L1+Fitzpatrick,+Amanda


 * Teacher’s Name:** Ms. Fitzpatrick
 * Lesson:** Lesson One- Application
 * Grade Level:** Eight
 * Topic:** //Unwind// by Neal Shusterman

Student will understand that literary devices are prevalent in fiction. Student will know the terms of character, climax, conflict, context, metaphor, mood, motif, setting, theme, tone, tragic flaw, euphemism. Student will be able to use the literary devices to explain text.
 * __Objectives__**

**__Maine Learning Results Alignment__** Maine Learning Results: Language Arts A. Reading A2. Literary Texts 8th Grade //Unwind// by Neal Shusterman Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and common literary devices help shape the readers response.

Through the course of this lesson, students will be able to define and identify literary devices in text.
 * Rationale:**

**__Assessment__** Students will be given a rubric on what will be expected of them in the course of the assignment. While students are creating their project, students can refer back to the rubric so they know what will be expected. The rubric will be the same as what will be used to score the final project. As students are in their Jigsaw groups, students are urged to ask questions and push for deeper understand of how the literary term could be used in different medias: poetry, fiction, nonfiction, etc. Students will be forced to really comprehend their topic in order to explain it to their follow students as well as answer the other student's clarifying questions.
 * Formative (Assessment for Learning)**

Students will be assigned a literary term in class and make their own Wikispace web page about their word. This page will include an in-depth explanation and definition on their word along with examples that they have found or have made up that truly define the word. While reading the book //Unwind// by Neal Shusterman, classmates will be asked to comment on at least two other classmate's Wikispace and write examples that are in the book. Students will be scored using the same rubric they were given during the Formative assessment portion of this project.
 * Summative (Assessment of Learning)**

**__Integration__** __Technology:__ Students will use the Wikispace they design to portray the information they have learned to the rest of the class. Through the Wikispace students will be able to reflect on how different literary devices relate to //Unwind//.

__History__- Many literary terms use history to describe examples. Students will be asked to come up with examples of theme and context. These terms use history and past events in the definition.

__Groupings__: Students will form Jigsaw groups. To form groups, students will be asked to raise anywhere from one to five fingers. Students will be asked to find a group of three that when all fingers are added together, the total number is odd. The students will complete the Jigsaw Activity. In this activity each student makes up a piece to the whole. They become "experts" on their piece of the puzzle. They then share their piece with the rest of their group members thus putting each piece of the puzzle together. Each member of the group will play the part of being an expert on their own word. Students will share out what they have learned in the lesson to the other members of their group. While one student is talking, the other members of the group will be filling out with more details their graphic organizer bubbles. After the end of the lesson each student will be an expert on all devices seen in the group.


 * __Differentiated Instruction__** **Strategies**


 * Linguistic**: Students are learning new vocabulary words. They will also deduct from the poem and lines from the poem what a hyperbole is.
 * Intrapersonal**: Students will first work and learn alone to complete the graphic organizer and learn their word. Completion of the graphic organizer during lesson.
 * Interpersonal**: Students will work with others in the jigsaw activity.
 * Visual**: Video accompanying poem (which illustrates the poem), and the use of the graphic organizer.
 * Musical**: When learning various terms, such as with onomatopoeia, students will listen to Old MacDonald to get an idea of what onomatopoeia exactly onomatopoeia is.
 * Bodily**: Have two students who are bodily learners demonstrate a simile and a metaphor by getting in front of the room and having a conversation in either similes or metaphors to demonstrate what they are.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**

__Absent Student:__ For my classroom, an online Wikispace will be set up. This Wikispace will have an agenda of what occurs in class, along with any homework that has been assigned for the next class. Students will be able to retrieve any notes from class via the Wikispace as well, as individual lesson notes and resources will be available on the Wikispace. The tutorial of how to use the Wikispaces site will be available for students who were not there to witness it hands on as well as students who need to refer back to the website at home. The homework hot-line will also be updated daily for students who do not have internet access at home.

Students will use the Wikispace they design to portray the information they have learned to the rest of the class. Through the Wikispace students will be able to reflect on how different literary devices relate to //Unwind//.
 * Extensions**

**__Materials, Resources and Technology__** Student laptops Teacher computer [|Cluster Graphic Organizer 1] Board Markers Rubric for Wikispace Sarah Cynthia Stout Would Not Take the Garbage Out by Shel Silverstien poem [|Video of poem] Wikispace tutorial [|Video to illustrate onomatopoeia] Motif Document

**__Source for Lesson Plan and Research__**

__ Literary Devices- __This webpage has many definitions for various literary terms. The terms that will be used in the lesson are available in the Content Notes section. [|Wikispaces Tutorial] - This webpage has information on how new users can create a Wikispace. The tutorial goes through each step from signing up to adding text.

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

Rationale:** __Beach Board:__ In the simile and metaphor activity, students will have the chance to move around. They will also be able to pick which word they wish to learn the most about. It will also be urged that if any students have prior knowledge of the words and know a good way in which to explain or teach them to the class that they help out with that definition of the word. __Clipboard:__ By using the graphic organizer provided to organize thoughts, definitions and different examples. Students will also be able to better organize words that are similar and words that have a greater importance to literature (such as theme rather than onomatopoeia.) __Microscopes:__ Periodically throughout the lesson, students will have the chance to discuss the terms that they have been taught. Through this time, students will be asked to come up with examples from different literature thus forcing them to think more in depth on the words they have been taught. __Puppy:__ This classroom is supposed to be such where everyone feels comfortable sharing their ideas in various groupings because everyone respects the ideas of others. By assuring that everyone is respected all students should feel comfortable sharing their ideas. Also, students are free to sit where ever they would like in the classroom, as sitting around people they feel comfortable around will encourage sharing more in discussion.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Please refer to my content notes at the end of this lesson. //Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and common literary devices help shape the reader’s response.// The learning facet for this lesson is application. Students will be applying what they know about literary terms to their own Wikispace which will teach their other classmates and become a resource for the remainder of the term.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students will use the Wikispace they design to portray the information they have learned to the rest of the class. Through the Wikispace students will be able to reflect on how different literary devices relate to //Unwind//.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguistic**: Students are learning new vocabulary words. They will also deduct from the poem and lines from the poem what a hyperbole is.
 * Intrapersonal**: Students will first work and learn alone to complete the graphic organizer and learn their word. Completion of the graphic organizer during lesson.
 * Interpersonal**: Students will work with others in the jigsaw activity.
 * Visual**: Video accompanying poem (which illustrates the poem), use of the graphic organizer.
 * Musical**: When learning various terms (such as onomatopoeia students will listen to Old MacDonald to get an idea of what onomatopoeia is)
 * Bodily**: Have two students who are bodily learners demonstrate a simile and a metaphor by getting in front of the room and having a conversation in either similes or metaphors to demonstrate what they are.

In my lesson, six of the multiple intelligences were used mostly in the defining portion of this lesson as I used various forms of media to explain the different literary terms. For example, students who are visual learners and deduct from the Silverstien poem video what a hyperbole is as they watch the illustrations from that video. I used technology by teaching my students how to create a Wikispace webpage and having students upload the information they learned about their literary term to share with the rest of the class.
 * Evaluate, Tailor: Linguistic, Visual, Intrapersonal**

My assessment portion is designed so that students know exactly what is expected of them in the form of their Wikispace from the beginning. Students are handed what they will be used to be graded with, that way they know exactly what they have to demonstrate to get full credit for the work they did. The summative assessment demonstrates the knowledge provided through the lesson as students must come up with their own literary device examples and thoroughly explain their device. Students will carry on knowledge of literary devices through the unit for as they read //Unwind// they must comment on other student's Wikispaces examples of how the literary term is demonstrated in the book.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

**__Teaching and Learning Sequence__**

My classroom will be set up in a "U" shape, with two desks, space, then two more desks around the room. This allows for quick formation into the three to four person Jigsaw groups as well as any pair work the students may feel like doing throughout the class. (For some words, students will be asked to brainstorm together what they believe a word may mean before I explain.)

Day One: As students walk in a collection of literary devices are written on the board. Students will be read Shel Silverstien's "Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out." Video will play on board as I read the poem I will have students think about what a hyperbole is from what the video and poem describes. (7 minutes) Students will pick their term and term will be initialed by student before lesson. (5 minutes) Students will go through the rest of the devices on the board, using different activities to learn about each one. (40 minutes) [Refer to content notes on what each word means along with an activity for the word.] Students will get into their Jigsaw teams to teach each other about their word (Remainder of class--25 minutes) Assignment of thinking up examples of their literary term will be requested for next class. Students put away worksheet in their folder. (3 minutes)

Day Two: Students will be asked to grab their worksheet from their folder. (3 minutes) A tutorial will be shown on how to use Wikispaces. (25 minutes) Students will set up their own account and personalize their page. (25 minutes) Students will spend the rest of the period creating their Wikispace and adding text to their page about their term. (25 minutes) Before class dismissal, ask students to email text from their Wikispace, along with URL to their page to teacher. (2 minutes)

Day Three: Pass back emailed text from Wikispace with comments on how they could enhance page. (3 minutes) Have students revise their Wikispace from given feedback. (15 minutes) Give lesson on positive feedback. (10 minutes) Have students swap URL's with their seat partner. Students will read each other’s pages and comment positive feedback on the page. (25 minutes.) Pass out novel //Unwind// and give assignment for next class. (7 minutes)

Students will understand literary devices are prevalent in fiction. **//Students read fiction, nonfiction, drama and poetry within a grade appropriate span of text complexity and analyze the characteristic noting how structural features and literary devices help shape the reader's response.//** Learning how to see and use literary devices makes reading writing more interesting and enhances how you read text. (Can expand on why...connect to hook) “Sarah Cynthia Stout Would Not Take the Garbage Out” by Shel Silverstein as an example of hyperbole accompanied by [|a video] illustrating the poem. This video will explain hyperbole in a different and engaging way, which will hopefully get students to look forward to how the other literary terms can be applied. At the beginning of lesson, the board will fill of literary terms that students will have the chance to learn about during the course of the lesson.
 * Where, What, Why, Hook**, **Tailor: Visual, Verbal, Intrapersonal**

Students will know the terms of character, climax, conflict, context, metaphor, mood, motif, setting, theme, tone, tragic flaw, euphemism. **See content notes.** Students will be given a Cluster Graphic Organizer (1) at the beginning of the lesson students will be appointed a term. Students will pick out their term by initialing it on the board. As I teach the lesson the student will pay careful attention when I get to their term (and write key points for the others) to get as much information about their term as they can and write it in the bubble for that term. Students will then teach their term to other students (in their Jigsaw groups). If students have any questions from the lesson this will be the time that I clarify and walk around the room to check on the graphic organizers.
 * Equip, Explore,** **Rethink, Tailor: Visual, Verbal,** **Logical,** **Musical, Bodily, Interpersonal**

To form groups, students will be asked to raise anywhere from one to five fingers. Students will be asked to find a group of three that when all three numbers are added together, the total number is odd. Each member of the group will play the part of being an expert on their own word. Students will share out what they have learned in the lesson to the other members of their group. After the end of the lesson each student will be an expert on all devices seen in the group. In the course of the jigsaw activity students will have the time to discuss various literary terms. Students will then have the opportunity to think over how they have defined their term. As students are sharing in their groups I will encourage peer responses--have students really listen to each other and ask questions. This will allow students to discuss their first drafts aloud before they write them online. After they submit their Wikispace explain their literary term I will comment on their page feedback as to what they could change to get a full grade and allow deeper understanding of their work. Students will submit the information they have obtained by creating a Wikispace which they will use as a resource for the remainder of the term.
 * Explore, Experience**, **Rethink, Rehearse, Revise, Tailor: Interpersonal, Verbal, Logical**

Students will self-assess as they teach the other members of their group about their literary device. This forces students to know their topic and by answering questions and discussing their term with their group they will make sure they know their word completely. Students who do not know their word will see what they should have done and which questions they should have asked to better understand their term. After students email their text from their Wikispace to me, I will print out the text and give feedback to students the class period after the homework is assigned. This lesson will be referred back to throughout the unit. Students will also be asked to comment on at least three other student's Wikispace pages while reading the novel and explain how the term was used in the novel.
 * Evaluate, Tailor: Linguistic, Visual**


 * Content Notes**

//hyperbole//- A description that exaggerates using extremes and is common unrealistic. [Activity- Silverstien poem read at the beginning of class.] //onomatopoeia//- Sounds that are spelled out as words or when words describing sounds actually sound like the word that they describe. [Activity- Listening to Old MacDonald children' song.] //simile//- An indirect relationship where one thing is described as being alike the other. [Activity- Conversation in simile and metaphor.] //metaphor//- An indirect relationship where one thing is substituted for another. [Activity- Conversation in simile and metaphor.] //character//- The people who inhabit the story--who the story is about. When discussing character, pay close attention to the function of the character and different traits that the character carries. [Activity- Have students characterize one member of the class who volunteers (encourage students to think positive--this character plays the hero in their "story").] //climax//- The turning point in the story, the moment in the story when all of the action comes to a rise and the end result for the story becomes inevitable. [Activity- Have students think of their favorite book. What was the climax? Ask students to share.] //conflict//- The struggle between opposing forces that drives the story, the reason why the story is being told. [Activity- Show picture of conflict. Have students brainstorm what they may be feuding about.] //context//- Conditions, facts, or historical time line surrounding story. [Activity- Prompt students about books that they have read. What information is key to the story? Example- //Tale of Two Cities// tie to the French Revolution] mood- The atmosphere or emotional condition created by the piece. [Read these two sentences "There was a certain spring in Marla's step as she walked down the bright street. She whistled a tune and basked in the first sunny day in three weeks." and "The cold, dark street sent chills up Marla's spine. She heard a creek from behind her. Too afraid to look back, she quickened her pace and wished that she were closer to home." How does the feeling in these two sentences change? Describe the mood in each.] motif- A reoccurring image or an important idea. Expressed in a single word or phrase. setting- The time and place where a story occurs. [Activity- Have students work in their seat pairs and come up with a famous story. What is the setting? Have each pair share.] theme- An idea or message conveyed by the piece. [Activity- Tell students to keep this term in mind as they read Unwind. Tell students that they will work with theme in their final projects.] tragic flaw- A single characteristic that causes the downfall of the protagonist. [Activity- Have students create their own tragic flaw- ask to share out.] euphemism- The substitution of a potentially offensive term for a more pleasant one. [Activity- Share different euphemisms for dying. Have seat pairs come up with their own original euphemisms and share out with the class.]

[|Cluster Graphic Organizer 1]
 * Handouts**