L4+Blaine,+Jacqueline

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __** Jacqueline Blaine **__Lesson #:__ 4 __Facet:__** Interpretation
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__ One**
 * __ Topic: __** Setting


 * __ PART I: __**

Students will understand that setting plays a role in contributing to the plot. Students will know important places mentioned in the book. Fix this.
 * __ Objectives __**


 * Product: ** Students will create a brochure on one of the settings they read about in //Harry Potter and the Sorcerer’s Stone.//

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


 * Rationale: ** Students will gain a deeper understanding of setting and how to accurately describe it. This will tie into a lesson later on discussing how exactly a setting can affect a character. This lesson will also help students with their unit project towards the end when they are describing imagery.


 * __ Assessments __**


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

Students will use Example/Non Example to determine what can be considered a good description of a setting or not. Students will also use fist to five at the end of the class to show me how confident they feel in making a brochure promoting a setting seen in //Harry Potter and the Sorcerer’s Stone//.

Students will have an opportunity within their table groups to discuss some possible places they wrote about on their graphic organizer and together they can work together to strengthen the descriptions. They will have been put in table groups in the first lesson. Students will also receive feedback from teacher in written form (a rubric).
 * Section II – timely feedback for products (self, peer, teacher) **


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


 * Brochure: ** Students have read good and bad examples of descriptions and now it's time to apply what they know about settings and create a brochure advertising to go to a place that the students read about in Harry Potter. The job of the student is to make me want to go to wherever they're advertising. They will achieve this by making the brochure fun, bright, and colorful. This is an individual project therefore students will work by themselves.

Using Microsoft word, students will create a brochure to advertise and talk about a place that is seen in Harry Potter and the Sorcerer’s Stone. This is time efficient compared to creating a brochure by hand and will help student’s products look more professional.
 * __ Integration __**
 * Technology: **

Art: The students are putting together a collage of pictures and text, all the while attempting to make it appealing to the human eye.
 * Content Areas: **


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

Students will be given the idea wheel and in each section they will describe a place they read about in the book. By the end of class students should have four different descriptions in the four different quadrants that have also been strengthened by their peers.


 * Section II – Groups and Roles for Product **

Students will work in table groups (that they were sorted into at the beginning of the unit) to fill out their graphic organizer. They will discuss and help each other out in adding details and strengthening their descriptions. On their brochure they will work independently.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual: ** Students will add pictures to their brochure to advertise their setting of choice.
 * Verbal: ** Students will write vivid descriptions of the location they are advertising.
 * Naturalist: ** Students will write about a place outdoors for their warm-up
 * Intrapersonal: ** Students will work individually on their brochures.
 * Logic: ** Students will logically place boxes of description and pictures on the brochure to make it look professional.
 * Music: ** Music will be playing in the background during warm-up
 * Naturalist: ** If weather permits then we will have class outside and we will discuss the five senses using our surroundings.


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


 * Plan for accommodating absent students: **

It will be the student’s responsibility to come in before or after school to come ask about what the student has missed. The lesson will be on the Wiki so the student will know what exactly we covered and will be given an extension on the assignment. For this particular lesson the student will need to come in early to get the graphic organizer. They will only be required to fill out two quadrants for the sake of time. The student and I can work together that morning/afternoon to make a setting they’ve chosen stronger.


 * __ Extensions __**


 * Type II technology: ** Students will use Microsoft word to create a neat, fun, colorful looking brochure that really sells a place that the students have read about in the novel Harry Potter and the Sorcerer’s Stone.

// Bell // // Laptops // // Microsoft word // // Graphic Organizer (Idea wheel) // // Pandora // // Creativity! //
 * Gifted Students: ** Gifted students when they finish, should write a small little blurb on why they chose this particular place for their brochure.
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**
 * [|Www.Pandora.com] **// A music website that will play music quietly while kids are working. //
 * __ [] __** An organizer that the students will fill out.
 * [] ** A guide on how to set-up a brochure on Microsoft for macs.


 * __ PART II: __**


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


 * Students will walk in and we will do our warm-up for the day. **(10 minutes)**
 * We will go outside and proceed to discuss what students were suppose to read for homework. **(10 minutes)**
 * A discussion will be had about what makes a description good. **(20 minutes)**
 * We will use our surroundings to go over the five senses.Smell, taste, touch, see, hear. **(15 minutes)**
 * Students will be given instructions and together we will go over the tutorial on how to make a brochure. **(15 minutes)**
 * Students will use the rest of their time to collaborate in their table groups and brainstorm ideas. They will also pack-up their belongings. Their homework will be to read the first half of chapter 13. They will also fill in their idea wheel on four different locations they might want to do their brochure on and sketch out a quick rough draft of the layout of their brochure. **(10 minutes)**


 * Day Two **


 * Students will come in and we will discuss the chapter students read for homework. We will also hear some ideas of what students will be doing for their brochure.**(10 minutes)**
 * Students will have mapped out their ideas for homework so today they will know exactly what they’re doing. Students will work on their brochures. **(60 minutes)**
 * Students will pack up and get ready to leave. For homework they will read the rest of chapter 13 and start 14. They will also finish up their brochure if they didn’t finish it in class. **(10 minutes)**

Students will continue to remain in pods from when they were placed during the first lesson. Students will understand that setting plays a role in plot. Students will know important places mentioned in the book. Students will walk in and sit down at their groups. They will pull out their journals and I will read them a series of short stories all relating to one theme or topic. Students will then begin to write in their journals about their own personal experiences with this topic. This will be a constant warm-up and the students will be expecting it (Not everyday but most days). After they’re finished writing they will have the option of sharing what they wrote out loud.
 * Where, Why, What, Hook Tailors: ** Verbal, intrapersonal, interpersonal, logic

Students will know important settings in the novel. The class as a whole will take a miniature field trip outside where we will discuss what makes a good description. We will use our senses to write a description of our current surroundings. We will discuss how the senses can help enhance a story and how it can affect a character. Students and I will then walk through a tutorial of how to create a brochure on Microsoft word. The kids will then have the remaining time to collaborate with their table groups on filling out their graphic organizer and figuring out which setting they may want to advertise. Students will then have the time to create a brochure the next class.
 * Where, Why, What, Hook Tailors: ** Interpersonal, logic, intrapersonal, naturalist, verbal, Kinesthetic, visual

Students will work in their table groups when they work on their graphic organizer. When they begin to work on their brochure they will work independently. To show understanding students will each come up with a example/non-example during our discussion time and quietly write it down. They will hand this to me as a sort of exit ticket on their way out. At the end they will also show me on fist to five how comfortable they feel making a brochure using Microsoft word. If they all show fist then we will go over it again in class next class period. If they’re all fives then I won’t worry about it and if there is a mix I will be able to float around next class helping kids as they raise their hands and ask questions. Students will fill out a graphic organizer known as the idea wheel. The idea wheel has four quadrants and students will fill these quadrants with descriptions of four different locations/settings they read in //Harry Potter and the Sorcerer’s Stone.// When they’re done they will use these to help them with their brochure and then turn these in with the final product.
 * Explore, Experience, Revise, Refine, Tailors: ** Visual, interpersonal, logic, verbal

Students will be evaluated by a rubric. They will have seen this rubric one the first day and will know what the requirements are for their brochure. This will connect to another lesson later on in the unit that will be focusing on how setting affects a character but before we can do that we need to be able to visualize the setting which is what we focus on this class. This lesson will also help students when it comes to work on the unit project at the end. This a valuable lesson that will help them immensely in life and throughout the rest of the year in my class. Being able to successfully describe scenery will come in handy later on in the year as well.
 * Evaluate, Tailors: ** Interpersonal, Intrapersonal, visual, verbal, logic

Students will know….. Christmas is approaching. Malfoy teases Harry about having to stay at Hogwarts for the holiday as he does not have parents. Harry, however, is looking forward to spending Christmas away from the Dursleys, especially because Ron is also staying at Hogwarts. The day before vacation, Hermione tears Ron and Harry away from a conversation with Hagrid to look in the library for more information about Nicolas Flamel. The librarian catches Harry prowling around the restricted-books section of the library and kicks him out. On Christmas day, Harry and Ron awaken to presents, though Harry’s are fewer. Harry receives candy and a knitted sweater from Ron’s mother. He also receives an invisibility cloak accompanied only by an anonymous note telling him that the cloak once belonged to Harry’s father. That night, after a satisfying Christmas dinner and after Ron has fallen asleep, Harry tries on his invisibility cloak. Unseen, he is able to go to the library’s restricted-books section. But one of the books starts screaming when he opens it, so he quickly leaves. He passes Filch and hides in an old classroom marked with an inscription that includes the word “Erised.” Inside stands an old mirror. Harry looks in the mirror and sees many people standing behind him, but when he turns around in the room, he sees no one. Suddenly, he recognizes that two of the people in the mirror are his dead mother and father. He tries to speak to them, but they can only communicate by waving. Harry lingers there a while but eventually returns to his room. The next night, Harry brings Ron with him to the mirror room. Ron does not see Harry’s parents in the mirror, but instead sees himself holding a Quidditch cup. Mrs. Norris, Filch’s prowling cat, notices them. On the third night, Ron is afraid of being caught and does not want to go back, so Harry returns alone. There he finds Albus Dumbledore. Dumbledore explains to Harry that the mirror displays the deepest desire of whoever looks into it. Harry is relieved to find that Dumbledore is not angry. Harry heeds Dumbledore’s advice to stop visiting the Mirror of Erised. After Christmas break, Harry, Ron, and Hermione resume their search for Nicolas Flamel, though Harry’s time is increasingly consumed by Quidditch practice. At practice one day, Harry learns that Snape will be refereeing the next game. He and his friends wonder whether Snape might try to harm Harry during the game. As they are talking, Neville hops by; Malfoy has cast a spell on him that has locked his legs together. Harry tells Neville that Neville needs to learn to stand up to Malfoy. Neville turns to leave, but not before giving Harry a Famous Wizard card for his collection. Suddenly Harry remembers where he has seen the name Nicolas Flamel before—on the back of the Albus Dumbledore Famous Wizard card that Ron gave him on the train trip to Hogwarts. Hermione runs to her room to get a book informing them that Flamel, once Dumbledore’s partner, was the only wizard ever to make a Sorcerer’s Stone. They learn that the Sorcerer’s Stone transforms any metal into gold and produces an elixir of everlasting life. Harry and his friends conclude that the fierce dog on the third floor must be guarding Flamel’s stone. Harry’s nervousness grows as the big Quidditch match approaches. If Gryffindor wins, it will take first place in the house championship. But Harry is concerned about Snape’s evil plans. His fears are allayed when he learns that Dumbledore will be at the game, because Snape would never commit any wrongdoing in front of Dumbledore. In the game, Harry catches the Golden Snitch within the first five minutes, and the crowd roars. Dumbledore congratulates Harry for this astonishing feat. Afterward, Harry notices Snape heading off into the forest. He flies to follow him and hears Snape talking harshly in the forest to Professor Quirrell and mentioning the Sorcerer’s Stone. What makes a good description:
 * __ Content Notes __**
 * // Chapter 12 //**
 * Chapter 13 **
 * 1) Good description is carefully worded. While you need to name someone or something directly and give correct terms for people, places, or events being described, "good description goes beyond accuracy and precision to include the musical qualities of language.”
 * 2) Good description is sensory. It makes the reader "see things." A salty kiss, a dancer's leap. Readers need to "see" what is being described or experience it through their senses.
 * 3) Good description represents things in a "state of activity." Good description can create the illusion of movement and bring things to life.
 * 4) Good description often uses metaphor and other figurative language.

// Idea Wheel // // Rubric //
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**

// Students have clear expectations of what they’re suppose to do for the brochure assignment as well as an organized work space on the graphic organizer to write down four different setting descriptions. //
 * // Clipboard: //**

// Students will logically have to think out which location would be best. How many details are in the book for this one location, would it be hard to advertise if there are very few details? They will need to think critically before choosing their setting. //
 * // Microscope: //**

// Students will have a chance to brainstorm together about various settings within the novel. They will also have been sitting in groups since the beginning of the unit. //
 * // Puppy: //**

// Students will have a choice of locations to choose from. They have creative freedom in this project and will be allowed to do whatever they need to do while still meeting the requirements and sticking to the assignment. //
 * // Beach Ball: //**


 * // Rationale: //**// This assignment meets all of the needs of the different types of learners and MI learners through this easy, creative assignment. Students will really enjoy this because it allows them enough freedom(The breach ball) while still being supported by their peers (the puppy). //


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


 * // Content Knowledge: //**

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


 * // Facet: //**// Interpretation //


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


 * // MI Strategies: //**
 * Visual: ** Students will add pictures to their brochure to advertise their setting of chouce.
 * Verbal: ** Students will write vivid descriptions of the location they are advertising.
 * Naturalist: ** Students will write about a place outdoors for their warm-up
 * Intrapersonal: ** Students will work individually on their brochures.
 * Logic: ** Students will logically place boxes of description and pictures on the brochure to make it look professional.
 * Music: ** Music will be playing in the background during warm-up


 * // Type II Technology: //**// Creating a brochure using Microsoft word. //


 * // Rationale: //**// This is type two because it is taking something that we’d normally have to do by hand and allowing us to make it on the computer. This is easier and quicker. //


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

Students will use Example/Non Example to determine what can be considered a good description of a setting or not. Students will also use fist to five at the end of the class to show me how confident they feel about describing settings vividly.
 * // Formative: //**

Students have read good and bad examples of descriptions and now it's time to apply what they know about settings and create a brochure advertising to go to a place that the students read about in Harry Potter. The job of the student is to make me want to go to wherever they're advertising. They will achieve this by making the brochure fun, bright, and colorful. This is an individual project therefore students will work by themselves.
 * // Summative: //**


 * // Rationale: //**// Students will learn how to properly describe a setting. This will help them later on during their final project. This will also connect to a lesson after this explaining just how setting can affect a character. //

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

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

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

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


 * // Rationale: //**// Students will promote and model what a brochure would look like for a setting they read about in Harry Potter. They will use their creativity and their knowledge of the book to really advertise one of the places they liked the best. //

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

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

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

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


 * // Rationale: //**// Students will learn about setting during class and then use what they know and the book that they have to create a brochure promoting a setting in the book that they really loved. //

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].

Portions not contributed by visitors are Copyright 2011 Tangient LLC.