L2+Fitzpatrick,+Amanda

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


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

Students will understand applying the text to today can help comprehension. Students will know character, Pro-life, Pro-choice, unwind, boiled, kicking AWOL, Juvey-cops, acrid, chop shop, StaHo, tithe, clappers, Bill of Life, boeuf, storked. Students will be able to assume the role of a main character from the 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.

By assuming the role of a main character, students will better understand the literary term character and apply their life to that of the main character which will help in text comprehension.
 * Rationale:**

**__Assessment__** Before students write their rough draft of their blog entry, students will be given a checklist of things that they should add to their blogs along with a length requirement and any specific details for that particular assignment that needs to be addressed. Students will be able to look at the checklist, and if they do not understand any of the components or have questions on how to address them they will be able to ask other students and myself for more comprehension. Students will also be asked to complete a short reflection at the end of the novel in which they will reflect on what they have learned through becoming their character during the novel.
 * Formative (Assessment for Learning)**

Students will form groups of three. Each student will pick a lead character from the novel //Unwind.// This character will be one that students will follow in-depth throughout the remainder of the novel. After each reading assignment, students will blog as their character and react to what occurred in the time-frame of the reading. Students will write in the form of a journal to how their students thought and felt dependent on what has occurred during their journey. It will be encouraged that students make up their own reactions, thoughts, interests, etc. for their character as long as they still fit into what they have read thus far. Students will be graded on completion of both the journal and the checklist given during the Formative Assessment aspect of this assignment.
 * Summative (Assessment of Learning)**

**__Integration__** __Technology;__ As a class, we will go over how to evaluate a website, as finding good websites will be crucial to this lesson. Students will then be given a list of websites that are either websites that are good educational or lack credentials. Students will be asked to assess the websites based upon what they have learned during the lesson. For the Summative assessment portion students will make their own Blogger accounts to post as their character. They will also be asked to use the skills they learned in the Evaluation of a Website lesson to embed websites in their blog text that they feel their character would like. Students will also be asked to comment on their teammate's blogs as their characters to form a discussion amongst the three main characters.

__History__: Due to the abortion theme of this novel, as a class we will discuss important events in the history of abortion so students will know what has lead up to the events that take place in the novel. This will be important because if students can understand the history behind the book they have a better chance of understanding the importance of the book.

**__Groupings__** As students enter the classroom on the day of the groupings, they will be handed a slip of paper with either a name or a title on it. These are all parts of a trilogy. To form groups, students will go around the room and find the two other parts to form their trilogy based upon what they know about their person, book or movie. (See content notes for a list of the ten trios--trios can be added or taken on based upon need.) Once groups are formed, these are the lead character groups. Students will discuss with their groups their thoughts of the reading from the night before. After hearing the assignment, students will decide which member of the //Unwind// trio each student would like to be. Students will then talk about the three characters and what events should be added into each blog.

**__Differentiated Instruction__**
 * Strategies**
 * Intrapersonal**- Students will work by themselves once they start working on their first blog assignment. This will give them time to reflect on how they believe their character would react.
 * Interpersonal**- Students will work in their character groups to discuss the assignment as well as fill in their graphic organizer.
 * Musical**- During the book discussion I will play popular music. I will have them reflect on whether they think their character would like this music, and if not what they believe their character would listen to.
 * Logical**- Students will have to do deep thinking and analyzing of the mannerisms of their character. It is important that the blog sounds like it actually came from that character, so students are urged to speak like their character in their blogs.
 * Visual**- Use of the flow chart to organize ideas from the discussion.
 * Linguistic**- Creating a piece of writing to explain their character.

//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. Any students that are missing for the assignment of teams will be put into any group that is lacking a third member. Teammates will be asked to show their absent teammate how to set up the blog when they get back (if this is impossible, an alternative plan will be set up). I will also email the absent student to inform them of who their team consists of. The homework hot-line will also be updated for students without internet access at home.

As a class, we will go over how to evaluate a website, as finding good websites will be crucial to this lesson. Students will then be given a list of websites that are either websites that are good educational or lack credentials. Students will be asked to assess the websites based upon what they have learned during the lesson. For the Summative assessment portion students will make their own Blogger accounts to post as their character. They will also be asked to use the skills they learned in the Evaluation of a Website lesson to embed websites in their blog text that they feel their character would like. Students will also be asked to comment on their teammate's blogs as their characters to form a discussion amongst the three main characters. This implements the use of Type II technology as students will be involved and interactive with not only the novel but other teammate's blogs as they will be commenting on other teammate's blogs.
 * Extensions**

**__Materials, Resources and Technology__** //Unwind// by Neal Shusterman Student computers My computer [|How to Set up Blogger tutorial] [|Graphic Organizer] Trio Pages [|iCarly Webpage] Checklist of blog Board Markers [|Pyzam website]

**__Source for Lesson Plan and Research__** [|iCarly Webpage] - This is a webpage relating to the television show iCarly. In the show, the characters set up their own blog accounts to talk about their lives. This page has the blogs made by the characters, which will give students an idea of how to blog in character. [|How to Set up Blogger tutorial] - This page will help students to set up and mess with their blogger accounts after they have been assigned their character. Students will be able to access this page after they have left class in case they need any refresher of how to work with blogger.

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

Rationale:** __Beach Ball__: As always, students will be able to pick where they will be sitting in the classroom. During the group assignment, after students discuss what points they would like to make in their blogs a class-wide brainstorming activity will occur to give students a wider range of ideas for their blogs. __Clipboard__: An online tutorial will be available while setting up the blogger account if students would rather follow the instructions from the video rather than in class. Also, students will be using a flow chart to organize the ideas from the discussion to use before they begin to write their first blogs. __Microscope:__ In order to get an accurate snapshot of their character students will really have to analyze how their character reacts to different situations and how they speak. By assuming the role of their main character, students will take the information from analyzing their character and applying it. __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 facet for learning in this lesson is empathy. Students will work to relate themselves to their character, thus learning to empathize with their character.
 * //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.//
 * Intrapersonal**- Students will work by themselves once they start working on their first blog assignment. This will give them time to reflect on how they believe their character would react.
 * Interpersonal**- Students will work in their character groups to discuss the assignment as well as fill in their graphic organizer.
 * Musical**- During the book discussion I will play popular music. I will have them reflect on whether they think their character would like this music, and if not what they believe their character would listen to.
 * Logical**- Students will have to do deep thinking and analyzing of the mannerisms of their character. It is important that the blog sounds like it actually came from that character, so students are urged to speak like their character in their blogs.
 * Visual**- Use of the flow chart to organize ideas from the discussion.
 * Linguistic**- Creating a piece of writing to explain their character.

In this lesson, the logical students will be especially content to deeply analyze the character that they have been awarded whereas linguistic students will be able to weave together a believable journal that they will be especially satisfied with. The addition of music will also help the musical learners in my classroom reflect in a deeper way on what it would be like to live in Rita, Conner and Lev's time. Students will use technology to use their journals as a means of interaction with other students using blogger.

Rationale:** Both formative and summative assessments of this lesson are meant as a comprehension tool when it comes to what is happening in the novel. If students really understand the happenings of the novel as well as the various themes and motifs, they will be able to not only add those in their blogs but also take it a step further by applying those themes and motifs to events that they may make up along the way. I believe the checklist will allow students to read their blog and check off, step-by-step, to assure that each portion that //should// be in the blog is in the blog.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

**__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 student teams as well as to allow students to discuss the events in the book. In the groups the students will also be able to discuss with each other before we discuss in a whole class setting.

Day One: Students will come to class with the first assignment of their novel read, Part One, pg 3-50. Students will be asked to log-on to the iCarly website and to investigate and read the blogs. (10 minutes) Students will be walked through how to set up Blogger accounts. (20 minutes) Students will break into team and assign characters (checklists will be handed out during this time). (10 minutes) Students will personalize blogger account based on their character and discuss ideas from the reading assignment. Graphic organizer will be completed at this time. (25 minutes) A class brainstorming activity will be held to gather ideas from groups. (13 minutes) Homework will be assigned to draft a first blog entry (on paper) and bring it to next class. (2 minutes)

Day Two: (Classroom is set up in desks in groups of three.) Students will be asked to sit in their teams. Students will pass around first blog entries. Each student will read the other two teammate's blog. Students will comment on interesting points made as well as things that they may have to elaborate on. (30 minutes-15 per paper.) Students will add new ideas to their first draft of their blog. They will then write their blog and post it. (20 minutes) Students will be asked to comment as their character to their teammate’s blogs. (18 minutes) A discussion about the blogs will start--what they thought about it, what they learned. The assignment for the remainder of the book will be given--after each reading assignment blog as your character and comment on your teammate’s blog. (2 minutes) Students will be asked to complete the reflection of what they learned during the act of become their character.

Students will understand applying the text to today can help comprehension. **//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.//** Comparing your life to a fictional character will make you more accepting of other people. Students will learn how to assume the identity of a fictional character by looking at the iCarly website and reading the blogs on the website. iCarly is a popular television show with this age group so students will be interested in using the same technique as a popular television character.
 * Where, What, Why, Hook**, **Tailor:** **Interpersonal, Visual, Linguistic**

Students will know character, Pro-life, Pro-choice, unwind, boiled, kicking AWOL, Juvey-cops, acrid, chop shop, StaHo, tithe, clappers, Bill of Life, boeuf, storked. Students will be given a flow chart so they can organize how they would like to complete their blogs. I will check for understanding of the reading assignment by having students read each other’s blogs and comment on ideas that they particularly like as well as ideas that may not make much sense. Students will also be asked to turn in their checklists with the first draft of their blogs after they have uploaded them to their blogger accounts. If students do seem to be having any problems I will comment on their blogs with any issues that I have seen and allow them to fix the problems. **See content notes.**
 * Equip, Explore**, **Rethink, Tailor: Visual, Verbal**, **Logical**, **Musical**

Students will have to really think in order to look in-depth at their character as well as assume the role of that character which will allow them to think deeply about the content of the novel. In groups students will be asked to think together about how the three characters reacted to the different scenarios in the reading. Students will constantly be showing what they learned from the novel by being actively involved in their discussion during the group. If students do not play an active role in the discussion it will be evident that either students failed to do the reading or they did not understand in the reading. As students enter the classroom on the day of the groupings, they will be handed a slip of paper with either a name or a title on it. The slip will also give a brief description of that person, book or movie. These are all parts of a trilogy. To form groups, students will go around the room and find the two other parts to form their trilogy based upon what they know about their person, book or movie. (See content notes for a list of the ten trios--trios can be added or taken on based upon need.) Once groups are formed, these are the lead character groups. Students will discuss with their groups their thoughts of the reading from the night before. After hearing the assignment, students will decide which member of the //Unwind// trio each student would like to be. Students will then talk about the three characters and what events should be added into each blog. Students will be able to constantly rethink their reactions from the reading assignment by listening to the reactions from their teammates. Students will be able to revise and refine their drafts after the peer reviews are completed.
 * Explore, Experience**, **Rethink, Rehearse, Revise, Tailor: Interpersonal, Verbal, Logical, Intrapersonal**

Students will be able to self-assess the first draft of their blog entry by completing the checklist and making sure that everything that should be in their blog is in their blog. After students pass in their paper draft I will comment on student's blog entries with stuff that they could improve on to assure a good grade or on things that worked particularly well in the piece. Students will constantly have to think as their character for the remainder of the novel. They will also implore literary devices learned in the previous lesson.
 * Evaluation, Tailor: Intrapersonal, Interpersonal, Linguistic**

[|Unwind Information] - A website that gives information on the summary of the novel as well as activities to use with the novel. Vocabulary: Pro-life- People who are against abortion, they believe that every child should live. Pro-choice- People who are for abortion, they believe it is the mother's right to decide whether or not to terminate a pregnancy. Unwind- "Living in a divided state" this means that your body parts will be divided and given to others in need of them. Boiled- Extremely mad. Kicking AWOL- A runaway teen that is sent to be unwound who has fled in hopes of living until their 18th birthday. Jove-cops- A police officer specialized in finding and tracking down AWOL's. Chop shop- The operating facility where teenagers body parts are taken apart. StaHo- Short for State Homes, this is an orphanage where wards of the state are sent until they are age 18 or until they are sent to be unwound. Tithe- The child of a religious family who is born and raised to be unwound as the act of charity. Clappers- Suicide bombers who have replaced their blood with a nitroglycerin blend. This allows them to blow themselves up by clapping their hands. Bill of Life- The law which instituted unwinding. Boeuf- A male or female soldier. Storked- The act of leaving an unwanted child on someone's doorstep. The homeowner is obliged to raise the child (at least until they are 13.)
 * Content Notes**

Trio Groups- Joe Jonas, Nick Jonas, Kevin Jonas Alvin, Simon, Theodore Peter, Paul and Mary Nina, Pinta, Santa Maria Larry, Curly, Moe Straw Builder, Brick Builder, Stick Builder //Uglies, Pretties, Specials// Mario, Luigi, Peach Harry, Ron, Hermione Huey, Duey, Luey

[|Graphic Organizer]
 * Handouts**