L1+Breton,+Lauren

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Ms. Breton ** **__Lesson #:__ 1**

**__Facet:__ Students will be able to describe how individuals, events, and ideas develop throughout __The Hunger Games__. (Explanation)**
 * __ Grade Level __**** : 7 ** **__Numbers of Days:__ 3**
 * __ Topic: __**** __The Hunger Games__, plot, character development **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** individuals, events, and ideas develop throughout __The Hunger Games__.
 * Student will know ** the important events and people within the novel; Katniss, Peeta, reaping, the Games, Haymitch, Cato, Rue, suicide attempt, reunion.
 * Student will be able to ** describe how individuals, events, and ideas develop throughout __The Hunger Games__. **(Explanation)**
 * Product: ** Their product will be an xtranormal movie that will be completed throughout the course of two class days and time outside of class

// Common Core State Standards // // Content area: Reading // // Grade Level: Grade 7 // // Domain: Literature // // Standard: Key Ideas and Details //
 * __ Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**


 * Rationale: ** Through this lesson, students will be examining the important individuals, ideas, and events as well as how they develop throughout the text and will discuss/discover the key ideas and details of __The Hunger Games__.


 * __ Assessments __**


 * __ Pre-Assessment: __** I will begin a KWL chart with my students over the novel and over the xtranormal software. At the end of the lesson, we will finish filling in our KWL chart with what we have learned over the course of the novel and after utilizing the new software.


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** Students will complete an exit card after their projects have been completed reflecting upon their understanding of the concepts. This reflection will let me know of students' questions, thoughts, and evaluations of themselves throughout the unit. This will give me insight into where students are at different phases of the project and learning process and will help me to alter my instruction accordingly.


 * Section II – timely feedback for products (self, peer, teacher): ** Students will work on their xtranormal movies with a partner and then share their products with another group of two for peer feedback. I will be listening to all of the xtranormal movies upon their completion and will give students feedback. Students will grade themselves on their checklist and I will grade them as well as written comments.


 * Summative (Assessment of Learning): ** Students will create an xtranormal presentation with two characters to show how ideas/individuals/events develop in the text. The goal of this task is to reveal the student's understanding of the text and how characters, ideas, and events develop throughout the text. Students will be able to exercise their creativity and work together with a partner on this project. They will then present it to another group of two, as well as to myself. The video will be evaluated using a checklist as well as written comments.


 * __ Integration __**
 * Technology: ** Students will be using their laptops to create an xtranormal movie that that reveals how ideas/individuals/events develop throughout __The Hunger Games__.
 * Content Area - Art: ** Students will be able to incorporate art into their projects through utilizing their creativity to create a scene and characters for their xtranormal presentation.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction ** Students will begin working on their graphic organizers (KWL Charts) alone but then will work with their colored paper partner to finish their graphic organizer and create their xtranormal video.


 * Section II – Groups and Roles for Product: ** Students will be given a colored piece of paper and will be instructed to get together with the other three people who have the same colored piece of paper. From there, they will be able to partner up with one other person in the group. Each partner group will share their product with the other partner team of their same color.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

graphic organizer over the individuals, events, and ideas that have developed throughout __The Hunger Games__ thus far.
 * Verbal/linguistic: ** Students will be creating an xtranormal movie by writing down their ideas on the development of characters, events, and ideas within __The Hunger Games__.
 * Visual ** : Students will complete the graphic organizer that describes the development of characters, events, and ideas within __The Hunger Games__ and will be organizing their thoughts in a visual way.
 * Musical ** : Students will be able to incorporate music into their xtranormal movies on the development of characters, ideas, and events throughout __The Hunger Games__ if they wish.
 * Intrapersonal: ** Students will begin working on their graphic organizers that address the development of ideas, events, and characters throughout __The Hunger Games__ alone to gather their own thoughts before they begin working with a partner.
 * Interpersonal: ** Students will be working on their podcasts with a partner, which will allow them to interact and bounce ideas for how they want to explain the development of characters, ideas, and events throughout __The Hunger Games__ off of one another.
 * Logical: ** Students will need to think logically through the process of completing their


 * __ 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: ** Students will be paired together using the buddy system and will need to first go to their buddy and ask them what they have missed for class. Also, folders will be kept in the back of the room and will be organized by class period. Students will be expected to go and find their missing assignments this way. If they are still confused or need more questions answered, they should see me before or after class as soon as possible.


 * __ Extensions __**


 * Type II technology: ** Students will be using their laptops to create an xtranormal movie that that reveals how ideas/individuals/events develop throughout __The Hunger Games__.


 * Gifted Students: ** These students will be asked to incorporate other forms of technology. This means that they could make their xtranormal presentation a part of a larger glogster poster or a scene in larger iMovie that has been set to music. They will be pushed more to make this their own and to get more creatively involved in this project.

// - tutorial // // - whiteboard/blackboard // // - writing instruments // // - KWL charts // // - xtranormal access // // - laptops // // - __The Hunger Games__ // // - colored pieces of paper // // - checklists // // - glogster account //
 * __ Materials, Resources and Technology __**

Possible graphic organizer: [] Ideas for cooperative learning activity: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Hook: [] Possible glogster tutorial: [] Another possible glogster tutorial: [] Possible xtranormal tutorial: [] Information on differentiation: [] To guide discussions: [] Used to find answers to quick questions about the text: []
 * __ 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 synthesis 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) //
 * (W) ** 1.1 Students will understand that individuals, events, and ideas develop throughout __The Hunger Games__. **(Where?)** We are learning this because it will help us to better understand and analyze how things happen both within stories and within events that occur in our daily lives. **(Why?) //Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.// (What?)**
 * (H) ** 1.2 Students will watch an interview with Suzanne Collins, the author of __The Hunger Games__. [|Video]
 * (E) ** 1.3 Students will know the important events and people within the novel; Katniss, Peeta, reaping, the Games, Haymitch, Cato, Rue, suicide attempt, reunion. **(Equip)** Story map II - I will use this graphic organizer to help students organize the events and characters of the novel and determine how the actions of one character affect the rest of the novel. Students will work together in a Think-Pair-Share group to complete the graphic organizer after beginning work on it by themselves. **(Explore/Rethink)** Students will pair up to produce an xtranormal presentation that discusses how characters/ideas/events have developed in the novel thus far. **(Experience)**
 * (R) ** 1.4 Students will work on their xtranormal movies with a partner and then share their products with another group of two for peer feedback. **(Rethink/Revise)** I will be listening to all of the xtranormal movies upon their completion and will give students feedback. **(Revise)** Students will also complete exit cards before leaving the room reflecting upon their xtranormal movies and evaluating themselves through their comments. **(Revise/refine)**
 * (E) ** 1.5 I will begin a KWL chart with my students over the novel and over the xtranormal software. At the end of the lesson, we will finish filling in our KWL chart with what we have learned over the course of the novel and after utilizing the new software. Students will complete an exit card after their projects have been completed reflecting upon their understanding of the concepts.
 * (T) ** 1.6 **Verbal/linguistic:** Students will be creating an xtranormal movie by writing down their ideas on the development of characters, events, and ideas within __The Hunger Games__.
 * Visual ** : Students will complete the graphic organizer that describes the development of characters, events, and ideas within __The Hunger Games__ and will be organizing their thoughts in a visual way.
 * Musical ** : Students will be able to incorporate music into their xtranormal movies on the development of characters, ideas, and events throughout __The Hunger Games__ if they wish.
 * Intrapersonal: ** Students will begin working on their graphic organizers that address the development of ideas, events, and characters throughout __The Hunger Games__ alone to gather their own thoughts before they begin working with a partner.
 * Interpersonal: ** Students will be working on their podcasts with a partner, which will allow them to interact and bounce ideas for how they want to explain the development of characters, ideas, and events throughout __The Hunger Games__ off of one another.
 * Logical: ** Students will need to think logically through the process of completing their graphic organizer over the individuals, events, and ideas that have developed throughout __The Hunger Games__ thus far.
 * (O) ** 1.7 Students will be able to describe how individuals, events, and ideas develop throughout __The Hunger Games__. **(Explanation)** Their product will be an xtranormal movie that will be completed throughout the course of two class days and time outside of class.

My classroom will be set up in desk clusters with four desks per clusters. These will represent the student's color groups and pairs and they will be expected to sit in their color groups when they arrive to class.

Day 1: 10 minutes: Attendance will be taken, objectives of the lesson will be discussed, hook will be shown. 20 minutes: Students will work on their KWL chart individually for 10 minutes, then will pair up with another partner. 10 minutes: We will come together as a class to discuss the KWL Charts 20 minutes: Students will work on their story map II graphic organizer alone, then with their Think-Pair-Share partners. 25 minutes: Set up xtranormal accounts - tutorial/Experimenting with xtranormal software and tools, beginning to form ideas with their partner 5 minutes: Wrap up - exit cards, explaining the unit, etc.

Day 2: 10 minutes: Answering specific questions about the project. 20 minutes: Discussion of __The Hunger Games__. 30 minutes: Work time with partner. 15 minutes: Peer and self evaluation (using checklist and giving written feedback). 5 minutes: Wrap up - exit tickets.

Day 3: 10 minutes: Answering any lingering questions. 10 minutes: Self-evaluation (checklist will be provided). 20 minutes: Discussion on the project. 30 minutes: Discussion of __The Hunger Games__. 10 minutes: Preview of the rest of the unit.

The purpose of these activities are so that students will understand that individuals, events, and ideas develop throughout __The Hunger Games__. We are learning this because it will help us to better understand and analyze how things happen both within stories and within events that occur in our daily lives. Our goal is to be able to determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Students will begin this lesson by watching an interview with Suzanne Collins, the author of __The Hunger Games__. [|Video] This video will give insight into the text and may help to explain to students how the idea for the text came about and give insight into the characters/ideas/events within the novel. **What, Where, Why, Hook Tailors:** Verbal, visual, interpersonal, logical-mathematical.

Students will know the important events and people within the novel; Katniss, Peeta, reaping, the Games, Haymitch, Cato, Rue, suicide attempt, reunion. **(See content notes for more information)** The first day will begin with us completing a KWL chart individually, then will continue working on them as a whole class to discuss. We will then beI will use the story map II graphic organizer to help students organize the events and characters of the novel and determine how the actions of one character affect the rest of the novel. Students will work together in a Think-Pair-Share group to complete the graphic organizer after beginning work on it by themselves. Students will pair up to produce an xtranormal presentation that discusses how characters/ideas/events have developed in the novel thus far. Students will play with/create their xtranormal accounts and go through the tutorials to finish up the first day. **Day 2 and 3:** Students will work on their xtranormal movies with a partner and then share their products with another group of two for peer feedback. I will be listening to all of the xtranormal movies upon their completion and will give students feedback. Students will also complete exit cards before leaving the room reflecting upon their xtranormal movies and evaluating themselves through their comments. There will be group discussions with myself and the whole class as well as students working through their questions with partners. I will also be actively involved by orbiting the room and discussing problems/answering questions with students. The graphic organizer will help to organize their thoughts and the cooperative learning activity will help them to bounce ideas off of one another and continue to add to their graphic organizers and interact with the content through their organizers and discussion. The content that will be covered is the beginning of __The Hunger Games__ novel and how these new characters and events that have been introduced have affected the story thus far. **Equip, Explore, Rethink, Revise, Tailors: Verbal/linguistic,** **Visual**, **Intrapersonal,** **Interpersonal,** **Logical.**

Students will be able to describe how individuals, events, and ideas develop throughout __The Hunger Games__. They will begin by working on their graphic organizers alone to facilitate individual learning, but then students will work together in think-pair-share groups to complete their graphic organizers. Students will then work together in those same pairs to create their xtranormal presentation. My students will be grouped based upon their colored paper matches and will be able to pick their partner out of those students who have the same colored paper. This will allow students to be grouped into groups that I want but will offer them options as to who they want to work with within their group. These groups could be decided before class based upon multiple intelligence theory or other reasons. Each student will do equal amounts of the work, so all of the roles will be shared. Students will have to evaluate themselves as well as their partners and will check off who contributed what to each project (ideally, all categories would be checked off for both students). Students will work on their xtranormal movies with a partner and then share their products with another group of two for peer feedback. I will be listening to all of the xtranormal movies upon their completion and will give students feedback. Students will also complete exit cards before leaving the room reflecting upon their xtranormal movies and evaluating themselves through their comments. **Explore, Experience, Revise, Refine, Tailors: Verbal/linguistic,** **Musical**, **Interpersonal.**

Students will self-assess themselves and reflect upon their work through exit cards and checklists. These will be done periodically throughout the unit: exit cards will be done daily and checklists will be done during day two and day three. By using such quick methods of assessment, they will be able to be graded quickly by myself which will make giving feedback a very quick process. The homework will be to continue reading and will be to work on this project outside of class. By being able to create an xtranormal presentation describing how individuals, events, and ideas and their development over the course of the novel (thus far), students will have a deeper understanding of the text and will be able to better understand the impact of the alterations they will make to their scene in their podcasts. **Evaluate, Tailors: Verbal/linguistic,** **Visual,** **Musical,** **Interpersonal.**

Students will know…
 * __ Content Notes __**


 * Katniss Everdeen - ** She is the protagonist of the novel. She volunteers to take the place of her sister, Primrose, when she is randomly chosen at the reaping. Katniss' father died and her mother sank into a deep depression, so Katniss became, by default, the head of the family. She is a poor girl from the seam, and is forced to hunt illegally and use the meat to barter on the black market for food and supplies for her family. She is a survivor who feels that she has been indebted to others, especially Peeta, for his kindness in providing her with burned bread (just once). Peeta is one of the last boys that Katniss wants to fight to the death with because she feels indebted to him due to his kindness. Katniss is incredibly skilled with a bow and arrow, which gave her the highest score of all of the tributes during their training.
 * Peeta Mellark - ** Peeta is a baker's son and has a passion for decorating the expensive bakery cakes. Peeta once burned some bread (intentionally) so that he could give the loaves to Katniss when her family was starving. Although he is punished by his mother, he still breaks the rules to ensure that Katniss has some food in her stomach, as does her little sister. Peeta claims to have always been in love with Katniss, which will ultimately play a huge role during the Games.
 * the Reaping - ** The Reaping is held annually and is when one boy and one girl tribute are selected from each of the twelve districts to attend the Games. The reaping is compulsory for anyone who is physically able to attend and those who are not present but are physically able to attend are punished severely for skipping the event. This is the 74th Reaping in Panem history.
 * the Games - ** The Hunger Games were created as a punishment because District 13 rebelled against the Capitol. After the demise of District 13, one boy and one girl were taken from each remaining district every year and were put in an outdoor arena to survive on their own for weeks against all kinds of obstacles. The children (ages 12-18) are required to not only fight for their life, but also to fight each other until all but one of the tributes has died. People from the districts who have won the games before are required to mentor the future tributes from their District.
 * Haymitch - ** He was a one of the only two previous winners from District 12 and is the only one who is still alive. This means that it is his responsibility to train both the male and female tributes that hail from District 12 every year. Although his victory has made him immensely wealthy, it has also caused him to become an alcoholic. The despair of watching tributes from his district murdered year after year has driven him to drink. His alcoholism has made him the laughing stock of all of Panem, but he pulls himself together to mentor both Katniss and Peeta and help them within the Games.
 * Cato - ** Cato is a career tribute who hails from one of the richer districts, District 2. He appears to be the leader of all of the Careers (the tributes who actually want to participate in the Games every year and who have been training their whole lives to be able to participate and win). He is both ferocious and brutal as well as bloodthirsty. He has been targeting Katniss since she received the highest training score out of all of the tributes. He is Katniss and Peeta's biggest competition and is the last competitor.
 * Rue - ** Rue is a girl from District 11 who is only twelve years old. She is tiny and reminds Katniss of her little sister, Primrose. She received a fairly high score during their training, and Katniss realizes that it is because Rue can jump from tree to tree. Rue teams up with Katniss and between the two, they are able to blow up the food supply of the Careers. Rue is ultimately killed by one of the Careers as Katniss tries in vain to save her. Katniss covers Rue in flowers after her death to show how much she cared about her.
 * Setting - ** The setting is Panem, a country that exists where the United States of America is currently. It is broken up into twelve districts and one Capitol. The residents of the Capitol live incredibly lavish lives and the rest of the districts are forced to support them. It is a country that robs from the poor to give to the rich and forces the majority of its citizens to suffer while a select group are allowed to live lavish, elaborate lives.
 * suicide attempt - ** After the announcement is made that both Peeta and Katniss will not be able to be winners of the Games, they decide that neither of them will kill the other. They decide to eat the poisonous berries, Nightlock, and kill themselves instantly. This is immediately stopped before the berries can even get to their mouths, however, by the game makers changing the rules, yet again, and both Peeta and Katniss are declared winners of the 74th Hunger Games.
 * reunion - ** Katniss and Peeta were separated after they both won the Games. The first time they were allowed to see each other after was on the televised reunion. This was necessary in keeping up their faux romance and keeping both Katniss and Peeta out of trouble for upsetting the game makers with their rebellious stunts. It was essential for Katniss and Peeta to act as though their romance was real to avoid persecution.

// List the items that need to be printed out for the lesson. // - checklists - KWL charts - tutorial for xtranormal account creation - tutorial for xtranormal usage
 * __ 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 __//**


 * // Clipboard: //** For my clipboards, I could put agendas on the board and will create a basic classroom routine that we will use on a daily basis.


 * // Microscope: //** These students will appreciate the choices that are given in the creation of their projects which will give them a greater ownership over their products. Also, we will be deeply exploring themes within the text and will focus on these explorations as well as details in our frequent discussions.


 * // Puppy: //** Students will spend a large amount of time working with peers and bouncing ideas off of each other. They will get to know each other very well and will frequently be working in groups, which will create a safe, supportive climate that they will feel comfortable in.


 * // Beach Ball: //** Although my classroom routines will be similar, I will vary activities and will give students options to alter assignments and incorporate aspects of themselves into their projects.


 * // Rationale: //** All of the different ways that students learn will be incorporated into the lesson in various ways. Also, students will be given structured choices and alternatives that explore and interact with the content in ways that are both structured and various.


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


 * // Content Knowledge: //** Students will know Katniss, Peeta, the Reaping, the Games, Haymitch, Cato, Rue, setting, suicide attempt, and reunion **(see content notes for more information)**.

// Common Core State Standards // // Content area: Reading // // Grade Level: Grade 7 // // Domain: Literature // // Standard: Key Ideas and Details //
 * // MLR or CCSS: //**


 * // Facet: //** Students will be able to describe how individuals, events, and ideas develop throughout __The Hunger Games__.


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


 * // MI Strategies: //**** Verbal/linguistic: ** Students will be creating an xtranormal movie by writing down their ideas on the development of characters, events, and ideas within __The Hunger Games__. **Visual**: Students will complete the graphic organizer that describes the development of characters, events, and ideas within __The Hunger Games__ and will be organizing their thoughts in a visual way. **Musical**: Students will be able to incorporate music into their xtranormal movies on the development of characters, ideas, and events throughout __The Hunger Games__ if they wish. **Intrapersonal:** Students will begin working on their graphic organizers that address the development of ideas, events, and characters throughout __The Hunger Games__ alone to gather their own thoughts before they begin working with a partner. **Interpersonal:** Students will be working on their podcasts with a partner, which will allow them to interact and bounce ideas for how they want to explain the development of characters, ideas, and events throughout __The Hunger Games__ off of one another. **Logical:** Students will need to think logically through the process of completing their graphic organizer over the individuals, events, and ideas that have developed throughout__The Hunger Games__ thus far.


 * // Type II Technology: //** Students will create and xtranormal movie about how the characters, events, and ideas develop throughout __The Hunger Games.__


 * // Rationale: //** Students will experience the same material in a variety of ways so as to incorporate a variety of different intelligences into their classroom.


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


 * // Formative: //** My formative assessments are exit cards that students will complete at the end of each day.


 * // Summative: //** Students will create an xtranormal presentation with two characters to show how ideas/individuals/events develop in the text. The goal of this task is to reveal the student's understanding of the text and how characters, ideas, and events develop throughout the text. Students will be able to exercise their creativity and work together with a partner on this project. They will then present it to another group of two, as well as to myself. The video will be evaluated using a checklist as well as written comments.


 * // Rationale: //** Students will be able to demonstrate their understanding on the content through both a formal product as well as informal assessments such as completing exit cards at the end of each class period. These multiple forms of assessment will incorporate multiple intelligences and education will be enhanced throughout these varying forms of assessment.

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