L3+Blaine,+Jacqueline


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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Jacqueline Blaine ** **__Lesson #:__ 3 __Facet:__** Application
 * __ Grade Level __**** : 8th ** **__Numbers of Days:__** Two
 * __ Topic: __** Cause and Effect


 * __ PART I: __**

Students will understand that the character dynamics add drama and complexity to the plot. Students will know what cause and effect is. Student will be able to create an inspiration chart of important events and the effects of the events in the book.
 * __ Objectives __**


 * Product: **

2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3) Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Common Core State Standards **
 * Content: ** English **Grade:** 8th **Domain:** Reading- Harry Potter **Cluster**: Key Ideas and Detail
 * Standard ** :


 * Rationale: ** Students will be able to see how certain events connect to each other and how certain events affect events that come after it as well as the whole story. This will give the students understanding of cause and effect.


 * __ Assessments __**

Students will be given an exit ticket at the end of class and they will be instructed to think of their own example of cause and effect to demonstrate understanding of the content.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The teacher will go around from group to group to check out examples and to see how each group is doing. The students will also choose a partner who isn’t already their partner for this project and they will discuss the different examples they’ve come up with so far
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**

To demonstrate understanding of cause and effects students will take the actions they found to contribute to the story and write them down on the graphic organizer. They will then transfer the cause and then effects that they found and recorded to inspiration to make a neat and professional looking web. Students have the option of working in pairs or individually. Spelling and punctuation are a must!

Students will be using Inspiration to create flow charts or a web chart of the various cause and effect’s they witness throughout the different chapter’s they’ve read so far. They will be required to have between ten and fifteen different examples on Inspiration. It must be printed when turned in.
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art: ** Students will create a flowing cause and effect chart that should appeal to the eye.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use a cause and effect graphic organizer to keep track of some of the various actions and the effects of those actions that occur throughout the book. This will help students understand how character’s actions can propel the plot forward.


 * Section II – Groups and Roles for Product **

Students will already be in table groups for their skit teams (from the first day that we did a warm-up activity). If students plan to work in partners for their inspiration assignment then they may choose someone they haven’t previously worked with before.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Interpersonal: ** Students will in groups create skits.
 * Logic: ** Students will put the actions they recorded in a sequence that correlates with the plot of the story in inspiration.
 * Visual: ** Students will add visuals and color to the inspiration to make it interesting and eye-catching.
 * Logical: ** Students will have to figure out a cause and effect to demonstrate
 * Intrapersonal: ** Students have the option to work alone on the inspiration
 * Kinesthetic: ** Students will create a skit for the warm-up activity.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** It will be the student’s responsibility to come in before or after school to come ask about what we missed. The lesson from the previous day will be on the Wiki so the student will know what exactly we covered and will be given an extension on the assignments


 * __ Extensions __**

Students will be using Inspiration, a program that allows for anyone to create an organized graph, chart, list, etc. Students will choose what they believe are important actions and events that have happened so far throughout the book
 * Type II technology: **


 * Gifted Students: ** Gifted students will be required to do a few extra examples and write an explanation on how the event could have turned out differently had a different choice had been made.

// Bell // // Computers // // Inspiration Program // // Assortment of art supplies // // Cause and Effect graphic organizer //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**


 * __ [] __**
 * __ [] __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * Day One: **
 * Students will create a quick skit demonstrating an example of cause and effect lasting only a minute or two. Students will then present their quick skits to everyone else. **(15 minutes)**
 * Students and I will discuss the reading that had been assigned as homework. **(10 minutes)**
 * Today’s assignment will be explained and students will be instructed to think about important cause and effects that really affect the plot/they find are important to the story. **(5 minutes)**
 * We will read chapter 10 in class. **(30 minutes)**
 * Students will get into pairs if they choose and will brainstorm and begin working on their inspiration assignment. **(15 minutes)**
 * The last five minutes will be used to put laptops away and pack up and get ready to go. Another chapter (Chapter 11) will be assigned as homework. Students will use their graphic organizers that they filled out as their exit tickets for that day. **(5 minutes)**


 * Day Two: **
 * Students will get into their pairs and immediately begin working. Once students start to finish up they can either finish reading the chapter assigned from last class or begin working on the chapter (chapter 12) assigned for tonight. **(50 minutes)**
 * As a whole group we will sit and discuss the various actions that were added to the student’s graphic organizers and why they might be considered important. Each pair/student will share at least one action they felt was important. **(20 minutes)**
 * Students will pack up and get ready to leave. Another chapter (chapter 12) will be assigned for homework. **(5 minutes)**

Classroom Arrangement: Student will continue to remain in pods that were set up for the first lesson throughout the rest of the unit. Students will understand that character dynamics add drama and complexity to the plot. Students will analyze how particular lines of dialogue or incidents in a story propel the action and reveal aspects of a character or provoke decision. Students will walk in and see an assortment of art supplies up front. They will then see on the board the instructions for the warm-up for the day. Students will work in groups to create a quick skit and use any assortment of art supplies they need to create ‘props’. Students will show what they know about cause and effect by demonstrating cause and effect in their skit. This will help us transition into talking about cause and effect and connecting it to Harry Potter.
 * Where, Why, What, Hook Tailors: ** Kinesthetic, Interpersonal, verbal, visual

Students will know what cause and effect is. While we read the book in class, students will keep track of actions they feel are important/affect the plot using a cause and effect graphic organizer. We will read as a group a chapter from the book and as we read students will be writing down cause and effects that they hear in that chapter. This will be their exit ticket out of the classroom that day. Students will then get into pairs if they choose to start brainstorming what cause and effects are important to the overall novel. They will be instructed to come up with ten to put into Inspiration. Students will be given a link to a tutorial on Inspiration and together we will go through it and refresh our memories on how to use Inspiration software.
 * Where, Why, What, Hook Tailors: ** Interpersonal, Intrapersonal, Verbal, Logic

Students will work either by themselves or in pairs to create an inspiration plotting the different actions and the effects of said actions that students recorded. They must have at least ten different examples. To show understanding, students will use exit tickets. They will have to turn in their organizers that they wrote on before they can leave. If a student chooses to work alone (s)he may do so but if students choose to work in partners then they must work with someone they haven’t worked with previously. Students will brainstorm and then create a web map or a chart showing ten different cause and effects that are important to the novel Harry Potter. They will also be told to stand up and defend this come time to share one example. By sharing and explaining how it is important to the novel the students are exhibiting understanding of how a character can affect plot line through their actions.
 * Explore, Experience, Revise, Refine, Tailors: ** Visual, interpersonal, Kinesthetic, logic, Verbal, intrapersonal

Students will work with their partners and collaborate together in the cause and effect assignment and are encouraged to quietly talk among their peers to gain ideas and develop an opinion. I will be walking around checking on students and their progress and answering questions. I will offer my advice when students ask for it. From here on out students will be able to see the importance of a character’s actions and will put more thought into it as we get deeper and deeper into the novel and think at a higher level of thinking than before.
 * Evaluate, Tailors: ** Interpersonal, Intrapersonal, visual, verbal, logic


 * __ Content Notes __**

Harry is upset by news that the Gryffindors will have flying lessons with the Slytherins, because he does not want to spend more time with his Slytherin enemy Draco Malfoy. Madam Hooch leads the class, gently sending the new fliers off the ground. Neville has an accident and breaks his wrist. Madam Hooch takes him to the hospital, telling everyone to stay on the ground while she is away. Malfoy notices a magic ball belonging to Neville, picks it up, and begins to fly around with it. Harry goes after Malfoy, who throws the ball in the air. Harry catches it spectacularly and lands safely back on ground. Just then, Professor McGonagall arrives, reprimanding Harry and ordering him to follow her. But instead of punishing him, McGonagall introduces him to Oliver Wood, captain of the Gryffindor Quidditch team, explaining that Harry will make an excellent Quidditch player. At dinner, Harry excitedly tells Ron about joining the Quidditch team but tells him that Wood wants it to be a secret. Malfoy comes over with his cronies Crabbe and Goyle and teases Harry about getting in trouble earlier. The tension grows and Malfoy challenges Harry to a wizard’s duel. Harry accepts, in spite of Hermione’s attempt to dissuade them from breaking the school rules. As Harry and Ron sneak out later that night, Hermione tries to stop them but gets locked out of the dorm and must tag along. Neville, wandering around lost, also joins them. They arrive at the trophy room, the site of the duel, but Malfoy is nowhere to be found. Suddenly, they hear Argus Filch, the school caretaker, and his cat, Mrs. Norris, enter the room. They begin to hide and then run away. Not sure where they are going, they accidentally end up in the forbidden area on the third floor, staring at a large and scary three-headed dog. The children manage to get back to their dorm safely, though they are terrified. Hermione reprimands Harry but stirs his curiosity by pointing out that the dog was standing on a trapdoor. The next morning, Harry and Ron are discussing what the dog could be guarding when the mail arrives. Harry receives a first-class broomstick, along with a note from Professor McGonagall summoning him to Quidditch practice. Malfoy tells Harry that first-year students are not allowed broomsticks. When he tries to report Harry to Professor Flitwick, Flitwick just expresses admiration for Harry’s talent. Harry later meets Oliver Wood to learn the basics of Quidditch. On Halloween, Flitwick begins teaching his students how to make things fly. Only Hermione succeeds; Ron, offended by her air of superiority, makes a nasty comment that Hermione overhears. Harry notices her running off in tears. Harry and Ron arrive at the Halloween feast to hear Professor Quirrell, the teacher of Defense against the Dark Arts, give a terrifying announcement about a twelve-foot troll in the building. As the prefects lead the students back to their dorms, Harry realizes that Hermione does not know about the troll. They head off to warn her and come upon the troll. Unwittingly, they lock it in the girls’ bathroom only to realize that Hermione is trapped in there with the troll. Using teamwork and magic, the three of them manage to knock out the troll. Professor McGonagall finds them and begins to scold the boys. Hermione interjects that Harry and Ron were looking for her. She then lies, saying that she went to face the troll herself and that Ron and Harry had been trying to save her from it. At this point, Hermione becomes their friend.
 * Chapter 9 **
 * Chapter 10 **


 * Chapter 11 **

The Quidditch season begins, and Harry is about to play in his first match against Slytherin. To prepare, Harry borrows a book entitled Quidditch Through the Ages from Hermione. Professor Snape discovers Ron, Harry, and Hermione out with the book one evening and confiscates it from Harry on the feeble pretext that library books may not be taken outside. Harry’s suspicions of Snape continue to grow. Harry notices that Snape is limping. Going off to retrieve the book from Snape, Harry overhears Snape talking to Argus Filch about the three-headed dog, which makes Harry even more suspicious. The next morning, the Quidditch match begins. Harry plays the position of Seeker, which means he must capture a little object called the Golden Snitch. He spots it and is flying toward it when the Slytherin Seeker pushes him out of the way and is penalized. Later in the game, Harry’s broom begins moving uncontrollably. Hagrid comments that only dark magic could make a broomstick so hard to manage. Hermione notices that Snape is staring at Harry and muttering to himself. As the Weasley twins try to rescue their teammate Harry, Hermione rushes over to Snape, sneaks behind him, and sets his robe on fire. Suddenly, the spell on Harry’s broom is broken and Harry is once again in control. He starts speeding toward the ground and lands, catching the Snitch. Hagrid takes Harry back to his hut with Hermione and Ron, who tells Harry that Snape was putting a curse on his broomstick. Hagrid does not believe this charge, asking why Snape would try to kill Harry. Harry tells Hagrid about Snape getting injured by the dog in the third-floor corridor. Hagrid involuntarily reveals that the three-headed dog, Fluffy, is his, and that what the dog is guarding is a secret known only to Albus Dumbledore and a man named Nicolas Flamel.


 * Examples of cause and effects in Harry Potter: **

Cause: Harry is born a wizard Effect: The Dursleys don’t like him.

Cause: Harry Potter tried to retrieve Neville’s remembral from Malfoy Effect: Professor McGonagall sees how well Harry can fly a broom and puts him on the Quidditch team.

Cause: The trio gets lost in the school Effect: They end up in the forbidden hallway and discover a three-headed dog.

Cause: Harry asked not to be put into Slytherin Effect: He was put in Gryffindor

Are all of the examples above important? If not, which ones //are// important? Why? Discuss the four examples during group time.

// [] //
 * __ Handouts __**


 * __ 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. //**
 * //__ Learning Styles __//**

// The students will be making their own graphic web to show the different cause and effects that happen throughout the book. This is a program that organizes all their thoughts and ideas. //
 * // Clipboard: //**

// Students will have to think logically about the actions they find in the book and figure out which effects were the results of these actions. The effect of a character’s action may not be apparent until a few pages after. //
 * // Microscope: //**

// Students will have the chance to work in groups of two if they choose to. They will have the support of their partner should they need it. //
 * // Puppy: //**

// The beach ball kiddos will be accommodated early on in the class when they work on their skits. Each group will be responsible for creating a minute or so long skit demonstrating cause and effect. //
 * // Beach Ball: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //**

Common Core State Standards Content: English Grade: 8th Domain: Reading- Harry Potter Cluster: Key Ideas and Detail Standard: 2)Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * // MLR or CCSS: //**


 * // Facet: //**// Students will produce examples of cause and effects seen throughout Harry Potter showing how character’s actions can affect plot. //


 * // Rationale: //**// By understanding how character’s actions effect the plot we can see how character’s can directly effect the plot or contribute to the developing plots. //


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Interpersonal: ** Students will in groups create skits.
 * Logic: ** Students will put the actions they recorded in a sequence that correlates with the plot of the story in inspiration.
 * Visual: ** Students will add visuals and color to the inspiration to make it interesting and eye-catching.
 * Logical: ** Students will have to figure out a cause and effect to demonstrate
 * Intrapersonal: ** Students have the option to work alone on the inspiration
 * Kinesthetic: ** Students will create a skit for the warm-up activity.

// Students will use inspiration software to create their own chart of cause and effects that they believe are important/affect the plot. //
 * // Type II Technology: //**


 * // Rationale: //**// This will be a great way for students to really understand the lesson, using a computer and continually thinking about the different cause and effects while working on Inspiration. The students will be more engaged using the software than they would if they had to hand make an organizer with their partner. //


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

// Students will use exit tickets to demonstrate understanding of cause and effect. They will turn the cause and effect graphic organizer that they filled out during class as their ‘exit ticket’. Students will also use their peers to brainstorm and collaborate. //
 * // Formative: //**

// Students will be creating their own cause and effect chart, arranging the various cause and effects that they find important throughout the novel. Each team should at least have ten examples and these ten examples should be cause and effects that are important to the story and propel the plot forward. Students should be ready to explain at least one of their cause and effects and say why it’s important. //
 * // Summative: //**


 * // Rationale: //**// Students will learn just how a character can affect the plot. Through their actions they can affect the entire plot. If students wanted to get really deep into it we could connect this back to the Butterfly Effect learned about in philosophy. //

a. Promote, support, and model creative and innovative thinking and inventiveness
 * // NETS STANDARDS FOR TEACHERS //**
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * // Rationale: //**// Students will reflect on what they've read in the past to try and come up with cause and effect's for this assignment. This will help connect past assignments and reading to this assignment and will encourage deeper level thinking. //

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. **

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching


 * // Rationale: //**// Inspiration is being used to let children create their very own graphic organizer to show at least ten different cause and effects that are important to the novel Harry Potter and the Sorcerers Stone. This promotes learning and challenges kids to think in a critical way. //

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