L2+Cooper,+Susanna

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


 * __Teacher’s Name __****: **Ms. Cooper  **__Lesson2__:** Empathize 
 * __Grade Level __****: **7  **__Topic__:** Narrative writing- figurative language

__ Objectives __
Students will understand that figurative language helps clarify and enhance the ideas and emotions. Students will know about metaphors, personification, foreshadow, similes, and characters- antagonist and protagonist. Students will be able to consider how the story structure is effective with the use of figurative language.

**__ 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 teaches students how to use figurative language so that they can effectively convey the complex ideas that are in the piece they are writing now and future pieces of work. They will be able to identify with the writing and understand how figurative language transforms certain parts.
 * Rationale:**

__ Assessment __
The formative assessment will be a journal entry for students to think about their favorite all time character from a book. I will want student to explain to me what was it about that character that made them remember and love it so much. Their journal will also have a list in it. They will list things about the characters personality and actions, or other things about the character that made that character so great. Later, the students will refer back to this list and compare their own character to it. This will help them see what improvements they could make to their own character. The Summative assessment will be multiple blogs assigned over the span of the unit. The blog will be of the character they created. The students will tell life stories of this character through the characters point of view. I will give students "event prompts" which they will get each class. Students will think about how their character would deal with the even and then they would create a post on the event. I will also have the students use certain terminology in their post to demonstrate to me that they are learning the terms and how to apply the figurative language to their own writing. The blog pages will get graded at the end of the unit. ~ __Technology__ is incorporated into lesson 2 by using Blogger.com to make "character blogs". Students will create a blog for a character that they created using the character sheets we worked on in class. Each class I will write an "event prompt" on the board for students to think about how this event could affect their character and how their character would react to it. Once they have a clear idea about what they want to write. They will write a post about the event from the characters point of view. I will also be using this technology to assess how well each student is incorporating specific figurative language into their entries. This will allow students to use technology and give me feedback on the student’s progress. ~ __English__ is used in their blogs since they are writing about an event I have presented. This writing will be great practice for students to use the terminology we are learning. This will show their proficiency in the English skills we are learning throughout the unit. ~ __Art__ can be incorporated into this lesson since students are encouraged to personalize their character blogs to resemble the character they created. They can do this by adding certain gadgets, such as the fish tank, or by finding creative backgrounds at Pyzam.com.
 * <span style="color: black; font-family: 'Times New Roman',Times,serif;">Formative (Assessment for Learning) **<span style="color: black; font-family: 'Times New Roman','serif';">
 * Summative (Assessment of Learning)**
 * __ Integration __ **

__ Groupings __
<span style="color: black; font-family: 'Times New Roman','serif';">For team work, I would ask the groups a question about different parts of the plot: RoundRobin brainstorming. I would assign groups by having students pull letters from a basket in which they are kept. There would be a specific amount of letters so that three people would have the same letter. Those with the same letter become a group. The RoundRobin activity would be used when I ask the students to come up with as many sentences using a terminology, that I assigned a group, as possible. For example, I would assign one group with metaphors; a different group would have similes, and so on. I would assign a subject, such as animals to each group, and there would be a certain time limit in which the group members try to create as many sentences using the subject and terminology I assigned to the group. Before they started, I would appoint a recorder to write down all the figurative sentences they came up with. All members are to come up with a sentence in a RoundRobin fashion. The first person to create a sentence is the person next to recorder, then it will keep going around the circle till I say times up. I will walk around and check on each group’s progress. Once I feel each group has generated enough sentences I will stop them and bring the class back together. Each person in the group will pick one sentence they came up with to share to the class.

__ Differentiated Instruction __

 * <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';">
 * <span style="font-family: 'Times New Roman',Times,serif;">Intrapersonal: ** **<span style="color: black; font-family: 'Times New Roman','serif';"><span style="font-family: 'Times New Roman',Times,serif;">Students will be creating their own blogs by themselves, where they reflect on a prompt I give them and they write about it.
 * <span style="font-family: 'Times New Roman',Times,serif;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif;">Students will work in groups during class and practice generating creatively written sentences.
 * Bodily, kinesthetic:** Students will be moving around the room when pairing up and making sentences and when playing Metaphors, Simile, Personification.
 * Visual:** Students will be having to visualize what their characters will be like, for example what facial structure the character will have and how can it be presented in the correct words.
 * Natural:** When students are working in their groups creating the figurative sentences, I will assign the subject, mostly animals and other natural subjects.
 * Verbal:** I will have students present the creative sentences they generated from the topic I gave them. Each student will present at least one sentence example.

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 character sheet on line, in print out form and the assignment posted on the assignment page of my wiki. I will also have a link to my prompt page. Since students will be getting prompts throughout the whole unit, they will understand what to do and how to create their post on their character's page even though they were absent. There will also be folders in my classroom for students to pick up any of their graded work that I had passed back, or any worksheets that I had handed out when they were absent.
 * Absent student:**

Type II technology will really help students in my class who want to do extended thinking. They can think a lot about what sort of personality their character has as they explore Blogger.com and Pyzam.com. Students will not be required to do this. If they simply want to write the prompt they can. But students who want to go beyond have that opportunity to do so in writing their prompt and in decorating their blog page. __Technology__ is incorporated into lesson 1 by using Blogger.com to make "character blogs". Students will create a blog for a character that they created using the character sheets we worked on in class. Each class I will write an "event prompt" on the board for students to think about how this event could affect their character and how their character would react to it. Once they have a clear idea about what they want to write. They will write a post about the event from the characters point of view. I will also be using this technology to assess how well each student is incorporating specific figurative language into their entries. This will allow students to use technology and give me feedback on the student’s progress. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt;">
 * Extensions**

**__ Materials, Resources and Technology __**
<span style="color: black; font-family: 'Times New Roman','serif';">everything will I need to do this lesson: character creation sheets basket of letters blank paper chalk/ erasable markers student laptops teacher laptop projector/ or smart board Blogger.com web link on my wiki page event prompt # 1,2,3 should be prepared Rule sheet for Metaphor, Simile, Personification game

__ **Source for Lesson Plan and Research** __ <span style="color: black; font-family: 'Times New Roman','serif';">This site defines all the terms I will be teaching and a few extra terms that students can become familiar with. [|**http://www.orangeusd.k12.ca.us/yorba/figurative_language.htm**]

This site gives awesome examples of each type of figure of speech. This processes will really help the students rethink and refine their ideas of the figurative language we are discussing. []

If I show this to the class then it will show them how creative these terms are. The rap song will help musical students relate to the terms and see how cool they are. []

This sources will be great for me when I am teaching. It has links to lesson activities on figurative language and allows me some prompt questions and activities for the students to practice. []

**__ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
<span style="font-family: 'Times New Roman',Times,serif;"> //**<span style="color: black; 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';"> <span style="font-family: 'Times New Roman',Times,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 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.
 * <span style="font-family: 'Times New Roman',Times,serif;">Rationale: ** **<span style="color: black; font-family: 'Times New Roman','serif';">

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// 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 empathize. Students will be able to identify with the writing and understand how figurative language transforms certain parts of a story. The figurative language in stories we read will create passages where students can identify with and really understand what they are reading about. I will show my students how they can transform this identifying and understanding into their own writing by using the figurative language strategies. Students will understand how this process makes their stories richer and clearer for the reader.
 * Rationale:****

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**//
 * Rationale: Here are different strategies I used throughout this lesson:****


 * Intrapersonal:**** Students will be creating their own blogs by themselves, where they reflect on a prompt I give them and they write about it.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Interpersonal: **<span style="color: black; font-family: 'Times New Roman','serif';">Students will work in groups during class and practice generating creatively written sentences.
 * Bodily, kinesthetic:** Students will be moving around the room when pairing up and making sentences and when playing Metaphors, Simile, Personification.
 * Visual:** Students will be having to visualize what their characters will be like, for example what facial structure the character will have and how can it be presented in the correct words.
 * Natural:** When students are working in their groups creating the figurative sentences, I will assign the subject, mostly animals and other natural subjects.
 * Verbal:** I will have students present the creative sentences they generated from the topic I gave them. Each student will present at least one sentence example.

__<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 2 by using Blogger.com to make "character blogs". Students will create a blog for a character that they created using the character sheets we worked on in class. Each class I will write an "event prompt" on the board for students to think about how this event could affect their character and how their character would react to it. Once they have a clear idea about what they want to write. They will write a post about the event from the characters point of view. I will also be using this technology to assess how well each student is incorporating specific figurative language into their entries. This will allow students to use technology and give me feedback on the student’s progress. <span style="color: black; font-family: 'Times New Roman','serif';"> //**<span style="font-family: 'Times New Roman',Times,serif;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. **// <span style="font-family: 'Times New Roman',Times,serif;">**Formative (Assessment for Learning)** The formative assessment will be a journal entry for students to think about their favorite all time character from a book. I will want student to explain to me what was it about that character that made them remember and love it so much. Their journal will also have a list in it. They will list things about the characters personality and actions, or other things about the character that made that character so great. Later, the students will refer back to this list and compare their own character to it. This will help them see what improvements they could make to their own character The Summative assessment will be multiple blogs assigned over the span of the unit. The blog will be of the character they created. The students will tell life stories of this character through the characters point of view. I will give students "event prompts" which they will get each class. Students will think about how their character would deal with the even and then they would create a post on the event. I will also have the students use certain terminology in their post to demonstrate to me that they are learning the terms and how to apply the figurative language to their own writing. The blog pages will get graded at the end of the unit.
 * <span style="font-family: 'Times New Roman',Times,serif;">Rationale: ****
 * 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';"> __<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 play a game of Metaphor, simile, personification. (10 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~Once I feel students have enough sentences generated from the game, we will share sentences (5 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~Share links, and look at examples of the three figures of speech. (15 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~Next I will have students get into groups that I assign, and they will work together on the RoundRobin group work that I assign. (30 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">~ We will come together as a class, talk about what each group has learned, and have some time to do one more small activity that will let the students practice these terms. (20 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 create a journal entry on a favorite character they remember. <span style="color: black; font-family: 'Times New Roman','serif';">~ Students work on a character sheet, they will practice creating their own, new, characters. <span style="color: black; font-family: 'Times New Roman','serif';">~ They will end the day by choosing their best character and making a blogger account with that character. <span style="color: black; font-family: 'Times New Roman','serif';"> For homework, the night before this lesson begins, students would have been asked to go and read this [|**website**], which defines figurative language terms. I will as them to think about possible that these terms could be used for. There would be no official assignment. They just need to read the site. When students get to class I will ask them to pair up with anybody they want to. While pairs are being made I will be bringing up the website they visited and read the night before onto the projector. They will be playing a game of Rock Paper Scissors, but it will be called Metaphors, Personification, Similes. When a student loses a round of the game both players will try to come up with a sentence on the term that the player lost to. So if a Metaphor beat a Simile, then the pair would need to think up a simile together. I will walk around the room and help students as they work through the rounds, answering any questions that the students have. But I will not give them an example or help them any, besides giving them the definition on the board. I really want all the students to stretch their brains and think what these terms are, so that they will remember them and understand them longer. Students will share some of their examples when the game is done, if they feel confident.
 * Where, Why, What, Hook Tailor: bodily, interpersonal, verbal**

After the game, I will have students return to their seats and I will share some of the other [|**links**] with them. This will give the students a chance to see what good [|**examples**] really are. During this time, some students may be rethinking what these terms mean if they really didn't get or understand the terms during the game. Next I will have students Get into bigger groups of three to do some RoundRobin brainstorming. I would assign groups by having students pull letters from a basket in which they are kept. There would be a specific amount of letters so that 3 people would have the same letter. Those with the same letter become a group. The RoundRobin activity would be used when I ask the students to come up with as many sentences using a terminology, that I assigned a group, as possible. For example, I would assign one group with metaphors; a different group would have similes, and so on. I would assign a subject, such as animals to each group, and there would be a certain time limit in which the group members try to create as many sentences using the subject and terminology I assigned to the group. Before they started, I would appoint a recorder to write down all the figurative sentences they came up with. All members are to come up with a sentence in a RoundRobin fashion. The first person to create a sentence is the person next to recorder, and then it will keep going around the circle till I say times up. I will walk around and check on each group’s progress. Once I feel each group has generated enough sentences I will stop them and bring the class back together. Each person in the group will pick one sentence they came up with to share to the class. The subjects that I assigned for the student to write about would be natural subjects like animals, plants, or weather. This way they get to experience some natural intelligence learning. During the groups activity I would make sure to go around and clear up any misconceptions that may be lingering. Depending on how the day goes, I may do other related [|**activities**] with the class to end the day.
 * Equip/ explore, rethink Tailor: interpersonal, intrapersonal, bodily, verbal, nature**

The second part of this lesson is on character building. I will start this section by having students create a journal entry on their favorite book character of all times. I will want student to explain to me what was it about that character that made them remember and love it so much. Their journal will also have a list in it. They will list things about the character's personality and actions, or other things about the character that made that character so great. Later, the students will refer back to this list and compare their own character to it. This will help them see what improvements they could make to their own character they will make. It will allow me to see what my students feel is a "hero character" and I can receive feedback from the students on what they know about character and what they don't. Next I will pass out a character sheet. This will be like a graphic organizer where students can create and organize info about a character that they are creating. It will give a place for name, body type, hair, eye, and skin color, and space to write details about the character personality. I will give student 30 minutes or more to make as many characters as they wish. They will choose their best character in the end. I will let them know that they character they choose should be the main character in their final story. The other charters can be just practice, or other character in the main character’s life. Once all the students have a character that they have created and really like, then the class as a whole will follow me on their laptops and I show them how to set up a blog page on Blogger.com. I will explain to the students that this blog will be used frequently and will be not about them, but about their character they have created. I will show the class a page I will have created of a character I have made up and made a page for. This will let the students see an example of what I want to do. So if my made up character was Kyrie Lrow, then my blog would be Kyrie Lrow's blog and any post I make are on her life events, not mine. <span style="color: black; font-family: 'Times New Roman','serif';">Once the blog pages have been made I will explain to students that at the end of each class everyone will log on to their blog account. While students are doing this, I will write out the "post event" of the day. This is some type of event or problem that could occur in real life. The students will imagine that event happening to their students. They will be their character and write about what happened to the character from the character's point of view. I will also specify a certain diction to focus on during their writing. For example, I may tell the students to use three examples of metaphors in their post and have those examples in blue font. That way I can see where they attempted to do the metaphors and give feedback on who is understating metaphors and who isn't. I will have a few days where I let the students write about any event they want, as long as they use figures of speech in the entry. This will allow more freedom when students are writing their blog entries. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">The blog that the students create will be asses and graded with a checklist that I will show to the students before they begin their blogs. I don’t want this to be a hard assignment, or one where they have to prove to me by answering a question that they know something. This assessment is for learning how to write with figurative language. Therefore, if they properly do each of the points on the checklist, they will get the points. If not, they will have the opportunity to go back and fix whatever they did not get full points on. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';"> This site defines the three terms that will be used during the hook, and the majority of this lesson. The three key terms that I want students to focus on, within this site, are Metaphors, similes, and personification. This site breaks down different figures of speech and defines each one. <span style="color: black; font-family: 'Times New Roman','serif';">I want students to know that a metaphor is a figure of speech that involves an implied comparison between two unlike things. The comparison is not announced. A simile is a figure of speech that directly compares two objects or things, using the words like or as to compare the two things. A personification is a figure of speech that gives personal, human qualities to an object that is not a living thing. The definitions for the three terms, metaphor, simile, and personification written on the game rules sheet were from this website and I encourage students to go to this site if they forget and need a definition and examples. [|**http://www.orangeusd.k12.ca.us/yorba/figurative_language.htm**]
 * Equip/ explore, rethink, revise, Organize Tailor: visual, intrapersonal**
 * Evaluate Tailor: visual, intrapersonal**
 * Content Notes**

This site gives great examples of the three terms, metaphors, personification, similes described above. I will have students compare the definitions to see if they are worded any different, other same. This will really help them get a grasp of what these terms mean. For example this site and the one above have two similar definitions for the term simili: 1) <span style="font-family: 'Times New Roman','serif';">A figure of speech in which an explicit comparison is made between two things essentially unlike. <span style="font-family: 'Times New Roman','serif';">2)A figure of speech which involves a direct comparison between two unlike things, usually with the words like or as. <span style="color: black; font-family: 'Times New Roman','serif';">By looking at the difference in the wording, students can see that the second definition mentions the words like and as. This may have made it clearer to students of what this term means. <span style="color: black; font-family: 'Times New Roman','serif';">I also want students to go to this website and browse through the examples. I want them to read the two poems on similes and the two on metaphors. They should notice in the simile poems the author uses the word like or as. And in the metaphor poems students can see how the author is direct and compares “life” to a “ hound”. With personification, students will see examples of words that bring things and objects to life, such as the wind shouting in the poem “The Wind”. []

This site give even more examples that the students can reference. I really want the students to view the rap song on this site. The rap song is about metaphors, personification and similes. It will show students that these terms can be fun and we can do interesting things with them. []

This source is primarily for me. If students finish early I would go to this site and click on the fourth link labled Similes and metaphors, under “Free Presentations and Powerpoints”. The word document that opens up gives great pictures and sentence examples of metaphors and similes. This will help my visual learners connect to these terms better. []

Metaphor, Simile, Personification rules/ guidelines character creation worksheets <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">
 * Handouts**