L2+Blaine,+Jacqueline


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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Jacqueline Blaine **__Lesson #:__** 2 **__Facet:__** Self-knowledge
 * __ Grade Level __**** : ** 8th **__Numbers of Days:__** 1
 * __ Topic: __** Character Dynamics


 * __ PART I: __**

Students will understand that character dynamics add drama and complexity to the plot.Students will determine a theme or central idea of a text and analyze its development over the course of the text including its relationship to the characters, setting, and plot. Students must understand that there is not a plot without character.
 * __ Objectives __**


 * Product: Character Blog **


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

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

Students will learn about characters and how characters affect the plot of the novel with their personalities, thoughts, and opinions as they make choices. They will then use this knowledge to create a blog chock full of a character’s (of their choice) rich thoughts.
 * Rationale: **


 * __ Assessments __**

After the lesson has been presented, students will use ABCD Whisper to get into groups and discuss the potential characters they want to use for their character blog. They will brainstorm together and talk about which characters have enough complexity within the novel to allow for full blog entries. Students will also use clickers towards the end of class to participate in a poll. The poll will ask students which character they are doing; it will list off a few of the main characters and then have ‘other’ as an option if a student is doing someone different from the main character.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Peer feedback will be given throughout the whole unit. As this is a project that will expand across most of the unit students will meet once or twice a week during class to discuss their blogs, talk about personalities and to present to each other. This is a great time for students to be really creative and have fun with their character.
 * Section II – timely feedback for products (self, peer, teacher) **


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

Students will choose a character they had read about in the book and create a blog for them. What was the character thinking during this point in the book? Why did they do that? The job of the student is to bring the character to life. What is their favorite food? Favorite color? This is meant to be a creative writing assignment so students shouldn't worry so much about accuracy of a character's color preference as they should on making sure it makes sense and goes along with the books. There should be at least two weeks worth of journal entries in the blog by the time it's over. Students will turn in their URL to me and I will check them out the last week of the unit. **(35pts)**

Students will use blogger to write from their character’s point of view. Essentially they’re keeping an online journal or diary for their character. They will record the character’s thoughts, ideas, and going-ons throughout the book.
 * __ Integration __**
 * Technology: **

Art: Students will channel their inner artist because this will allow them to create a visual online journal using fonts, colors, and various layouts as well as include pictures in their posts.
 * Content Areas: **

Students will use a describing wheel to get a good idea of who their character is and try to get into the mind of their character. They will be keeping a blog over the unit from the point of view of their character and this will help them stay true to character.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use ABCD whisper to get into groups. They will each take a letter and then meet up with other people in other groups with the same letter. They will discuss what character’s they chose and brainstorm together more characteristics of said character.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual: ** Pictures will be added to the blog
 * Verbal: ** Students will write daily blog posts in character.
 * Musical: ** Music will be played in the background during the warm-up.
 * Intrerpersonal: ** Students will work in pairs during a peer share session.
 * Intrapersonal: ** Students will create their own blog. This is not a group project.
 * Naturalist: ** Students must create at least one blog post about a setting at Hogwarts. IE: Dark Forest, the Owlery, Hogwarts grounds, etc.


 * __ 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. //

It will be the student’s responsibility to come in before or after school to come ask about what we missed. The lesson from the previous day will be on the Wiki so the student will know what exactly we covered and will have known to create a blogger account. The organizer will also be on the wiki so the student will be able to print it out or fill it out on the computer and bring it in when I see that student next. If the student has trouble, (s)he will be able to come in the next morning or afternoon to ask questions and seek help.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use blogger to keep an online journal or diary for their character throughout the unit. The student will be instructed to post frequently to their blog as we read the novel.
 * Type II technology: **


 * Gifted Students: ** Gifted students will be required to have additional posts in their blog. They will also be required to write a little bit more and provide more insight to their character’s mind.

// Laptops // // Describing Wheel // // Journals // // Music // // Bell // // Describing wheel //
 * __ Materials, Resources and Technology __**

// [|Www.blogger.com] (Blogging host) // // [|www.pandora.com] (Music) // // [] (How to set up a blog) // // [] //
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


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


 * Day One **


 * Students will walk in and hear music playing. They will sit down in their groups and read the prompt on the board. They will begin writing their thoughts down on the prompt. **(10 minutes)**
 * I will ring a bell to signify the warm-up is over for the day. I will offer any volunteers a chance to share what they wrote. In this time I will also instruct them to keep their journals out and write down any ideas they may get when we have a group discussion. **(10 minutes)**
 * Students and I will discuss the importance of a character and debate if their actions define whom their character is.We will relate this to Harry Potter and discuss how the three protagonists are important to the story and their actions as well as Snape and Malfoy. **(20 minutes)**
 * Students will brainstorm which character they’d like to do and then get into groups to discuss their ideas. **(10 minutes)**
 * Students will then take out their computers and we will go through the process of setting up a blogger. **(20 minutes)**
 * Students will take a quick survey so we can see how much diversity we have throughout the class. Homework will be assigned as students pack up and put away their things. One chapter will be due for the next class as well as submit their first blogger entry. **(10 minutes)**

Classroom Arrangement: Student will continue to remain in pods that were set up for the first lesson throughout the rest of the unit. Students will understand that character dynamics add drama and complexity to the plot. Students will determine a theme or central idea of a text and analyze it's development over the course of the text including it's relationship to the characters, setting, and plot. It is essential for students to understand how the personality of a character effects the dynamics of a scene in a book or event. When the students walk in they will hear music playing and will see a prompt on the board. They will know to sit down and brainstorm and write whatever comes to mind based on the prompt. The prompt will ask the students to consider if the actions of one person define who they are.
 * Where, Why, What, Hook Tailors: ** Intrapersonal, logic, verbal, musical

Students will know who the main characters are,who the minor ones are, and the terms protagonist and antagonist. (Equip) They will use the describing wheel to describe a character of their choice. After our debate on if actions define a character students will be given a describing wheel. They will pick a character to be the topic of the describing wheel and will fill in the blanks describing this character. The more details the students offer, the better! Students will use ABCD whisper to get into groups and then discuss their characters brainstorming even more together. During this lesson we will talk mainly about the handful of reoccurring characters throughout the chapters (Harry, Ron, Hermionie, Snape, Malfoy, and Hagrid). The students will also discuss the importance of a character's actions and if that defines their character.
 * Where, Why, What, Hook Tailors: ** Interpersonal, Intrapersonal, Verbal, Logic

Students will be able to create an online journal and keep up with it throughout the novel, Harry Potter and the Sorceress Stone. This will help the students understand that actions, thoughts, feelings, and ideas are what shape a character to be who they are and can define a character. The students will use ABCD whisper to get into groups and to discuss the characters that they want to do. This will be an individual assignment. They will use the describing wheel and this will be collected when they're done brainstorming. As always participation is part of the grade so all students should be encourage and motivated to always post a blog entry when they need to. Throughout the unit students will get into pairs with a student who they haven't previously been in pairs with and they will share their journal entry for that day. This will happen multiple times throughout the unit. Clickers will be used at the end of the first day to see which student is doing which character.
 * Explore, Experience, Revise, Refine, Tailors: ** Visual, interpersonal, Kinesthetic, Visual, Verbal

Students will have daily blog entries assigned to them and at the end I will go in and read each blog entry. I am looking for time and effort being put into this project and they will be graded as such.This is a personal project, students will not be working with other students. This is their chance to be creative and make this project their own. This is a project that will go on throughout the entire book so they will be able to make many connections between this lesson and the upcoming ones as the lessons coming up will continue to be based around Harry Potter.
 * Explore, Experience, Revise, Refine, Tailors: ** Visual, Intrapersonal, Visual, Verbal

Characters are vital to a story. Without character (or with poorly written ones) there is no story. A character is a fictional representation of a human figure. In order to create fiction there must be an interaction of characters; these characters develop through their dialogues, actions and thoughts.
 * __ Content Notes __**


 * Harry Potter: ** According to Rowling, Harry is strongly guided by his own conscience, and has a keen feeling of what is right and wrong. Having "very limited access to truly caring adults", Rowling said, Harry "is forced to make his own decisions from an early age on."He "does make mistakes", she conceded, but in the end, he does what his conscience tells him to do. According to Rowling, one of Harry's pivotal scenes came in the fourth book when he protects his dead schoolmate Cedric Diggory's body from Voldemort, because it shows he is brave and selfless. Rowling also said that Harry's two worst character flaws are "anger and occasional arrogance", but that Harry is also innately honorable. "He's not a cruel boy. He's competitive, and he's a fighter. He doesn't just lie down and take abuse. But he does have native integrity, which makes him a hero to me. He's a normal boy but with those qualities most of us really admire." For the most part, Harry shows humility, often downplaying his achievements; though he uses a litany of his adventures as examples of his maturity early in the fifth book, these very same adventures are later employed to explain why he should lead Dumbledore's Army, at which point he denies that they make him worthy of authority. After the seventh book, Rowling commented that Harry has the ultimate character strength, which not even Voldemort possesses: the acceptance of the inevitability of death.


 * Ron Weasley: ** Rowling in an interview described Ron as very funny but insensitive and immature, "There’s a lot of immaturity about Ron, and that’s where a lot of the humor comes from. Commenting on Ron's character development in the final book, Rowling explained that "Ron is the most immature of the three main characters, but in part seven he grows up. He was never strong footed, people see him mostly as Harry's friend; his mother had actually wanted a girl and in the last book he finally has to acknowledge his weaknesses. But it's exactly that which makes Ron a man."

Snape is generally depicted as being cold, calculating, precise, sarcastic, and bitter. He strongly dislikes Harry and often insults him by insulting his father, James Potter. As the series progresses, it is revealed that his treatment of Harry stems from Snape's bitter rivalry with James when they were in school together. Rowling further described the young Snape as insecure and vulnerable: "Given his time over again [Snape] would not have become a Death Eater, but like many insecure, vulnerable people he craved membership of something big and powerful, something impressive. [He] was so blinded by his attraction to the dark side he thought [Lily] would find him impressive if he became a real Death Eater." The adult Snape, on the other hand, is portrayed as very self-assured and confident of his abilities, to a degree that Rickman described as "full of himself." Snape typically displays a very calm and collected demeanor, rarely at a loss for words or taken off guard. His temper, however, is sometimes short where Harry is concerned and positively flares when dealing with his erstwhile tormentor Sirius, or when accused of cowardice. His otherwise impassive and aloof attitude seems to stem from his belief that people who cannot control their emotions are weak. Like some other prominent members of Slytherin house, Snape is shown to be a clever and cunning wizard. He is intelligent and has a keen, analytical mind. In an interview, Rowling adds that Snape is immensely brave,and when asked if she considers Snape a hero, replied: "Yes, I do; though a very flawed hero. An [|anti-hero], perhaps. He is not a particularly likeable man in many ways. He remains rather cruel, a bully, riddled with bitterness and insecurity—and yet he loved, and showed loyalty to that love and, ultimately, laid down his life because of it. That's pretty heroic!" Draco was, in general, an arrogant, spiteful bully. Like [|Dudley Dursley], his narcissistic nature most likely stemmed from his being spoiled by his parents throughout his childhood. He believed himself superior to most people because of his family’s pure-blood lineage as well as great wealth and social standing. He frequently behaved cruelly to Muggle-borns, so-called blood traitors, [|Gryffindor] students, and anyone who was a supporter of [|Harry Potter] or [|Albus Dumbledore]. For much of his youth, Draco took after his bigoted father, [|Lucius Malfoy], as a role model, and frequently boasted about his family's influence and wealth. Draco was quite intelligent and quick-witted, capable of deducing things and coming up with clever plans based on a small amount of information. The new students are greeted at the castle door by Professor McGonagall, who tells them they will soon be sorted into their houses. All Hogwarts students live in one of four residences: Gryffindor, Hufflepuff, Ravenclaw, or Slytherin. Each house has its own team for Quidditch, a game that resembles soccer on broomsticks. The houses are in a yearlong competition with one another to acquire the most points, which are earned by success in Quidditch games and lost for student infractions. As the students enter Hogwarts, ghosts appear in the hallway. The students are led to the Great Hall, where the entire school waits for them. They see a pointy hat on a stool. When the students try on the hat, it announces the house in which they are placed. Harry becomes very nervous. He has learned that he does not care for Slytherin house, as the students in it are unpleasant and Voldemort once belonged to Slytherin. Finally, it is Harry’s turn to wear the hat. After a brief mental discussion with the hat in which it tries to suggest Slytherin to him, the hat places Harry in Gryffindor. Harry is pleased to find that Ron and Hermione join him in Gryffindor. Draco Malfoy is placed in Slytherin. Everyone sits down to a grand feast to begin the year. Harry is overwhelmed by the variety of luscious food served. Sir Nicolas de Mimsy-Porpington, the resident ghost of Gryffindor (popularly known as Nearly Headless Nick because of a botched decapitation), introduces himself to the first-year students and tells them he hopes they will win the house championship this year. Over dessert, the discussion turns to the children’s upbringings. A student named Neville tells how his family thought he was a Muggle until he survived a fall from a window. Harry glances around the room and notices a few of the teachers talking to one another. One of them stares malevolently at Harry, who immediately feels a sharp pain in his forehead scar. Harry finds out that this man is Professor Snape, who teaches Potions. After dessert, Albus Dumbledore, the head of Hogwarts, gets up to make his welcome speech. He adds a few warnings about staying away from the Forbidden Forest and avoiding the third-floor corridor on the right side of the school. Everyone sings the school song and goes off to his or her house. Harry finds life at Hogwarts unfamiliar and strange. Everyone talks about him, and an adult always seems to be around when he is doing something wrong. Harry finds all the classes interesting, with the exception of the History of Magic. In the first Transfiguration class (where students are taught how to turn one thing into another), only Hermione is able to make any progress at turning a match into a needle. Harry is relieved to see that others are just as lost as he is. During breakfast the first Friday, Harry’s owl, Hedwig, who delivers mail, arrives with a tea invitation from Hagrid. Later, in his Potions class, Harry discovers that Professor Snape really does not like him, mocking Harry as “our new celebrity” and then humiliating Harry for his ignorance of herbs. Harry brings Ron with him to Hagrid’s shack for tea. Harry and Ron are disconcerted by Hagrid’s huge and fierce-looking dog, Fang, but discover that he is gentle. Hagrid tells Harry that he is overreacting to Snape’s treatment, asserting that Snape would have no reason to hate him. Harry happens to notice an article from the wizard newspaper detailing a break-in that occurred at Gringotts bank in a vault that had been emptied earlier in the day. He realizes that it happened on his birthday, the day he and Hagrid went to Gringotts. Furthermore, he remembers that Hagrid emptied vault seven hundred and thirteen, taking a small package with him as he left. Harry leaves Hagrid’s, his mind filled with questions.
 * Hermonie Granger: ** Hermione's most prominent features include her prodigious intellect and cleverness. She is levelheaded, book-smart and is very good with logic. She is often bossy yet unfailingly dutiful and loyal to her friends—a person who can be counted on. Rowling stated that Hermione is a person that "never strays off the path; she always keeps her attention focused on the job that must be done." Despite Hermione's intelligence and bossy attitude, Rowling says that Hermione has "quite a lot of vulnerability in her personality," as well as a "sense of insecurity underneath," feels "utterly inadequate...and to compensate, she tries to be the best at everything at school, projecting a false confidence that can irritate people." During her Defense against the Dark Arts exam at the end of [|//Harry Potter and the Prisoner of Azkaban//], Hermione reveals that her biggest fear is failure, after a [|Boggart] takes the form of Professor McGonagall and tells her that she has failed all her exams. Hermione has an extremely compassionate side to her personality and is quick to help others, especially those who are defenseless, such as [|Neville Longbottom], first-years, House-Elves, fellow Muggle-borns, half-giants like Hagrid, and werewolves like Lupin. It was revealed by Rowling after the publication of the final book that Hermione's career in the Ministry was to fight for the rights of the oppressed (such as House-elves or Muggle-borns). Hermione is also very protective of her friends and values them so much that Rowling has suggested that, if Hermione had looked in the [|Mirror of Erised] , she would have seen Harry, Ron, and herself "alive and unscathed, and Voldemort finished." Hermione has also learned to ignore what bullies such as Malfoy say to her, often preventing Harry and Ron from retaliating and thinking of some way to outsmart him. She accepts her status as a Muggle-born witch, and states in //Deathly Hallows// that she is "a Mudblood and proud of it".
 * Snape **
 * Malfoy **
 * Chapter 7 **
 * Chapter 8 **

// -Describing wheel graphic organizer //
 * __ Handouts __**


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


 * // Standard 3 – Demonstrates 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 __//**

// There will be a consistent posting to the blogs. The students will be assigned a certain number of blog entries every night and will be held accountable. They **WILL** be required to keep up with their blogs. //
 * // Clipboard: //**

// Students will have to logically think out which character has enough presence in the novel to allow for good solid journal entries. //
 * // Microscope: //**

// The puppy will be accommodated when students’ get into groups and each discuss their ideas. Their peers will support them as they discuss. //
 * // Puppy: //**

// Students will be allowed to be creative with this product and have the freedom to choose fonts, backgrounds, colors, layouts, etc. They will have the ability to change it if they don’t like it and bounce around between layouts. //
 * // Beach Ball: //**


 * // 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: //**// Students will recognize that character’s actions define their character //


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


 * // MI Strategies: //**
 * Visual: ** Pictures will be added to the blog
 * Verbal: ** Students will write daily blog posts in character.
 * Musical: ** Music will be played in the background during the warm-up.
 * Intrerpersonal: ** Students will work in pairs during a peer share session.
 * Intrapersonal: ** Students will create their own blog. This is not a group project.
 * Naturalist: ** Students must create at least one blog post about a setting at Hogwarts. IE: Dark Forest, the Owlery, Hogwarts grounds, etc.

// Students will learn how to use and manipulate a blogger for their needs. In this instance they will use it to keep an online journal for the character they select for their blogger project. //
 * // Type II Technology: //**


 * // Rationale: //**// The students will be using Blogger to create an online journal from the perspective of the character of their choice from the novel. This will help them understand how the character’s choices can affect a novel. This is a great way to incorporate type two technology while incorporating various learning styles such as visual, verbal, and intrapersonal. //


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

// Students will get into ABCD whisper groups and discuss characters from the novel. They will then discuss characteristics that the characters possess and from there choose a character to keep an online journal for. Various students will give peer feedback throughout the unit. They shouldn’t have the same partner more than once. //
 * // Formative: //**

// Students will pick a character and keep an online journal from their point of view. They will do this throughout the rest of the novel. They will be assigned at least one entry a night and will be instructed to put thought into their entries. What was the character thinking? What did they WANT to do but couldn’t? Did they disagree? How are they feeling? How did their decisions affect their mood //
 * // Summative: //**


 * // Rationale: //**// This will help the students understand how the decisions of characters and their actions affect the story. It will be their responsibility to put themselves in the shoes of their character and think how that character would. They will define who their character is and their personality. //


 * // 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. **

a. Promote, support, and model creative and innovative thinking and inventiveness

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

Students will reflect on what they've read and write blog entries from their character's perspective. This will challenge the student to be creative and really think about the novel.
 * // Rationale: //**

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

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

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

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


 * // Rationale: //**// Students will be responsible for posting online journal posts through blogger. They will be able to assess their own progress through the online blog as well as other students will be able to assess them as well. The product will encourage active participation throughout the unit because the journal posts will be based on what the students read that night. //

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