L3+Scheidegger,+Lauren

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Ms. Scheidegger ** **__Lesson #:__ 3 __Facet:__ Perspective**
 * __Grade Level __****: 9-10 ** **__Numbers of Days:__ 2(80)**
 * __Topic: __**** Reading; Literature **


 * __PART I: __**


 * __Objectives __**

Students will understand that there are many ways to analyze literature and find the emphasis and meaning, this includes comparing and contrasting different pieces of literature

Students will know important people and events and critical details. This includes all of the characters in "The Tell-Tale Heart" and "The Oval Portrait". An example of a critical detail would be the milky eye in "The Tell-Tale Heart".

Students will be able to compare and contrast the textual versions (the originals) with the graphic novel counter-part.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Product: **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Prezi __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Students will create a Prezi that illustrates their ability to compare and contrast the different forms and versions of literature we’ve gone over in class. Students may choose to compare many different versions or just pick two and go into a lot of depth. **25 Points**


 * __<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 Idea //


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: **Comparing and contrasting helps students see vital details and key in on similar themes and aspects. This also allows students to look at the emphasis in different ways.** **


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


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

<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;">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 New Roman','serif'; font-size: 16px;">On a google survey students will list the multiple ways to find the emphasis and meaning in a piece of literature. They will also discuss the different interpretations and opinions brought up while deconstructing the text.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will examine and highlight a certain piece and find the emphasis and meaning and think about how they were able to figure out those things, and if not why? and what piece/s are lacking in the story?.They then will talk to a table mate on how they came to their conclusions. Then on a piece of paper split into four sections (and are labeled with different stories and versions) students will draw critical details or an item of great emphasis from the short stories they are given. They will then cut the paper so each item is its own card. The picture will be drawn on the side that does not have the story name/version on it. Then they will show others their cards and talk about what they think and whether they agree.


 * <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;">*"Take-it-or-leave-it" activity. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This is done while students are working on their Prezis on their computer. A peer adds suggestions and comments then switch back. The student can choose to use the information or not. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Checklists <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This is so students know what they need to do and helps them stay on track. It also allows students to self assess along the way. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Rubrics <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher goes over the rubric twice. Once with the student the first time they hand it in and a second time if the student chooses to make changes.


 * __<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;">Students will create a Prezi that illustrates their ability to compare and contrast the different forms and versions of literature we’ve gone over in class. Students may choose to compare many different versions or just pick two and go into a lot of depth. Students will be able to incorporate the components and aspects they are most interested in and if they find the assignment “too easy” then they can go into more depth on comparing authors decisions and also include different media forms like pictures, audio, and video.


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


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will use a music playing device to play music for the first activity, then students will use computers and the program Prezi to create their final projects. Students can also use digital cameras or webcams to take pictures to include on their Prezi. They can also use a microphone and make a recording.


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


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Music: music will be playing for one of the activities. The music will help add to the feel of the stories and is used throughout the first activity. **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Public Speaking: Students have a chance to present their thoughts and information in front of both small groups and larger audiences. **


 * __<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;">Students’ first graphic organizer used for this lesson is merely a piece of paper divided into four sections. Each story or version has its own section and students illustrate critical details and symbols. If students do not feel in an especially artistic mood then they can jot down notes and feelings in their sections. Students also make a Prezi which showing their comparisons. While doing this, students will work with each other and do a “take-it-or-leave-it” activity. Students will switch computers, after saving their work, and their peer editor will add things to their Prezi. They might just be notes or suggestions or compliments. The students can “x” out of the files without saving to loss the comments if they so choose. Students will also help each other go over the checklist of requirements. **


 * <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;">Students do not only work together while editing each other’s work but also at the intro activity. Students start off in a group on their graphs. Then students play the musical game and at the table they end up with they have to act out or talk about a certain symbol together. All students work together to create something to present to the rest of the class. However there will be one student who is also the “timekeeper” and another who is the “facilitator” who is in charge of keeping the group on track. **


 * __<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;"> Discussions will take place though out the lesson as a whole class. There discussions will be on processes used and discussions will also take place in the groups as they try and solve their given tasks. The problem solving may also satisfy the logical mind.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Students will be allowed to listen to time appropriate music while reading and thinking about the text. Also the musical tables’ activity allows students to respond to music.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Prezis are very visual and can be highly personalized with photographs art and decorations. Organization and visual appeal are also in the checklist and considered during the final grade.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** Motion and Movement can be incorporated into a prezi and normally are. The focus shifts with close ups and things leaving the screen and re entering.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** There will be a class discussion and time will be given for each individual to share. Student will talk to the entire class, in pairs, and in small groups.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Before the group discussions students will have time to go over the text and highlight and think to themselves before sharing. This helps students organize their thoughts. Also there is time for reflection and self assessment and personal journal entries.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Time will be given to talk things out both as a whole class and in pairs. Class discussions will be a critical portion of the class. Students will talk in pairs, small groups, and as a whole class.


 * __<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;">Plan for accommodating absent students: ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be given the graph to fill in themselves and informed about the activity and some of the ideas the class shared (just in bullet point format). Also a student or two will be volunteers to show their Prezis-in-progress to the absent student to help get them started. They will also be given all the checklists and rubrics too of course. **


 * __<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: **The teacher will make a mini Prezi with the class as a demonstration. Then the students will make Prezis to help them express their comparisons. The Prezi will help students organize their thoughts and make their comparisons stronger by putting them all together and looking at them all together next to one another.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted students will be given more challenging questions that require more deep thinking and personal opinions. Questions may vary depending on the students’ strengths and weaknesses. It will still be a compare and contrast based project.

Students can make themselves by splitting a sheet of paper into four sections. This is to keep students on track and can be used for peer feedback. To be graded by the teacher twice if the student wants to make changes and edits.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**
 * Four-sectioned graphs
 * Checklists
 * Rubrics
 * One-to-one computers
 * Speakers to play music for the hook and the first activity
 * A way to project a computer screen onto a larger screen for the class to see during the demo


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**

> [|Tell-Tale Heart] (URL:[]) FOR THE HOOK []
 * Video/mock movie trailer
 * Where to find music from the correct time period with the correct “feel” []
 * Reading material to be highlighted
 * Tell-tale Heart vocab list []
 * The oval portrait vocab list


 * __<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 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="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 ONE

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Hook (5min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Play the video. Perhaps give a brief introduction then talk about how it relates to the class. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Class Discussion (15min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On the stories, clear up misconceptions and confusing parts. Mention some of the new vocabulary and go over students feelings about the stories. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students examining and highlighting stories (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be given printed copies of the stories. This is done as individuals so chatter should be kept at a minimum. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Table discussions (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should go over symbols and the remakes and while doing it they should make notes on their four sectioned graphs. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Creating cards for activity (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have them create one card for each story. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Musical table activity [students get other tables symbols they interpret them then share their thoughts] (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">* Prezi Tutorial (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher goes over the video, students can follow along on their laptops.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Instructor goes over checklist for prezi project and answers students questions (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students work on projects (15 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher floats around and answers questions. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">* “Take-it-or-leave-it” activity [peer edits] (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students continue working (15 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students complete google survey (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Graded only based on completion. This is just to see where students are. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students present their favorite parts of their Prezi. (20 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 arranged in group clusters. This makes the intro activity easier and it also is conducive to the partner work and peer reviews. The table clusters will be placed in a “U” formation, so all students are oriented towards the front. The “U” formation will allow students to see their peers during class discussions as well as the teacher who will be facilitating the discussions and also be able to see the board which may have a few notes on it.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand that there are many ways to analyze literature and find the emphasis and meaning, this includes comparing and contrasting different pieces of literature. **Why?** There are always multiple ways to reach a single goal, and exploring these options will help students become versatile.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The hook will be a mock movie trailer of “The Tell-Tale Heart”. This will reach those in the class who are movie fanatics, and the others will have most likely at least seen a few movie trailers so they might be interested in it as well. The video can be found here: (URL:[]).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where, What, Why, Hook, Tailors: Logical, Musical, Visual, Kinesthetic, Interpersonal, Intrapersonal, 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 people and events and critical details. This includes all of the characters in "The Tell-Tale Heart" and "The Oval Portrait". An example of a critical detail would be the milky eye in "The Tell-Tale Heart".

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will, once graph is done, walk around the room to different tables representing different short stories while music is playing. Once the music (from Poe's time period) is stopped they must all decide on one key element or object from the story that they are closest to (books will be propped up on the table and put there by the instructor quickly before the activity, the students also would have put their images with their respective books), to act out or show the image of. They will then briefly present to the group why that object is most crucial to the story and how it affects the character and over all plot. They will discuss why it is the best representation and what made that particular image stand out.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Part way through the prezi making process students will look at their partners’ prezi and add things they find important that is missing or a source that might help their partner (they will not move or delete anything) and the student can choose whether to keep the information or use the source. This will be called the "take-it-or-leave-it" activity.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interpersonal students will have a chance to partake in class discussions and intrapersonal students will have time to work with the material on their own and highlight key sections in the stories. Those with a musical intelligence will be catered to in both the hook where music is present and also in the introduction game.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Musical, Verbal, Visual, and Kinesthetic. **


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will examine and highlight a certain piece and find the emphasis and meaning and think about how they were able to figure out those things, and if not why? and what piece/s are lacking in the story?.They then will talk to a table mate on how they came to their conclusions. Then on a piece of paper split into four sections (and are labled with different stories and versions) students will draw critical details or an item of great emphasis from the short stories they are given. They will then cut the paper so each item is its own card. The picture will be drawn on the side that does not have the story name/version on it. Then they will show others their cards and talk about what they think and whether they agree.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a prezi which illustrates them comparing and contrasting the original Poe story with at least one remake.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will have a checklist to go by as they work and will be able to see the rubric they will be graded on at the start of their project. The checklist will also work as a "plus or minus" activity. If the student is unsure about something they can put a minus, if they know something very well a plus, if they know something but don’t feel confident talking to someone else about it they just put a check. If students have questions they can check with a peer who has a plus where they have a minus or talk with the instructor.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: Visual, Visual, Verbal, Interpersonal, and Intrapersonal. **


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On a google survey students will list the multiple ways to find the emphasis and meaning in a piece of literature. They will also discuss the different interpretations and opinions brought up while deconstructing the text.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will create a prezi about their comparisons of different literary transformations of Poe's work.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluate, Tailors: Logical, Visual, and Interpersonal. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know important people and events and critical details. This includes all of the characters in "The Tell-Tale Heart" and "The Oval Portrait". An example of a critical detail would be the milky eye in "The Tell-Tale Heart".
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where to find the texts online: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] []
 * “The Tell-Tale Heart”
 * “The Oval Portrait”

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


 * “The Tell-tale Heart” vocabulary list is from (a print out version is also at): []
 * **Foresight:** Thoughtful regard for the future
 * **Dissimulation:** Hidden under a false appearance
 * **Vexed:** Troubled, distressed, caused agitation
 * **Sagacity:** Sound judgment
 * **Hearkening:** Giving careful attention
 * **Awe:** A mixed feeling of reverence, fear, and wonder
 * **Distinctness:** Unmistakable, clearly defined
 * **Over-acuteness:** Very keen
 * **Concealment:** A means of hiding
 * **Waned:** To grow gradually less
 * **Scantlings:** Small quantities or amounts
 * **Suavity:** Gracefulness, politeness
 * **Bade:** Urged, compelled
 * **Audacity:** Bold courage, daring
 * **Reposed:** To lay at rest
 * **Derision:** Contempt, ridicule

[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Critical Details <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“The Oval Portrait” <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“The Tale-Tell Heart”
 * “The Oval Portrait” full vocabulary list and definitions can be found at:
 * Candelabrum
 * Turret
 * Armorial
 * Filigree
 * Frolicsome
 * Valet
 * Incipient
 * Perusal
 * Sate
 * Aghast
 * Countenance
 * Vehemently
 * Ardor
 * Niche
 * Rivet
 * Reverie
 * Agitation
 * Can be found here: []
 * The milky eye
 * The beating of the heart
 * Obsession
 * Night VS his actions in the day
 * Sanity VS the insane, what makes a person insane?
 * Think about WHY the main character did as he did.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The first day of this lesson students will sit with their “” partners in the cluster table groups. The teacher will then show the hook video of “The Tell-Tale Heart” trailer. Then there will be a brief class discussion lasting about fifteen minutes. Afterwards students should be given print outs of the text so they can highlight key points and symbols and phrases. This is time for independent work so chatter should be at a minimum. After this there will be table discussions about what they have just read. After this is done the table will create “cards” for their story. The card should have an image or word or phrase that encompasses a majority of the stories meaning. Then after each table has created their cards music will begin playing and everyone moves around the tables and once the music stops people go to the table they are closest to. If people are at the table they started at, then they go to the table to their right. Then they all discuss the card that is there and need to think of a way to represent it in front of the class. They may sing or rap or make a skit or simply discuss their thoughts. After they have had about ten to fifteen minutes to put a presentation together they will present to the rest of the class. Then in the last ten minutes there will be a tutorial given about how to use Prezi. Students will be encouraged to begin doing research and start writing for their prezi projects.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To start the class the teacher will go over the class schedule for the day and then go over the checklist for their project. This contains the necessary materials for their prezi presentation that the students will start working on. Student will be put into their “” partners to work on their prezis. Students will be given fifteen minutes to work. After the first fifteen minute work period students will do the “take-it-or-leave-it” activity. This is when students save what they are working on and then switch their computers. A peer will go over the prezi so far and add suggestions and comments on their prezi. Then when the computers are switched back the students can read the comments and then “x” out and have all the others added without saving. This should take about ten minutes for the peer edits. After this the students will have about fifteen minutes to go over what their peers have done and keep working. Then students will be given ten minutes to complete a google survey and if finish early then they can keep working on their prezis. After this the students will present their prezis.


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Checklist for Prezi Presentation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This is for peer review and also to help students stay on track and be sure that they know what they are going. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Printed versions of Poe short stories <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To highlight and help with individual work and thought.


 * __<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 __//**

//** Clipboard: Clipboards will have the opportunity to organize their work. They will also have a checklist to go by for their final project and have a step by step tutorial on how to use prezi. **//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Microscope: Students will get a chance to explore the prezi technology as well as the material with various activities.**//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Puppy: The beginning activity is done as a large group and involves working with other. Also students will talk with their peers to get advice and critiques. Students will be able to share opinions, feelings and ideas.**//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Beach Ball: There are a variety of activities and a constant shift in venue.**//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Rationale: The various activities allow students to learn the same standard in different ways. This helps them absorb the information in a way that is interesting to each student and also gives depth to the content.**//


 * //<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: //**

<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: //Perspective// //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Students will get the chance to think in multiple ways and work with different mediums to be able to think using perspective. They will get help from their peers and instructor. //**


 * //<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;">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;"> Discussions will take place though out the lesson as a whole class. There discussions will be on processes used and discussions will also take place in the groups as they try and solve their given tasks. The problem solving may also satisfy the logical mind.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Students will be allowed to listen to time appropriate music while reading and thinking about the text. Also the musical tables’ activity allows students to respond to music.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Prezis are very visual and can be highly personalized with photographs art and decorations. Organization and visual appeal are also in the checklist and considered during the final grade.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** Motion and Movement can be incorporated into a prezi and normally are. The focus shifts with close ups and things leaving the screen and re entering.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** There will be a class discussion and time will be given for each individual to share. Student will talk to the entire class, in pairs, and in small groups.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Before the group discussions students will have time to go over the text and highlight and think to themselves before sharing. This helps students organize their thoughts. Also there is time for reflection and self assessment and personal journal entries.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Time will be given to talk things out both as a whole class and in pairs. Class discussions will be a critical portion of the class. Students will talk in pairs, small groups, and as a whole class.


 * //<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;">Prezi __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Students will create a Prezi that illustrates their ability to compare and contrast the different forms and versions of literature we’ve gone over in class. Students may choose to compare many different versions or just pick two and go into a lot of depth.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //Prezi is a great way to organize different forms/genres as well as organizing thought and opinions. It is also a great way to show comparisons. Prezi is very similar to a graphic organizer in nature.// //**


 * //<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;">On a google survey students will list the multiple ways to find the emphasis and meaning in a piece of literature. They will also discuss the different interpretations and opinions brought up while deconstructing the text.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will examine and highlight a certain piece and find the emphasis and meaning and think about how they were able to figure out those things, and if not why? and what piece/s are lacking in the story?.They then will talk to a table mate on how they came to their conclusions. Then on a piece of paper split into four sections (and are labeled with different stories and versions) students will draw critical details or an item of great emphasis from the short stories they are given. They will then cut the paper so each item is its own card. The picture will be drawn on the side that does not have the story name/version on it. Then they will show others their cards and talk about what they think and whether they agree.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students do not only work together while editing each other’s work but also at the intro activity. Students start off in a group on their graphs. Then students play the musical game and at the table they end up with they have to act out or talk about a certain symbol together. All students work together to create something to present to the rest of the class. However there will be one student who is also the “timekeeper” and another who is the “facilitator” who is in charge of keeping the group on track. **


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Using a “plus or minus” checklist helps students be sure that they are getting everything done. The plain check, plus sign, and minus sign show how well a student was able to execute each component in their prezi.// ** ||  ||   ||