L1+Vick,+Jesika

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


 * __Teacher’s Name__****:**Ms. Vick **__Date of Lesson__:** Lesson 1 Explain
 * __Grade Level__****:**9-12 **__Topic__:** Major Plot Points

Maine Learning Results: English Language Arts –A. Reading A2. Literary Texts: To Kill a Mockingbird Grades 9-Diploma Performance Indicators and Descriptors //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to support their ideas.//
 * __ Objectives __**
 * Students will understand** that analyzing conflict is important to over all understanding.
 * Students will know** critical details [evident conflicts, character conflicts, symbolism, tone, theme(s)]
 * Students will be able to** demonstrate understanding of major points.
 * __ Maine Learning Results Alignment __**

Students will work as a class to build a time line. Students will be given an event from the time line. They will need to think about that event more to create the storyboard for their comic life product. When the students have finished a first draft of the comic life product, they will switch products with another group and make constructive criticism (things they need to fix and things that they've done well). Students will use the constructive comments from the group process to make a final draft/product. Students will then use my rubric as a formative assessment and make further adjustments to their Comic Life product before handing it in.
 * Rationale:** Students have read __To Kill a Mockingbird__, a grade appropriate text, and are analyzing the major points of the book and are drawing conclusions and supporting them with quotes from the text in their Comic Life product.
 * __ Assessment __**
 * Formative (Assessment for Learning)**

Students will create a comic book using the Comic Life software to show that they have a firm grasp on the major events in the book. This is essential for them to move along in the unit. Comic Life will provide an outlet for students to show their understanding in a creative way. They must use at least two quotes form the book to support the fact that they understand the purpose of the event that they are depicting in their product. I will score the comic book with the same rubric that the students used in their formative assessment of their work. Technology: Comic Life is similar to scrap booking software. The students will need to explore and utilize this software, with images that they may take themselves or pull from the Web.
 * Summative (Assessment of Learning)**
 * __ Integration __**

Art: Students will need to use their artistic skills in order to make a product that is both visually appealing and effective. At first students will work as a class to compile a time line of the events from the book. They will then split into groups of 2 or three and will choose an event from the time line to create the comic book from. Each student in each of the groups will need to participate in the role of "brain stormer". They will choose a "recorder", a "researcher", and a "compiler" for each group. The recorder writes down the plan and the information that the group wants to include in their comic book. The researcher will retrieve all of the images and text that will be included in the product. The compiler is responsible for putting the draft of the product together. A group may choose to work collaboratively in all of the roles, this is ideal. I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal:** Class discussion on major events will appeal to verbal learners.
 * Visual:** Creating the time line will allow visual learners to organize material in a way that make sense to them.
 * Kinesthetic:** Students will each get an event on a sheet of paper and they will line up to put the events in order. This will encourage understanding in kinesthetic students because it allows them to place themselves (or their event) in physical relation to another event.
 * Interpersonal:** Group work will appeal to those with interpersonal natures.
 * Intrapersonal:** Students will have to expand on personal knowledge of the book to complete the project.
 * Logical:** students will have to understand the correct sequence of events.
 * Modifications/Accommodations **

Absences: Students will be required to see my class wiki. Notes and instructions will be there. Students must coordinate a time with their group members to get caught up on group work My office hours may be used for that purpose. (please refer Absences section of Unit Syllabus) Students are using Comic Life, a type of scrap booking software that allows for a full range of creativity. The students will need to explore and utilize this software, with images that they may take themselves or pull from the Web. Paper for timeline Markers Tape Projector Projector Screen Comic Life Rubric Student Laptops Copies of __To Kill a Mockingbird__ Rubrics Group Evals Event Analysis Sheet [|Comic Life] The site for Comic Life download.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

[|Rubistar] Will use the format for the rubric from here.

[|Studying To Kill a Mockingbird] lesson plan that covers the whole book at once. Contains questions for each chapter. //**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.**// No student learns the same way. The planning that went into this lesson and others was built to include learning activities that accommodate many intelligences, learning styles and levels. The students who have a need to feel comfortable in their surroundings have the opportunity in this lesson to move to a more comfortable space in the classroom, hall or library. Students who feel the need to move about will be accommodated by the action of the human timeline. Both students who appreciate procedure and organization will be pleased with the rubrics and the specific amounts of time that are allotted for each task. This lesson is simple enough that students that need to work more slowly can to so and reach their potential, and students that are more advanced can exhibit their skills and creativity in a non-limiting way. Groups are used in all phases of this lesson to encourage cooperative learning. //**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// Students will know critical details [evident conflicts, character conflicts, symbolism, tone, theme(s)]. Please refer to content notes for expansion these topics. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to support their ideas.// Students have read __To Kill a Mockingbird__, an grade appropriate text, and are analyzing the major points of the book and are drawing conclusions and supporting them with quotes from the text in their Comic Life product..
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * Rationale:****
 * Rationale:****

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**//
 * Rationale:****
 * Verbal:** Class discussion on major events.
 * Visual:** Creating the time line.
 * Kinesthetic:** They will each get an event on a sheet of paper and they will line up to put the events in order. **Interpersonal:** They will be working in groups of 2.
 * Intrapersonal:** They will have to expand on personal knowledge of the book to complete the project.
 * Logical:** will have to understand the correct sequence of events.

Students are using Comic Life, a type of scrap booking software that allows for a full range of creativity. The students will need to explore and utilize this software, with images that they may take themselves or pull from the Web.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// Students will work as a class to build a time line. Students will be given an event from the time line. They will need to think about that event more to create the story board for their comic life product. When the students have finished a first draft of the comic life product, they will switch products with another group and make constructive criticism (things they need to fix and things that they've done well). Students will use the constructive comments from the group process to make a final draft/product. Students will then use my rubric as a formative assessment and make further adjustments to their Comic Life product before handing it in. For this lesson the desks will be moved in two different ways. For the the time line building portion of the lesson the desks will be lined up around the perimeter of the classroom so the students can line up the events on the time line with the desks. For the second part of the lesson the desks will be put in rows of pairs (two rows of two desks side by side) This will allow the groups of 2 to work together. Day One : (80 min) 1. Hook: Throw a marker at the board (5 min) 2. Have a short discussion about what I just did. Talk about events that grab attention. (15 min) 3.Explain making the time line. (5 min) 4. Make the human time line. (20 min) 5. Assign events hand out event analysis sheet (5 min) 6. Explain assignment, tell them what they need to have done for next class (ideas and some picture research) and hand out rubric. (10 min) 7. Get them started with Comic Life (10 min) 8. Allow them to play with the program (10 min)
 * Rationale:****
 * Formative (Assessment for Learning)**
 * __ Teaching and Learning Sequence __**** : **
 * Agenda**

Day Two: (80 min) 9. Get them into color groups. (10 min) 10. Allow class time to work on Project. They will work as teams of two to create their product and have it either near or completely finished by the end of class. (65 min) 11. Explain what they will need for next class (completed project, and self evaluation) (5 min)

Day Three: (80 min) 12. Presentations. Five minutes each. (50 min) 13. I will lead a conversation about the project. What the goal was. What they learned from it. (20 min) 14. Partner experience evaluation sheet.

Students will understand that analyzing conflict aides in comprehension. //Students read text within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// Students can use these skills in real life to draw more accurate conclusions about why people behave the way they do. Students will pre-assess themselves by how accurate their time line is. To signal that class is beginning I will throw a marker at the board, then proceed ask the students why I did that. As the teacher I will be there to facilitate the students’ understanding of the task and its applications to life.
 * Where, What, Why, Hook, Tailor: Linguistic, Kinesthetic.**

Students will know critical details like theme, and plot development. Students will build a time line to show their understanding of the plot. Students will be given an event from the time line. They will need to think about that event more to create the storyboard for their comic life product. In the process of thinking about their event the students will need to fill out an Event Analysis Sheet. I will be there to make sure that they understand the process of storyboarding and planning of the final product.
 * Equip, Explore, Rethink, Tailor: Logical, Visual, Verbal**

Students will be able to demonstrate understanding of major points. Students will work as a class to build the time line. The group work will allow them to bounce their own ideas off of their peers and be receptive to others' ideas. Once have finished a first draft of the comic life product, they will switch products with another group and make constructive criticism (things they need to fix and things that they've done well). Students will use the constructive comments from the group process to make a final draft/product. I will be available during the process of building the time line as a facilitator and an arbiter.
 * Experience, Revise, Refine, Tailor: Interpersonal, Intrapersonal, visual**

Students will use my rubric to score themselves on the final product that they have created. They will also be given time after they have presented to evaluate themselves and their partner on the processes that they undertook to complete and present the final piece. Students will be given a copy of their scores by the time they have filled out their group evaluation forms on the day of presentation. The information they have gathered during this process will make looking at the less obvious components of the book easier. The events they worked with in this lesson will be examined in depth in the following lessons. I will be a resource during the process of preparing a presentation. __ Students will know __ critical details like theme, and plot development
 * Evaluate, Tailor: Interpersonal, Intrapersonal**
 * __ Content Notes __**

Plot development: Students will have read the book and will be familiar with the major events of the book.

Events like: -Scout’s first classroom encounter. She is told that she must stop reading with her father and be taught how to read all over again the Ms. Caroline Fisher’s way. Scout also has to explain the school’s minimal expectations of students who live in poverty. -The dares that the children enact surrounding the property of and rumors about the Radleys. -Jem Running up to touch the porch -Scout rolling down the hill in a tire and landing in the Radley’s front yard. -The role-playing games that Scout, Jem and Dill play in the summer. -Finding treasure in the knothole of a tree at the edge of the Radley’s property. - -Scout and Jem’s visit to the black church with Calpurnia. -The trial of and lynching threats for Tom Robinson. -Boo Radley’s heroism in saving Scout and Jem from Bob Ewell. Thematic elements like [|Socioeconomic Status],[| literacy],[| civil rights], and how they interconnect. (this is a discussion piece.) -This book is set in the depression era. in an agricultural town. The Great depression was particularly difficult for farmers. - Literacy in this era was encouraged only to the extent of usefulness in the job market. -This also was an era of great racism. Rubrics Event Analysis Sheet
 * __ Handouts __**