L2+Chick,+Jennifer

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Ms. Chick **__Lesson #:__** 2 **__Facet:__** Empathy
 * __Grade Level __****: **11-12 **__Numbers of Days:__** 6-9
 * __Topic: __** Cultural Literature


 * __PART I: __**


 * __Objectives __**

Student will understand that multiple sources give a better understanding of culture as a whole.

Student will know key factual information: War in the Middle East, Hispanic-American integration, North Dakota Ojibwe tribe, Pakistan/Afghanistan history through a variety of articles, videos, websites etc.

Students will be able to relate to similarities between cultures using multiple examples.

Product: ComicLife


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

Common Core Standards

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Reading

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: 11-12

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: Informational Text

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: Integration of Knowledge and Ideas

//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem //

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Anytime relating information occurs, having more than one example helps prove the point.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will write their thinking of what they learned about the Afghani American, Native American, and Hispanic American cultures in a circle, triangle, square format.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will make a ComicLife presentation that explains how other cultures are similar to their own and each other. They will build off the similarities throughout the unit.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife (50) __**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will work in small groups to create a comic explaining the similarities between cultural literature sources. Students will be working using their circle, triangle square chart, the class wikispace, and the novels to compare cultures. In the ComicLife there should be clear connections back to the student's personal culture. There should also be references in the presentation to how other sources helped confirm what was learned in the books. The project should reflect time and effort. Presentation skills will be taken in to account when the project is graded. This product will be graded using a rubric.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife products will be used to help students understand the similarities between the three novels (//A Thousand Splendid Sun, Love Medicine, Woman Hollering Creek//). Students will build ideas on what to put into their products as they read using their blogs to record their ideas. Blogs are being used to help students track their understanding of culture and how it grows throughout the unit. Students can then refer back to their blogs for their final project to help show the important things they want other people to learn.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Social Studies: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students are familiarizing themselves with other cultures.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Language Arts: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students are making connections to the world around them through the written word.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Art: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use their creativity in a visual way by creating a ComicLife.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use the idea rake to write about how parts of the War in the Middle East relate to Pakistan/Afghanistan history correlate starting in a Team, Pair, Solo format (repeat activity for each book by including background information for the other two novels).


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work in partners to develop a better understanding of how historical events affect culture. Peers will share ideas and give each other feedback on how they filled out their idea rake graphic organizers. Then the teacher will review the idea rakes to further understand what main concepts the students came up with and will comment and question to help guide more specific ideas of what students will put into their ComicLife.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will journal about why they think similarities/differences between culture are the way they are.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will find pictures that explain the War in the Middle East from both sides.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will discuss as a group stereotypes they have of other cultures and calculate what percentage of the class shares those views.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Musical **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will discuss how stereotypes or the War in the Middle East tie into modern music.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will find similarities in Afghanistan/Pakistan climate and natural environment, then discuss how that affects their culture.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will reflect on stereotypes of their own culture.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will discuss in groups how the War in the Middle East has affected them personally and their peers.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will present their ComicLife using appropriate body language.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">If you cannot make it in one day, for whatever reason (illness, family concerns etc.) an email or notification of any kind would be appreciated so that I can personally contact you with any details on the class. All assignments will be posted online, but if notes are needed from class, make sure to have another student who is willing to share what they wrote down. Next class that you attend we will discuss how and when you will turn in your missed assignments with an action plan sheet to keep you on track. Blogs will be due as soon as possible and students will need to find two other students to respond to their blog. If absent for the day of the ComicLife presentation, you will be expected to turn in your materials by the next class, unless we create an action plan stating otherwise. All work leading up to the ComicLife presentations will be on the wiki. You will be expected to get notes from your partner.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __**


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLifes are being used to help create a product that reflects the students' understanding of the novels they read, and to synthesize the similarities between the cultures talked about in the novels. This will be an important piece to use, or build off of in their final product, not just for ideas on content, but also to help them think of color schemes, graphics and other important pieces of developing a highly visual product. Students will have the option of using texts to explain their thinking or an audio recording. Music and other sound affects are highly recommended to help support a variety of learners.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">All students will have the option of creating a digital story with this product. Developing clear characters and a specific genre to go with the events can be adjusted to make the project easier or more challenging. Students can also work to add in vocabulary, and/or make a shorter ComicLife presentation and add an interactive part with their classmates, which could involve a game, quiz or any other ideas that will help stimulate the class.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops/chargers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife download
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Idea Rake graphic organizers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Copies of all three novels
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Journals/Notebooks
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Writing utensils
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">LCD projector
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric for ComicLife presentations
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Backup plan: Storyboard worksheets


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**

//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">List all URL and describe. //

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Idea Rake

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">These graphic organizers can help students make charts of similarities between the three novels they read.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Team, Pair, Solo

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Instructions for how to manage a Team, Pair, Solo cooperative learning technique will be use in this lesson.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Circle, Triangle, Square

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This checking for understanding technique is explained to help students understand what they are writing where.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife Download

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This site is the recommended place to get a free ComicLife download for a Mac or a PC.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife Tutorial

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This video gives a short and helpful introduction into using ComicLife.

//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">A Thousand Splendid Suns //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Article

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This article includes a brief overview of the novel, information on life in Afghanistan and some background of the author.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Ojibwe History

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This is an excellent resource of information on the tribe from the anthology //Love Medicine//.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Mexican American History and Culture in the U.S.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This video is a good brief and highlighted history of Mexican Americans.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The Danger of a Single Story

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This video is a lengthy but informative hook, for any type of learner.


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __**


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">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) //

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will be repeated for all three books/cultures, with some variation, but that would amount in this lesson being about 6 to 9 days. However, because the activities and ideas will remain, the lesson will be modeled in a two day format.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">On the first day the desks will be arranged in a U.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook- Students will walk in and watch The Danger of a Single Story. (25mins)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be presented with a variety of background information on the culture one novel focuses on. (40 mins)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will begin working on the Idea Rake in Team, and Pair, groupings while they review facts, will have some time to work on it and will finish it for homework. (10 mins)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The blog assignment for the night will be given. (5 mins)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">On the second day desks will be arranged in clusters.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will walk in with their completed Idea Rakes and will be separated to random tables with the people they will work with for the day. (5 mins)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in the Team, Pair, Solo activity, using the solo part to reflect back on their blogs and add anything they gained from their discussions. (35 mins)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will then fill out a circle, triangle, square sheet, share them with their team when they're done, and hand in for credit. (20 mins)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will then refer back to what they've written before turning it in and find resources to help with their ComicLife, blog and final project, that reflect their personal views. (20 mins)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson students will begin working with the cultural literature (//A Thousand Splendid Suns//, //Love Medicine//, and //Woman Hollering Creek//). Students will be presented with the idea that using multiple sources when trying to develop an understanding of something creates stronger connections. Using the three assigned novels, and any other examples the students have found on their own, students will be able to understand what culture is easier based on the similarities in the texts. Students will also realize that although they are working with three large texts, they are encouraged to focus on the ways culture ties into the writing, rather than details about characters or setting. In order to help students understand the importance of using multiple examples, students will watch the video of Chimamanda Adichie talking about her experience with the danger of a single story. Students will listen to the many examples that this author gives based on her life as an African who moved to America, and as an aspiring author. While students are listening they will think of any disagreements they have with the video, or anything they would like to add and the class will have a short discussion to capture everyone’s reactions.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Visual, Naturalist, Intrapersonal, Linguistic//**.**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">After the students have gotten done with The Danger of a Single Story they will begin reviewing information that has been collected by the teacher on the wiki. The information will include articles, videos, and connections to media students can use in their final products. The information will cover a background on whichever novel the students are currently reading and will remain up until the end of the unit. As students review the variety of information they will start filling in their idea rake graphic organizer and will be working in a team, pair, solo technique. Students will discuss and record with their group certain things on the wiki. Each student is recommended to pick something to review and share with their team. Then, teams will break apart into partners to discuss and explore things in more depth. Partners will be looking past the obvious in the media selections and will start talking about how these things affect their own lives, and what similarities they've started making with this other culture. Students will be asked to complete the idea rake for homework, making sure that they, in some way, have talked about every piece of media posted, even if it was based on what their group members said to them. Also for homework students will write a blog post on what big ideas they took away from all of the media and how they can relate to some of the information given. Students will use specific examples to emphasize their understanding of the similarities between their culture and the other cultures they explored. If students find that they have no similarities between the cultures, they are asked to write why, and see if they can find a better source that fits their reasoning. Students will turn in their idea rakes, and the teacher will review them, adding comments and questions to further thinking of each source.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Linguistic, Visual, Interpersonal, Intrapersonal, Naturalist.//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work with the same teams the next day and instead of reviewing their completed idea rakes, will talk about what they put into their blogs. Once students have had several minutes to get a clear idea of everyone's entries, students will work with their partners. In partners students will discuss some of the connections they made while they were going through back to the novel, if anything contradicted with what the novel indicated to them, what specific links they like and why they like them, and things that they got reminded of while they were reviewing the variety of resources. Then, as individuals, students will go back to the blog posts from the homework and will write a comment, or new section to the entry explaining what they learned or realized while talking with their peers. Students will then fill out a circle, triangle, square sheet and turn it in for feedback from the teacher. They are encouraged to share with their team what they wrote down on their circle, triangle, square sheet, and should take notice if their peers said different things. Students will then receive the ComicLife assignment. Using their blogs, what they've talked about in groups, and the sources on the wiki, students will make a ComicLife presentation showing what similarities they found between cultures using their multiple resources. Students will also be asked to include in their presentation what similarities they found, from the multiple sources, that relate to their own culture. Students can use as much creativity as they wish with their presentation by adding sound effects, music, voice recording read alouds, interactive pieces with the class, visual effects, etc. They are encouraged to use anything that will help better convey the content of their presentation and should pay special attention to the sequencing of their slides, audio, effects, and/or interactive pieces. Students will also have the option of making the ComicLife into a more narrative-like piece by making a storyboard. Because students will be working it groups, it is suggested that every students do at least two slides, as the comics should be about 8 to 10 pages, including cited sources and a title page, to help everyone become more familiar with the technology. Students will be handed back all their work and will be asked to use the comments, questions, and general feedback to help guide their presentations. Students will take a few days to work on their projects before they will present them in front of the class.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Visual, Linguistic, Naturalist, Musical, Kinesthetic, Interpersonal, Intrapersonal, Logical//**.**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be graded individually on rubrics based on what they contributed to the project, what they presented, and how well they presented. The blog entries assigned during the research for this product will also be included in the grade.When the rubrics are passed back to the students, any issues with the product itself can be reviewed and adjusted to fix the grade. Presentation points will be made up by scheduling an appointment and presenting again. Successful groups should be indicated by the similarities in their individual grading, and that will be recognized in the comments part of the rubric. Students will be allowed to reflect in their method of choice (by discussion with the teacher, blog entry, or new ideas) what they would have liked to have changed, and why they didn't put it in the first time. These reflects will be taken into account by the teacher when putting in the final grades. Students will be using this presentation to help them further develop their final product, and can use this to start thinking about which culture they would like to explore in more depth and why.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Visual, Linguistic, Interpersonal, Intrapersonal, Naturalist, Logical//**.**


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know…..

//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">On the first day of this lesson students will be making their way through one of the novels. This generally tends to fuel questions and curiosity and the best way to help support them as learners is to ask them what they've researched about it. Anything that is being looked at in class could be found by all of the students quickly just by surfing the internet, which means that some of them are pretty poor examples, but they goal is to have the students reach that conclusion, and encourage them to find better ones. The majority of this lesson is personal opinions, but students should at least understand the essential idea that using multiple resources increases the basic understanding of what culture is, and how cultural literature conveys it. Because this is an opinion based lesson, students will mainly lead themselves through discussions. However, if they get stuck, some good questions to prompt thinking are:

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">These questions can also help guide students in their blog posts. Instructions for the blog post will be posted on the wiki, but the major idea is that they are conveying, through their choice of medium, what the big ideas all of the sources pointed to, and how those relate to them.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What stuck out to you about this source and why?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What kind of audience do you think this source was made for and why?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Are there ways this source could be improved and how? Be specific
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Can you relate to the majority of what this source is saying? Why or why not?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Who is this source made by and why is that important?


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**

//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">List the items that need to be printed out for the lesson. //


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Idea Rake graphic organizers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For backup plan: Storyboard worksheets


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles __//**


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson supports clipboard type learners because it is the same type of activity for three sets of information. This helps develop a pattern. These learners will also like the use of graphic organizers, the strong examples given, and the fact that all expectations will be clearly given and posted for reference. Each clipboard learner will get to work with the visual examples that are posted on for their resources. They will also appreciate how well this lesson ties in with the other lessons in the unit, because clear connections are being made, in a logical sequence, as the class builds up information on previous knowledge.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Microscopes will thrive in this lesson, mostly because they are given the option to make everything in this lesson their own. Students will be asked to analyze the effectiveness of various sources and make personal connections in the idea rake and the blog. This is an activity that supports microscope learning. They are asked to use these same analytic skills when making their ComicLife presentation. Although some students may value the process, or the various opportunities this assignment offers, microscope students will appreciate the ability to explore the world around them and collect more information on the important topics behind the specific pieces of cultural literature the class is working with.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy learners will feel right at home because all of the work in this lesson is opinion based. The students are asked to become more in tune with their emotional side as they try to understand and relate to other cultures. They are also practicing these techniques as they work in teams, supporting everyone's views. Students will once again be working with creating a supportive atmosphere and a place where everyone should feel comfortable sharing their ideas, despite the opportunity for contradictions, like with the differing opinions on a specific source.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students who prefer and learn in a beach ball way are being supported in this lesson in several ways. Mainly they will get to work with a large variety of resources and form their own opinions on each, make personal connections, and there will be lots of freedom. Other than the grouping for the in class activities, students will get to have many choices, in what they write about, and in what they make for their product. There are multiple ways to change the assignment to fit a variety of preferences, and to mold it into a perfect fit. Because of all these choices, and the sharing aspect of the presentations, students will get to see a variety of ways to look at the same basic concepts, with a creative, slightly spontaneous feel.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">All learners can be supported in this lesson, simply because it is designed to accommodate any type of learner. Although not all of the activities support every type, there are at least a few activities for every student. Most importantly the final product for this lesson is designed to be molded into whatever the students wish it to be, which will not only make for more interesting presentations, but will help the students have a more rounded way of thinking of the content.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: //**


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: //**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Standards

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Reading

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: 11-12

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Domain: Informational Text

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: Integration of Knowledge and Ideas

//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem. //

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson students are learning the importance of using multiple sources to develop the better understanding of a new and broad topic. This helps support the standard because, although we are focusing on literature and not informational texts, there is still a wealth of information to be found in any writing. This works better for upper level students because they are going to be expected to be well informed, and to have multiple examples to support any points they make. It is also a good introduction into literary analysis, which is an upper level skill, because this is literary analysis, just with a technological spin on it.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: //**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to relate to similarities between cultures using multiple examples. Although many might argue that making a personal emotional connection with the content should come with the end of a unit, or after all of the information is gathered feelings should be discussed, reactions should be documented. But I think that this should be addressed as a student learns a new topic, especially a broad, controversial topic like culture. I, however, don't think that students would be able to continue this unit if it wasn't close to the beginning. One of the best ways to understand culture is to start with how the student feels about it, and find what parts of it they connect with the best, and which parts are uncomfortable for them.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students are gaining a better understanding of how to better understand the world around them, simply by using multiple examples. They are also learning how this will relate to the rest of their lives. They are going past the standard and more into the facet because the emotional connection to the content is what builds the purpose of the content, and students will begin to understand that.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: //**


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will journal about why they think similarities/differences between culture are the way they are.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Spatial **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will find pictures that explain the War in the Middle East from both sides.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will discuss as a group stereotypes they have of other cultures and calculate what percentage of the class shares those views.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Musical **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will discuss how stereotypes or the War in the Middle East tie into modern music.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will find similarities in Afghanistan/Pakistan climate and natural environment, then discuss how that affects their culture.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will reflect on stereotypes of their own culture.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will discuss in groups how the War in the Middle East has affected them personally and their peers.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will act out a skit of similarities between their culture and the Middle East.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Although these ways aren't necessarily used in the lesson, there are tailors in the lesson, especially with the final product. Students are using a variety of intelligences in just discussing culture in the classroom. These are just suggestions for different ways to review new information and to get more out of the content.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife is a very easy technology to use, and to change to fit into a variety of topics. In this particular lesson, students are generally becoming more familiar with the technology, and working to use it in creative ways to make a more interesting product. The development of these visual skills will come into play in the final product, where students combine everything they learned and rework it. The ComicLife is a great project to have towards the beginning of the unit because it gets them thinking about new technology, presentations, and looking at what could be boring content in a fun and engaging way. This product is also worthwhile because it works well with groups, especially with such a broad topic. Presentations become more fun and less repetitive, and this program usually creates products that are short and sweet. Overall this technology is ideal at this point in the unit.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The ideas behind the tailoring and the use of ComicLife in the lesson support the standard in several ways. First, it is very hard to master a large amount of content if you aren't tailoring how you learn it or present it to others. Second, this allows them to start developing stronger opinions and feelings based on their greater wealth of information from multiple sources. Overall this product, combined with the presentation, is, in itself, a multiple source, informational presentation, with an MI tailored twist to it.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Similar to the previous lesson, blogs are being used as a form of assessment, except, this time they are being used more formatively as other projects start emerging. The blogs are still being used for students to track their personal findings, and as before, although there are expectations, it is up to them how much effort they want to put into them, with the understanding that more effort could prove more helpful for the final product. Another major part in this lesson is the discussions that are used to help guide understanding, and the recording graphic organizer, the idea rake, that goes along with that. Students get the opportunity to see how well they really understand the content based on what they share with their fellow classmates and then record their thoughts to help keep track for their ComicLife.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The summative assessment for this lesson is the ComicLife, which is used more as a marker and a building block to help develop the final product. However, this assessment is final and being graded on a rubric. Students will have opportunities to revise their products, but this assignment will be graded fairly heavily.

__<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife (50) __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will work in small groups to create a comic explaining the similarities between cultural literature sources. Students will be working using their circle, triangle square chart, the class wikispace, and the novels to compare cultures. In the ComicLife there should be clear connections back to the student's personal culture. There should also be references in the presentation to how other sources helped confirm what was learned in the books. The project should reflect time and effort. Presentation skills will be taken in to account when the project is graded. This product will be graded using a rubric.


 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Formative and summative assessment are meshed together in this lesson to create a better understanding of the unit as a whole, and the specific activities and vocabulary the students are working with in this lesson. The activities are being used as a base to help build the rest of the unit on, so assessing and making sure that everyone is at a similar starting point will help the teacher know how to continue through the rest of the lesson. Because students are given some choices in the way they are presenting their information, these assessments also help the teacher better understand their students individually. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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