L1+Haigis,+Carinne

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **
 * __Teacher’s Name __****: ** Carinne Haigis
 * __Lesson #: __** 1
 * __Facet: __** Perspective
 * __Grade Level __****: **9-10
 * __Numbers of Days: __** 2 Days
 * __Topic: __** Introduction to __Wuthering Heights__ and to Key Literary Terms and Elements

Student will understand that authors use certain words and devices to convey deeper meaning. Students will know character development and point of view, and also understand and be familiar with all of the important characters (Catherine Earnshaw, Heathcliff, Hindley Earnshaw, Catherine Linton, Edgar Linton, Isabella Linton, Ellen Dean, Lockwood, and Linton Heathcliff), how they think and act, and how they interact with each other throughout __Wuthering Heights__. Students will be able to apply and use one's understanding of character development, point of view, and dialogue to one's own writings and to the works of others.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART I: __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Blog Postings

//<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: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> English //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 9-10 //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Reading/Literature //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cluster: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Craft and Structure //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 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;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson, students will focus on meeting Standard 4 and begin to learn how to interpret a text using literary devices, figurative and connotative meanings, and analyzing how these elements impact a reader's understanding of the characters within a text.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment: __**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Ask students to name as many literary devices and elements as they can think of and their definitions. Make a list on the whiteboard. Ask students which ones they think are most important/most widely used and why.
 * __<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: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">While students are working in small groups on their character development graphic organizers, the checking for understanding strategy (Thumbs Up/Down) will be used to see if there are students who are confused. The teacher will then ask guiding questions to help them in the right direction and to clear up any misconceptions surrounding the literary devices and elements learned in class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher): **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess their blog postings using a checklist to make sure they have included all of the necessary pieces. Students must also email the teacher a copy of their entry for feedback and then clean up the entry before posting it online.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Each student will choose two important characters in __Wuthering Heights__ to follow from the beginning of the book to the end. For every section of the reading, the student will be responsible for composing a blog entry (in the style of a journal) written from the perspective of each one of the characters that addresses what occurred in that section of the reading. Students can choose to focus on events, a character's inner turmoil and/or perspective, their relationship and thoughts on other characters, or any other aspect that makes sense with the required reading. At the end of the unit, students will have a collection of Blog Entry postings on Blogger that will demonstrate their understanding of the literary devices and elements in __Wuthering Heights__ and also how the author uses these elements to develop characters. Students will then be responsible for presenting their blog entries to the class {**50 points**}.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">English //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (Reading and writings based on __Wuthering Heights__) //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Art //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (students will need to add graphics {i.e. photographs, drawings, graphics etc.} to their Blog Entries that correspond directly with the entry and further demonstrate their understanding of what has occurred in the book so far and of the literary elements discussed in this unit). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Math //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (students who wish can choose to present their blog entries using the timeline tactic {includes doing math to figure out dates and when they occur}) //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (students will have the option to create a song in order to present their blog entries)
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use Blogger.com to post blog entries that demonstrate the knowledge learned in class. Blogger will allow students to view and make comments on one another's blog entries in order to gain a broader understanding of the material.


 * __<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: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will read the first two chapters of __Wuthering Heights__ in small groups (assigned table groups). As the students read, each group will be given an essential character to follow. The groups will, as they read, use a graphic organizer (the "Describing Wheel") to help them take notes on this specific character, their important traits and characteristics, and how the author introduces this person to the readers. Afterwards, the class will reconvene and share their findings with their classmates and add their notes to the class diagram (on the projector and uploaded to class wiki so everyone has access to these notes).
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">On the blog entry project, students will work individually, but will be responsible for following and keeping up with reading the blogs of their classmates and commenting at least one time on each one of their classmates blogs during the unit.


 * __<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;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to create a timeline that organizes the important events and years that occurred for a specific character they chose to follow (since __Wuthering Heights__ is not written in chronological order, this would require doing quite a bit of math and logical thinking). Students could also create Venn Diagrams examining similarities and differences amongst the characters they chose to follow.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to read from individual copies of __Wuthering Heights__. A Word Processor will be used to initially type up the blog entries. Students will also be asked to follow the blogs of other students in the class and share comments.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will add pictures and other graphics to their blogs (they are even encouraged to take their own photos) in order to enhance the viewer's understanding of their message.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to create a song taking the perspective of one of the characters they chose to follow.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The blog entries allow intrapersonal students to reflect and journal their thoughts (electronically) and to consider the perspectives of characters in the book.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal students can connect with each other through the blogs by reading the entries of their classmates and leaving appropriate and thoughtful comments on their blogs in order to connect ideas and thoughts.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to act out and videotape scenes from their blog entries with help from their peers.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to establish what animal the characters they followed in their blog would be and why giving examples from the text.


 * __<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) //**//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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, download the class notes, and try and complete the assignment 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), fill out the graphic organizer (if possible), and read the class notes (to have a basic understanding of literary devices discussed in class). 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 blog entry 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 blog entries, 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: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wiki (Digital Class Notes and Resources) and Blogger.com (Students will use Blogger.com to post blog entries that demonstrate the knowledge learned in class. Blogger will allow students to view and make comments on one another's blog entries in order to gain a broader understanding of the material)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted students could expand upon the blog assignment by, instead of writing journal-style entries, writing a series of letters back and forth between their two chosen characters. This will allow students to be a bit more creative and to think critically about how each one of their characters would interact, speak to one another (what language would they use, would they say what they were thinking or would they hide their true thoughts?), and what they would want to say when expressing their thoughts.


 * __<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;">Individual copies of __Wuthering Heights__ //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class list to keep track of who has which book //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Note Cards with Situations (Hook Activity) //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Photocopied Graphic Organizers //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Photocopied List of Literary Terms and Characters //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pens and Pencils //
 * //<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;">Laptops (for each student and for the teacher) //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class Wiki up to Date //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Smart Board/Projector //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Blogger (have my account up and ready to show students). //
 * __<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 //
 * [|//www.blogger.com//]//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: For posting blog entries for the summative assessment project //
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="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: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="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: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //Describing Wheel graphic organizer//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|www.youtube.com/watch?v=-dnL00TdmLY] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to use a wiki video tutorial//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|www.youtube.com/watch?v=zjL1oWA05ew] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to use a blogger video tutorial//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to use blogger tutorial//
 * __<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;">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. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that authors use certain words and devices to convey deeper meaning. //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//. This lesson will allow students to begin to be able to apply and use their understanding of character development, point of view, and dialogue to their own writings and to the works of others. For the pre-assessment, ask the students what they know about literary elements and devices. What are some terms they can think of? Which ones do they think are most widely used? Form a list on the white board to get an idea of what students know. After the pre-assessment, I will walk around and hand each table group a note card that details a modern life situation that contains some of the same themes as __Wuthering Heights__. Students will then have to discuss how they would react in the situation, if something similar has ever occurred to them or someone they know, and their thoughts in general on the situation with their table group before briefly presenting their thoughts to the class. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know (//see content notes//) character development, dialogue, and point of view, and also understand and be familiar with all of the important characters (Catherine Earnshaw, Heathcliff, Hindley Earnshaw, Catherine Linton, Edgar Linton, Isabella Linton, Ellen Dean, Lockwood, Linton Heathcliff), how they think and act, and how they interact with each other throughout __Wuthering Heights__. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explain that we are going to focus on characterizing, point of view, and dialogue today. Have a brief discussion about what these elements look like in a literary work. Introduce __Wuthering Heights__ and give a bit of background knowledge on the book (//see content notes//). Hand out literary terms note sheet and go over the definitions for characterization, point of view, and dialogue. Next, explain that we are going to read the first two chapters of __Wuthering Heights__ in assigned table groups. I will then pass out the " <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Describing Wheel] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" graphic organizer to the students and describe what I would like students to think about and take notes on during the reading (follow a specific character through these chapters. What are their traits? How do other characters react to this character? How does Bronte use the devices discussed in class to develop their personalities? How do they respond to their environment and setting?). During this time, I will walk around the room using the thumbs up/down checking for understanding strategy to see if students feel comfortable with the text, the story line, and the activity so far. If students are confused I will clarify my directions/answer any questions until the student feels more able and ready to complete the reading and the assigned activity. Finally, students will reconvene as a class, briefly discuss their findings, and add their notes to the class wiki so that everyone has access to the notes. //<span style="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 compare the dialogues of different characters and the way they impact the reader's understanding of each character through a continuing series of blog postings that will continue throughout the unit. On day two of this lesson, I will teach students how to use <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Blogger] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. This will be presented as a class demonstration using the smart board, but I will also provide a <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|video tutorial] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> and a step-by-step <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|note sheet] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> that shows students how to set up an account. If there are students who are already acquainted with Blogger, they can assist other students in the class in order to make sure everyone is able to keep up and that there is no confusion. After this, I will give students ten minutes to get familiar with the site and add a few fun elements to it. They will need to post a quick blog entry regarding their thoughts so far on __Wuthering Heights__ (which I can read to gather information on how students are responding to this text and also to see whether or not they can effectively use Blogger). Next, I will introduce the blog project and show students a few examples (from past students and/or myself). For this assignment, each student will choose two important characters in __Wuthering Heights__ to follow from the beginning of the book to the end. Students will have a variety of options for how to go about their blogs (can focus on elements of interest: i.e. make a song, write a script, write a journal-style entry, write a letter, have an on-going timeline of event, compare/contrast characters, what animal would each character be and why?) For every day of blogging, students are also responsible for reading the blog entry of one other student in the class and commenting on the post. To conclude this lesson, I will allow students the remainder of the class to get started on the assignment. As students are working, they will self-asses their entries using a check list. Also, students will need to email me their blog entries before posting it online so I can offer my feedback. Students will then clean up the entry and upload it to their blogger. If anyone finishes early, they can get started on the reading assignment for tonight. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess their blog postings using a checklist in order to make sure they have included all of the necessary pieces and that their blog includes the necessary elements. Students must also email me their entry before posting it online. I will email them back with my feedback as soon as possible (by the end of the day) and once students clean up their entry, they can then post it to Blogger. This lesson lays the foundation for beginning to make sense of __Wuthering Heights__ and how character development, point of view, and dialogue will contribute to major themes and ideas in the remainder of the book.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day One: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Introduction to __Wuthering Heights__// //and Key Literary Terms {**80 minutes**}//
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Ask students what they know about literary terms and elements. What are some they can come up with? Which ones do you think are most widely used? Keep a list on the board to find out how much students already know about literary devices (more on these in lesson 2, but this should get us started) {**5 minutes**}
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook Activity: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Each table group will be handed a note card with a modern life situation described on it that applies to the overarching themes of __Wuthering Heights__. During this time, I will quickly take attendance and then walk around and observe these discussions. Students will then have to discuss how they would react to the different situations with one another and share their situations with the class. {**15 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Brief Instructional Period: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Explain that we are going to focus on characterizing and dialogue today. Have a brief discussion about what these elements look like in a literary work. Introduce __Wuthering Heights__ {**15 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce Class Activity: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I will pass out the "Describing Wheel" graphic organizer and describe what I would like them to think about and take notes on during the reading (pick a character to follow, describe their traits and how Bronte uses devices to develop their personalities). {**5 minutes**}
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Read First Two Chapters of __Wuthering Heights__: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will read aloud in their table groups the first two chapters of __Wuthering Heights__ and take notes on the "Describing Wheel" **{25 minutes**}
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Upload Notes: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Groups can now briefly discuss their findings with the class and upload their notes to the class wiki page. {**15 minutes**}
 * § //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">*Homework: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Read Chapters Three and Four of __Wuthering Heights__ and write down or take mental notes of any questions that you might have.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Two: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Introduction to Blogger and Ongoing Blog Assignment {**80 minutes**}//
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Does Anyone Have any Questions?: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Was anyone confused about last night's reading? Are there any questions about the book in general? Students will be given time to ask their classmates these questions and if there are still any confusing thoughts, students can then ask me. {**5 minutes**}
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction to Blogger: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Tutorial on how to use Blogger. Pass out tutorial notes and show students step by step how to set up an account using the smart board and having them follow along. Give students //10 minutes// to get acquainted with the site and add a few fun elements to it. {**25 minutes**}
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce Summative Assignment //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Introduce the blog project (Each student will choose two important characters in __Wuthering Heights__ to follow from the beginning of the book to the end). {**10 minutes**}
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin Work on Blogs: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will pick their characters and begin to work on their blog entries for the remainder of class. If anybody finishes, they begin tonight's reading assignment (Next Two Chapters of __WH__) {**40 minutes**}
 * § <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">*Homework: Read Chapters Five through Eight of __Wuthering Heights__, post blog entries online.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal/Linguistic, Interpersonal, Intrapersonal, Logic/Mathematical, and Visual/Spatial.//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal/Linguistic, Visual Spatial, Interpersonal, and Naturalistic//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal/Linguistic, Logical/Mathematical, Interpersonal, Intrapersonal, Naturalistic, Visual/Spatial, Musical//**.**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal Linguistic, Interpersonal, Intrapersonal, Visual/Spatial//**.**


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know character development, dialogue, point of view, and also understand and be familiar with the essential characters (Catherine Earnshaw, Heathcliff, Hindley Earnshaw, Catherine Linton, Edgar Linton, Isabella Linton, Ellen Dean, Lockwood, Linton Heathcliff), how they think and act, and how they interact with each other throughout __Wuthering Heights__.

//__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __////<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A Gothic novel written by Emily Brontë. Published in 1847. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Character Development: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The different literary devices, describing words, and other methods an author uses to tell the reader more about the characters (who they are, what they look like, how they act and think, and how they relate and form attachments to other individuals). This is especially critical in the beginning of a literary work. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">"Describing Wheel" Graphic Organizer, Vocabulary Note Sheet, Blogger Self-Assessment Checklist //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Vocabulary: //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Point of View: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The perspective from which a story is told (who is the narrator of a work?) Separated into three categories…
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dialogue: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> How a character speaks to other characters. What words they use to convey their messages.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lockwood: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Awkward new tenant of Thrushcross Grange. He is one of the two narrators of the book.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Heathcliff: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">He is the master of __Wuthering Heights__ and a surly, taciturn and “dark” complexioned man.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Catherine Linton: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Heathcliff’s daughter-in-law (once married to his son). She is fair complexioned and often verbally challenges those around her.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hareton Earnshaw: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Perceived as uneducated and wild and lives at __Wuthering Heights__ with Heathcliff (Hindley’s son).
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Catherine Earnshaw: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Once Heathcliff’s friend, she is remembered as a wild and seemingly untamable child with the tendency to provoke those around her. She appears as a ghost in chapter two.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Ellen (Nelly) Dean: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The housekeeper at Thrushcross Grange. She grew up at Wuthering Heights with the Earnshaw children. She is the second narrator of the book.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hindley Earnshaw: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Catherine’s older brother who resents Heathcliff.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Mr. and Mrs. Earnshaw: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Catherine and Hindley’s parents (the previous master and mistress of Wuthering Heights) who have both died by the time the book begins.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">First Person: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A character who is physically present and interacting with other characters in the work narrates. Uses “I” and “me” and “my” (*__Wuthering Heights__ is narrated this way*)
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Example: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“**I** often find myself reflecting on that day and how **I** could have behaved differently.”
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Second: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This is the most uncommon of the point of view choice for literary works. It uses “you” to tell the story.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Example: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“**You** went to the story to buy some milk and then **you** went home to bake cookies.”
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Third: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This is when a narrator who is not physically a part of the story narrates. Common subjects are usually the character’s name, “he”, “she”, “it”, and “they”.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Example: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">“On sunny Saturday afternoons, **Lauren** often wandered down to the lake to watch the sailboats glide across the water.”
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary of Chapters One and Two of __Wuthering Heights__- //**
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Chapter One: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The reader is introduced to Lockwood, one of the narrators of __Wuthering Heights__. The story begins as he is writing a diary entry dated “1801”. Lockwood describes his first days as a new tenant at Thrushcross Grange, a manor house in Yorkshire County, England. Craving human contact, he sets off to visit the neighboring manor of __Wuthering Heights__. Here, he encounters Heathcliff, the house’s surly and even cruel master. Heathcliff leaves Lockwood alone in a room with snarling dogs (which Lockwood does not at all appreciate) and when Heathcliff returns, Lockwood is very angry with him. Eventually, through stilted conversation, Lockwood begins to think a little bit better of Heathcliff and as he is leaving, he decides he will visit again the next day. The chapter concludes with Lockwood leaving Wuthering Heights and returning to Thrushcross Grange.
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Chapter Two: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Several days later, Lockwood decides to again make the journey to Wuthering Heights. The day is cold, and the snow has just begun to fall as he knocks at the entryway to the house. No one answers the door, however, and Joseph, an old, overly religious and obnoxious servant, tells Lockwood, from the barn, that Heathcliff is not at home. Lockwood resolves to wait. Eventually, a wild looking young man (who we later learn is named Hareton), let’s him in to wait. Once inside, Lockwood discovers a beautiful young woman sitting by the fire. He wrongly assumes that she is Heathcliff’s wife and tries to make conversation with her. The young woman (who he later learn is named Catherine), responds rudely and Lockwood finds himself insulted by her callousness. When Heathcliff returns, he says that Catherine is not his wife, but his daughter-in-law. Lockwood then assumes that Hareton is Heathcliff’s son and so Heathcliff must then correct him again and inform Lockwood that Hareton was the previous master of Wuthering Heights’ son and that is own son, to whom Catherine was once married, is dead. Soon after this, Lockwood tries to return to his own home, but the blizzard prevents him from making the journey. He tries asking for someone to take him home, but no one will assist him. This leads to all sort of confusion (and another encounter with the snarling dogs), and Lockwood is forced to stay at Wuthering Heights for the night. Zillah, the housekeeper, leads him to bed and the chapter comes to an end.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**


 * __<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: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Step by step instructions, include checklists for self-assessment, and orderly progression of tasks
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Analyzing concept in the text, finding examples to illustrate key points, exploring new technology, and class and group discussions
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Supportive learning environment (student's expected to help one another), questions welcome at any time, constant checking for understanding, and empathetic listeners
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Variety of resources, differing methods of choosing how to complete the assignment, extensions on activities
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> By ensuring that, in this lesson, there are a variety of ways for students to process and learn the material, I am accommodating the four different learning styles. It is necessary to include elements of all four of these in a lesson in order to ensure that all students feel comfortable and capable of learning.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 6 - //****<span style="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: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">While students are working in small groups on their character development graphic organizers, the checking for understanding strategy (Thumbs Up/Down) will be used to see if there are students who are confused. The teacher will then ask guiding questions to help them in the right direction and to clear up any misconceptions surrounding the literary devices and elements learned in class. Students will self-assess their blog postings using a checklist to make sure they have included all of the necessary pieces. Students must also email the teacher a copy of their entry for feedback and then clean up the entry before posting it online.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Each student will choose two important characters in __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> to follow from the beginning of the book to the end. For every section of the reading, the student will be responsible for composing a blog entry (in the style of a journal) written from the perspective of each one of the characters that addresses what occurred in that section of the reading. Students can choose to focus on events, a character's inner turmoil and/or perspective, their relationship and thoughts on other characters, or any other aspect that makes sense with the required reading. At the end of the unit, students will have a collection of Blog Entry postings on Blogger that will demonstrate their understanding of the literary devices and elements in __Wuthering Heights__ and also how the author uses these elements to develop characters. Students will then be responsible for presenting their blog entries to the class
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> In this lesson, I will be constantly checking for understanding (using thumbs up/down and providing feedback on blog entries for students) in order to ensure that all students feel that they can learn the material and demonstrate their understanding. I will provide multiple opportunities for students to ask questions and to question the material. Students will demonstrate how well they have mastered the required literary terms for this lesson (characterization, dialogue, point of view, and the different characters of Wuthering Heights) through a series of blog entries that will put these different concepts into action.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> English //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 9-10 //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Reading/Literature //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cluster: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Craft and Structure //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 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;">Standard 7 //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> - //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: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">See content notes
 * //<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;">Facet: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Perspective
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson, students will focus on meeting Standard 4 and begin to learn how to interpret a text using literary devices, figurative and connotative meanings, and analyzing how these elements impact a reader's understanding of the characters within a text.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //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;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to create a timeline that organizes the important events and years that occurred for a specific character they chose to follow (since __Wuthering Heights__ is not written in chronological order, this would require doing quite a bit of math and logical thinking). Students could also create Venn Diagrams examining similarities and differences amongst the characters they chose to follow.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to read from individual copies of __Wuthering Heights__. A Word Processor will be used to initially type up the blog entries. Students will also be asked to follow the blogs of other students in the class and share comments.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will add pictures and other graphics to their blogs (they are even encouraged to take their own photos) in order to enhance the viewer's understanding of their message.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to create a song taking the perspective of one of the characters they chose to follow.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The blog entries allow intrapersonal students to reflect and journal their thoughts (electronically) and to consider the perspectives of characters in the book.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal students can connect with each other through the blogs by reading the entries of their classmates and leaving appropriate and thoughtful comments on their blogs in order to connect ideas and thoughts.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to act out and videotape scenes from their blog entries with help from their peers.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to present their blog entries to the class (towards the end of the unit) using a variety of presentation methods. One such method would allow students to establish what animal the characters they followed in their blog would be and why giving examples from the text.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Blogger.com
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> At various points throughout this lesson, every single one of the eight intelligences is used to help the students learn and/or process and/or demonstrate their understanding of the material. This variety allows every student the chance to feel like their methods are understood and to feel comfortable showing what they know.

<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;">Highlight which one's you feel you've met and write a rational statement //__<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;">a. This NETS Standard has been met due to this lessons assessment task involving blog entries. Students have to use examples from the text and their understanding of the different characters of __Wuthering Heights__ in order to show how characters might think about certain events going on in the text and how they might react. Students are given choices when it comes to writing and presenting the material so each student is allowed to think creatively about the topic and determine which method they would prefer to use. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. As part of the assignment, student are required to read the blogs of other students in the class and comment on at least one another blog per entry a student must make. This task is to encourage discussion regarding the content and regarding each student's thoughts on the material.
 * <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;">Rationale: //**

__<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;">a. For this assignment, the class will be using Blogger.com and will allow students to choose from a variety of different ways to write for the assignment and also to present it towards the end of the unit. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. Students can choose different ways of writing and presenting their blogs based on their learning styles and how they feel comfortable conveying the information. When learning how to use Blogger, I also provided a video, tutorial notes, a demonstration, and peer assistants to help students learn and discover the new technology. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. In this lesson, I am constantly checking for understanding using different strategies and always providing timely teacher feedback. The summative assessment for this lesson is ongoing and will show me how the students' understandings of __Wuthering Heights__ evolve over time and whether or not they grasp the necessary concepts. If I find that they are struggling when it comes to demonstrating understanding, I will find out why and use this information to inform my teaching practices. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * <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;">Rationale: //**
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Portions not contributed by visitors are Copyright 2011 Tangient LLC. ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **__Lesson #:__ __Facet:__**
 * __ Grade Level __**** : ** **__Numbers of Days:__**
 * __ Topic: __**


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **


 * Student will know **


 * Student will be able to do **


 * Product: **


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: **


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) **


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


 * __ Integration __**
 * Technology: **


 * Content Areas: **


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


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: **
 * Verbal **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **
 * Naturalist: **


 * __ 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: **


 * __ Extensions __**


 * Type II technology: **


 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ 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) //

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // 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.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // Standard 6 - // //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.//**


 * // Formative: //**


 * // Summative: //**


 * // Rationale: //**


 * // Rationale: //**
 * // 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.//**


 * // Content Knowledge: //**


 * // MLR or CCSS: //**


 * // Facet: //**


 * // 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.//**


 * // MI Strategies: //**


 * // Type II Technology: //**


 * // Rationale: //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 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:**//

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

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