L1+Scheidegger,+Lauren

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Ms. Scheidegger ** **__Lesson #:__ 1 __Facet:__ Explain**
 * __Grade Level __****: 9-10th ** **__Numbers of Days:__ 2(80)**
 * __Topic __****: Reading; Literature **


 * __PART I: __**

Student will understand that there are a variety of ways to create literature and many different ways to transform literature.
 * __Objectives __**

Student will know important events and people in __The Arrival__ as well as in "The Raven" (there will be four different versions of this piece) and vocabulary such as obeisance, beguiling. Also students will know critical details in the story such as "days of yore" reference, the bust of pallas, plutonian shore, etc.

Student will be able to do understand the diversity of literature and talk about how the Poe short stories were transformed and begin to think about why certain choices were made.

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Glogster: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will create glogsters in pairs after discussing the different versions of Poe’s short stories as a table group. The glogsters will contain students’ explanations on each form of literature and the characteristics of each form. The glogster will be assessed on the students’ descriptions of each form. The descriptions should go as in-depth as possible. Students will also be assessed on their visuals and overall organization. The visuals should be appropriate and suit the form they go with and the glogster should be easy to follow and have clear sections. Students will be peer assessed using a checklist and then graded using a rubric by the instructor. **20 Points**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Product: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Glogster Poster


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**

//__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core States Standards __//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Content area:__ Reading//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Grade:__ Grade 9-10//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Domain:__ Literature//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Standard:__ Integration of Knowledge and Ideas//


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This lesson goes over the transformation of literature and allows students to see different mediums and analyze them. This is a crucial part of the Integration of Knowledge and Ideas portion of CCSS. //**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Form II **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will fill out a graphic organizer and create a glogster. They will be reviewed with a checklist then a rubric

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(**K**-**W**-L) [At the start of the unit] In a journal respond to the following questions; to you what is literature? What sort of literary devices were used in the last book you read? How did the author influence that book? What do you want to learn in this class? What is your favorite aspect of literature?
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pre-Assessment: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">"To you what is literature?" <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">"What was the last book you read?" <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">"How did the author influence the book?" <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">"What was your favorite part of that book?” <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“What is your favorite aspect of literature in general?” <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">And "What do you want to learn and expect to learn in this class?"
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – checking for understanding during instruction **
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Form I **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">At the start of the lesson after the rap/hook students will respond by answering the following questions in a journal: "Was that Literature?"

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*__Self-Assessment:__ [At the end of each lesson] Respond in a journal to the following questions; How do you feel about your final product? What did creating it teach you? What were your strengths and challenges while making the project? Did it go smoothly?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students check for understanding during "think sessions" and instructor review.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students have their project reviewed by peers using a checklist and then the teacher using a rubric.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Glogster: Students will create glogsters in pairs after discussing the different versions as a table group. The glogsters will contain student’s explanations on each form of literature and their characteristics for each form. The glogster will be assessed on the student’s descriptions of each form. The descriptions should go as in-depth as possible. Students will also be assessed on their visuals and overall organization. The visuals should be appropriate and suit the form they go with and the glogster should be easy to follow and have clear sections. Students will be peer assessed using a checklist and then graded using a rubric by the instructor.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: The teacher will go over a tutorial on glogster before the students create their glogster project. Teacher will create a prezi or power point to show an example of how a "tree chart" of the different forms of literature might look and might contain. **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Art **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> is incorporated into the classroom when students create their glogster.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Music** is incorporated by listening to musical renditions of Poe short stories.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will use a tree chart to graph the many different forms of literature and how they branch of the broad definition at the trunk of the tree. They will map out these different forms after exploring the different kinds provided in class and even found during independent searches online. Throughout this process students will pair up and respond to prompts placed on the board. Students will get into groups by picking cards from a hat, each card will have an image, they sit with those with the same image. While students will each create their own graphic organizer they will find it helpful to discuss with their table mates what they are doing and sharing ideas.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groupings __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jigsaw. Each table gets one of the versions of "The Raven" and answers certain critical thinking questions. After the group answers the questions on that piece the tables mix up, so in that the new group contains one person from each of the old table groups. Then they discuss the different versions of "The Raven". Then all their information is put into a glogster. Table groups can split into pairs if it makes it easier for each student to use the technology. The online poster contains the different forms of literature, an explanation of each form, and characteristics of each form.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Graphs and charts (for example a flow chart showing how the original transformed into the different versions) can be added to the glogster graph and be used as their final product.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Much of the material contains visuals, and glogster allows pictures (symbolizing characters and important objects) to be added as well as text.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** People will be put in groups to discuss; also there will be five minute think sessions with a partner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Many opportunities are given for students to listen to others as well as discuss things with peers (such as the questions that will be put on the board). There will also be verbal presentations.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Journal reflections and question responses allow the student to think over what they have learned and how they think and feel about the material.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical**: The lesson will start with a rap. Also appropriate and befitting music (Such as music from Poe's lifetime or music with a matching theme to the story) can be picked to play while the poster is viewed.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When students are absent they must speak with a peer to try and gain some of the information gathered in group and class discussions. Students will be expected to see the instructor as soon as possible and before the next class. They will be give all the hand outs they missed in class and photocopies of a peers notes. The student will have to meet with the instructor during their office hours to get a glogser tutorial if they are unaware of how to use that technology.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will go over a tutorial on how to use glogster. Then the students will create their glogster project. The teacher will create a prezi or power point to show an example of how a "tree chart" of the different forms of literature might look and what it might contain.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will find other mediums to incorporate in their glogster. They will be encouraged to find appropriate videos, songs, and images that help enforce what they are saying in their glogster.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Syllabus (A good thing to hand out the first day of a unit)
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Computers (one for the instructor and one per pair for glogster project)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Cards for creating table groups. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The cards are given while students walk into the classroom. Students sit with people who have the same symbol as them.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Tree graphic organizer. This is used to map out the many different forms and genres of literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Tutorial for glogster. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This is to help introduce the new technology to the students so they can focus on the material instead of how to use glogster.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Check list for glogster (For assessing peers) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student must have their project peer reviewed and review a peer’s project.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Rubric for glogster (For teacher assessment) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Final assessment which students will fill out but the final grade will be made by the teacher.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Tree Graphic Organizer: @http://www.eduplace.com/graphicorganizer/pdf/tree.pdf
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Glogster Tutorial: @http://www.slideshare.net/Andreatej/glogster-tutorial-2916913

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *For Rubric: @http://rubistar.4teachers.org/

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *For Check lists: @http://printablechecklist.org/

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Creative Commons Images to put on cards to organize students: @http://images.google.com/search?as_q=poe&orq=&tbs=iur:fmc&biw=1280&bih=617&tbm=isch


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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) //


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Outline your agenda with time. __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> DAY 1

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students pick cards when entering the room and get into their groups according to their cards (5min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students watch the intro rap video and explain why this relates (10 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Some of The Arrival will be displayed on the projector using an ELMO (10 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The graphic organizers are handed out and there is a class discussion around "What is Literature?" and the possible forms of literature (15 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will touch up their graphic organizers and debrief with table groups (The Arrival will be passed around starting now until the end of class so everyone can get a better look at it) (10 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will receive either Poe's 'The Raven" or one of the three graphic remakes. They will read them and edit or add to graphic organizer as needed. They will also answer questions based on the version of "The Raven" that their table was given, then they will jigsaw and share with someone how received a different version and read their versions. (25 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Wrap up assign needed home work. Have students read the version of "The Raven" that they weren't able to in class so they are ready to get started on the gloster the next class. (5 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> DAY 2

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will sit at the same tables they were at in the previous class and told to take out their laptops. (one laptop is needed for every pair) (5 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will display this presentation (URL: @http://www.slideshare.net/Andreatej/glogster-tutorial-2916913) while students follow along on their computers (20 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Explain what is expected for the students Glogsters, have students break into pairs of two at their tables. Hand out peer checklist and final rubric (15 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Have students begin working on their glogster (15 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Have students join another group from a different table and have a "think session" and talk about the questions on the board and what they have been doing and what they've discovered. Look over the checklists and see what everyone has done and still needs to be sure to include. (15 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Have students finish up their glogsters and have students write reflection and fill out the self-assessment for homework (10 min)


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">First Section __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The class will be placed in groups/clusters. Everyone at every table will still have a clear view of the board so when notes are written down from class discussions they can easily see them. There will be five tables all arranged in a “u” pattern so that every student can easily see their peers and are oriented towards the instructor for when tutorials and class discussions.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will understand that there are a variety of ways to create literature and many different ways to transform literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Learning about the different forms of literature teaches creativity and how to take one thing and transform it into another. Both of these skills are endlessly helpful in any job field. Also looking at the many different kinds of literature lets us develop out own preferences and learn a lot about ourselves

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Integration of Knowledge and Ideas.//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am playing a rap rendition of Poe’s “The Raven”. Then I will ask the students “is this literature?” “Are lyrics literature?”. And also to get them interested in Poe and the many ways individuals can transform literature. The lesson goes over a lot of remakes and different mediums so using the rap seems to be a good way to introduce into all of that.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During my hook I am reaching those who are musical, visual and verbal. There are images in the video and the lyrics are also displayed on the screen. The video is a rap so it is clearly appealing to those with a high musical interest. The video would be played on a projector in front of the class and at the beginning of day one of lesson one. This video gets students interested in the different forms and transformation of literature while introducing the students to Poe.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where, Why, What, Hook, Tailors: ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Musical, Visual, Interpersonal, Intrapersonal, Logical, and Verbal. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Second Section__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will know important events and people in __The Arrival__ as well as in "The Raven" (there will be four different versions of this piece) and vocabulary such as obeisance, beguiling. Also students will know critical details in the story such as "days of yore" reference, the bust of pallas, plutonian shore, etc.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> At the beginning of the session the tree graphic organizer is to get the students thinking about all the different forms of literature that are out there. It also lets them think of aspects of each form and what makes them all different. The jigsaw activity allows them to get ideas from one another and broaden their views on literature.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To check for understanding students will team up with another pair and have a “think session” during this think session they will also go over the checklists they’ve been give and see what they have done and what they still need to accomplish. If they have questions about what something on the checklists means or how to get the information they can ask their think session partners and if they still cannot figure it out they can ask the instructor. The instructor will also go over what each of the students progress as they are working and go over the rubric with groups once they are around a half way point.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The instructor will use @http://www.slideshare.net/Andreatej/glogster-tutorial-2916913 to help students learn to use glogster.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will reflect on the process in a journal after the projects are completed. There are questions for students to consider, but it is up to the students to pick what they would like to write about as long as it pertains to the class thus far. It should be made clear that journals are only graded based on completion, and not opinion or anything of that matter.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> In this first lesson students will go over __The Arrival__ and multiple versions of Poe’s “The Raven”. They will go over the original (which can be found here: @http://www.heise.de/ix/raven/Literature/Lore/TheRaven.html) as well as the three graphic novel remakes.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The graphic organizer helps those who have a high logical intelligence. The Think sessions help those who are interpersonal. The journal reflection helps those who are intrapersonal. The graphic novel materials as well as the glogster help those who are visual.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equip, Explore, Rethink, Revise, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal, Intrapersonal, and Visual.**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Third Section__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Class discussions, group discussions, graphic organizers, think sessions, and giving the students a chance to create something all allows them to reach high order thinking. They will also be revising and peer reviewing and working through ideas and concepts with each other and individually.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will be able to understand the diversity of literature and talk about how the Poe short stories were transformed and begin to think about why certain choices were made.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will first work in groups of four or five at tables. All of the students have similar roles at this point and this is to think and discuss and learn from one another. The discussion is meant to get things started and get students thinking, after students will break off into pairs to start working on their glogsters. While in pairs the instructor will go around and check on individuals and at the end when students reflect in their own journals they can share if they ended up having to do more work than their partner. The students will display their glogster that will answer the following questions "What makes your version/form unique?", "What similarities and differences do out pieces have?", "What is something interesting about each form?"

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Being able to reflect, think in groups and work on visual products aids those who are intrapersonal, interpersonal, and visual.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal, and Visual.**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Fourth Section__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> While students are working they will have both a checklist and a rubric to keep them on track, and after the process they will have a reflection journal entry as well as a self assessment journal entry.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> While students are working the instructor should be going around and observing and aiding students and giving helpful suggestions and feedback. When students feel they have reached a “half way” point the teacher will meet with them and go over what they’re doing well and what they need to be sure they cover. Students will also go over each other’s work and go through the checklists they’ve been given. The homework assignments will be to finish or begin their reflections and self assessments. This helps wrap up the lesson and gets them ready to move onto the next lesson. This unit is all about comparing and contrasting different forms of literature and seeing literature get transformed. This unit works as an introduction. The peer edits helps those who are interpersonal and then self reflections helps those who are Intrapersonal.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal, Visual, and Logical.**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know important events and people in __The Arrival__ as well as in "The Raven" (there will be four different versions of this piece) and vocabulary such as obeisance, beguiling. Also students will know critical details in the story such as "days of yore" reference, the bust of pallas, plutonian shore, etc.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">NY Times Review of __The Arrival__ []

“The effect is mesmerizing. Reading “The Arrival” feels like paging through a family treasure newly discovered up in the attic. However, the sheer beauty of Tan’s artwork sometimes gets in the way of his narrative. His panels, like the best photographs, capture the timelessness of particular moments, which can inadvertently endanger the illusion of time passing that a graphic novelist strives to create. “The Arrival” would almost rather be looked at than read. Still, that his biggest flaw is making his pictures too pretty speaks to Tan’s skill as a storyteller. In one especially effective scene, the protagonist opens his suitcase to find a ghostly image of his wife and daughter eating dinner. A chair sits empty at the table, reserved for him. A moment later, the suitcase’s actual contents replace the image. The protagonist pulls out a family portrait and nails it to the wall with his shoe. He sits back to contemplate it. A sequence of panels then carries the reader away from him and out the window, showing first his apartment building and finally his adopted city. The city teems with bubbling smoke, swirling highways and origami birds. The young father is lost, both in the quietness of his own memories and in the bustle of an alien land. Such visual eloquence can only motivate readers to seek out any future graphic novels from Shaun Tan, regardless of where they might be shelved.” –Gene Luen Yang, __New York Times__ Nov 11, 2007
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“The Raven” Vocabulary **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Lore**: (N) -the body of knowledge, esp. of a traditional, anecdotal, or popular nature, on a particular subject.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Morrow**: (N) -tomorrow.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Surcease**: (V) -to come to an end.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Entreat**: (V) -to ask earnestly for (something).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Obeisance**: (N) -deference or homage.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Beguile**: (V) -to influence by trickery, flattery, etc.; mislead; delude.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Countenance**: (N) -appearance, esp. the look or expression of the face.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Craven**: (Adj) -cowardly; contemptibly timid.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Discourse**: (N) -communication of thought by words; talk; conversation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Placid**: (Adj) -pleasantly calm or peaceful; unruffled; tranquil; serenely quiet or undisturbed.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Melancholy**: (N) -a gloomy state of mind, esp. when habitual or prolonged; depression.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Ominous**: (Adj) -portending evil or harm; foreboding; threatening.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Plutonian**: (Adj) -like the underworld; refers to Pluto, Greek and Roman god of the underworld.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Pallid**: (Adj) -pale; faint or deficient in color; wan.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Chamber**: (N) -a room, usually private, in a house or apartment, esp. a bedroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(Definitions gathered from****http://www.teachervision.fen.com/vocabulary/activity/3163.html**

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Read more on TeacherVision: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.teachervision.fen.com/vocabulary/activity/3163.html#ixzz1ZGe6fiy0 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Critical Details **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Bust of Pallas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Plutonian Shore

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Lenore

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Days of Yore

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DAY ONE NOTES

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The room should be arranged in clusters. The clusters should make a “u” shape. This allows students to comfortably sit with their group while still being able to see all their peers and be oriented toward the front, board, and instructor. On each table there should be an image. The images match the five different cards that students should be given when entering the room (one per student). Students go to the table with the image on their card; these will be the groups they will be in for the rest of their lesson. Students are encouraged to share emails in case they miss something in class and need to ask a peer. Five minutes should be allowed for students to enter in and get situated. While they are doing so the instructor should be pulling up the intro video (@http://www.youtube.com/watch?v=ib1ERGQnloU) if it is not already up. This video should be played. Then the instructor will do talk about how it relates to the class. How literature can be transformed in many ways and how they will be talking about what “literature” really is.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Then some of “The Arrival” will be displayed using an ELMO and the tree graphic organizers will be passed out. Then there will be a discussion on what the class thinks literature is and students will participate in this discussion and students can fill in their graphic organizers and notes can be put on the board for those who have a hard time keeping up with discussions. At the base of the graphic organizers will be a broad definition of literature and on the branches different forms of literature will be filled in and the smaller branches off those will be definitions or notes on those forms of literature (Ex Literature > Fiction >Novel >Mystery >normally involves a crime, a suspect, etc.).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> After the class discussion students will debrief and tidy up their graphic organizers in their groups. While the students do this the instructor will put one of the four versions of Poe’s “The Raven” on each desk, there will be one repeat (since there are five groups). Students will read over their material in their groups and discuss it. Questions to aid in group discussions can be put on the board. Then after students have ample time to go over what they’ve read they students will then be asked to partner up with someone who has a different version of “The Raven” then they do. This can be done simply by giving everyone in each group a number (1-5 if there are five people in a group) and then tell them to pair up with the person who has the same number as them from “blank” table. Make sure the two tables that have the same version of the story are not paired together. Have them read each other’s versions and then allow then some time to discuss. Student’s graphic organizers should be pretty well filled out by this point. Allow students to move back to their table and things and have them read one of the versions they were unable to read in class outside of class to help get them ready to jump into next classes’ lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> DAY TWO NOTES

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will sit in the same groups as they did last class (there should be notes on who is in whose group in case students forget or claim to forget). They should be asked to get out their laptops, at least one laptop per two people. Student will get into pairs simply by matching up with someone in their group who they did not sit next to last class. The teacher will then pull up the glogster tutorial **(**@http://www.slideshare.net/Andreatej/glogster-tutorial-2916913). Students will follow along as the teacher goes through the slide. The tutorial goes over how to make an account. The teacher will then explain what is expected on their glogster and how to succeed on the project. Then the teacher should hand out the checklists and rubrics so the goals are clear. After this students will begin to work on their glogsters in their pairs. After fifteen minutes have students join up with another pair and have a 5-15 minute think sections. Have the students discuss what they have been doing, thinking about, and have discovered. After that have students break back into their pairs and have them continue to work on their glogsters. Towards the end of class have the students go back to their think session partners and switch posters and go over them with the checklist given to them at the beginning of class. Five minutes before the end of class the instructor should go over the homework. The homework is a reflection on the glogster projects and the self assessment. If a majority of kids were unable to finish, have them finish the glogsters for homework and the reflection will be written at the beginning of the next class.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Tree graphic organizer

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Short story print outs (Or an Anthology of Poe's work if schools budget allows the instructor to purchase enough copies)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Glogster tutorial sheets


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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. //**
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Clipboard: //****//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using the graphic organizer helps those students who are "clipboards". It allows what we are learning in class to be neatly organized and focused. Also during discussions questions to help guild clipboards will be put on the board. Checklists and rubrics will also be handed out. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Microscope: //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **When students are in their groups and with their partner they will have time to do some of their own investigating and looking for their own evidence which they will display on their glogster.** //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Puppy: //****//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There are a lot of group and partner activities as well as time for reflection at the end of major projects. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Beach Ball: There is a lot of brainstorming in the lesson starting with the organizer. Also students will experience different forms and mediums of literature and will participate in many hands on activities. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //****//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Having students work hands on gets them more engaged and ensure that they are actively participating in class. Allowing them to work in groups in pairs helps them learn from each other and develop communication skills. Brainstorming and using graphic organizers helps students begin to gather their thoughts and begin to gain knowledge on the subject. Students will be able to gain a better understanding of the many variations of literature this way and be better prepared to begin analyzing, comparing, and contrasting //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">#7 "Analyze the representations of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment."
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Knowledge: Literature; Reading //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> And #8 "Analyze how an author draws on and transforms source material in a specific work."


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MLR or CCSS: //**

//__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core States Standards __//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Content area:__ Reading//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Grade:__ Grade 9-10//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Domain:__ Literature//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //__Standard:__ Integration of Knowledge and Ideas//


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Facet: //****//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Literature; Reading //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Going over multiple renditions of one story allows the students to see multiple artistic mediums. This allows them to compare and contrast and see the changes made and details kept. This help student’s focus on key symbols and themes. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies: //**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Graphs and charts (for example a flow chart showing how the original transformed into the different versions) can be added to the glogster graph and be used as their final product.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Much of the material contains visuals, and glogster allows pictures (symbolizing characters and important objects) to be added as well as text.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** People will be put in groups to discuss, also there will be five minute think sessions with a partner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Many opportunities are given for students to listen to others as well as discuss things with peers (such as the questions that will be put on the board). There will also be verbal presentations.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Journal reflections and question responses allow the student to think over what they have learned and how they think and feel about the material.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical**: The lesson will start with a rap. Also appropriate and befitting music (Such as music from Poe's lifetime or music with a matching theme to the story) can be picked to play while the poster is viewed.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• __Glogster:__ Students will create glogsters in pairs after discussing the different versions of Poe’s short stories as a table group. The glogsters will contain students’ explanations on each form of literature and the characteristics of each form. The glogster will be assessed on the students’ descriptions of each form. The descriptions should go as in-depth as possible. Students will also be assessed on their visuals and overall organization. The visuals should be appropriate and suit the form they go with and the glogster should be easy to follow and have clear sections. Students will be peer assessed using a checklist and then graded using a rubric by the instructor. **20 Points**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II Technology: //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Using these many different forms of technologies will gain students attention and get then interested and actively engaged. Each activity is tailored to fit the understanding they are meant to help the students gain. For example having the students act and create go over the life story of an author is an extraordinary way to have students assume the role of an author and help them see how they have created what they have or transformed a piece of text into what they have created //****// . //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(**K-W**-L) In a journal respond to the following; "What is literature?", "What sort of literary devises were used in __The Arrival__ and "The Raven"? How did __The Arrival__ differ from the original "The Raven"? How did the remakes of "The Raven" transform the story?
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">At the start of the lesson after the rap/hook students will respond by answering the following questions in a journal: "Was that Literature?", "To you what is literature?", "What was the last book you read?", "How did the author influence the book?", "What was your favorite part of that book? Aspect of literature in general?", and "What do you want to learn and expect to learn in this class?". Students check for understanding during "think sessions" and student checklists and instructor review.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will fill out a graphic organizer and create a glogster. They will be reviewed with a checklist then a rubric.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Having students think over probing questions allows them to think deeply and get ready to analyze texts. Giving students think sessions and checklists helps keep them on the "right track" and ensure that they do not venture too far away from the goals. The graphic organizers helps students get their ideas out before going into a large project and the glogster allows students to show their creativity and organize their material however they are most comfortable so they can focus on research and thinking process. //**