L3+Breton,+Lauren

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


 * LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Ms. Breton **

**__Lesson #:__ 3**


 * __Facet:__** Students will decide what the central ideas are in __The Hunger Games__. **(Application)**
 * __ Grade Level __**** : 7 **

**__Numbers of Days:__ 1**
 * __ Topic: __**** __The Hunger Games__, plot, character development **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** **that there are central ideas within a text.**
 * Student will know ** terminology: character, setting, plot, climax, main idea, theme, reaping, tribute.
 * Student will be able to do ** decide what the central ideas are in __The Hunger Games.__
 * Product: Blog post **

// 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 central ideas within __The Hunger Games__ and will discuss how these central ideas direct/impact the rest of the novel.


 * __ Assessments __**


 * __ Pre-Assessment: __** The unit will begin with a KWL chart over the novel. This KWL can be continually edited throughout the unit and will be completed once we have finished __The Hunger Games__.

During instruction, I will not only be continually asking questions to my students to ensure their understanding, but they will also be required to complete a one minute essay at the end of this class period as they work on their blog project. This is to ensure that they are on the right track with their blogs and flow charts as well as to ensure that they understand what they have been learning and comprehend the main ideas and events that are unfolding within The Hunger Games.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will have checklists for their blogs and will be required to provide comments on each other's blog posts after they have been written. Students will be required to reflect on their own blog after completion, but will not be assessing other students' work after it has been finished. There will be space on the checklist for comments and feedback that is designed to be constructive but helpful for students. I will assess all students' work and will give them feedback. Also, I will examine their quick one-minute essays in order to check for their feedback as to what I need to focus on during instruction.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __** Students will create a blog post that discusses the central ideas that are present within __The Hunger Games__. The goal of this blog post is to get students thinking about what the central ideas are within a text as well as how they know that those are, in fact, the main ideas within a novel. Students will be working independently but will be responsible to give feedback to three other members of the class on their blog posts. Students will self-evaluate using a checklist. I will also use this checklist to grade their blog posting.


 * __ Integration __**
 * Technology: ** We will be using a blog posting site, such as www.blogger.com, as our Web 2.0 tool for this project. Students will be exploring other blogs that have been written by professionals in various fields. Also, they will be making comments on their peers' blogs and will be writing their own. This blog will focus on the central ideas that impact __The Hunger Games__ and how those ideas affect the novel thus far.


 * Content Areas: ** Students will be given autonomy and will be able to explore any appropriate blog postings. These posts can be about any of the content areas or can be about something that the students have a great interest in. For example, if the students are interested in science, they could explore science blogs posted by scientists, if they are interested in art they could look up an art critic’s blog, etc.

Students will complete a flow chart which will help them organize their ideas during this project. Also, students will be learning cooperatively throughout this lesson in numbered heads together groups. I will be assigning numbers (seemingly) at random, but this process will have been done before entering the class. I will call out each student's name and will give them their assigned number. Those students will sit together and will work through completing their graphic organizer together. Also, they will be discussing the blogs that they found during the hook activity together (at first) and then as a whole class.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Although students will be working in groups to complete their graphic organizer and will remain with those groups throughout the exploration phase of the class period, they will be writing their blog entries individually. Students will also be commenting on the other member's of their groups blog posts after they have been completed.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal: ** Students will be writing their own blog.
 * Visual: ** Students will be encouraged to incorporate pictures in the blog to accompany their text.
 * Logical: ** Students will be able to complete the blog logically; they can also explore a blog on science/math during the hook activity.
 * Intrapersonal: ** Students will be creating the blogs independently.
 * Interpersonal: ** Students will be interacting with one another face-to-face and online in order to provide feedback and discuss the blogs that they found.
 * Naturalist: ** Students will be able to give their blog site a nature theme and can research blogs about nature and the environment during the hook activity.


 * __ 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: ** We will be using a blog posting site, such as www.blogger.com, as our Web 2.0 tool for this project. Students will be exploring other blogs that have been written by professionals in various fields. Also, they will be making comments on their peers' blogs and will be writing their own. This blog will focus on the central ideas that impact __The Hunger Games__ and how those ideas affect the novel thus far.


 * Gifted Students: ** For those students who desire to go above and beyond in this class, they will still be required to write the assigned blog post. They will also be required to choose someone else's blog and incorporate one aspect of that blog that they really like (for example, a wordle, a photo, etc) into their own blog. This can be anything they choose (as long as it is not copyrighted and is appropriate for school) and can be used to enhance the content of their blog, show their creativity within their blog, or express themselves visually through their blog.

computer access for all students flow charts numbered attendance list paper for one-minute essay blogger.com accounts tutorial for how to create a blogger.com account dry-erase markers whiteboard
 * __ Materials, Resources and Technology __**

Information for cooperative learning groups [] Lesson plan ideas: [] Lesson plan ideas: [] Ideas for differentiating instruction: [] My blog that I found: [] Graphic organizer: [] multiple intelligences and how to incorporate them: [] ideas for how to engage students: [] blogger.com tutorial: [] blog tutorial: [] blog video: [] blog creation instructions: []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


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


 * (W) ** 3.1 Students will understand that there are central ideas within a text. **(Where?)** We are learning this to identify the main ideas within both works of literature and within real-life contexts. **(Why?) //Students will decide what the central ideas are in __The Hunger Games__.// (What?)**
 * (H) ** 3.2 Every student will do a quick search for a blog on a topic that interests them and will read a few blogs and discuss them in their groups and as a class (to learn what blogs are, who blogs, etc.).
 * (E) ** 3.3 Students will know terminology (character, setting, plot, climax, main idea, theme, the Reaping, tribute). **(Equip)** Students will create a flow chart to show what has happened thus far throughout the novel. **(Explore)** Students will discuss the blogs found with the class but will work independently to create their own blog on __The Hunger Games__. **(Experience)**
 * (R) ** 3.4 Students will discuss blogs together and decide what makes a blog effective in small groups and whether or note their blogs are effective and why. Students will also be required to comment on one another's blogs. **(Rethink/Revise)** I will also provided feedback on each blog. **(Rethink/Refine)**
 * (E) ** 3.5 Students will write a one minute essay describing the central themes in __The Hunger Games__.
 * (T) ** 3.6 **Verbal:** Students will be writing their own blog.
 * Visual: ** Students will be encouraged to incorporate pictures in the blog to accompany their text.
 * Logical: ** Students will be able to complete the blog logically; they can also explore a blog on science/math during the hook activity.
 * Intrapersonal: ** Students will be creating the blogs independently.
 * Interpersonal: ** Students will be interacting with one another face-to-face and online in order to provide feedback and discuss the blogs that they found.
 * Naturalist: ** Students will be able to give their blog site a nature theme and can research blogs about nature and the environment during the hook activity.
 * (O) ** 3.7 Students will be able to decide what the central ideas in __The Hunger Games__ are. **(Application)** The created project would be a blog posted online on a website such as blogger.com. The time frame for this project would be one class. **(Organize)**

5 minutes: Students will come in and get settled - the classroom will be set up with the students' seats in clusters of three or four. Attendance will be taken and students will move to a cluster with the other members of their numbered heads together group (their number will be given to them as attendance is taken). 10 minutes: Hook 10 minutes: Discussion of hook 20 minutes: Students will complete graphic organizer with their numbered heads together group. 15 minutes: Creation/Personalization of blogger.com accounts 15 minutes: Explain their blog project and answer questions. 5 minutes: Students will complete one-minute essay.

Homework: Students will comment on three of their classmates' blogs and will state whether or not they agree/disagree as to that student's evaluation of what the central ideas are within __The Hunger Games__ and why they agree/disagree.

Through these activities, students will understand that there are central ideas within a text. This is important for students to learn because they need to be able to identify the main ideas within both works of literature and within real-life contexts. Students will decide what the central ideas are within __The Hunger Games__. Students will become more involved in the lesson after I get them interested by having them do a quick search for a blog on a topic that interests them and will read a few blogs and discuss them in groups and as a class (to learn what blogs are, who blogs, etc.). Students will be encouraged to incorporate visual and naturalist aspects into their blog if they feel so inclined. **Where, Why, What, Hook, Tailors:** //Intrapersonal, verbal, interpersonal, visual, naturalist.//

The activities that we do in class will help students know the terminology for this lesson: character, setting, plot, climax, main idea, theme, the Reaping, tribute. **(See content notes for more information.)** Students will discuss the blogs found during the hook exercise with the class but will work independently to create their own blog on __The Hunger Games__. Students will work with their numbered head together groups to discuss the blogs and complete their graphic organizer, a flow chart. This chart will show what has happened thus far throughout the novel. Students will discuss the blogs chosen together and decide what makes a blog effective in their numbered heads together groups and why. After writing their own blogs, students will also be required to comment on one another's blogs (just the blogs of their group members) and discuss what makes them effective and why. I will be circulating the room throughout this process, answering questions and contributing to the discussion that my students are having in terms of deciding what makes blogs effective. **Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, verbal//**.**

Students will decide what the central ideas within the text are and how they affect the novel based upon their flow chart. (Application) During this learning process, I will be actively circulating the room and answering questions that are posed by students. I am planning on checking in with every group during each phase of the activity to ensure not only that they understand the material, what we are trying to do, and are engaged, but also to ensure that they remain on-task during this process. I will determine the groups of the students and they will be paired in numbered head together groups. Students will receive their group assignments during attendance. The purpose of the groups is to bounce ideas off of one another and to complete the graphic organizer collaboratively. Students will show their thinking on their flow charts but will reveal their learning through the process of writing their blog posts and their comments on their group members' blog posts. Through their own blog posts and the blog comments students will have the opportunity to rethink their ideas and explore the ideas of others. **Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, intrapersonal, verbal, logical.//

Students will complete their own checklists revealing how they think they have done thus far on the project. In addition, I will also be completing a checklist for each student and writing comments and constructive criticism to those students. Also, with their one minute essays, I will be able to respond rapidly and discuss their issues in the next class. This will be beneficial for when students are completing their final project because they will have developed such a deep understanding of the material, and completing the final project is impossible without this kind of understanding. **Evaluate, Tailors:** //Intrapersonal, verbal.//

Students will know…..
 * __ Content Notes __**
 * Character ** : the people within __The Hunger Games__
 * 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. The residents of District 12 (where Peeta and Katniss are from) suffer through poverty and do not know what it is like to not have enough to eat. Another setting is inside the arena that the Games take place in. This arena varies based upon when the Gamemakers want to make changes to the landscape. Also, no one knows where it is, but it is not far away from the Capitol.
 * Plot ** : the series of events that occur throughout __The Hunger Games.__
 * Climax: ** the point where the action peaks within __The Hunger Games.__
 * Main idea: ** the idea that __The Hunger Games__ focusses on.
 * Theme ** : the idea, message, or moral of a story - (there can be multiple).
 * 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.
 * Tribute: ** Both a boy and a girl tribute are chosen from each of the 12 districts of Panem. These tributes are required to face off in the arena and play the Hunger Games, in which they are required to fight to the death.

Other 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 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.
 * 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.

KWL Chart Flow Chart Account creation directions for www.blogger.com Checklist
 * __ 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, checklists will be provided and the grading scale will be spelled out for them. Also, they can align the central ideas of the text and how they impact various aspects of the text on their flowcharts in chronological order.


 * // Microscope: //** My microscopes will enjoy that they are going on their own exploration of blogs and are focusing on different details that can be incorporated into blogs. Also, they will be discussing the text through their blogs and analyzing the central ideas of The Hunger Games that way.


 * // Puppy: //** The puppies will enjoy the fact that they are not commenting on each other's work face-to-face, they are simply making comments on others' blogs. Although everyone will make comments under their own names, so no one will be allowed to get away with writing inappropriate comments. This will create a safe climate for expressing ideas and will provide them with a comfortable atmosphere to express themselves.


 * // Beach Ball: //** Beach balls will enjoy the fact that they have so much personal freedom in the creation of their blog. These students can choose the layouts of their blogs, whether or not to incorporate photos, and can examine a variety of blogs on subjects that they are interested in.


 * // 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 terminology: character, setting, plot, climax, theme, reaping, tribute.

// 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 decide what the central ideas within __The Hunger Games__ are. **(Application)**


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


 * // MI Strategies: //**
 * Verbal: ** Students will be writing their own blog.
 * Visual: ** Students will be encouraged to incorporate pictures in the blog to accompany their text.
 * Logical: ** Students will be able to complete the blog logically; they can also explore a blog on science/math during the hook activity.
 * Intrapersonal: ** Students will be creating the blogs independently.
 * Interpersonal: ** Students will be interacting with one another face-to-face and online in order to provide feedback and discuss the blogs that they found.
 * Naturalist: ** Students will be able to give their blog site a nature theme and can research blogs about nature and the environment during the hook activity.


 * // Type II Technology: //** Students will be creating a blog post on www.blogger.com that discusses the central ideas within Suzanne Collins' __The Hunger Games__. This blog post will reveal their understanding of the main ideas within the text and how the central ideas impact the story.


 * // Rationale: //** By using a Web 2.0 tool that is verbal but can incorporate logical, visual, and naturalist intelligences as well, students are able to tailor their blog to reflect their interests and the way in which they learn best. Also, students are able to use their interpersonal and intrapersonal intelligences throughout this project. By incorporating these multiple intelligences, students are able to customize their learning to ensure that they learn in a way that benefits them the most.


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


 * // Formative: //** Students will complete one-minute essays during this project. These will be given to me and instruction will be enhanced based upon these. Also, I will be checking students' graphic organizers to ensure that they have grasped the main ideas of __The Hunger Games__ and will adjust instruction if necessary through the viewing of the graphic organizers. These assessments will not be graded.


 * // Summative: //** Students will be given checklists for their blog posts. These checklists will let students know the requirements for the project. Both the students and myself will fill out these checklists, and this will allow me to better understand students' perceptions of their own work and how my perceptions conflict with theirs. After receiving this information, I will be able to adjust instruction for future lessons.


 * // Rationale: //** By examining a variety of evidence, I will be able to better understand what students are having problems with and how to adjust instruction to ensure that my students are successful in their learning. During the process of learning, students will not be graded, but adjustments will be made to ensure that all students succeed on the summative assessment.

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