L5+Haigis,+Carinne

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

**LESSON PLAN FORMAT **

 **__Grade Level__:** 9-10
 * __Teacher’s Name __****: ** Carinne Haigis
 * __Lesson #: __** 5
 * __Facet: __** Interpretation
 * __Numbers of Days: __** 3 Days

 **__Topic:__** Interpreting Literary Elements in __Wuthering Heights__ and Writing a Thesis

 **__PART I:__**

 **__Objectives__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will evaluate elements of tension, mystery, and surprise within a literary work. 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, and comings and goings of characters and how to use these terms and devices to craft a thesis paper. Students will be able to evaluate elements of tension, mystery, suspense, and surprise within a literary work.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Product:** Google Doc Thesis Paper

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

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

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

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

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Standard:// 4. Determine the meaning of words and phrases as they are used in in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. 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;"> **Rationale:** In this lesson, we will be focusing on both standards 4 and 5. Students will be responsible for using the literary terms and elements discussed in this unit to support a thesis concerning the overall themes of __Wuthering Heights__.

<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 –** I will use the "Repeat" checking for understanding strategy to have the students repeat the directions to me after I say them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II –** Students will self-assess the essay using a rubric and by self-editing. Peer editing will occur during the first day of writer's workshop. Students can get feedback from their peers regarding their thesis statements and ideas before delving too deeply into the writing of the essay. Students must submit the essay to the teacher for feedback and then revise it in Google Docs before printing it out for class publication.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Summative (Assessment of Learning):__** __Wuthering Heights__ is a book that examines and explores several major themes. Students will choose one of these themes and write a thorough thesis paper that analyzes how this idea drives the plot. Direct and specific examples from the text that tie in the literary terms used in this unit must be included. Each student will then upload their essay into the class Google Docs document so they can see their classmates’ work as well as their own. I will print off the essays for "Class Publication". This assignment will count as the final exam for this unit **{**//25 points for the rough draft, 50 points for the final:// **75 points}**.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Technology:** The Smart Board will be used to give instructions and to teach students how to write a strong thesis statement. Students will use their laptops and a word processor to type the essay, and Google Docs to store it electronically.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //English:// Students will be using literary terms to write a paper about a universal theme in __Wuthering Heights__.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Art:// Students may choose to include images in their paper to illustrate their points.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //History:// Students may need to do a bit of research on historical customs to understand the themes they are discussing in __Wuthering Heights__.

<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;">In class, students will finish the last chapter of __Wuthering Heights__ (we will read aloud as a group). Once the book has been finished, students will have five minutes to discuss with their table mates their thoughts on the book, how it ended, and also to ask each other any clarifying questions regarding what they may or may not have understood. The final essay will then be introduced, and students will be given a variety of graphic organizers and methods of organize their thoughts and ideas and to take down notes on what must be included in the essay (" <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Step By Step Chart] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">", "Thesis Organizer", Index Cards on White Board...). Students will then be given time to begin planning their essays

<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;">As the thesis paper is a sort of "super" summative assessment of the bits and pieces learned in the entire unit, I will require students to work alone in order to complete it. However, I will encourage students to peer edit and will have a group peer editing session on the second day of writing workshop (class 3).

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal/Linguistic:** Verbal learners will be able use a word processor and Google Docs to write their essay and will be able to convey their thoughts and ideas exclusively through words.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical/Mathematics:** Thesis papers are a very logical form of writing in which there is a distinct formula (introduce thesis, supporting paragraphs, restate thesis and conclusion) that is used in writing. Students will fill out a thesis paper graphic organizer that will allow them to see how their thoughts fit together and need to connect within the essay.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** Students will be provided with a variety of graphic organizers to organize their thoughts on the essay. One such organizer would be an "Idea Web" so the visual/spatial learners could display their ideas in a visual manner.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** Students will be able to organize their thoughts and ideas for writing their essay in a variety of ways. One way would be to write their thoughts and ideas (single words and/or concepts they want to include) down on index cards and clip these to the whiteboard. Bodily/Kinesthetic students can then physically move their ideas around to figure out an order and structure that makes sense to them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical/Rhythmic:** While students are writing in class, I will play music that contains themes and tones of tension, suspense, mystery and surprise to get the musically inclined students in the mood to write about these same elements in __Wuthering Heights__ and to help them to understand that these ideas can be found in an area they are interested in.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** This paper provides students with the opportunity to reflect on their thoughts on __Wuthering Heights__ and to connect its major themes to themselves and to their own world.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will peer edit in small groups so that each student can get feedback from a variety of individuals and discuss their ideas with others.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If a student is absent during this lesson, I will expect that he or she will check the class wiki, read the required chapters, and try and complete the accompanying graphic organizers 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), examined closely the class notes, and filled out the graphic organizer. 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 thesis paper project to him or her (will be also addressed on the wiki so the student ought to be familiar with the assignment). If a student is absent during a day of writing workshop, he or she will need to work on their essay at home so as to not to get too far behind. I will expect all absent work to be turned in by the next class so the student will not fall behind on __Wuthering Heights__, the magazine articles, and/or further assignments.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Type II technology:** The teacher will use the Smart Board to make the class notes more interactive. Students will use Google Docs to share their essay with their classmates and with the teacher and to have a place to consistently store and save their work to.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Gifted Students:** Gifted students can opt to craft a thesis that revolves around another aspect of __Wuthering Heights__ or one that ties in other literary works, songs, poems, etc. in order to prove their point. This broadens the assignment and allows gifted students more creative liberties and presents quite a challenge as well.

<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;">Index Cards with Situations (from lesson one)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Smart Board
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">White Board
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">White Board Markers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How to Write a Thesis Notes
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Thesis Graphic Organizer
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Step by Step Graphic Organizers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Index Cards (for students to write ideas on)
 * <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;">Google Docs
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How to Use Google Docs Notes
 * <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;">Class Notes from Previous Lessons (Hard Copies in English Binders, Digital Copies on Class Wiki)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Source for Lesson Plan and Research__**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class Wiki Web Page: //For Notes//
 * <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;">: //Step By Step Chart//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|https://docs.google.com] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //Google Docs//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Use Google Docs Video//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Use Google Docs Notes//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //List of literary term definitions//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Write a Thesis Statement//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Write a Thesis Statement//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: How to Write a Thesis Statement Video
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //How to Write a Thesis Paper//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //Structure of a Thesis Paper//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Themes in __Wuthering Heights__//
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Themes in __Wuthering Heights__ //

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day One:** //Concluding __Wuthering Heights__//
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook Activity: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will revisit the situations discussed in the first day's "Hook" segment of the lesson. How do these situations relate to the major themes of __Wuthering Heights__? Have a class discussion to get the ideas flowing {**10 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Finish Reading __Wuthering Heights__: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> We will finish reading __Wuthering Heights__ (Chapters Thirty-Three and Thirty-Four) out loud in table groups. Groups will then discuss their ideas regarding the end of the book with one another before we open it up to a class discussion {**25 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Instruction: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I will now present to the class how to write a thesis paper. We will go through the steps of writing and the components of crafting a thesis statement/essay together as a group using the Smart Board (class notes will be posted on the wiki) {**20 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Writing Workshop: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will now be given the choice of using the " <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Step by Step] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">" chart and/or the "Thesis Organizer" to begin crafting a thesis and finding supporting evidence on __Wuthering Heights__. The rest of the class time will be for students to consult with their peers regarding whether or not their thesis statements are strong and how they could find textual evidence to support their claims {**25 minutes**}.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Two: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Continuing Work on Essay//
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Google Doc Introduction: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> We will have a class demonstration of how to use Google Docs. This will allow students to read and share their essays with their peers and to provide feedback electronically. By the end of class, students will need to have uploaded a rough draft of their essay to Google Docs {**15 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Writing Workshop //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The sole purpose of today's class is for students to use their planning worksheets from yesterday to begin writing their paper. Students will have the remainder of class to write a rough draft. During this time, I will play background music containing some of the same themes that exist in __Wuthering Heights__ {**60 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Partners: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I will assign every student a peer editing partner (based on my prior knowledge of student writing styles). Students will need to read their partner's paper and provide positive and constructive feedback via Google Docs {**5 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 your partner's essay and give him or her both positive and constructive feedback.

<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. Students will remain in this arrangement for this class. Students will evaluate elements of tension, mystery, and surprise within a literary work. 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. 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.// This lesson's purpose is to expand upon their understanding of __Wuthering Heights__ and to learn/improve their ability to craft and support a thesis statement. Students will revisit the situations discussed in the first day's "Hook" segment of the lesson. How do these situations relate to the major themes of __Wuthering Heights__? The class will engage in a class discussion get the ideas flowing. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, Tailor: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal/Linguistic, Interpersonal, and Intrapersonal// <span style="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, and comings and goings of characters and how to use these terms and devices to craft a thesis paper. (//Day One//) In class, students will finish the last chapter of __Wuthering Heights__ (we will read aloud as a group). Once the book has been finished, students will have a few minutes to discuss with their table mates their thoughts on the book, how it ended, and also to ask each other any clarifying questions regarding what they may or may not have understood. There will then be a presentation on how to write a thesis paper. We will go through the steps of writing and the components of crafting a thesis statement/essay together as a group using the white board (class notes will be posted on the wiki). The final essay will then be introduced, and students will be given a variety of graphic organizers and methods of organize their thoughts and ideas and to take down notes on what must be included in the essay ("Step by Step Graphic Organizer", "Thesis Organizer", Index Cards on White Board...). I will use the "Repeat" checking for understanding strategy to make sure the students understand thesis writing and the assignment. Students will then be given time to begin planning their essays. **<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, Interpersonal, Intrapersonal, Logical/Mathematical, Kinesthetic, and Visual/Spatial// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have a writing workshop in class in which to write the rough draft of their essays (//Day Two//). Students can interact with their classmates in order to share ideas and offer feedback. By the end of class, everyone will need to have submitted their essay to Google Docs. I will then assign partners (based on my prior knowledge of individual writing styles) and each person will need to read and provide feedback on their partner's essay before the next class via Google Docs. I will also provide feedback on every student's essay. (//Day Three//) Students will use the feedback to revise their rough drafts before submitting them for class publication. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal/Linguistic, Interpersonal, Intrapersonal, Musical, and Naturalistic// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess using self-editing and a rubric. I will provide feedback on each student's rough drafts via Google Docs before allowing students to refine their essay. This lesson is a way for me to see how well students have mastered the different literary techniques, terms, and ways of writing discussed in this unit and lays the foundation for writing and reading students will need to do for future classes. **<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//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Three: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Revision and Class Publication//
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Writing Workshop: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be given time to revise their essays (using self-assessment (self-editing and a rubric), the teacher feedback provided by me, the peer feedback provided by their editing partner) {**55 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Publication: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Once the student has finished his or her essay, he or she will print it off and the class will publish their essays in a group "book" (binder). This allows students a sense of accomplishment and gives their work an enduring quality. The binder will be stored in the school library for other students to peruse {**5 minutes**}.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Class Discussion: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> When all students finish their essays, we will reconvene as a group and discuss everybody's thesis statements and supporting evidence {**20 minutes**}.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**
 * //<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:// 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;">Introduction: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The beginning of a story where the key characters, settings, and main conflict are introduced to the reader.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rising Action: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The events leading up to the turning point or climax.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Climax: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The major turning point of a literary work in which the most major event of the story takes place.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Falling Action: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The events following the turning point/climax.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Resolution: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> How the story is resolved and how all loose ends are tied up. Not every story has one of these.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Thesis Paper: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A paper that is written to prove a point (a thesis) and that uses paragraphs as evidence to support the point the author is trying to make.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Thesis Statement: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A short statement, usually one sentence, that summarizes the main point or claim of an essay, research paper, etc., and is developed, supported, and explained in the text by means of examples and evidence.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Index Cards with Situations
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How to Write a Thesis Notes
 * <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Step By Step] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Graphic Organizer
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Thesis Graphic Organizer/Note Sheet
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Blank Index Cards

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

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Clipboard://** Organization, Structure, Clear Closure, Sequential Learning, Clear Procedures, and Clear Expectations

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Microscope://** Discussion, Focus on Details, and Ownership

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Puppy://** Comfortable Environment, Encouraging Atmosphere, Supportive Grouping, Respective Colleagues, and Sensitive Peers

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Beach Ball://** Variety of Resources, Personal Freedom, and Adaptive Environment <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">upon their own ideas on their own and with the help and support of their peers, this lesson clearly <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">uses all four of the learning styles and creates an atmosphere in which each kind of learner kind <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">find a way to write that works for him or her.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By establishing a writing atmosphere that allows students to be creative and expand

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Formative://** I will use the "Repeat" checking for understanding strategy to have the students repeat the directions to me after I say them. Students will self-assess the essay using a rubric and by self-editing. Peer editing will occur during the first day of writer's workshop. Students can get feedback from their peers regarding their thesis statements and ideas before delving too deeply into the writing of the essay. Students must submit the essay to the teacher for feedback and then revise it in Google Docs before printing it out for class publication.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Summative//:** __Wuthering Heights__ is a book that examines and explores several major themes. Students will choose one of these themes and write a thorough thesis paper that analyzes how this idea drives the plot. Direct and specific examples from the text that tie in the literary terms used in this unit must be included. Each student will then upload their essay into the class Google Docs document so they can see their classmates' work as well as their own. I will print off the essays for "Class Publication". This assignment will count as the final exam for this unit **{**//25 points for the rough draft, 50 points for the final:// **75 points}**. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">understand the material and the task at hand and also to ensure that students are going about <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">completing the assignment in the correct way and that their thesis statements are appropriate and <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">accurate. The summative assessment will show how well students understand all of the concepts <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">learned in this unit and will allow them the opportunity to demonstrate their ability to use these <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">elements to support an argument.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will use formative assessment strategies to determine whether or not students

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

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

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

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

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

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

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

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Facet://** Interpretation <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">responsible for using the literary terms and elements discussed in this unit to support a thesis <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">concerning the overall themes of __Wuthering Heights__.
 * //<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 focusing on both standards 4 and 5. Students will be

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal/Linguistic:** Verbal learners will be able use a word processor and Google Docs to write their essay and will be able to convey their thoughts and ideas exclusively through words.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical/Mathematics:** Thesis papers are a very logical form of writing in which there is a distinct formula (introduce thesis, supporting paragraphs, restate thesis and conclusion) that is used in writing. Students will fill out a thesis paper graphic organizer that will allow them to see how their thoughts fit together and need to connect within the essay.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** Students will be provided with a variety of graphic organizers to organize their thoughts on the essay. One such organizer would be an "Idea Web" so the visual/spatial learners could display their ideas in a visual manner.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** Students will be able to organize their thoughts and ideas for writing their essay in a variety of ways. One way would be to write their thoughts and ideas (single words and/or concepts they want to include) down on index cards and clip these to the whiteboard. Bodily/Kinesthetic students can then physically move their ideas around to figure out an order and structure that makes sense to them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical/Rhythmic:** While students are writing in class, I will play music that contains themes and tones of tension, suspense, mystery and surprise to get the musically inclined students in the mood to write about these same elements in __Wuthering Heights__ and to help them to understand that these ideas can be found in an area they are interested in.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** This paper provides students with the opportunity to reflect on their thoughts on __Wuthering Heights__ and to connect its major themes to themselves and to their own world.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will peer edit in small groups so that each student can get feedback from a variety of individuals and discuss their ideas with others.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Type II Technology://** The teacher will use the Smart Board to make the class notes more interactive. Students will use Google Docs to share their essay with their classmates and with the teacher and to have a place to consistently store and save their work to. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">essays, by providing an open and supportive writing environment, and by introducing students to <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">multiple ways of fulfilling the same goals, I am accommodating the different learning styles. The <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Smart Board allows me to easily post class notes to the wiki and also to interact digitally with the <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">notes to make it more accessible and more easily understood by the students. Google Docs allows <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">students to share and edit their essays digitally with others in 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;">By allowing the students some freedom in choosing what themes to discuss in their

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

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

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

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

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** In day one of this lesson, I will provide students with a variety of tools to help them to plan and craft their essays. Students are welcome to use the tools and techniques that work best for them. The use of Google Docs allows students to collaborate in editing and producing a final product and allows students to interact with their peers in a productive and digital fashion. I will also provide feedback for the students in this fashion thus effectively modeling the task I am asking the students to complete.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress__

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** Having students use Google Docs provides them with a tool that enables them to easily share their essay with others in the class and to engage in digital peer editing from afar. The writing workshop style of this lesson allows students to work at their own pace and to follow the steps and go through the different processes in a manner that works best for them. Students will, however, need to effectively manage their time and set their own writing goals in order to complete the assignment on time.