse with the groups to help give them feedback, while getting a feel for what they already know and steer them on the right track. By doing the group work students will know more about how a plot works. When they are done discussing the group assignment I gave then, I will have them all come together as a class and we can talk more about what we leaned and share the words we were assigned. In this way the whole class will learn some about all the words, even though their group didn't have to talk much about it in groups.
 * Equip/Explore** **Tailor: Interpersonal, verbal**

When students are working in groups they will be rethinking what they know about plot when listening to others in the group. Students will get a chance to revise their plot after we have discussed more about plot in groups or as a class. This will give them time to rethink what they though a plot was, and realize that plots are the frame work for every story we write. Students will be able to make sense of the rise and fall of the plot and the major conflicts that took place. The Summative assessment will be a Glogster plot outline (80 minutes and 3-4 days) This outline will show that students have mastered plot diagrams and the concept.
 * Rethink, Revise, Refine, Organize, Explain**

During class I will give students [|short stories] to think about and create a practice plot outline on. Then they will practice finding pieces of the plot. I will [|guide] them through a few of these. Students will get to explore higher order thinking by creating their plot outlines in Glogster. They can decorate their plot diagram to match their story topic, and they can add as many smaller climaxes or conflicts to their plot as they need be. This will require more thinking than just creating a simple, 1 climax plot outline. Students will be interpreting stories as they practice making plot outlines, and will interpreting their own story when they produce their final plot diagram on Glogster. For cooperative learning, I would ask student groups a question about different parts of the plot: //Number heads together//. Students would share the answers when I called their number out loud. To choose these groups (4 people to each group) I would have students pick a colored stick out of a basket. The different colors of the sticks would be the different groups, for example green would be a group and yellow a different group. After I explain the rules of the group work and answer any question, I would list out the 4 roles that each group member would have. I will assign each member with a number, 1,2, 3,or 4. Then I will ask a question for all the groups to answer. Once each group has discussed the question, I will randomly call out a number (1,2,3,or 4) and that member of each group will share their answer. The questions that I will ask will relate to plot ideas and concepts. Some sample questions might be: What are the three main parts of a plot diagram? In the story Little Red Riding Hood, what part was the climax? This group work will clear up any misconceptions about plot work and they will rethink the concept of plots if they were confused before.
 * Rethink, Revise and** **Refine Tailor: Intrapersonal,**

Students will self assess their work by the checklist they made near the beginning of the lesson. I will have helped them revise this checklist so that it covers what the students need to know and have included. Their checklists will be written in their own words and they will be able to understand what they need to assess better than if I had written it. Students will also write a journal reflection on what they have done, what they feel they have accomplished, and what they still don't fully get, if anything. I will provide them with timely feed back during class time when I visit individuals and groups. By going around and talking with the students, making sure they understand everything, I am allowing them to be doing some of the rethinking processes in their head immediately. I will write comments or feedback in their journals and have it ready for the next class. I will also provide feedback by reviewing anything that popped up in the homework assignments that needs discussing. I will do this with the whole class right off the bat. Homework for this lesson will be to come up with a story worth telling about themselves. I will also give them a short story to read and ask them to highlight the basic plot elements we have talked about in class, rising plot, climax, resolution, etc. Once they do this, we will progress towards making our own plot diagram and make our way towards character creation of their own. The Glogster plot outline will be graded with a points system checklist where I will check off if the students received credit and full points on each section.
 * Evaluate Tailor: Intrapersonal, visual**

This site will become handy to my students as we pick apart the plot of short stories. I want students to know the main points in a plot. This site will let students know that the exposition of a plot is the background information the reader must know and understand. Next is the conflict, the problem or situation that the character faces. The rising action is another term I want students to know. Rising action is when the main character starts dealing with and trying to tackle the problem/ conflict. The climax is very important for the students to understand. I want them to know that this is the most exciting part of almost all stories. This is when the main character must face the problem/ conflict of the story. The falling action is when things begin to go back to normal, or ease up, and students should know that denouncement is when all loose ends are finally tied up. []
 * Content Notes**

This site provides a quick guide to writing narratives that students can reference. It will remind students that a narrative is a story, and reflects the author’s values. This site also list some major features that the narrative should have, such as an introduction, the narrative should be lively and worth ready, and don’t forget to use the first person point of view. []

This site will remind students what a narrative is. I want them to know that a narrative is a story that allows the writer to think and write about themselves. I also want students to understand a second point that this article makes. What the students are writing about needs to be a moment/ event worth sharing. Also, narratives are normally from the writer’s perspective. This means using the word “I” a lot. [] Students will practice thinking about and coming up with the major plot points in familiar movies, or stories that they know. I will pull some of the story ideas off from this site. This site provides a list of the 7 stories listed below. Students will choose one of these 7 stories, then jot down the major plot events for practice. · <span style="color: black; font-family: 'Arial','sans-serif';"> The Three Little Pigs · <span style="color: black; font-family: 'Arial','sans-serif';"> Snow White · <span style="color: black; font-family: 'Arial','sans-serif';"> Finding Nemo · <span style="color: black; font-family: 'Arial','sans-serif';"> Cinderella · <span style="color: black; font-family: 'Arial','sans-serif';"> Toy Story · <span style="color: black; font-family: 'Arial','sans-serif';"> Little Red Riding Hood · <span style="color: black; font-family: 'Arial','sans-serif';"> Harry Potter Series <span style="color: black; font-family: 'Times New Roman','serif';">I want students to focus on finding the exposition in the story, the conflict, rising action, climax, falling action, and resolution and tell in 1-2 sentences what happens in each part. By doing this students can practice thinking more about plot elements. []

Plot outline diagram Short story + short story worksheet
 * Handouts**