L2+Merrifield,+Jared

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

Teacher’s Name:** Mr. Merrifield **Facet of Understanding:** Explain
 * Grade Level:** 7-8 grade **Topic:** Literary Devices/Imagery

__**Objectives**__

 * Students will understand that** there are a variety of literary devices that constitute a literary text.
 * Students will know** key terminology pertaining to the __Harry Potter__ world, including Hogwarts, muggle, quidditch, transfiguration, and Devil's Snare. They will also learn valuable literary terms such as metaphor, simile, symbol, foreshadowing, and irony, and how they are used within this specific text.
 * Students will be able to** relate literary devices in real life situations by considering what objects in the real world could represent in a special setting.

__**Maine Learning Results Alignment**__
English Language Arts - A. Reading A2 Literary Texts, Grades 7-8: __Harry Potter and the Sorcerer's Stone__ Students will read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response.


 * Rationale:** This lesson will act as an introduction to the vast variety and complexity of literary devices. Students will familiarize themselves with some of the essential devices in __Harry Potter__ and also identify what objects, events, and decisions in real life can represent by their effects on other people.

__**Assessment**__
Students will take pictures of certain objects, or portrayals of decisions and/or events/ around the school and at home, and using iPhoto or Photoshop, they will create a caption for each picture revealing a brief backstory behind it and what it represents. Students will be graded on picture clarity, creativity, and understanding of the assignment via a rubric.
 * Formative (Assessment for Learning)**

Students will share their photographs in class and provide feedback for each other. They will write down what they have learned or what they still do not understand in a personal reflection, or a journal entry. I will read these entries but not grade them; I will simply address any misunderstandings (or masterful understandings) that the students might have.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** With the use of digital cameras, students will take pictures around the school and their own home (if they so wish). Also, students will transfer their findings to their computers and use iPhoto and Photoshop to create any captions and/or graphics that are appropriate. They may also develop a slideshow of these pictures.


 * Art/Photography:** This lesson integrates essential aspects of photography and art by requiring students to take pictures with a creative outlook.

__Groupings__
For this lesson, students will participate in a jigsaw group activity. To choose the rather large groups of four or five, students will be required to draw numbers out of a hat. Once the groups are set up, I will assign each group a certain literary device to research and study; this can range from metaphor to symbolism to irony. All students must contribute to the discussion and research, and I will monitor each group as best I can to ensure that each member is doing his or her part.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistic:** Students will actively participate in groups and provide feedback for the photography activity
 * Logical:** Students will ask themselves the question: What does this represent?
 * Bodily:** During the photo activity, students are encouraged to move around the class, hallways, and outside
 * Naturalistic:** Students will be given an opportunity to take pictures outside
 * Spatial:** Students will participate in picture taking and editing
 * Interpersonal:** Students will participate in group work
 * Intrapersonal:** Students will use journal reflections to critique their progress

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

Absent students MUST make up their work. The class will be provided with a contact sheet with all the student's phone numbers and email addresses. If a student does not show up for class, he or she is responsible to contact one of the other students to get the assignment they missed. Buddy systems or contact partnerships are encouraged. In this instance, however, students will be required to pick up a digital camera if they do not have one of their own. It is encouraged that one of their buddies supply them with one.

With the use of digital cameras, students will take pictures around the school and their own home (if they so wish). Also, students will transfer their findings to their computers and use iPhoto and Photoshop to create any captions and/or graphics that are appropriate. They may also develop a slideshow of these pictures.
 * Extensions**

__**Materials, Resources and Technology**__
Computers/laptops iPhoto and/or Photoshop programs Digital cameras USB cords KWL chart Internet Dictionary Personal reflection journal Rubric

__Source for Lesson Plan and Research__
KWL chart from [|Education Place]

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.//
 * Beach Ball:** As long as it's appropriate, students have virtually unbridled freedom when taking their photographs. If they can create a convincing backstory and representation, then they can take a picture!
 * Clipboard:** The photography activity will be accompanied by a concise rubric elaborating on the assignment's requirements.
 * Microscope:** Some research will be required while the jigsaw groups are preparing for their class presentations.
 * Puppy:** The jigsaw groups will be required to work together as a cohesive team, and each member must contribute to the overall presentation. No one should be left out of this lesson.

Rationale:** Please refer to my content notes. English Language Arts - A. Reading A2 Literary Texts, Grades 7-8: __Harry Potter and the Sorcerer's Stone__ Students will read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Explain:** Students will be able to demonstrate understanding of literary devices. They will do so by discovering what literary devices there might be in jigsaw activities, and then demonstrate their new knowledge by "creating" devices of their own through complex imagery.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguistic:** Students will actively participate in groups and provide feedback for the photography activity
 * Logical:** Students will ask themselves the question: What does this represent?
 * Bodily:** During the photo activity, students are encouraged to move around the class, hallways, and outside
 * Naturalistic:** Students will be given an opportunity to take pictures outside
 * Spatial:** Students will participate in picture taking and editing
 * Interpersonal:** Students will participate in group work
 * Intrapersonal:** Students will use journal reflections to critique their progress


 * Technology:** With the use of digital cameras, students will take pictures around the school and their own home (if they so wish). Also, students will transfer their findings to their computers and use iPhoto and Photoshop to create any captions and/or graphics that are appropriate. They may also develop a slideshow of these pictures.

Rationale:** Students will take pictures of certain objects, or portrayals of decisions and/or events/ around the school and at home, and using iPhoto or Photoshop, they will create a caption for each picture revealing a brief backstory behind it and what it represents. Students will be graded on picture clarity, creativity, and understanding of the assignment via a rubric.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will share their photographs in class and provide feedback for each other. They will write down what they have learned or what they still do not understand in a personal reflection, or a journal entry. I will read these entries but not grade them; I will simply address any misunderstandings (or masterful understandings) that the students might have.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
My classroom arrangement will follow the clusters diagram; this is best suited for the jigsaw activity. Every cluster will be fitted with one computer and one dictionary. Students will understand that there are a variety of literary devices that constitute a literary text. //**Students will read fiction, nonfiction, drama, and poetry, with a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and literary devices help shape the reader's response.**// Literary devices bring more depth to the reading, and hopefully pleasure, and those devices will become recognizable as part of real world situations.
 * Introduction Paragraph**

__Day 1__

To prepare for the hook for this class, I will bring a few random objects from around my house, including pictures of objects, people, and events, and allow them to be passed around the room. In the process, I will ask students to list each object in their notebooks and briefly write down what emotions or ideas they evoke. Once every student has had a chance to handle each object, I will ask them to discuss what they have written. (15 minutes)

I will hand out the KWL charts with a few commonly known literary devices (along with a few that are not so commonly known) printed on them. Students will fill these out to the best of their ability. In addition to these, I will further test the students' knowledge of literary devices by handing out a word web concerning a few devices mentioned in __Harry Potter__. Students will fill a little bit of these out and save it for future classes. (15 minutes)

I will introduce and explain the jigsaw activity to the class. (2-3 minutes)

I will group the students together using numbers and subjects being drawn out of a hat - a hat for grouping and a hat for subjects. The students will get together and begin their research. They will look up the topic I have given them and create a brief lesson plan based around that topic. (20 minutes)

Each group will present their topic in turn. They will address any questions posed by the class, or write them down and look into them for later. (15 minutes)

Students will reflect upon what they have learned in a journal entry, which I will collect and address for next class. (5 minutes)

I will introduce the photography assignment to the class and distribute the cameras and rubrics for them to get started. (10 minutes)

__Day 2__

I will pass back the students' reflective journal entries and address any common misconceptions the students may have had. I will then open the floor to any additional questions. (5 minutes)

I will give the students a brief tutorial on how to use iPhoto and Photoshop, including how to add graphics and captions and also how to actually transfer pictures from the camera to the computer. (10 minutes)

Using the jigsaw groups that were formed last class, the students will travel around the school in groups and take pictures of objects, people, or events they see. The groups are required to stick together and return to the classroom when I specify. (20 minutes)

Once everyone returns to the classroom, they must transfer their photos to a computer and edit each photo using graphics and/or captions explaining its importance as a possible literary device. Each student should present three or four pictures with at least two different devices. (25 minutes)

Each student will present their favorite picture to the class with a brief explanation. The rest will be passed in to me. (20 minutes)


 * Where, Why, What, Hook, Hook Tailors:** **Naturalistic, Linguistic, Bodily, Interpersonal, Intrapersonal**

Students will know the key terminology pertaining to the __Harry Potter__ world, including Hogwarts, muggle, quidditch, transfiguration, and Devil's Snare. They will also learn valuable literary terms such as metaphor, simile, symbol, foreshadowing, and irony, and how they are used within this specific text. To pre-assess the students' knowledge of these devices, I will hand out a KWL chart marked with some of the more commonly used devices in conjunction with a few that are not so commonly known. A cluster/word web will be used to associate devices from the text (or just in general) and analyze them. After all the students have filled out their surveys, I will open the floor to any questions, or to provide more examples of the devices.
 * Equip, Explore, Tailor: Linguistic, Interpersonal, Intrapersonal, Logical**

Students will participate in a jigsaw exercise. Groups will be determined by drawing numbers out of a hat, as will their group's subject. The subjects will include such devices as metaphor, foreshadowing, irony, plot twist, and parody. Each member of the groups of four or five must play an active role in the research process: one student could look it up in the dictionary, another could look it up on the Internet, another could come up with an example, another to determine its possible effects, etc... Once every group has a "lesson" ready, they will "teach" their selected device to the class. Students will be able to explain the importance of literary devices and their effect on the text and the reader. After this exercise, students will use digital cameras to take pictures of objects, people, or events around the school and/or at home. The students must be able to establish a deeper meaning behind the objects in their pictures, and they will do so by adding a caption to each picture in a way that makes the object represent something that a literary device would. These pictures and their captions will be assessed using rubrics grading creativity, picture quality, and understanding of the subject.
 * Experience, Rethink, Revise, Rehearse, Refine, Tailor: Linguistic, Logical, Interpersonal, Intrapersonal, Bodily, Naturalistic**

After the jigsaw activity, students will be required to take notes on what they learned and what they are still confused about in a self-reflective journal entry. I will collect these entries and go over them, but I will not grade them; I will provide a few comments of praise, encouragement, and insight. The next class, I will anonymously address any common misunderstandings the class might have had. Literary devices are essential to this class. Without them, reading would have no real deeper meaning and would be - let's just face it - boring. Students will be able to learn more about these devices and how they tie in to the novel in one of the future lessons.
 * Evaluate, Tailor: Linguistic, Interpersonal**


 * Content Notes**


 * Character:** a featured person or creature in a literary text.


 * Cliffhanger:** a part of a literary text in which the action is intense and a conflict remains unresolved. Cliffhangers often occur at the end of a chapter, part, or the entire text.


 * Flashback:** an alteration of time sequence in which something is revealed about the past of certain characters.


 * Foreshadowing:** a hinting of events that occur later in the text.


 * Irony:** a discrepancy between what is expected to happen and what actually happens.


 * Metaphor:** a complex comparison between two unlike things, usually incorporates personification.


 * Parody:** an often humorous and overstated reference to another text, or perhaps an aspect of pop culture such as music or television.


 * Personification:** the giving of human-like qualities to inanimate objects, usually in a metaphorical sense.


 * Plot twist:** a change in the direction or expected outcome of the plot, usually ironic.


 * Simile:** a comparison between two unlike things with similar qualities. This is like metaphor, only it often uses words like "like," "as," and "of."


 * Symbol:** an object or idea that has a complex meaning and representation of an aspect of the text.

[|KWL Chart, word Web]
 * Handouts**