L3+Haigis,+Carinne

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

** LESSON PLAN FORMAT **
 * __Teacher’s Name __****: ** Carinne Haigis
 * __Lesson #: __** 3
 * __Facet: __** Application

 **__Grade Level__:** 9-10
 * __Numbers of __**** __Days:__ ** 2 Days

 **__Topic:__** Mystery, Tension, Suspense, and Surprise in __Wuthering Heights__

 **__PART I:__**

 **__Objectives__**

Students will understand that the way an author chooses to manipulate time within a literary work creates mystery, tension, and/or surprise. Students will know plot, mystery, suspense, tension, and surprise and be able to find and describe specific examples of these in a text. Students will be able to use word choice and literary terms to gain a deeper understanding of the text. //Product: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Two Magazine Articles Uploaded to the Class Wiki

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Common Core State Standard//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Content Area:// English

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Grade Level:// 9-10

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Domain:// Reading/Literature

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Cluster:// Craft and Structure

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Standard:// 4. Determine the meaning of words and phrases as they are used in in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">mystery, tension, suspense, and surprise in __Wuthering Heights__ and how these elements impact the <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">tone of the book overall.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson, we will be focusing on Standard 5 and examining the elements of

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Assessments__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Formative (Assessment for Learning)__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section I – checking for understanding during instruction:** During the class discussion, each table group of students will have miniature whiteboards and a whiteboard marker. When the teacher asks a question pertaining to the subjects discussed in this class, students will talk about the question in their table groups and jot their thoughts down on the whiteboard before holding it up for everyone to consider. The teacher can then clear up confusing concepts and ask students why they answered as they did.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – timely feedback for products (self, peer, teacher):** Self-Assess wiki by self-editing for spelling punctuation and grammar and also by using a rubric. Peer-edit with someone else in the class for spelling, grammar, punctuation, organization of ideas, and content. Because these articles will be used in the performance task later on in the unit, the teacher will read the articles and grade them (based on a rubric), but will also provide feedback and give the students a chance to revise before they need to be graded a second time later on.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Summative (Assessment of Learning):__** Each student will be responsible for writing two magazine articles on __Wuthering Heights__ that demonstrate their understanding of mystery, tension, suspense, and surprise in __Wuthering Heights__ and uploading these to the class wiki. Each student will be responsible for peer editing one another student's articles and leaving them constructive and positive feedback using the comment tool in Microsoft Word. **{**//25 points each://**50 points}.**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Integration__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Technology:** Students will use the class wiki to post their articles and read the postings of their classmates as well. //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">English: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Reading and writings based on __Wuthering Heights__) //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">History: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Students must become familiar with the era in which __Wuthering Heights__ is set and also <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">with the time in which it was written in order to understand Gothic literature and why elements of <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">mystery, tension, suspense, and surprise are key)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Groupings__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section I - Graphic Organizer & Cooperative Learning used during instruction**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After reading the short mystery story aloud, the students will be asked to consider exactly what constitutes a mystery and how elements of tension, suspense, and surprise contribute to the making of mystery. Students will think silently on this and then work with their group to fill out a "Time Line" graphic organizer of how the story progressed. Groups will then share with the class.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – Groups and Roles for Product:** Students will have the option of working in pairs or individually to write two magazine-style articles that address and include the elements of mystery, tension, suspense, and surprise in __Wuthering Heights__. Students will then be responsible for reading the articles of at least three of their classmates and beginning a discussion with these classmates regarding the ideas and events detailed in their articles.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Differentiated Instruction__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__MI Strategies__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal/Linguistic:** Verbal learners will benefit from using a word processor and using the comment tool to leave constructive and positive feedback for their classmates while editing.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** Visual spatial learners will enjoy finding/taking/creating images to use that correspond with their magazine articles.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** The whiteboard tactic allows bodily/kinesthetic learners to move their bodies in order to answer questions and demonstrate their understanding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** The wiki articles allow intrapersonal students to reflect on their thoughts and to consider different viewpoints and perspectives of characters and situations in the book.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Interpersonal students will most likely enjoy engaging in a class discussion. They can also work with a classmate on the articles, connect with each other through the wiki articles by reading the entries of their classmates, and discuss their thoughts and ideas with one another on the subject.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Naturalist:** Naturalistic students could choose to write one of their articles on the setting for __Wuthering__ __Heights__ (the English moors) and include the flora and fauna and landscape of this area and describe why or why not this natural setting enhances or takes away from the themes of mystery, tension, suspense, and surprise

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Modifications/Accommodations__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//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.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Plan for accommodating absent students:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If a student is absent during this lesson, I will expect that he or she will check the class wiki, read the required chapters, read the short story read at the beginning of class, and try and complete the accompanying timeline organizer if possible. If there are any questions, a student must first email a classmate. If the student is still not clear, he or she may email me with further questions. I will expect that, when the student returns to school, he or she will have read the appropriate chapters of __Wuthering Heights__(available online), read "The Red Headed League", and filled out the graphic organizer (if possible). The absent student can then ask any clarifying questions he or she might have that I can then clear up and I will assign and further describe the magazine article project to him or her (will be also addressed on the wiki so the student ought to be familiar with the assignment). I will expect all absent work to be turned in by the next class so the student will not fall behind on __Wuthering Heights__, the magazine articles, and/or further assignments.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Extensions__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Type II technology:** Posting the articles on the class wiki allows students to read the writings of others, form opinions, write comments, get peer feedback from one another, and get more comfortable with interacting digitally with one another.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Gifted Students:** Gifted students who feel comfortable with the material will have the option of writing one of their articles as a short story involving the characters of __Wuthering Heights__. The story must involve the necessary elements (mystery, tension, suspense, and surprise) and use these elements to create a definitive plot.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Materials, Resources and Technology__**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whiteboard
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whiteboard Markers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[|The Red Headed League] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" by Sir Arthur Conan Doyle
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Miniature White Board
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Timeline Graphic Organizer]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pens/Pencils
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Smart Board
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class Wiki Page
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Individual Copies of __Wuthering Heights__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Source for Lesson Plan and Research__**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class Wiki Web Page: //For Magazine Postings//
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //"The Red Headed League"//
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: //Read __Wuthering Heights__ online for free (for students who would prefer digital text)//
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: //Listen to __Wuthering Heights__online (for students who would prefer to listen to the book)//
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[|www.youtube.com/watch?v=-dnL00TdmLY] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //How to use a wiki video tutorial//
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //Timeline Graphic Organizer//
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //List of literary term definitions//
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Write a Mystery Story//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__PART II:__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Agenda**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day One:** //Introduction to Plot, Mystery, Suspense, Tension, and Surprise {**80 minutes**}//
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Hook Activity: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> The class will read " <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[|The Red Headed League] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">" together as a group (using the bump reading technique) and then have a discussion about why it is a mystery; does it have elements of suspense, tension, and surprise; how do all of these factors contribute to the making of a mystery; how does a mystery create plot? For the beginning of the discussion, a miniature whiteboard will be handed out to each table. As each question is asked, students will have to discuss with the members of their table and jot down notes on what they think about the question. We will then address the question again as a group {**40** **minutes**}.
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Brief Instructional Period: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Teacher will use the whiteboard (class will take notes) to present the main ideas of mystery, tension, suspense, and surprise and to compile all of the ideas the class came up with. The class will take down notes (teacher will later upload these notes to the class wiki as a resource and for absent students). {**5 minutes**}
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Group Work: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will work in table groups on creating a <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[|timeline] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> of events for "The Red Headed League". Students will need to create an accurate timeline that shows how the events build up to the climax, or turning point, of the story. The table groups will then briefly share their timelines with the rest of the class and discuss how mystery, tension, suspense, and surprise help to drive the plot {**20 minutes**}.
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Read: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will have the rest of class to read __Wuthering Heights__ with a partner
 * o //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Read Chapters Nineteen through Twenty-One in __Wuthering Heights__. Take notes on where you see mystery, tension, suspense, and surprise in this book and bring these notes with you to class tomorrow.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day Two:** //Introduction to Wiki Articles {**80 minutes**}//
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Explanation of Project: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Hand out checklist and directions. Explain how we will be writing two magazine-style articles (working individually or with partners) on the elements of mystery, tension, suspense and surprise in __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">. Students may work alone or with a partner. The assignment is to write two articles on __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">, its characters, events, plot, etc. that demonstrate their understanding of mystery, tension, suspense, and surprise in __Wuthering Heights__. Students will then upload these to the class wiki. Each student will be responsible for peer editing one another student's articles and leaving them constructive and positive feedback using the comment tool in Microsoft Word and also for contributing to the discussion on at least three other students' published articles. {**15 minutes**}.
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Writer's Workshop: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will now be given time to work on the assignment. They will need to establish their topics, write an outline, write the articles and get peer feedback on their articles using the comment tool on Microsoft Word. Once they have written their articles, students will need to email the assignment to me. I will provide feedback, give the students time to revise, and only then will they be allowed to "publish" on the wiki {**65 minutes**}.
 * o //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Revise magazine articles and upload to wiki. Participate in discussing at least three articles with your classmates.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Teaching and Learning Sequence__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">At the beginning of the year, I will do an introduction day that will get students familiar with the multiple intelligences and help me to collect data on how my students learn best. After this day, I will give student's assigned seats in table groups of four or five individuals and every student will ideally have a different learning style in order to have a unique set of views on topics during group work time. We will begin the class with students sitting their usual seat; however, once we begin work on the article project, we will need to switch up where everyone is sitting so that students can sit next to their partner. Students will be able to pick partner's in this situation based on who they know they work well with, but I will be able to suggest different partners if I see possible problems. Students will understand that the way an author chooses to manipulate time within a literary work creates mystery, tension, and/or surprise. //Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.// After this lesson, students will be able to recognize these elements in other places throughout their lives (books, movies, etc.) and to be able to recreate these techniques in their own writings. We will be reading the short story " <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[|The Red Headed League] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">" in order to spur a discussion on the elements of mystery, tension, suspense, and surprise in literary works. **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, Tailor: **//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal/Linguistic, Interpersonal // <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know (//see content notes//) plot, mystery, suspense, tension, and surprise and be able to find and describe specific examples of these in a text. (//Day One//) After reading the short mystery story aloud, the students will be asked to consider exactly what constitutes a mystery and how elements of tension, suspense, and surprise contribute to the making of mystery. During the class discussion, each table group of students will have miniature whiteboards and a whiteboard marker. When the teacher asks a question pertaining to the subjects discussed in this class, students will talk about the question in their table groups and jot their thoughts down on the whiteboard before holding it up for everyone to consider. The teacher can then clear up confusing concepts and ask students why they answered as they did. Students will then work in table groups to fill out a "Time Line" graphic organizer of how the story progressed. Each group will then share their thoughts briefly with the class. **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal/Linguistic, Visual, Interpersonal, Intrapersonal, Bodily-Kinesthetic// <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">(//Day Two//) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to use word choice and literary terms to gain a deeper understanding of the text. Students will be writing two magazine-style articles (working individually or with partners) on the elements of mystery, tension, suspense and surprise in __Wuthering Heights__. Students may work alone or with a partner. The assignment is to write two articles on__Wuthering Heights__, its characters, events, plot, etc. that demonstrate their understanding of mystery, tension, suspense, and surprise in __Wuthering Heights__. Students will then upload these to the class wiki. Each student will be responsible for peer editing one another student's articles and leaving them constructive and positive feedback using the comment tool in Microsoft Word and also for contributing to the discussion on at least three other students' published articles. Students will now be given time to work on the assignment. They will need to establish their topics, write an outline, write the articles and get peer feedback on their articles using the comment tool on Microsoft Word. Once they have written their articles, students will need to email the assignment to me. I will provide feedback, give the students time to revise, and only then will they be allowed to "publish" on the wiki. **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: **//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal/Linguistic, Interpersonal, Intrapersonal, Naturalist // <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess using self-editing techniques and the checklist I will distribute. They will also be responsible for revising their articles once I provide feedback via email. This assignment introduces the themes and elements of mystery, suspense, tension, and surprise and will lay the foundation for the performance task magazine project students will be creating at the end of unit.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal/Linguistic, Interpersonal, Intrapersonal//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Content Notes__**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Mystery: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A feeling of not knowing or a problem or crisis that needs to be solved in a literary work.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plot: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How a storyline progresses and the progression of events that shape the conflict.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Surprise: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When an event that occurs is not at all what the reader expected to happen.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Suspense: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The anticipation a reader feels to know what will happen next. The eagerness a reader feels to know the outcome of certain events.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tension: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A feeling and/or tone an author shapes in a literary work by creating a conflict or crisis that the reader wants to know the outcome of.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">"The Red Headed League" by Sir Arthur Conan Doyle: One of 56 Sherlock Holmes stories written by Sir Arthur Conan Doyle. It was published in 1891.
 * o //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jabez Wilson is a red-haired London pawnbroker, and he comes to speak with Sherlock Holmes to tell them that several weeks before his assistant, Vincent Spaulding, wanted him to respond to a newspaper article offering work to only red-headed applicants. The next morning, Wilson waited in a long line of red-headed men and was interviewed. He was the only aspiring employee hired because he had the reddest hair. Wilson, whose business works mostly in the evenings, was well-paid. The work was seemingly unnecessary clerical work in a sparsely decorated office. Finally one morning, a sign on the locked office door stated that: "THE RED-HEADED LEAGUE IS DISSOLVED." Wilson then went to speak with the landlord, who said that he had never heard of Duncan Ross, the person who managed the league office. The landlord did recall the tenant with scarlet hair and gives him a card which directs Wilson to an artificial knee company. Wilson ends the story with how frustrated he is losing enviable weekly income. Holmes and Watson feel that the situation is a little ridiculous, but Holmes reassures Wilson that by Monday they would solve the case. After Wilson departs, Holmes decides to go and see Spaulding, whom Holmes notices has dirty trouser knees. Holmes then taps on the pavement in front of the pawnbroker's shop. With the case solved, he calls e Police Inspector Jones and Mr. Merryweather, a director of the bank located next door. The four hide themselves in the bank vault and confront the thieves, John Clay, who has a long history of criminal activity already, and his helper Archie. Under the alias of Spaulding and Ross, they had contrived the 'Red-Headed League' rigmarole to keep Wilson out of his shop while they dug in the basement, in order to break into the bank vault next door. Back at Baker Street, Holmes explains to Watson how he solved the case.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Handouts:__**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Packets of "The Red Headed League" by Sir Arthur Conan Doyle
 * <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Timeline Graphic Organizer]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Directions and Checklist (One Handout) for Wiki Articles

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//__Learning Styles__//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Clipboard://** Organization and structure (checklist), clear procedures and expectations

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Microscope://** Analyzing concepts, deep exploration, discussion

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Puppy://** Supportive learning environment, encouraging atmosphere, supportive grouping, respectful colleagues, and empathic listeners

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Beach Ball://** Choices in activity, personal freedom, and variety of ways of completing the assignment
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">By providing choices, an overall atmosphere of support and encouragement, the availability of deeper exploration of the text and the material, and providing clear and concise directions and expectations, I meeting the needs of a variety of learners in order to encourage learning from all.
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 6 - //****<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.// **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Formative://** During the class discussion, each table group of students will have miniature whiteboards and a whiteboard marker. When the teacher asks a question pertaining to the subjects discussed in this class, students will talk about the question in their table groups and jot their thoughts down on the whiteboard before holding it up for everyone to consider. The teacher can then clear up confusing concepts and ask students why they answered as they did.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Summative://** Each student will be responsible for writing two magazine articles on __Wuthering Heights__ that demonstrate their understanding of mystery, tension, suspense, and surprise in __Wuthering Heights__ and uploading these to the class wiki. Each student will be responsible for peer editing one another student's articles and leaving them constructive and positive feedback using the comment tool in Microsoft Word. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">to gauge what they know, clear up misunderstandings, and to collect everyone's thoughts on the <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">matter. The magazine articles will provide a summative assessment of how well students <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">understand the elements of mystery, suspense, tension, and surprise and how these relate <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">to __Wuthering Heights__.
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> In this lesson, I will check for understanding by engaging students in a mini discussion

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 7// - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Content Knowledge://** See Content Notes

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//MLR or CCSS://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Common Core State Standard//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Content Area:// English

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Grade Level:// 9-10

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Domain:// Reading/Literature

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Cluster:// Craft and Structure

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Standard:// 4. Determine the meaning of words and phrases as they are used in in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. 5. Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Facet://** Application <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">mystery, tension, suspense, and surprise in __Wuthering Heights__ and how these elements impact the <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">tone of the book overall.
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson, we will be focusing on Standard 5 and examining the elements of

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 8 -// //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//MI Strategies://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal/Linguistic:** Verbal learners will benefit from using a word processor and using the comment tool to leave constructive and positive feedback for their classmates while editing.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** Visual spatial learners will enjoy finding/taking/creating images to use that correspond with their magazine articles.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** The whiteboard tactic allows bodily/kinesthetic learners to move their bodies in order to answer questions and demonstrate their understanding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** The wiki articles allow intrapersonal students to reflect on their thoughts and to consider different viewpoints and perspectives of characters and situations in the book.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Interpersonal students will most likely enjoy engaging in a class discussion. They can also work with a classmate on the articles, connect with each other through the wiki articles by reading the entries of their classmates, and discuss their thoughts and ideas with one another on the subject.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Naturalist:** Naturalistic students could choose to write one of their articles on the setting for __Wuthering__ __Heights__ (the English moors) and include the flora and fauna and landscape of this area and describe why or why not this natural setting enhances or takes away from the themes of mystery, tension, suspense, and surprise

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Type II Technology://** Wiki Article Postings <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">teaching and having the students create a project, this lesson will be effective for many of the <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">different learning styles. The wiki articles will allow each student to share his or her creation <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">digitally with his or her classmates and receive feedback and generate discussion using the <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">technology.
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">By utilizing six of the eight multiple intelligences in this lesson when it comes to

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//__NETS STANDARDS FOR TEACHERS__//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **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.**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __a. Promote, support, and model creative and innovative thinking and inventiveness__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** By allowing students to be creative and to use what we learned in class to create the "real world" product of a magazine article I am encouraging students to think apply their knowledge directly to the text in a creative way. Students will be working with one another to complete the assignment, to edit, and also to discuss the different articles written by their classmates

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **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.**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __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__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** Students will be using the class wiki to post their articles in order to encourage sharing with their classmates. Students will be guided by a checklist, but the project is broad enough that students can focus on any aspect of__Wuthering Heights__ that they find interesting or that applies to their specific learning style. Students are also responsible for completing all the steps in a timely fashion.