L5+Scheidegger,+Lauren

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Ms. Scheidegger ** **__Lesson #:__ 5 Facet: Self Knowledge**
 * __Grade Level __****: 9-10 ** **__Numbers of Days:__ 2(80)**
 * __Topic: __****Reading; Literature **


 * __PART I: __**

Student will understand that there are many ways to analyze literature and to find the emphasis and meaning. This includes comparing and contrasting different pieces of literature
 * __Objectives __**

Student will know the critical details and important people and events of the original short stories and their respective remakes. As well as the short history on Poe.

Student will be able to reflect on how the graphic novel versions drew on the original text and why certain changes were made and certain details were added.


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


 * __<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: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Reading // //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grade: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Grade 9-10 // //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Domain: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Literature // //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Integration of Knowledge and Ideas //


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: **A capzle can include various forms of media. This allows students to use all the various techniques they've learned in previous lessons. This also gives students the option to pick how they would like to reflect.** **


 * __<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;">*Card creating activity. Students will create a card with their table that represents a certain text. **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Graffiti walls. Students will create a collage of words and images based on what they have learned so far. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The "graffiti wall" acts as a pre assessment and the half way point reflections and reviews help students to enforce their learning. Also after the hook activity there will be a "take and pass" activity. Each table will have a sheet of paper and one student responds to the question on the board then passes it on, and once everyone has responded the teacher takes the paper. The question is not personal and it just for the teachers reference, not to be graded.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Journal Reflections. Students will have the opportunity to reflect in their own journals. **


 * <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;">A capzle will be created by students and it will reflect on various texts and is a place where students can contemplate why certain changes were made and details added. Their comparisons can be completely their own as long as they have some textual way to back them up. There will also be peer edits, teacher reviews, and end of the project journal reflection.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will go through a “half way point’ reflection. This is so students can review their work and have time to make changes. The teacher will also review student work before it is handed in for a grade. The teacher checking in also allows the teacher to be sure all the students are on the right track. There will also be peer feedback. Students can gain a lot from their peers and are often times more open to suggestions from their peers.


 * __<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;">Capzles: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will create a capzle to represent different pieces of literature we’ve gone over in class. There are multiple ways students can do this. Capzles allows you to put in text, images, videos, and audio. Students can use what they see fit to represent the different pieces of literature. The capzles should go into how the remakes drew on things from the original text and the process of their transformation. Students are encouraged to, but not required, to use multiple mediums**. 25 Points**


 * __<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;">*Capzle **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Audio recording software (audacity or garage band) to record some reflections **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Movie editing software (optional) for filmed reflection **


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


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Copy right free websites to gather music **


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


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Psychology: Students will learn a bit about the human mind and emotions before doing their reflections. This will help them better understand their feelings. **


 * __<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;">*Card activity is done solo but then discussed as a group. Students will need to collaborate and come to an agreement.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Graffiti walls is a group effort, students will go over what they have learned together and create their own graffiti wall on what they have learned.


 * <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;">*During the graffiti wall and card activity students will be talking and discussing with each other and going over their ideas and what they have learned so far in this lesson. For the card activity the students will need to come to an agreement together. One student will be the “time keeper”, and another will be the “facilitator”. The time keeper makes sure that the group wraps up in time, and the facilitator keeps everyone 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;">Verbal: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students discuss their opinions on the "graffiti wall". Also capzles may include audio recordings.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** The "graffiti wall" exercise includes a lot of visuals; images can also be added to capzles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** Videos incorporating motion can be used in capzles that make it more appealing to kinesthetic learners. Also the capzle program itself moves in a very fluid way and is very interactive.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Capzles act a lot like a timeline and allow students to organize their thoughts in a linear fashion.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will create the "graffiti wall" art with a group which involves communicating and coming to an agreed upon idea for each symbol selected. Also there are peer reviews as a part of the capzle making process.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Sounds and music can be put into the capzle program. Students can use sounds or song clips to echo how they think a certain story feels, and then share how the original sounds. This helps make the compare and contrast process more appealing to audio learners.


 * __<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;">Absent student will talk with their e-mail buddies and contact the instructor to get missed paper work and notes. The capzle project is done solo so the student would be given an extended dead line but expected to complete it at the same standards unless otherwise stated by the instructor.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **


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

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Capzles: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will create a capzle to represent different pieces of literature we’ve gone over in class. There are multiple ways students can do this. Capzles allows you to put in text, images, videos, and audio. Students can use what they see fit to represent the different pieces of literature. The capzles should go into how the remakes drew on things from the original text and the process of their transformation. Students are encouraged to, but not required, to use multiple mediums**. 25 Points**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted students will be asked to incorporate more of the psychological aspect of reflecting and try to use different forms of media. **


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

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

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Online text of "Mask of the Red Desk:

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Online Text of "El Dorado"

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|http://www.mat.upm.es/~jcm/poe--shadow.html]


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Online text of "Mask of the Red Desk:

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Online Text of "El Dorado"

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|http://www.mat.upm.es/~jcm/poe--shadow.html]

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Emotional Psychology to help with reflections <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> []


 * __<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;">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 (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*“Take and Pass” (15 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Card Creating activity (15 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*“Graffiti Walls” (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Intro to Capzles (20 min)

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students work on Capzle, teacher clears up questions on Capzles (25 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Half way point reflection with peers and self (30 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Continue working while teacher goes around and reviews. (25 min)

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Final questions are answered; teacher goes over expectations for presentation again (20) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students polish Capzles, prepare for presentation (20) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Presentations (40 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The class will be arranged in group clusters after the first day. The first day will be paired desks in a “U” shape to help with the hook and follow up activities. The “U” will be surrounding the board.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section One __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand that students will understand that there are many ways to analyze literature and to find the emphasis and meaning. This includes comparing and contrasting different pieces of literature.

//** Integration of Knowledge and Ideas **//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be learning a lot about various authors, the authors lives and issues can relate to many things. For example Poe's alcoholism can relate to teen drug abuse.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The hook with start off with the teacher giving students a card with an image or word, standing for an author (not too obvious which one), and make them go and match it with the story/book version (no real right answer). Students talk about why they feel those symbols/words suited that version and how they might fit in with the others. There can a certain number of symbols per group, this will cause discussion based on whose symbol should go where and why.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where, What, Why, Hook, Tailors: Verbal, Visual, Kinesthetic, Logical, Interpersonal, and Musical. **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section Two __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know the critical details and important people and events of the original short stories and their respective remakes. As well as the short history on Poe.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create "graffiti walls" on a large piece of paper [if they choose they can have pieces of paper that are already sectioned off and organized]. Students will decide on a symbol and/or words for each version of one of Poe's stories including the original. Students will then see if they can guess the stories/versions based on the symbols on another tables "graffiti walls". Students will discuss what aspects and symbols have changed throughout the remakes. Students will make capzles comparing and contrasting different versions and the originals. These can include short videos, podcasts, images, and text.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will share their "graffiti walls" with others and hear their interpretations as well as share their own. After students finish each capzle for the capzle time line the teacher will come over and see what they have done. Also at students "half way" point students are asked to stop and reflect on what they've done so far as well as ask for peer reviews.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equip, Explore, Rethink, Revise, Tailors: Intrapersonal, Interpersonal, Verbal, Logical, Visual. **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section Three __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The "graffiti wall" acts as a pre assessment and the half way point reflections and reviews help students to enforce their learning. Also after the hook activity there will be a "take and pass" activity. Each table will have a sheet of paper and one student responds to the question on the board then passes it on, and once everyone has responded the teacher takes the paper. The question is not personal and it just for the teachers reference, not to be graded.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A capzle will be created by students that reflect on various texts and is a place where students can contemplate why certain changes were made and details added. Their comparisons can be completely their own as long as they have some textual way to back them up. There will also be peer edits, teacher reviews, and end of the project journal reflection. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be informally assessed based on their card projects and their “graffiti wall” projects. They will also create a Capzle that will be peer reviewed, reviewed by a teacher, and self reviewed. After all of this students will write a journal reflection on the process. The Capzle will be graded with a checklist which students will get at the beginning of the lesson.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: Musical, Kinesthetic, Visual, Verbal, and Logical. **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section Four __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know…..
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

//__ Symbols of "The Mask of the Red Death" __//

= “The Seven Colored Rooms = <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Symbolism, Imagery, Allegory The colors of the seven rooms are just too juicy a detail //not// to mean something, aren't they? The black and blood red room seems so obviously to represent death, shouldn't the other rooms mean something too? A lot of commentators have thought that, and there is something of a general agreement among many of them about the meaning of the rooms.

Supposedly, the suite is an allegory of human life. Each room, in other words, corresponds to a different "stage" of human life, which its color suggests. The first clue that the suite is allegorical is that the rooms are arranged from east to west. East is usually the direction associated with "beginnings," and birth, because the sun rises in the east; west (the direction of the sunset) is associated with endings, and death.

According to this reading, the blue room, which is furthest to the east, represents birth. The color suggests the "unknown" from which a human being comes into the world. The next room is purple, a combination of blue (birth) and red (associated with life, intensity) suggests the beginnings of growth. Green, the next color, suggests the "spring" of life (youth), orange the summer and autumn of life. White, the next color, suggests age – think white hair, and bones. Violet (a combination of purple and blue, or purple and grey) is a shadowy color, and represents darkness and death. And black, obviously, is death. Pretty nifty, huh?

Also, notice how there's no red room? Why's that? You might think of red as a better color than orange for summer/autumn, or as a better color than purple for growth. But our guess is that Poe wanted to save the color red in this story especially for its association with blood, fear, and death. That means it's always goes with black, just like the Red Death and the darkness go together at the end of the story, and red and black go together in the seventh room. If there were a red room, it would confuse the color system and obscure the meaning of "red."

Now another interesting thing about the allegorical reading of the rooms is that it gives an added meaning to other bits of the story. The fact that the revelers don't go into the black room indicates their fear of death (although you don't need to give a meaning to each room to figure that one out). But besides that, remember that the Red Death walks from the blue room to the black room – it walks the course of life, leading from birth to death. Prospero follows that course when he chases it: he runs from the blue room to the black room, where he dies. His followers also rush into the black room to unmask the Red Death, and also die. So the course the characters walk in the story is both literally and metaphorically the course from life to death. = The Clock = <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Symbolism, Imagery, Allegory The big, black, creep clock is located in the black room, so it's not that hard to guess that it's meant to be a symbol of death. More precisely, it's a symbol of the passing of "the Time that flies" (5), and the inevitability of death. Its eerie chiming on the hour is a regular reminder to the revelers that their lives are drifting away with the time, and that death is approaching. Of course, the effect is enhanced even more by that way the clock has of stopping all the dancing and music – in short, all the life – of the party, and making everyone laugh nervously.” This article and more can be found at:

[] __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vocabulary from the Original Poe Texts __

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Pestilence <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. A fatal epidemic disease

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Avatar <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. A symbol

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

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

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

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Stalk <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">V. To move menacingly

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cessation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. Ending; Finish

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Assumption <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. Statement accepted as true without proof

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> N. An unrestrained party

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Masque <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. A mask; coverage for the face

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dissolution <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. Decomposition; disintegration

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Eccentric <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Adj. Different from the norm

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Vista <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. A distant view

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Brazen <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Adj. Rudely bold

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Phantasm <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. Phantom; Ghost

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Propriety <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">N. Condition of being proper

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Prostrate <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">V. To lie down in humility

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

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

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Video of "El Dorado" for those struggling.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Story Boards <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Story Maps <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Peer Review Sheet <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Checklist
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Clipboard: //**// The capzles are a type of online timeline and are very organized by nature. //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Microscope: //**// Students will be exploring their thoughts and feelings in multiple ways and they can experiment with various technologies. //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Puppy: //**// Students will have the opportunity to share their thoughts and feelings and opinions. //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Beach Ball: //**// There are many different medias that can be used in capzles. Students can constantly be working with different medias //// . //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //Students should feel comfortable reflecting. Giving multiple options gives students the chance to express themselves in a way that makes them feel most comfortable.// //**


 * //<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;">Content Knowledge: Reading; Literature //**


 * //<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: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Reading // //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grade: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Grade 9-10 // //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Domain: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Literature // //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard: __////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Integration of Knowledge and Ideas //


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


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Caplzes allow students to reflect and share their knowledge in a way they find most comfortable. Students can use mainly text, music, audio, visuals, or a combination or mediums. //**


 * //<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;">Verbal: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students discuss their opinions on the "graffiti wall". Also capzles may include audio recordings.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** The "graffiti wall" exercise includes a lot of visuals; images can also be added to capzles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** Videos incorporating motion can be used in capzles that make it more appealing to kinesthetic learners. Also the capzle program itself moves in a very fluid way and is very interactive.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Capzles act a lot like a timeline and allow students to organize their thoughts in a linear fashion.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will create the "graffiti wall" art with a group which involves communicating and coming to an agreed upon idea for each symbol selected. Also there are peer reviews as a part of the capzle making process.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Sounds and music can be put into the capzle program. Students can use sounds or song clips to echo how they think a certain story feels, and then share how the original sounds. This helps make the compare and contrast process more appealing to audio learners.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II Technology: Capzles //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Capzles allow students to try out different technologies and express themselves in a way that they prefer.// **


 * //<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;">Formative: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The "graffiti wall" acts as a pre assessment and the half way point reflections and reviews help students to enforce their learning. Also after the hook activity there will be a "take and pass" activity. Each table will have a sheet of paper and one student responds to the question on the board then passes it on, and once everyone has responded the teacher takes the paper. The question is not personal and it just for the teachers reference, not to be graded.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A capzle will be created by students that reflect on various texts and is a place where students can contemplate why certain changes were made and details added. Their comparisons can be completely their own as long as they have some textual way to back them up. There will also be peer edits, teacher reviews, and end of the project journal reflection.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Having a lot of formative assessments can help students grow and begin to understand the material at their own pace and in their own way before they are formally assessed. Having both individual and group formative assessments gives students the chance to reflect by themselves and also learn from their peers. //**