L6+Haigis,+Carinne

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Carinne Haigis
 * __Lesson #: __** 6
 * __Facet: __** Self-Knowledge
 * __Grade Level __****: ** 9-10
 * __Numbers of Days: __** 1
 * __Topic: __** __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Making Connections

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that reading more deeply into the text is an essential life skill. Students will know metaphor, Gothic literature, point of view, flashback, dialogue, character development, plot, mystery, tension, suspense, surprise, irony, diction, symbolism, introduction, rising action, climax, falling action, resolution, births, deaths, marriages, key events, comings and goings, Catherine Earnshaw, Heathcliff, Hindley Earnshaw, Catherine Linton, Edgar Linton, Isabella Linton, Ellen Dean, Lockwood, Linton Heathcliff, and how all of these characters, terms, and elements combine and interact to lead to a reader's deeper understanding of the text. Students will be able to recognize the necessity of reading deeply into the meaning of a literary work.
 * __<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core State Standard // //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: //<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;">Grade Level: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> 9-10 //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Reading/Literature //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Cluster: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Craft and Structure //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: //<span style="background-color: white; 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, we will be wrapping up Standard 4 and focusing on how the many terms and devices learned throughout this lesson combine to convey the author's major ideas and to impact the reader's understanding of the text.


 * __<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 – ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will observe students as they are working on the map to see how they work and make connections to the text.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – ** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess by comparing their concept map to the Goal Review graphic organizer they filled out at the start of this lesson. Did they include all the aspects they thought were important? Peer feedback will occur when the students share in small groups. Teacher feedback will occur as they are creating their concept maps. I will have a mini conference with each student as they are working to see what their thoughts were on the book and to offer feedback on their Inspiration maps.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In order to understand and apply __<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;"> and it's ideas and themes to the real world, students will create a digital concept map using the Inspiration tool on the computer and connecting as many ideas and concepts as possible. Students may choose to work in pairs or individually to complete this assignment **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">{20 points} **<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;">Students will be using Inspiration to create a digital concept map of their thoughts on the themes of __Wuthering Heights__ //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">English: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Concept map pertains to the book, __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 can make connections from the text to works of art and can also include images in their maps. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students can make connections from the text to songs and music. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">History and Social Studies: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students can make connections from the text to history and/or social studies. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Science: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students can make connections from the text to science. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Math: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students can make connections from the text to math.
 * __<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the " <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|goal reasons] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">" graphic organizer to fill out with what their ideas on the various goals and themes of __<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;">. After the introduction of the Inspiration assignment, students will then use the "Three Step Interview" cooperative learning tactic to clarify any confusing concepts. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work with a partner to create the Inspiration map (after doing some preliminary planning on their own).
 * __<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;">Section II – Groups and Roles for Product **


 * __<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal/Linguistic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal/Linguistic learners can work with passages from the book and can write their own thoughts in the concept map to display their understanding of key themes and concepts.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical/Mathematics: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> The Inspiration program on the computer is a way for logical/mathematics learners to organize their thoughts on the themes and ideas from __Wuthering Heights__ and to display them in a logical manner. Students can also make connections to math and science.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Visual/Spatial: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Visual/Spatial learners can choose to add images that convey the themes to the concept map.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily/Kinesthetic: ** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In the hook activity, students will have the option of acting as their character and using body language and moving as they would in any given situation.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Musical/Rhythmic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students can choose to add song lyrics and names of songs that relate to the themes of __Wuthering Heights__ to the Inspiration concept map.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Intrapersonal students can reflect on their knowledge of key themes and ideas from the book and use the concept web to organize their thoughts.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will work with a partner to complete this project and can also choose to discuss their ideas with others. They can also share their concept maps with other students to reach a broader understanding of how different people think and connect to a text.

//**<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="background-color: white; 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 to see what they have missed. I will post the "Goal Reasons" graphic organizer, the directions for completing the graphic organizer, the directions for completing the Inspiration graphic organizer, and also what went on in class on that day. 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 completed the "Goal Reasons" graphic organizer and has also made some attempt at beginning the Inspiration project. Because this is a one day assignment that takes place entirely in school, the absent student will most likely need to do more work outside of the classroom in order to catch up. I will expect all absent work to be turned in and prepared by the next class after he or she has returned so the student will not fall behind on further assignments.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/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;">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;">Inspiration is a technology that allows students to make a concept map in order to connect and share their ideas with others.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can make this project as basic or as complicated as they would like to in order to fit their interests and abilities. Gifted students can make connections to other subjects, other aspects in life, feelings and emotions, etc. Students who would like to could also write a reflective essay or poem reflecting on the connections they could make to themselves after completing __Wuthering Heights__.


 * __<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;">Slips of Paper with Characters Names
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Situations in Which Students will Roll Play as Certain Characters
 * <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;">Pens/Pencils
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|Goal Reasons] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" Graphic Organizer
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class Set of __Wuthering Heights__
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Printer (with Paper)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Inspiration Program on Laptops


 * __<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;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //Goal Reasons Graphic Organizer//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: // //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Themes in // //__<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Themes in // //__<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|www.youtube.com/watch?v=oVHdWggJ3fE] <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 Inspiration Video //
 * <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 Inspiration//
 * <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 Inspiration for Concept Mapping//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: How to Concept Map //
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Write a Reflective Essay//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Write a Reflective Essay//


 * __<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: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook Activity: {**10 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Brief Instruction: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I will do a short tutorial (using the Smart Board) to get students acquainted Inspiration and concept mapping {**10 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Group Work: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will work in the same groups of four they formed at the beginning of class to start brainstorming different connections to make in their concept maps. They will need to use the "Three Step Interview" tactic with one other group member at this time. Groups will then use the " <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|Goal Reasons] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" graphic organizer to organize their thoughts {**20 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Partners: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will then split their groups into two groups of two students and will use this time remaining to work on their Inspiration concept maps. During this time, I will circle the room and have mini conferences with the partners to see what sorts of connections they are making to the text. At the end of the class, students will print their maps out and hand them in to me {**40 minutes**}.
 * § //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Homework: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> If you do not finish your concept map, establish a plan with both me and with your partner and have it ready to hand in by the next class.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that reading more deeply into the text in order to find meaning is an essential life skill. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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;"> This lesson is to help students realize that reading and thinking deeply about a text can be useful in life and that through reading we can establish connections with other literary works and with the world around us. When the students walk into the room, the teacher will present each student with a slip of paper with a character's name written on it. Students will then have to form groups of four in which no character is repeated and examine situations with that specific character's viewpoint in mind. **<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, Intrapersonal, and Kinesthetic // <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know metaphor, Gothic literature, point of view, flashback, dialogue, character development, plot, mystery, tension, suspense, surprise, irony, diction, symbolism, introduction, rising action, climax, falling action, resolution, births, deaths, marriages, key events, comings and goings, Catherine Earnshaw, Heathcliff, Hindley Earnshaw, Catherine Linton, Edgar Linton, Isabella Linton, Ellen Dean, Lockwood, Linton Heathcliff, and how all of these characters, terms, and elements combine and interact to lead to a reader's deeper understanding of the text. After the hook activity, I will briefly introduce concept mapping (when assigning this project I will use the thumbs up/down checking for understanding strategy to make sure students understand) and students will then use the "Three Step Interview" cooperative learning tactic to clarify any confusing concepts. Students will be given the <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|Goal Reasons] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" graphic organizer to fill out with what their ideas on the various goals and themes of __Wuthering Heights__. Students will work in their hook activity groups to complete the graphic organizer. **<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/Spatial, Interpersonal, and Intrapersonal // <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to recognize the necessity of reading deeply into the meaning of a literary work. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will now split their groups in half and form two sets of partners to complete the Inspiration concept map. The rest of the class will be for making more connections and working on these maps. At this time, I will wander the classroom and have mini conferences with each group to see the connections they are making and to offer immediate feedback and suggestions on their concept maps. Groups are encouraged to interact with other groups to in hopes of encouraging further connections to be made. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Rethink, Revise, Tailors: ** //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal/Linguistic, Logic/Mathematical, Visual/Spatial, Musical, Interpersonal, Intrapersonal, and Naturalist // <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess by comparing their concept map to the Goal Review graphic organizer they filled out at the start of this lesson. Did they include all the aspects they thought were important? Peer feedback will occur as students are creating their maps and actively sharing with other groups. Teacher feedback will occur as they are creating their concept maps. I will have a mini conference with each pair of partners as they are working to see what their thoughts were on the book and to offer feedback on their Inspiration maps. **<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, and Visual/Spatial //
 * __<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;">(Describe the teaching and learning process using all of the information from part I of the lesson plan) **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**
 * //__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wuthering Heights __//<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;">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;">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;">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;">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;">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;">Diction: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This device has to do with the specific words and the way in which they are arranged that an author uses to convey certain thoughts, reveal elements about the plot, and establish a specific tone and/or mood.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Flashback: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A piece of a story that occurred before the current action
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gothic Literature: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A literary style popular during the end of the 18th century and the beginning of the 19th. Usually portrayed fantastic tales dealing with horror, despair, the grotesque and other "dark" subjects.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Irony: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A difference in meaning from what is actually, literally said and what is implied.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dramatic: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When the audience knows something that a character or characters do not
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Situational: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When something one does not at all suspect will happen, happens. A surprise.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When there is a difference in what is said and what is actually meant
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Metaphor: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A comparison between two seemingly dissimilar “things”.
 * //<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;">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;">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;">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;">Symbolism: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Something that is representative of something else.
 * //<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;">Handouts __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Slips of Paper with Character Names
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|Goal Reasons] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" Graphic Organizer


 * __<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 – **// //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learner Development. The teacher understands how learners grow and develop, **// //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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;">Organization, Structure, Visible Directions, and Clear Closure //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: **// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discovery learning, Analyzing Concepts, Deep Exploration, Discussion, and Focus on Details //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: **// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Comfortable Environment, Encouraging Atmosphere, Supportive Grouping, and Respectful Colleagues //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: **// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Adaptive Environment and Personal Freedom //**<span style="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 am ensuring that there are a variety of ways for students to process and learn the material and I am also including a variety of elements from each of the four 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, **// //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will observe students as they are working on the map to see how they work and make connections to the text. Students will self-assess by comparing their concept map to the Goal Reasons graphic organizer they filled out at the start of this lesson. Did they include all the aspects they thought were important? Peer feedback will occur when the students share in small groups. Teacher feedback will occur as they are creating their concept maps. I will have a mini conference with each student as they are working to see what their thoughts were on the book and to offer feedback on their Inspiration maps. //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: **//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In order to understand and apply __Wuthering Heights__ and it's ideas and themes to the real world, students will create a digital concept map using the Inspiration tool on the computer and connecting as many ideas and concepts as possible. Students may choose to work in pairs or individually to complete this assignment **{20 points}**. //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By observing and interacting with students as they work, I will gain insight into how each individual student feels about the text and how he or she thinks and makes connections. The summative assessment is designed to show students that classic literature endures because it contains themes that people can perpetually identify with and that it is possible to connect __Wuthering Heights__ to their own lives and to the world around them.

//**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **// //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 7 **// **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- ** //**<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, **// //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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;">MLR or CCSS: **// //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core State Standard // //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: //<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;">Grade Level: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> 9-10 //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Reading/Literature //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Cluster: //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Craft and Structure //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: //<span style="background-color: white; 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;">Facet: **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Self-Knowledge //**<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;">: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson, we will be wrapping up Standard 4 and focusing on how the many terms and devices learned throughout this lesson combine to convey the author's major ideas and to impact the reader's understanding of the 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;">Type II Technology: **// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Smart Board and Inspiration //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By allowing students to make connections to any aspect of their lives, I am allowing students to explore areas that are of particular interest and truly relating __Wuthering Heights__ to each student's personal world. The Smart Board allows the class notes to come alive and to be saved for absent students or those who need to be able to have access to a copy of the notes. Inspiration allows students to both physically and mentally make connections to different ideas from the text and to manipulate the information in a manner that works for each individual student.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal/Linguistic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal/Linguistic learners can work with passages from the book and can write their own thoughts in the concept map to display their understanding of key themes and concepts.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical/Mathematics: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> The Inspiration program on the computer is a way for logical/mathematics learners to organize their thoughts on the themes and ideas from __Wuthering Heights__ and to display them in a logical manner. Students can also make connections to math and science.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Visual/Spatial: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Visual/Spatial learners can choose to add images that convey the themes to the concept map.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily/Kinesthetic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In the hook activity, students will have the option of acting as their character and using body language and moving as they would in any given situation.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Musical/Rhythmic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students can choose to add song lyrics and names of songs that relate to the themes of __Wuthering Heights__ to the Inspiration concept map.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Intrapersonal students can reflect on their knowledge of key themes and ideas from the book and use the concept web to organize their thoughts.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will work with a partner to complete this project and can also choose to discuss their ideas with others. They can also share their concept maps with other students to reach a broader understanding of how different people think and connect to a text.

__<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;">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;">Rationale: //** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The concept map allows students to be creative and enables them to tie in the real world by making connections to __Wuthering Heights__ and its enduring themes. Students will share their concept maps with their classmates and collaborate with one another in order to make a wide variety of connections and to see how __Wuthering Heights__ can be applied to the real world around us. Students are encouraged to think creatively and to discuss with one another so as to broaden their understanding of the material.

__<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;">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: **// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be using the Inspiration tool to create a digital concept map. Students will be able to use a graphic organizer to set their own goals and to determine which connects they see as especially important. Students will be assessing their own progress by evaluating the work of their peers and seeing how they think and how connections were made in other groups. Students can focus on making connections to areas that particularly interest them. Musical students could make connections to songs, visual students to art, verbal students to books and poetry, and etc. Inspiration allows students to add images, quotes, different shapes and colors in order to make a concept map that aligns with the learning styles of multiple students.