L6+Fitzpatrick,+Amanda

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


 * Teacher’s Name: ** Ms. Fitzpatrick
 * Date of Lesson: ** Six- Self-Knowledge
 * Grade Level:** Eight
 * Topic: ** //Unwind// by Neal Shusterman

**__Objectives __** Students will understand that structural features of the text help to define work. Students will know character, climax, context, metaphor, motif, setting, theme, and tone. Students will be able to reflect on the story by creating their own story structurally similar to that of //Unwind//.

**__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.

By creating their own work that is structurally similar to that of the novel, they will be actively demonstrating mastery of various literary terms and the structure used from the novel.
 * Rationale:**

**__Assessment __** After students have claimed a topic for which their fictional story will be about they will fill in a Persuasion Map and pass it along to me so I can assess whether or not students are on the right track with where they would like to go with their story. If students are not on the right track I will ask them where they were planning on going with their story and either accept their plan or rework what they are thinking with them so they can be successful with their stories.
 * Formative (Assessment for Learning) **

To complete this assignment students will complete a Garageband Podcast in which they convey their fictional stories told in the same fashion of //Unwind// to the masses. Students will also create a short presentation by which they present their findings from their WebQuest to the rest of the class. Students will be graded on their story as well as their Podcast. Podcasts are expected to be riveting, informative and interesting to the listener and the story should be well planned and mimic the structure of //Unwind.//
 * Summative (Assessment of Learning)**

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Integration __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: In this lesson students will be completing a WebQuest in which they will also use the software Garageband to create a podcast which they will eventually publish on the Podbean website. This lesson revolves completely around using the computer to tell an effective story.

__Current Events__: Students will pick a topic from the list of current event topics and also read the various sides to that topic. Students will then position their story to align with one topic or a compromise of the various sides and write a story as if they are in a future year in which this topic as escalated from a controversy to a full-blown problem.

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Groupings __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will create a team-pair-solo activity during this lesson. After students have picked their topic and turned that topic into me, I will create teams based on the different topics that are chosen. Students will discuss in these teams their topics and the different sides to their topic. Students will encourage each other on that they should do with the topic and throw out ideas to their teammates. In the pairs students will further discuss their own ideas for their story and either incorporate or dismiss different ideas from other teammates. Students will then go solo to complete their graphic organizer.

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Differentiated Instruction __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Musical**- students will use their ability to just tell a story to really convey their ideas for this project by using Garageband. Also, it is expected that music and other forms of sound effects will be used to enhance product.
 * Intrapersonal**- This is really a project that allows individual students get creative and show what they can do. Students will be urged to use their own ideas when it comes to this project.
 * Linguistic**- Students will be asked to write, edit and revise their own paper short story before completing their Garageband. This will help students who would not be able to come up with a story off the top of their head really complete a project to the best of their ability.
 * Visual**- Visual learners will use the persuasion map to assure they hit all of the points necessary in their story in order to win over the hearts of as many citizens as possible.
 * Interpersonal**- By working in groups, students who think best by bouncing ideas off each other will be able to come up with the most original ideas and themes for their story.
 * Naturalist**- Students will be urged to really explain the despair that their current time is in--from settings to the how it looks when you look out a window--is it pretty much the same? Is it a war zone?

//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 on how to use Garageband and Podbean will be available on the Wikispace as well as a link to the WebQuest to if possible they could complete the portion from home. The homework hot-line will also be updated daily for students who do not have internet access at home.

In this lesson students will be completing a WebQuest in which they will also use the software Garageband to create a podcast which they will eventually publish on the Podbean website. This lesson revolves completely around using the computer to tell an effective story.
 * Extensions**

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Materials, Resources and Technology __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teacher laptop Student laptop [| WebQuest link] Board markers Rubrics for project [| Persuasion Map]

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Source for Lesson Plan and Research __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[|Garageband Tutorial]- This is a tutorial on how to use Garageband which students will use during this WebQuest. [|WebQuest]- This is the link to the WebQuest I designed that is the central aspect of this lesson. [|Podbean Tutorial]- This is a tutorial on how to use the Podbean website which students will use to upload their Podcast stories.

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Maine Standards for Initial Teacher Certification and Rationale __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Rationale:** __Beach Board:__ Students will be able to create a performance of their stories with the Garageband software. __Clipboard:__ By creating an outline, students will know exactly how their story will look and they will be able to write their stories with structure. __Microscopes:__ Students will be able to look in-depth at the structure of //Unwind// and create a story that mimics that structure. __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 self-knowledge. Students will show their knowledge of the novel as well as their own knowledge by completing their story.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Musical**- students will use their ability to just tell a story to really convey their ideas for this project by using Garageband. Also, it is expected that music and other forms of sound effects will be used to enhance product.
 * Intrapersonal**- This is really a project that allows individual students get creative and show what they can do. Students will be urged to use their own ideas when it comes to this project.
 * Linguistic**- Students will be asked to write, edit and revise their own paper short story before completing their Garageband. This will help students who would not be able to come up with a story off the top of their head really complete a project to the best of their ability.
 * Visual**- Visual learners will use the persuasion map to assure they hit all of the points necessary in their story in order to win over the hearts of as many citizens as possible.
 * Interpersonal**- By working in groups, students who think best by bouncing ideas off each other will be able to come up with the most original ideas and themes for their story.
 * Naturalist**- Students will be urged to really explain the despair that their current time is in--from settings to the how it looks when you look out a window--is it pretty much the same? Is it a war zone?

In this lesson, students are able to use their knowledge to create their stories. Students will use what they like and what they know to complete their stories. Students who tend to be more bodily or naturalistic are going to use those attributes in their stories.

My assessment portion is designed so that students know exactly what is expected of them in the form of their story and podcast from the moment it is assigned. Students will be handed their rubrics at the beginning of the lesson as well as be shown an example of the finished product so they know what the end result should look like. Students will be graded on their essay as well, so writing correctness and content must be up to standards.
 * //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 students to be easily paired to do feedback on their stories as well as discuss their topics.

Day One: Students will walk in with the link to the WebQuest on the board. I will introduce the WebQuest and explain what they will accomplish during this lesson. (10 minutes) Students will be asked to complete the first portion of the WebQuest, through discussing their topic with others during the team-pair-solo activity. (60 minutes) As a group students and I will break down with day one of the WebQuest. (10 minutes) It will be expected that students will draft their story for homework.

Day Two: Students will work with their seat partners to complete a peer review discussing whether the story makes sense and the content. (35 minutes) Students will be given the remainder of the class to start the It's Show Time section of the WebQuest. (45 minutes)

Day Three: This is a workshop day for students. They will work on their podcasts as well as begin their presentation. (80 minutes)

Day Four and Five: This is presentation day! There are two days allotted for this if needed. (80 minutes x 2)

Students will understand that structural features of the text help to define work. **//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.//** By creating their own interpretation of the novel they will understand that the structure of a piece of work effects how the story is told. Students will listen to my own student sample of this assignment to see how it could be completed.
 * Where, What, Why, Hook**, **Tailor: Linguistic, Intrapersonal, Musical**

Students will know character, climax, context, metaphor, motif, setting, theme, and tone. **See content notes.** Students will given a persuasion map to start the pre-writing process of which points they will try to make in their story. Students will create team-pair-solo groups to first start the thinking process of what topics they could use (team). They will then move to pairs to formulate different points they could make (pair). Students will then work alone to complete the graphic organizer.
 * Equip, Explore,** **Rethink, Tailor: Interpersonal, Linguistic**

Students will create a team-pair-solo activity during this lesson. After students have picked their topic and turned that topic into me, I will create teams based on the different topics that are chosen. Students will discuss in these teams their topics and the different sides to their topic. Students will encourage each other on that they should do with the topic and throw out ideas to their teammates. In the pairs students will further discuss their own ideas for their story and either incorporate or dismiss different ideas from other teammates. Students will then go solo to complete their graphic organizer.
 * Explore, Experience**, **Rethink, Rehearse, Revise, Tailor: Interpersonal, Verbal, Logical**, **Musical**

After students have claimed a topic for which their fictional story will be about they will fill in a Persuasion Map and pass it along to me so I can assess whether or not students are on the right track with where they would like to go with their story. If students are not on the right track I will ask them where they were planning on going with their story and either accept their plan or rework what they are thinking with them so they can be successful with their stories. To complete this assignment students will complete a Garageband Podcast in which they convey their fictional stories told in the same fashion of //Unwind// to the masses. Students will also create a short presentation by which they present their findings from their WebQuest to the rest of the class. Students will be graded on their story as well as their Podcast. Podcasts are expected to be riveting, informative and interesting to the listener and the story should be well planned and mimic the structure of //Unwind.//
 * Evaluate, Tailor: Linguistic, Musical, Intrapersonal**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">About //Unwind:// //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Unwind //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> takes place in the United States, somewhere in the near future. After a civil war—known as the Second Civil War or the Heartland War—which was fought over abortion, a compromise was reached that parents could sign an order form for their children between the ages of 13 and 18 years old to be unwound—taken to "harvest camps" and having their body parts harvested for later use. The reasoning was that, since 100% (actually 99.44% taking into account the appendix and "useless" organs) was required to be used, unwinds did not technically "die", because their individual body parts lived on. Unwinding became a mostly accepted practice since its conception. Also, parents who have had a child born who don't think they can care for the baby can "stork" it. This means going to a household before sunrise so they cannot be seen and leaving the baby on the doorstep. The "storked" baby then becomes the other family's responsibility. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">From: [] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Character- A person, or anything presented as a person, e. g., a spirit, object, animal, or natural force, in a literary work. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Climax**-** The decisive moment in a drama, the climax is the turning point of the play to which the rising action leads. This is the crucial part of the drama, the part which determines the outcome of the conflict. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Context- the set of circumstances or facts that surround a particular event, situation, etc. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Metaphor- the comparison of two unlike things. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Motif- recurring structures, contrasts, or literary devices that can help to develop and inform the piece’s major themes. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Setting- the time and place that the piece takes place. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Theme- An ingredient of a literary work which gives the work unity. The theme provides an answer to the question //what is the work about?// <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tone- Tone expresses the author's attitude toward his or her subject. Since there are as many tones in literature as there are tones of voice in real relationships, the tone of a literary work may be one of anger or approval, pride or piety-the entire gamut of attitudes toward life's phenomena.
 * Content Notes**


 * Handouts**