L4+Cooper,+Susanna


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


 * LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Ms. Cooper **__Lesson 4__ :** Perspective
 * __Grade Level __****: **7th **__Topic__:** Narrative writing – figurative language

__Objectives __
Students will understand that figurative language helps clarify and enhance the ideas and emotions. Students will know about paradox, symbolism, personification, antagonist, protagonist, conflict. Students will be able to analyze the figurative language in a passage and determine how it was effective at visualizing a passage. == __Maine ____ Learning Results Alignment __ == MaineLearning Results: English Language Arts: B. Writing B2. Narrative Grades 6-8 Students write narratives that convey complex ideas, observations, events, or reflections.

Rationale: This lesson teaches students will learn how figurative language and word choice can embellish and elaborate on simple thoughts and messages, making them rich and clear.

__Assessment __
== The formative assessment will be a journal entry where the students write a poem, reflecting on something they don't understand very well so far in the unit. This will allow students to practice writing poetry, while thinking about what they do and still don’t understand. If some students understand everything so far, then their poem will be on what they hope to learn next, or what they think they will have trouble on in the near future. I will ask the students to present this information in the poem in a unique way. That way I can see some practice with creativity as I also get feedback on how students feel about the work we have been doing. == ==<span style="font-family: 'Times New Roman',Times,serif;"> The Summative assessment will be creating a recording in Garage band where students will tell of a spooky experience, using lots of figurative language to heighten the scene. Students will be showing me how well they can play with words to evoke feelings from their audience. There will be a script that I will collect when their audio is done, so that I can grade their stories. I will compare their written version with the audio version to hear any difference, and how they may have changed their story with the recording. ==

__<span style="color: black; font-family: 'Arial','sans-serif';">Integration __
<span style="color: black; font-family: 'Times New Roman','serif';">~ __Technology__ is incorporated into lesson 4 by using GarageBand to record a spooky story. They will be able to understand how to record their own voice and how to splice and get rid of parts they don’t like. This is giving students the opportunity to fiddle with a recording software and practice using sound as a way to tell a story. I will hope that students will try and find buttons to make sound effects where they are needed, and music if necessary to add to their intense audio story.

~ __English__ is used when writing the story, by playing with word to evoke images and feeling from the audience. I will collect a script, a written version of the story that they used when recording, to assess their work.

~ __Auditory/ verbal:__ Students will get to practice their listening skills as they listen and imagine the stories that their classmates are sharing. As audio writers, students will need to think about how they can play with words and sounds verbally to paint a picture for their listeners.

__<span style="color: black; font-family: 'Arial','sans-serif';">Groupings __
<span style="color: black; font-family: 'Times New Roman','serif';">For team work, I will use Team- Pair –Solo to get students think about the diction of the day. For this group work, I would assign groups of six students. I would ask different groups of students to define on of the terms we would discuss that day: paradox, symbolism, etc. After coming up with a definition as a group and getting it "oked" by me, I would have pairs create an example of the new term. Then I would have individual students practice finding more examples.

__<span style="color: black; font-family: 'Arial','sans-serif';">Differentiated Instruction __
<span style="color: black; font-family: 'Times New Roman','serif';">Strategies I used in this lesson:


 * Verbal**: Students will talk in groups and present their ideas to the class.
 * Visual**: Students will visualize and plot out their story ideas.
 * Intrapersonal:** Students will think about their plot ideas alone, and they will need to think of what makes a good spooky story in their opinion.
 * Interpersonal**: Working in groups and talking will allow student to have some social time, to compare and exchange ideas.
 * Musical**: The class can discuss what music works well at different parts of the plot and why.
 * Bodily**: Students will walk around and stand up in the classroom when doing Number Heads together.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Absent student: 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 each 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 summative assignment on my wiki. They can begin to work on it at home if they are absent for more than one class. Students will have their laptops, so they can write and record their at home. I will then conference with that students when they come back to see how they are doing with their script and recordings.

Extensions Type II technology will be available for those students that really want to dig deep into GarageBand. They can play with the voice distorter and other mechanisms to heighten and add dept their audio story. This will take searching and some time to play around with, instead of just simply recording their story. __Technology__ is incorporated into lesson 4 by using GarageBand to record a spooky story. They will be able to understand how to record their own voice and how to splice and get rid of parts they don’t like. This is giving students the opportunity to fiddle with a recording software and practice using sound as a way to tell a story. I will hope that students will try and find buttons to make sound effects where they are needed, and music if necessary to add to their intense audio story.

__<span style="color: black; font-family: 'Arial','sans-serif';">Materials, Resources and Technology __
<span style="color: black; font-family: 'Times New Roman','serif';">Everything will I need to do this lesson:
 * a spooky story to read to the class
 * laptops
 * Analytical grading rubric
 * note cards
 * writing utencil
 * storyboard handout

Source for Lesson Plan and Research
<span style="color: black; font-family: 'Times New Roman','serif';">[] This is an awesome website for me to print out a story board for the class to use when they are creating their story.

[] I can read a story from this site of spooky stories to the class out loud so they get to hear an example, and think about what words made it a good story.

[] This website reminds students of the terms that they learned. == __<span style="color: black; font-family: 'Arial','sans-serif';">Maine ____<span style="color: black; font-family: 'Arial','sans-serif';"> Standards for Initial Teacher Certification and Rationale __ ==

//**<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;">Rationale: 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.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// Rationale: 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 Perspective. Students will be thinking about perspective when making their audio story. They will need to think about different viewpoints that can be used to make the story spookier.

//**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:


 * Verbal:** Students will talk in groups and present their ideas to the class.
 * Visual:** Students will visualize and plot out their story ideas.
 * Intrapersonal:** Students will think about their plot ideas alone, and they will need to think of what makes a good spooky story in their opinion.
 * Interpersonal:** Working in groups and talking will allow student to have some social time, to compare and exchange ideas.
 * Musical:** The class can discuss what music works well at different parts of the plot and why.
 * Bodily:** Students will walk around and stand up in the classroom when doing Number Heads together.

__Technology__ is incorporated into lesson 4 by using GarageBand to record a spooky story. They will be able to understand how to record their own voice and how to splice and get rid of parts they don’t like. This is giving students the opportunity to fiddle with a recording software and practice using sound as a way to tell a story. I will hope that students will try and find buttons to make sound effects where they are needed, and music if necessary to add to their intense audio story.

Rationale:
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

<span style="color: black; font-family: 'Times New Roman',Times,serif;">The **formative assessment** will be a journal entry where the students write a poem, reflecting on something they don't understand very well so far in the unit. This will allow students to practice writing poetry, while thinking about what they do and still don’t understand. If some students understand everything so far, then their poem will be on what they hope to learn next, or what they think they will have trouble on in the near future. I will ask the students to present this information in the poem in a unique way. That way I can see some practice with creativity as I also get feedback on how students feel about the work we have been doing.

<span style="font-family: 'Times New Roman',Times,serif;"><span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">The <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**<span style="font-family: 'Times New Roman',Times,serif;">Summative assessment ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> will be creating a recording in Garage band where students will tell of a spooky experience, using lots of figurative language to heighten the scene. Students will be showing me how well they can play with words to evoke feelings from their audience. There will be a script that I will collect when their audio is done, so that I can grade their stories. I will compare their written version with the audio version to hear any difference, and how they may have changed their story with the recording.

__<span style="color: black; font-family: 'Arial','sans-serif';">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 part of the circle. I would makes 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.


 * __Outline of Class Agenda:__**

Class1: ~ Class will start by playing a game of "Adjective pass" (10 minutes) ~ Team-Pair- Solo (20 minutes) ~Journal entry (15 minutes) ~ Storybord for generating Spooky Story (35 minutes)

Class 2: ~ Work some on writing spooky story ~ Show kids a quick tour of GarageBand so they can use it as homework. Class 3 + 4: ~Work time on their spooky stories and Presentations of GrageBand stories

Once everyone is in class and I have taken attendance, I will hand out index cards to each student and ask them not to write or draw on them yet. The cards will have 1 of 4 shapes in the corner of the index card, which the students will be curious about. I’ll tell them that they will find out about that after we play the first part of this activity called “Adjective Pass”. I tell the students to think up a sentence, any sentence that pops in their head. It shouldn’t be too long. I would give an example like, the boy walked home from school. Then I would have the students pass their cards around the room until I say the word “pencils!” Now, they take which ever card they have and they need to make that sentence much better. They need to add adjectives to the sentence and embellish the sentence so that if each person in the class read it, we would all imagine the same exact picture. I would use my example again to demonstrate on the board what I mean: The little boy, in blue jeans and a green turtle neck, walked solemnly home on the railroad tracks by himself. After everyone has finished their embellished sentence, and now know what to expect. I would have them turn the card over and do the same activity one more time. As a class we would share some of the sentences we really liked, or thought were the best at presenting a clear picture. To review what we did in the exercise, I will [|read to the class a short story] from the web. I want them to identify creative words that bring this story to life.
 * <span style="font-family: 'Times New Roman','serif';">Where, Why, What, Hook, Tailors: verbal, ** bodily <span style="color: black; font-family: 'Times New Roman','serif';">

Now I will ask the students to find the shape on their index card. Everyone will need to get up and find the people who have the same shape and get into a group. Once in groups, I will use Team- Pair –Solo groups work to get students thinking about the diction of the day. For this group work, I would assign groups of four to six students. I would ask different groups of students to define one of the terms we would discuss that day: paradox, symbolism, etc. After coming up with a definition as a group and getting it "oked" by me, I would have pairs create an example of the new term. Then I would have individual students practice finding more examples. After group work is done I will introduce 4 new terms to the students: [|paradox], [|symbolism], [|protagonist, and antagonist characters.] After discussing the terms, I will ask students to go back to their desks and pull out their journals. The class will spend the next 15 minutes working on their journals. This will be the lesson’s formative assessment since I will ask the students write a poem, reflecting on something they don't understand very well so far in the unit. This will allow students to practice writing poetry, while thinking about what they do and still don’t understand. If some students understand everything so far, then their poem will be on what they hope to learn next, or what they think they will have trouble on in the near future. I will ask the students to present this information in the poem in a unique way. That way I can see some practice with creativity as I also get feedback on how students feel about the work we have been doing. I will finish off the last part of the day by having students work individually on a storyboard for generating their next assignment, a [|spooky story]. I want the students to be very creative in their spooky story, and not copy a movie, or make it too cheesy. I want them to visualize the scene and what happens that is scary. They have 30 minutes to think and brainstorm ideas. I will remind them that they can use a character that they made on their extra character sheets if they want to. The Storyboard that I hand out will help them organize their thoughts so that next class they can begin writing their stories. <span style="color: black; font-family: 'Times New Roman','serif';"> Students would have handed in their storyboards to me at the end of the class, and I will have looked each one over before we meet again. This way I can give each students some feedback on their ideas before they even begin writing. If there is anything I feel isn’t clear I can ask them to think on it some more, or I will give them the thumbs up to begin writing their spooky story scripts in a word document. Students will have most of the class period to work on their scripts. I will quickly [|remind] the class of pervious terms we have used and encourage them to go look terms up as they need to. I will go around and conference with each student, providing them with more feedback. We will also discuss in class about how most times it is the music that makes a spooky story so spooky. We will talk about how different tones of music and different types are used at different times to draw the audience in. The last part of class will be spent making a quick test run of GrageBand so that everyone knows how to use it, and can create their products without any troubles or confusion. For homework, students are to record themselves using GrageBand. <span style="color: black; font-family: 'Times New Roman','serif';"> The beginning of the 4th class students can have 15 minutes to do any last minute touch ups, and I will show them how to quickly upload the files to my wikipage that I would have set up for their projects. The rest of the class will be time for students to share their audio story with the class. Students should be able to visualize the story as it is being played. There will be no pictures, so this will really help them work on their imagination and visual skills. After each presentation, we will have a quick discussion as a class, about what was effective about making the story spooky and what was effective in the language and figures of speech that the student used. I will grade their audio stories by using an analytical grading rubric.
 * <span style="font-family: 'Times New Roman','serif';">Equip, Explore Rethink, Revise Tailors: verbal, visual, ** Intrapersonal, Interpersonal
 * <span style="font-family: 'Times New Roman','serif';">Explore, Experience, Rethink, Revise, Refine, Tailors: ** Intrapersonal, Musical
 * <span style="font-family: 'Times New Roman','serif';">Evaluate, Tailors: verbal, visual **

<span style="color: black; font-family: 'Times New Roman','serif';"> __Spooky Story:__ [] This is an awesome website for me to use when I am helping students think about how they are going to write their stories. I will use the handout from this site (How to Write Your Own Scary Story) for my students to brainstorm on. It will allow them to think of the essential question, like the 5Ws, that will be needed for their stories. I would print this off and give it to my students when they begin the brainstorming for their story. __<span style="color: black; font-family: 'Times New Roman','serif';"> Read to the class a short story: __ <span style="color: black; font-family: 'Times New Roman','serif';">[] I will read the story on this site to the class out loud so they get to hear an example, and think about what words made it a good story. I want them to focus on the description of the stars, the emphasis of the words such as cold when it is used twice in a row, and action words like: “rushes past him.”. When I am done, I will ask them some questions about what they thought was effective about the story. Students need to see the connection between their adjective pass, word building exercise and this text. I want them to see how theses sentences have come alive by using the right words to express what is being said. I may ask them about the describing words, like how the author described the starry sky and the stars disappearing. What words were effective, like chittering stars, and swamped in darkness. I hope this will help them see what I am expecting them to reach for when writing their scary story.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Content Notes **

__Reminder:__ [] I will remind students to check this website if they need examples of the figures of speech we have learned, like simile, metaphor, and personification from the previous lesson. I will point out examples that the poems used and how they didn’t just state the sentence in the poem. Some good examples are: the poem “**Simile”** “ <span style="font-family: 'Times New Roman','serif';">That we are as the deer” and **Metaphors;** “I’m a riddle in nine syllables” By reading these two examples to the class, I can refresh their memory on what metaphors and similes are as they start their next assignment.

__<span style="color: black; font-family: 'Times New Roman','serif';">Introduce: __ <span style="color: black; font-family: 'Times New Roman','serif';">These are four new terms that I will introduce to the students during the lesson. Paradox- a statement that has a conflicting idea in it. []

Symbolism- A character or thing that is symbolic, representing things by symbols []

Antagonist- the villain of a story Protagonist- the heroic character of a story []

Storyboard- How to Write Your Own Scary Story Analytical grading rubric
 * Handouts**