L6+Blaine,+Jacqueline

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Jacqueline Blaine __Lesson #:__ 6 __Facet:__ ** Empathy
 * __ Grade Level __**** : 8th ** **__Numbers of Days:__ 1**
 * __ Topic: __** Characters and setting


 * __ PART I: __**

Students will understand that setting plays a role in contributing to the plot. Students will know setting, and plot and how it can shape a character. Students will be able to create an online news article about a character of their choosing.
 * __ Objectives __**


 * Product: ** Students will create an online article about their character’s past.

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


 * Rationale: ** Students will be making a connection between settings and how it affected them and shaped the character’s to be who they are today.


 * __ Assessments __**


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

Students will use exit tickets and quick writes to demonstrate their understanding.


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

Students will receive oral feedback on their articles from a peer.


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

Students will create a newspaper article on the character they had chosen for their blogs. By this time I expect students to be 'experts' on their character. The students will be journalists and are doing a profile on their character for their newspaper company. It's their job to write an article on their character's background and create a profile. For example Draco Malfoy is greedy. Why is this? Because he was an only child growing up and his parents supposedly spoiled him. I want reasons as to why they are the way they are. It must make sense. Spelling and punctuation are a must!

Students will write their article in Microsoft word and design a layout in Adobe illustrator, then post it on their blogs using blogger.
 * __ Integration __**
 * Technology: **

Journalism: Students will be using skills they would otherwise learn in journalism. They must act like they’re writing an article and interview their character to learn how their background and upbringing affected them.
 * Content Areas: **


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

Students will use a word web to record all the information they can get on their character so they can form a solid interview.


 * Section II – Groups and Roles for Product **

Students will already be in groups from lesson one when they discuss their backgrounds. When they do their peer reviews, they will be given a number and they must find someone with the same number as them and review each other’s article.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Interpersonal: ** Students will work in groups to discuss their backgrounds
 * Intrapersonal: ** Students will work separately on their online newspaper article
 * Linguistic: ** Students will type up an article based around their characters
 * Visual: ** Students will add pictures to their articles
 * Logic: ** Students will have to search for and find background information on their characters
 * Music: ** Music will be played during the period when everyone is quiet and searching for information on their character's background.


 * __ 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 we missed. The lesson from the previous day will be on the Wiki so the student will know what exactly we covered and will be given an extension on the assignments


 * __ Extensions __**

Students will first type up their article in Microsoft word with spellcheck and the ability to add pictures of their character. They will then create a layout in adobe illustrator and move their text over. They will then save and put the article on their blogger to publish online.
 * Type II technology: **


 * Gifted Students: ** Gifted students will have to add various pictures throughout the article. They will also be required to write a wee bit more than the other students.

// Book // // Bell // // Laptop // // Microsoft Word // // Blog //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] Some great questions for students to consider when writing their profile on their character.
 * __ [] __** A great site for students to get information on their character since this lesson happens at the end of the unit and they may not remember some things.


 * __ 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 sit down. In their table groups they will discuss their backgrounds and how they’re backgrounds have shaped who they’ve become today. If anyone would like to share a small example they will be allowed to do so after small group discussions. **(10 minutes)**
 * Class will have a discussion and go over what happened in the end of chapter 14 and chapter 15. If they have any questions now will be the time to ask. **(20 minutes)**
 * As a whole we will discuss how the backgrounds of each characters may have affected them and shaped them. **(20 minutes)**
 * Students will learn how to use Adobe illustrator to create a newspaper article. They will have the chance to play around and get to know the program. We will also go over questions or concerns they may have. **(20 mintues)**
 * Students will pack up and be assigned to read chapter 16 for homework. **(10 minutes)**


 * Day Two **


 * Students will come to class and get ready to discuss chapter 16. **(5 minutes)**
 * Students and I will discuss what happened in chapter 16 and they will have the chance to ask any clarifying questions. **(15 minutes)**
 * Students will work on their news articles. I will walk around and help or answer questions when needed. **(50 minutes)**
 * Students will print off article, and turn it in and pack up to get ready to go. For homework they will finish the book if they have not already done so. **(10 minutes)**

Students will be in groups from the first lesson. Students will understand that setting can and will affect a character. For the hook, students will be in their groups that they had been sorted into during the first lesson and discuss their backgrounds. They will talk about how their surroundings have shaped them and who they are today. When small discussion is over students will have a chance to share what they shared with their table group, with the class. Students will also have the opportunity to add these thoughts to their journal as an entry.
 * Where, Why, What, Hook Tailors: ** //Logical, Interpersonal, Verbal//

Students will know who the characters are and how their backgrounds affect them. We will have a group discussion on characters and during this discussion we will be using word webs to write down information that we know/learn about the characters. Students will be using exit tickets (their word webs) and quick writes to show that they are at least thinking about the content. Students will read a tutorial on how to work Adobe illustrator as well as use a Harry Potter website to locate more information on one of the character’s past. There is also an article on how to interview someone with example questions that students can use. This will be an individual project.
 * Equip, Explore, Rethink, Tailors: **// Logic, verbal, visual, intrapersonal, interpersonal //

Students will be able to identify how character’s backgrounds can shape them. Students will be grouped based on the first lesson we had when they were sorted into their houses. They will remain in these groups for the hook activity. There won’t be separate roles. They will all be creating an article using adobe illustrator and eventually putting it up on their blogs. Students will show learning through their article when telling me how background affected a specific character. Also through quick-writes and exit tickets will they let me know what they’ve learned. Students will be getting feed back the day after they turn their project in and I will be walking around all class giving feedback orally as well as answering any questions they may still have.
 * Explore, Experience, Revise, Refine, Tailors: ** //Intrapersonal, logic, Interpersonal, Verbal, visual, naturalist//

Students won’t have self-assessment but they will be assessed via checklist by instructor. This will be the form of feedback that students receive. This connects to lesson floor and building off of what was learned then. Students then worked on learning about background and describing it and now in lesson six seeing how said background and settings affect the characters.
 * Evaluate, Tailors: ** //Intrapersonal, logic, verbal//

Students will know…..
 * __ Content Notes __**


 * // Chapter 16 //**

The year-end examinations go off without a hitch, although Harry fears that Voldemort will burst through the door at any second. While he is a guest at Hagrid’s, Harry learns that while drunk and playing cards, Hagrid revealed to Voldemort that anyone can get past the three-headed guard dog, Fluffy, by playing music to him. Harry and his friends rush to find Dumbledore to tell him this news, but they run into McGonagall, who informs them that Dumbledore has been called off to London by the Ministry of Magic. Harry convinces Hermione and Ron that they need to grab the stone that night. As they are heading out, Neville tries to stop them. Hermione immobilizes him with a spell, and they proceed .When they reach Fluffy, Harry, Hermione, and Ron notice a harp by his feet and realize that someone has already passed by Fluffy. Harry plays a flute he has brought, putting Fluffy to sleep and allowing his gang to go through the trapdoor. They land on some sort of plant with twisting tendrils that wrap around Harry and Ron. Hermione gets out immediately and uses fire from her wand to stave off the plant. Next, they encounter a large locked door in a room full of birds that are actually keys. Harry uses his Quidditch skills to catch the right bird and unlock the door. They then must play a violent game of chess in which each of them is a chess piece. Ron masterfully leads them through the game, but he must allow himself to be captured—and severely beaten—by the opposing queen to win. Harry and Hermione then come upon a series of potions and a logic puzzle. Hermione figures out which potions to drink and then goes back to help Ron and Harry move forward to find the stone.


 * Chapter 17 **

Harry lies, telling Quirrell that he sees himself in the mirror winning the house cup for Gryffindor. Voldemort tells Quirrell that Harry is lying. Wishing to speak directly to Harry now, Voldemort tells Quirrell to unwrap his turban. Harry is shocked to find Voldemort’s face on the back of Quirrell’s head—Voldemort is a shape-shifter and has been using Quirrell’s body. Voldemort tries to persuade Harry to give him the stone, which he knows is in Harry’s pocket. He tells Harry to join him rather than resist and be killed like his parents. Harry refuses and Voldemort orders Quirrell to seize Harry. Quirrell tries, but each time he grabs for Harry, his hand blisters as if burned. Harry grabs Quirrell, putting him in tremendous pain; meanwhile, the pain in Harry’s forehead scar is steadily increasing. As the struggle intensifies, Harry feels himself losing hold of Quirrell and falling. When Harry regains consciousness, Dumbledore is standing over him. Harry starts telling Dumbledore that Quirrell has the stone, but Dumbledore tells him to relax. Harry realizes that he is in the hospital. He asks Dumbledore again about the stone and Dumbledore tells him that he arrived just in time to save Harry from Quirrell. Dumbledore adds that he spoke with Nicolas Flamel and they decided to destroy the stone. He explains also that Quirrell could not touch Harry because Harry was protected by his mother’s love. Dumbledore also reveals that it was he who left the invisibility cloak for Harry and explains that there was enmity between Snape and Harry’s father, much like the enmity between Malfoy and Harry. Furthermore, Dumbledore explains how Harry ended up with the stone; Harry was the only one who wanted to find the stone for itself rather than for what the stone could obtain. Harry gets out of his hospital bed to go to the end-of-year feast. The dining hall is decorated in Slytherin colors to celebrate Slytherin’s seventh consecutive win of the championship cup. Dumbledore rises to speak and announces that in light of recent events, more points need to be given out. He awards Ron and Hermione fifty points each and Harry sixty points for their feats in getting to the stone. Gryffindor thus pulls into a tie with Slytherin. Dumbledore then adds that Neville has been awarded ten points for learning bravery. Gryffindor pulls ahead into first place, thus winning the house cup. When school grades finally arrive, Harry and Ron do well, and Hermione is at the top of the class. They all pack and head to the train station to go back to their homes. Harry, Hermione, and Ron say their good-byes for the summer and Harry heads home, eager to use a little magic on Dudley Dursley.

// Word Web //
 * __ 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 __//**

// Clipboards will like this because they’re being graded using a checklist. //
 * // Clipboard: //**

// Microscopes will like this because they will be given the chance to reflect on past events in the book and have the opportunity to make connections between the setting and the characters. //
 * // Microscope: //**

// Students will have the opportunity during the hook to feel like they’re in a supportive and comforting environment when they discuss with their classmates their backgrounds. //
 * // Puppy: //**

// Beach balls will be accommodated when we have class discussion and they will have the opportunity to chime in with their opinions when they would like. //
 * // 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: Empathy //**


 * // Rationale: //**// Students will make the connection between character and setting and how the setting can affect the character. //
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Interpersonal: ** Students will work in groups to discuss their backgrounds
 * Intrapersonal: ** Students will work separately on their online newspaper article
 * Linguistic: ** Students will type up an article based around their characters
 * Visual: ** Students will add pictures to their articles
 * Logic: ** Students will have to search for and find background information on their characters
 * Music: ** Music will be played during the period when everyone is quiet and searching for information on their character's background.


 * // Type II Technology: //** Students will first type up their article in Microsoft word with spellcheck and the ability to add pictures of their character. They will then create a layout in adobe illustrator and move their text over. They will then save and put the article on their blogger to publish online.


 * // Rationale: //**// This is type two because we are using a program to create the layout for the article and then putting it online for the world to see. //


 * // 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 quick-writes and exit tickets to demonstrate their understanding of the content. They will also receive oral peer feedback as well as written feedback on their final project. I will be walking around answering questions and providing feedback as they work. //
 * // Formative: //**


 * // Summative: //**

Students will create a newspaper article on the character they had chosen for their blogs. By this time I expect students to be 'experts' on their character. The students will be journalists and are doing a profile on their character for their newspaper company. It's their job to write an article on their character's background and create a profile. For example Draco Malfoy is greedy. Why is this? Because he was an only child growing up and his parents supposedly spoiled him. I want reasons as to why they are the way they are. It must make sense. Spelling and punctuation are a must!

a. Promote, support, and model creative and innovative thinking and inventiveness
 * // Rationale: //**// Students will learn how a character’s background that they chose in lesson two has affected them and shaped them from context clues and text from the book Harry Potter and the Sorcerer’s Stone. //
 * // 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 have free reign with the questions they ask, so long as it shows how they became who they were today. Students will also design a layout for the article. The layout is completely up to them and their creativity. //

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 backgrounds and how they affect the character in Harry Potter through an article that they will write interviewing their character. //