L3+Martemucci,+Amanda

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

English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //The Lovely Bones// by Alice Sebold //Students read text within a grade appropriate span of text complexity and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// During the RoundRobin activity, students will discuss how changing from first-person to third-person will affect their stories**.** I will give feedback on their first drafts of their stories and their Storyboards. Students will also get the chance to peer review classmates' digital stories to give some final input to refine the product.
 * __ Teacher’s Name __**** : ** Ms. Martemucci **__Date of Lesson__:** Lesson 3 (Explain)
 * __ Grade Level __**** : ** 11 **__Topic__:** First-Person and Third-Person Narrative
 * __ Objectives __**
 * Student will understand that ** type of narration can lead to a certain point of view.
 * Student will know ** first-person narrative, third-person narrative.
 * Student will be able to do ** describe the difference between first-person narrative and third-person narrative.
 * __ Maine Learning Results Alignment __**
 * Rationale: ** Through this lesson, students will be analyzing first and third person narration and learning through experience how the type of narration affects the point of view of the piece of literature for the reader.
 * __ Assessment __**
 * Formative (Assessment for Learning) **

The formative/self assessment will be for students to fill out a checklist to make sure they had certain components added to their digital stories (First-person narrative interpretation of story, Third-person interpretation of same story, plot, characters, setting, problem, resolution, audio recording, visuals, music/sound effects). This checklist will be handed out to students at the beginning of the lesson to allow them to know what is expected of them and use it as a reference while creating their digital stories. Students will write a short creative story ( 2-3 pages) about anything they wish, but it must include characters, plot, setting, a problem, and a resolution to the problem. They will need to write the story in first-person narrative and then rewrite it in third-person. To present their stories, students will create digital stories with pictures and audio effects using iMovie. I will grade their digital stories with the same checklist that the students fill out for their self-assessments. This check list will include components such as first-person narrative interpretation of story, Third-person interpretation of same story, plot, characters, setting, problem, resolution, audio recording, visuals, music/sound effects. Product: Digital Story (iMovie/Garageband). This will be assessed by a checklist.
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** Students will be using iMovie to create their digital stories. This technology based tool allows students to create movies with photos, film, audio, and visual effects. Students can also use Garageband to record their stories and incorporate sound effects into their digital stories. This is also a technology based tool, which allows the students to place their recordings into iMovie.
 * Other Content Areas: **
 * Music: ** Students will be recording their voices to present their stories, and will need to incorporate music/sound effects to make their stories come alive.

__ RoundRobin Brainstorming Activity: __ Students will be participating in a RoundRobin Brainstorming Activity to get them thinking about story ideas and how to write their stories in both first-person and third-person narrative. This activity requires students to get into groups of four to six. To get students into groups I will hand out cards at the beginning of the class period that each have a component that is needed for the students' stories on them (plot, character, setting, problem, resolution, first-person narrative, third-person narrative). Students will need to move about the room and find students who have the same component on their cards, while recognizing that what is written on the cards is needed in their stories. Groups will discuss what ideas they have for their stories and strategies they could take to writing them from first-person to third-person narrative. One student in the group will be the recorder and must write everything down that is said by the group members. The group members give input into the conversation one at a time, moving the conversation in a circle, or RoundRobin. This activity will give students the opportunity to form more ideas for their stories as well as an understanding of first and third-person narrative. //I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.//
 * Art:** Students will need to find artistic representations of their stories to creatively depict what their stories are about. An artistic and creative style will be incorporated into this product in order to make it visually stimulating.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal: ** Students get to write creative stories.
 * Visual: ** The student sample will be a visual example of what the students’ digital story should be like.
 * Musical: ** Students can and will be encouraged to add music to their digital stories that follows along with what their story is about.
 * Intrapersonal **** : ** Students get to create their own creative stories about any topic (as long as it follows the concepts on the Story Map).
 * Interpersonal: ** Students will work together in the RoundRobin Brainstorming activity
 * Naturalist: ** Students have the opportunity to write about the environment in their stories.
 * Modifications/Accommodations **

__Absent Student:__ I will have a Wikispace set up with an agenda for each class period and the assignments that are due. When a student is absent, it is their responsibility to check the Wikispace and see what they are missing in class and assignments that are due. It is their responsibility to get any handouts or assignments from either a fellow classmate or through emailing me. It is also recommended that absent students come see me to get caught up and learn more about what happened in the class(es) that they missed. The student will also need to find a way to get their final product for the lesson to me on the day it's due if they happen to miss that day of class. If this is absolutely impossible, it is their responsibility to email me and I will work out an extension plan with the student. Students will be using the technology based tool iMovie and possibly Garageband to present their first-person and third-person stories as digital stories. This allows students to present their stories in a creative and visually stimulating form. If students wish to go beyond the original objective, they can add pieces of film into their stories rather than just still photographs. They could also try writing their story in second person to learn about that type of narration. __ For Students: __ Laptop iMovie (or some kind of movie making technology) Digital Camera (optional) Pen/Pencil Garageband
 * Extensions **
 * __ Materials, Resources and Technology __**

__For Teacher:__ Laptop "Components to a Story" Cards iMovie Garageband Student Sample Checklist Story Map (1) Graphic Organizer [|Storyboard] Handouts on First and Third Person Narration Handout on Digital Story RoundRobin Explanation Handout

This lesson is similar to mine in how the teacher has students write stories in either first of third person narrative to get them understanding the differences between the two. [] This site gives multiple suggestions for lessons on first and third person narration and how to get students thinking about the differences and strengths and weaknesses of each type. [] This site gives a description of digital story and how it is used in the classroom. It also provides a video about digital storytelling. [] This pdf file is a detailed tutorial on how to use the '09 version of iMovie, which is on many laptops today. This can be helpful for both my students and myself when problems arise using iMovie. [|www.bgsu.edu/downloads/cio/file17748.pdf] This site has several video tutorials on different components to Garageband. This can be helpful for both my students and myself when problems arise using Garageband. [] This site is an excellent tool when beginning to form checklists for student products. Although I will be making checklist on on my own, I will be using this website as a guide on how to make the checklist for the students Digital Stories. [|http://pblchecklist.4teachers.org/] This is an excellent site that describes first and third-person narrative and what each achieves for the writer and the story. Information from this site can be used my my discussion with the students about first and third person narrative. [] This site describes the RoundRobin Brainstorming Activity as well as other cooperative learning strategies. [] I understand that students all learn in different ways. I planned this lesson so that students of different learning styles, intelligences, and levels could complete the objectives on some occasion(s) throughout the lesson.
 * __ Source for Lesson Plan and Research __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // 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: //**

__Clipboard:__ For students who work best when they are organized, I have incorporated the Storyboard to help students plan out and organize their digital stories. The Storyboard will allow students to complete their digital stories in a planned and organized fashion. __Beach Ball:__ During the RoundRobin Brainstorming Activity, students who focus well by moving around will get the opportunity to move about the room to find their group members. __Microscope:__ For those students who like to think logically about topics will get the opportunity to discuss their thoughts of how first and third-person narrative affect writing during the RoundRobin Brainstorming Activity. __Puppy:__ I want all my students to feel like they are in a safe environment where they can easily talk to others around them. That is why all my lessons, including this one involve group activities (This lesson involves a RoundRobin Brainstorming Activity in which students will get to interact with at least four other students in the classroom). This will allow students to get to know each other and work on collaborative skills. Students will also learn how to respect everyone's ideas through the group activity so students do not feel uncomfortable sharing. Student will know first-person narrative and third-person narrative. **Please refer to the content notes**. //Students read text within a grade appropriate span of text complexity and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// Students will be creating a story written in both first-person and third-person narrative and will be presenting it as a digital story. Through this lesson, students will be able to describe the difference between first-person narrative and third-person narrative (Explain). I am working to teach students that type of narration will lead to a certain point of view. I understand that everyone has different view points on subjects, and I want my students to begin realizing this concept as they read pieces of literature. __ Linguistic: __ Students get to write creative stories. __Visual:__The student sample will be a visual example of what the students digital story should be like. __Musical:__ Students can and will be encouraged to add music to their digital stories that follows along with what their story is about. __Interpersonal:__ Students will work together in the RoundRobin Brainstorming activity. __Intrapersonal:__ Students get to create their own creative stories about any topic (as long as it follows the concepts on the Story Map). __Naturalist:__ Students have the opportunity to write about the environment in their stories.
 * // 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. //**
 * // Rationale: //**

Students will be using the technology based tool, iMovie, and possibly Garageband to present their first-person and third-person stories as digital stories. This allows students to present their stories in a creative and visually stimulating form. If students wish to go beyond the original objective, they can add pieces of film into their stories rather than just still photographs. They could also try writing their story in second person to learn about that type of narration.

I have incorporated six different multiple intelligences into this lesson as I know I will have many different types of learners in the classroom that I will need to try and connect the material to. These intelligences are either used through samples, in-class activities, or assignments to allow different intelligences to flow throughout my lesson. I have several opportunities for students to show their learning throughout this lesson in both formal and summative assessments because I understand that not all students can show their learning in one form. Students will be aware of various ways I am assessing them on this lesson, particularly through feedback on first drafts and the Storyboard organizer and the checklist.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**

During the RoundRobin activity, students will discuss how changing from first-person to third-person will affect their stories**.** I will give feedback on their first drafts of their stories and their Storyboards. Students will also get the chance to peer review classmates' digital stories to give some final input to refine the product. The formative/self assessment will be for students to fill out a checklist to make sure they had certain components added to their digital stories (First-person narrative interpretation of story, Third-person interpretation of same story, plot, characters, setting, problem, resolution, audio recording, visuals, music/sound effects). This checklist will be handed out to students at the beginning of the lesson to allow them to know what is expected of them and use it as a reference while creating their digital stories. Students will write a short creative story ( 2-3 pages) about anything they wish, but it must include characters, plot, setting, a problem, and a resolution to the problem. They will need to write the story in first-person narrative and then rewrite it in third-person. To present their stories, students will create digital stories with pictures and audio effects using iMovie. I will grade their digital stories with the same checklist that the students fill out for their self-assessments. This check list will include components such as first-person narrative interpretation of story, Third-person interpretation of same story, plot, characters, setting, problem, resolution, audio recording, visuals, music/sound effects. Product: Digital Story (iMovie/Garageband). This will be assessed by a checklist. The classroom will be arranged in U's. This will allow for students to work individually on their stories and it will be easy for students to move desks around for the RoundRobin Brainstorming activity. The U shape of the room will also allow students to view each students digital story with the overhead.
 * __ Teaching and Learning Sequence __**** : **

Agenda Day 1 Presentation of Student Sample (5 min) Brief discussion about Student Sample/Digital Storytelling (Hand out Digital Storytelling Handout) (10 min) Discuss Objective (Hand out Checklist and Storyboard) (10 min) Class discussion of first-person and third-person narrative (20 min) Class time to plan out stories and begin writing drafts (30 min) Conclusion-Homework is to work on drafts of stories and begin planning ideas for digital story on Storyboard, Encourage Students to visit the website on Digital Story which is on their handout (5 min)

Agenda Day 2 (Hand out "Components to a Story" cards as students enter the classroom) RoundRobin Brainstorming Activity (30 min) Class time to finish up drafts and Storyboard (40 min) Conclusion-Students pass in drafts and Storyboard for feedback. Homework-begin finding photos, sounds effects, etc for digital story (10 min)

Agenda Day 3 Pass back drafts and Storyboard with written feedback (5 min) In-Class work time on digital story (60 min) Peer Review session with group from RoundRobin Brainstorming. (15 min) Conclusion-Final Questions. Homework-Finalize digital story (5 min)

Agenda Day 4 Presentation of Digital Stories (70 min) Filling out Checklists/ Final Thoughts (10 min) Students will understand that type of narration can lead to a certain point of view. I will explain to students that everyone has a point of view on a subject. In literature, one point of view is shown through the narrator while other character's points of view could be different but it is unknown. //Students read text with a grade appropriate span of text complexity and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions//. I will start off the lesson by presenting a student sample of the final product for the lesson. This will be shown to give students an idea of what they will be doing as well as get them excited to be creative. Students will know first-person narrative and third-person narrative through this lesson. Students will fill out a Storyboard organizer to help them plan out a creative short story which they will write in both third- and first-person as a digital story. Students will also write drafts of their stories before turning them into a digital story. Drafts should range from 2 to 3 pages in length. Students will be able to describe the difference between first-person and third-person narrative. Students will be participating in a RoundRobin Brainstorming Activity to get them thinking about story ideas and how to write their stories in both first-person and third-person narrative. This activity requires students to get into groups of four to six. To get students into groups, I will hand out cards at the beginning of the class period that each have a component that is needs to be included in the students' stories. Students will need to move about the room and find students who have the same component on their cards, while recognizing that what is written on the cards is needed in their stories. Groups will discuss what ideas they have for their stories and strategies they could take to writing them from first-person to third-person narrative. One student in the group will be the recorder and must write everything down that is said by the group members. The group members give input into the conversation one at a time, moving the conversation in a circle, or RoundRobin. During the RoundRobin, students will discuss how changing from first-person to third-person will affect their stories causing them to be thinking about the differences between the two. I will give feedback on students' first drafts of their stories and their Storyboards. I will give students the time to work on writing their stories as well as presenting them as a digital story. I will also give student the opportunity to peer review classmates' digital stories to give some final input to refine the product. The peer review will be done in the groups formed in the RoundRobin Brainstorming Activity. After completing and presenting their digital stories, students will fill out a checklist to make sure they had certain components added to their digital stories (First-person narrative interpretation of story, Third-person interpretation of same story, plot, characters, setting, problem, resolution, audio recording, visuals, music/sound effects). This checklist will be handed out to students at the beginning of the lesson to allow them to know what is expected of them and use it as a reference while creating their digital stories. I will be assessing the students’ digital stories on the same checklist that the students fill out. (These notes will be discussed with students during the class discussion on the first day of the lesson. Ask students if they know the terms and possible examples of pieces of literature in these forms of narration. Then begin talking about information from here to build on the conversation.)
 * Where, Why, What, Hook, Tailors: ** Visual
 * Equip, Explore, Tailors: ** Linguistic, Intrapersonal
 * Experience, Rethink, Revise, Rehearse, Refine, Tailors: ** Interpersonal, Bodily-Kinesthetic, Logical
 * Evaluate, Tailors: ** Intrapersonal, Visual
 * __ Content Notes __**

__First-Person Narrative:__ First person narrative means writing from the "I" point of view. As in**:** I walked down the alley, I picked up the phone, I told Tony that he was going down if he didn't cough up the money by Saturday. I thought about it, then shook my head. I told myself I didn't care, but I picked up the paper anyway and glanced over the business column. __Third-Person Narrative:__ Third person narrative form is writing from the omniscient point of view. Here, you use the he-she form. As in**:** he walked down the alley, she picked up the phone, and Jason told Tony that he was going down if he didn't cough up the money. Mort thought about it, then shook his head. And Cleary told himself that he didn't care, but picked up the paper anyway. Writing in the third person allows the writer to be omniscient, to see and understand all elements and characters in the story, to show the story from more than one set of eyes. This may be as simple as including a few lines about the people left in the room after the main character exits. It may be as in-depth as showing complete scenes and events for which the main character isn't present. However, being omniscient does not mean that you should scatter the focus of your story. It is a common misconception that writing in third person allows you to show the POV of all characters fairly equally. The reality is, you can show them fairly, but not usually equally--readers still need something specific with which to identify. The power of the omniscient view is not the ability to get into more than one mind, but the ability to point out elements to the reader that the main character might not have noticed or cannot (because of the circumstances) have noticed. This is the overview, the information, the 'big picture' that you can give the reader until the main character catches up with you at the end. For example, third person allows you to find out what else is going on even if the main character: a) had turned away. b) had just stepped out of the room. c) was on the phone with X and so couldn't see X's expression, etc. d) isn't in the scene at all, etc. When the main character is interacting with other characters, third person allows you to record the reactions of those other characters for the reader. You should never be "telling" what is going on in someone's head. In third person, you get the scene from both points of view. We also get some tension because both characters are blind to something the other party knows. Each little detail that isn't known by one or the other character can be built on to create or resolve more tension, can be used to forward the story. In third person, the reader can see all of these little tensions, not just the ones from Joe's point of view. __Which Is Better? First of Third?:__ Some people instinctively think of storytelling in the "I" form. They find it easier to unfold a story from the personal point of view. Others want to offer readers the additional insight they can achieve in the "he-she" form. For some writers, it's simply impossible to write in first person. Others find it mandatory for their craft. (In both school and at the university, I was always writing in the opposite point of view as everyone else. When everyone else wrote in first person, I wrote in third; when everyone else wrote in third person, I wrote in first or second. I could never figure out what I had missed in the assignments that made it so much easier for everyone else to write in the opposite voice.) For the most part, I recommend writing in third person when you're starting out. Why? Because I've noticed that the "I" form to a new writer is like the temptation of the suicide ending--it's not usually done well when you're first starting to write. In first person, it's easy to be stilted and boring in your delivery. It's easy to use too many "I did X" sentence structures. It's easy to forget how to include description and emotion; easy to spend far too much time thinking, and not enough time in the here-and-now of the story. First person can also force you to contrive trite or unbelievable situations so that the character overhears, sees, or somehow finds out about things which you (the author) want the reader to know. This is where the overused ploys come in. For example, picking up the phone when someone else is on the line, while that other person never notices the other open receiver. Or walking by the open office door during a sensitive conversation. Overhearing the murderer conveniently incriminate himself. Correctly guessing the bad guy's password in three tries, in order to access the encrypted data that was, of course, conveniently left in a directory titled something like "Villainy", etc, and which can be copied directly to disk without having to reset any permissions. You can see where this is going. First person stories can be executed very poorly when it comes to unfolding motivations and plots. You might ask why first person so pervasively requires such contrived settings and situations. Simple. Because the main character in the "I" form cannot be inside the heads of the other characters. It's obvious, but first person doesn't allow hero to see or hear anything the bad guy is doing if he's not right there to see and hear the bad guy himself. That limits the way the villain and other characters' motivations are unfolded. In contrast, in third person, the narrator is in the minds of all characters. This allows the narrator to use a simple description or hint of expression, or even a side scene to give the reader the information that the main character can't know, but which the reader must know in order to follow the story. Third person is often perceived as 'harder' by new writers, since they now have to deal with all characters, not just the main character. However, if that's your reason for wanting to stick with first person, that in itself indicates that you're not using the first-person form correctly. First person doesn't mean you can ignore the other characters. It means you somehow have to develop them all, with depth and realism, through the eyes of a single viewpoint. Yes, that's often harder. If you can't do realistic, believable character development in first person, then work with third person until you improve your skills. Experiment with the first and second person in short pieces, exercises, or in an experimental novella. Once your characterization skills improve, you should be able to tell a story from any narrative view (first, second, or third) and still have a solid tale. Is one narrative form actually better in general than the others? No. Third person is more popular, certainly. Second person is least popular. However, it's how well you tell the story, not which viewpoint you choose, which is most important. Is one narrative form better than others for a particular type of story? This depends again on your skill level as a writer, in the type of story you want to tell, and on the tone you want to set. || ||  Do you want more intimacy with all characters? Do you have a more sweeping canvas than a single, narrow view? Then perhaps you should pick third person. || ||  ||  ||  ||  || ||  ||  Do you want the single-eye view of the world? Do you want the reader to 'wallow' or be immersed in a single man's fallacies, triumphs, and fears? Consider first person. || ||  ||  ||  ||  || Consider what you want the reader (and you) to get out of the story, where you want the depth of characterization to come from, then choose the appropriate narrative form.

All the above information from [] Storyboard Graphic Organizer Handout on Digital Story (For Teacher, Substitute, and Students) Handout on First Person and Third Person Narration (For Teacher or Substitute Reference) RoundRobin Brainstorming Activity Handout (For Teacher of Substitute Reference) Student Sample Checklist
 * __ Handouts __**