L4+Scheidegger,+Lauren

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Ms.Scheidegger ** **__Lesson #:__ 4 __Facet:__ Empathy**
 * __Grade Level __****: 9-10 ** **__Numbers of Days:__ 4(80)**
 * __Topic: __****Reading; Literature **


 * __PART I: __**


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Student will know** different ways to change/transform/remake literature and begin thinking why certain changes were made. Also basic vocabulary words are understood to help students fully understand the stories.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Student will be able to assume the role of the author.**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Product: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie (or another movie editing software) and Youtube


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

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

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

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

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

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


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Having the students create a video gives them a chance to take on the role of an author in a very literal way. It is also a fun way to get the students to think of the lives of someone else and begin to predict why the authors made the decisions they did. **


 * __<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;">Before groups are made students will write a short five minute free write/essay on what their favorite rendition so far is and why, also if any confuses any of the students or if they are unsure of anything. Groups informally review each other’s scripts and receive filled out questionnaires. Students will also been given a small ungraded quiz that will be 3-5 short answer questions. Students will also have a three columned chart to fill out which will be handed back with feedback and graded only on completion.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will fill out the chart as well as film their short video for their project. If the students feel comfortable the videos will be posted on "youtube" and peers will comment on other peers final videos. Students do not have to act; they can use puppets or other creative means. Students will also have the questionnaire filled out by their peers and they will have a teacher review part way through the process of creating the video.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Script review from both peers and instructor <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*There will be a question that peers and the teacher will fill out.


 * __<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;">iMovie (Youtube): __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will get into groups based on their favorite authors covered in this unit and create a movie about an author and how their life might have affected their writing. If not much actual facts are available about the author the student can make up events that may have influenced their work. This movie is to show that the students know what can show what might spark a certain literary creation and also how an author draws on their source material when creating their own rendition. **35 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: IMovie (youtube) **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Film: Students get the chance to write scripts, act, direct, and even use a camera. Also every student will have a hand in editing their projects. **


 * __<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;">*Story boards **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This it to help students map out their movie before filming. It may also help students with script making. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Peer edits **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This is to help polish and redo and refine work. Both for scripts and story boards. **


 * <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;">*Movie will be made in groups **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There will be roles. The director: interprets story board and keeps students on track. The actor/s: Acts, interprets character motives and emotions. Camera student: Films and decides when close ups should be made or wide shots, etc. **


 * __<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;"> The chart being filled out at the beginning of the class helps get logical thinkers get engaged. Also there are story boards to help organize thoughts and create a linear time line.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist**: Films may be shot outside, also elements like weather in a particular short story or film can be considered. There are a lot of natural symbols (plants and animals) that can be incorporated into the films.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** The short free write/essay allows students reflect on their preferences and opinions and thoughts.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Sound effects and background music can be used and are encouraged in the film making process. Also even the tone of a characters voice is something to be considered.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will work with others to create their video, and in the editing process and reviews.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** When filming students will have the opportunity to manipulate scenery and of course move around when acting. Even the student filming will get a chance to get up and move around.


 * __<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 can do the free write at anytime as well as the quiz. The students partners can help catch the student up and let them know what they missed and what they need to do to help finish the project. If the other students are too far along to be of much help the student will be given a shorter version of the project since they will be working alone. **


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


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: ** __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie (Youtube): __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will get into groups based on their favorite authors covered in this unit and create a movie about an author and how their life might have affected their writing. If not much actual facts are available about the author the student can make up events that may have influenced their work. This movie is to show that the students know what can show what might spark a certain literary creation and also how an author draws on their source material when creating their own rendition.


 * <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 encouraged to think more “outside of the box”, and go more into the possible psyche of an author. Also gifted students are encouraged to utilize the type II technology a bit more, and perhaps use more iMovie features.

// *Free Write Prompts // // *Story Board outline // // *Video Cameras // // *Computers // // *Space to film // // *Three columned chart //
 * __<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;">List all URL and describe. // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Story board print outs [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Online Text of “The Murders in the Rue Morgue” [] <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;">Source for Lesson Plan and Research __**


 * __<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;">Students should have read the stories and short graphic novel remakes for homework. If some have not have then start reading during the free write and have them do the free write for homework. They can also continue reading while others work on their charts, but then they need to do the chart as well for homework.

<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;">Play poetry movie, and then go over how it is a good example of the projects they will be working on soon. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Free Write 10 min <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Based on prompt displayed on the board. Let students respond however they want to. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Three Column Chart 10 min <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“What Poe did”, “What the remake author did”, “What you would do.” <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students create groups 5 min <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go with their “Form” partners. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Teacher goes over some Poe History 15 min <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There will be highlighted sections under content notes. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Teacher goes over the video and how to make a movie 15 min <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">See content notes. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Teacher goes over Imovie software 15 min <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Start research for scripts as homework.

<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 get in groups and work on scripts (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Story board templates are handed out, more research is being done. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Peer edits (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(To go over questionnaire) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Continue working and different groups meet with the instructor (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Some will begin working on their story board) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Continue working on script and research (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Finish scripts for homework)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DAY THREE <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*How to use the camera review (15 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Movie making time (25 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Teacher reviews editing software (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*More movie making/editing time (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If need be, day three cab be completely dedicated to filming and day four can be for editing and presentations and class discussions can be move to a day five.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DAY FOUR <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Presentations (60 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students briefly introduce their movie and show them. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Class discussions (20 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We go over the process and students feelings.


 * __<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 room will be set up in “U” shape clusters. This will be conducive to all the group and pair activity work and with proper seating arrangements should not disturb solo work. **

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Seeing through the eyes of another (such as the authors) can help you understand things form another point of view and help you become more open minded. Being open-minded can help prevent bullying and unnecessary conflict.

<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;"> **The hook for this lesson will be a** Tim B. Vincent Price poem (perhaps also the video clip). He embodies ideas and key symbols from many of Poe's works. It is also a great example of someone recreating and remixing literature. (URL for video clip: [])
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where, What, Why, Hook, Tailors: Logical, Naturalist, Intrapersonal, Musical, Interpersonal, and Kinesthetic. **


 * __<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 different ways to change/transform/remake literature and begin thinking why certain changes were made. Also basic vocabulary words are understood to help students fully understand the stories.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will get a three columned chart. The topics labeled "What Poe did", "What the author did", "What would you do" to fill in. Students are asked to put at least one corresponding element in each column. Then students cut the paper into the separate categories and mix it up with their table mates. Then they all put them together and discuss the importance of each element/symbol and what would happen to the story if they changed in the ways their fellow students suggested.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will get into groups based on their favorite authors covered in this unit and create a movie about an author and how their life might have affected their writing. If not much actual facts are available about the author the student can make up events that may have influenced their work. The point of the exercise it to have students think about how authors get their inspiration and draw from their original text when creating their own rendition.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> When students finish their script (before they start filming) they will switch their script with another group. They will discuss and give feedback. Each team will fill out a form for the other team. "Did we include an introduction of our author?, Did we include some facts on their life?, Do the influences relate to the story?, What did you find the most informational and interesting?". Also before the students can get a camera out they must show the teacher the peer feedback form and their revised script and the teacher will talk with the group and they will be given a chance to further


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


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Before groups are made students will write a short five minute free write/essay on what their favorite rendition so far is and why. Also if any confuse any of the students or if they are unsure of anything. Groups informally review each other’s scripts and receive filled out questionnaires. Students sill also been given a small ungraded quiz that will be 3-5 short answer questions.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will fill out the chart as well as film their short video for their project. If the students feel comfortable the videos will be posted on "youtube" and peers will comment on other peers final videos. Students do not have to act; they can use puppets or other creative means. Students will also have the questionnaire filled out by their peers and they will have a teacher review part way through the process of creating the video.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will be able to do assume the role of the author. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: Naturalist, Kinesthetic, Interpersonal, Intrapersonal, Musical, Naturalist. **


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students complete story boards to help them go over the stories and material again. This helps students extract important details and events. Students will also go through peer edits to help fix up any errors and tidy up scripts and story boards. When students are making the movies they will be working in groups and cooperating with one another and checking each other’s work and progress. Students will have different roles when making movies (students are allowed to switch roles so that everyone gets a chance to try out all the roles). There will be a designated director, actors, and camera person. This lesson does not have a lot of homework. Students will just be asked to read some short stories outside of class so class time can be devoted to working on projects and using the materials (cameras, movie editing software etc.) since most students are unlikely to have those at their home.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluate, Tailors: Intrapersonal, Interpersonal, and Visual. **

<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 __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Story board print outs [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Online Text of “The Murders in the Rue Morgue” [] <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;">*Vocabulary words [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The life of Poe [] “The name Poe brings to mind images of murderers and madmen, premature burials, and mysterious women who return from the dead. His works have been in print since 1827 and include such literary classics as “The Tell-Tale Heart,” “The Raven,” and “The Fall of the House of Usher.” This versatile writer’s oeuvre includes short stories, poetry, a novel, a textbook, a book of scientific theory, and hundreds of essays and book reviews. He is widely acknowledged as the inventor of the modern detective story and an innovator in the science fiction genre, but he made his living as America’s first great literary critic and theoretician. Poe’s reputation today rests primarily on his tales of terror as well as on his haunting lyric poetry. Just as the bizarre characters in Poe’s stories have captured the public imagination so too has Poe himself. He is seen as a morbid, mysterious figure lurking in the shadows of moonlit cemeteries or crumbling castles. This is the Poe of legend. But much of what we know about Poe is wrong, the product of a biography written by one of his enemies in an attempt to defame the author’s name. The real Poe was born to traveling actors in Boston on January 19, 1809. Edgar was the second of three children. His other brother William Henry Leonard Poe would also become a poet before his early death, and Poe’s sister Rosalie Poe would grow up to teach penmanship at a Richmond girls’ school. Within three years of Poe’s birth both of his parents had died, and he was taken in by the wealthy tobacco merchant John Allan and his wife Frances Valentine Allan in Richmond, Virginia while Poe’s siblings went to live with other families. Mr. Allan would rear Poe to be a businessman and a Virginia gentleman, but Poe had dreams of being a writer in emulation of his childhood hero the British poet Lord Byron. Early poetic verses found written in a young Poe’s handwriting on the backs of Allan’s ledger sheets reveal how little interest Poe had in the tobacco business. By the age of thirteen, Poe had compiled enough poetry to publish a book, but his headmaster advised Allan against allowing this. In 1826 Poe left Richmond to attend the University of Virginia, where he excelled in his classes while accumulating considerable debt. The miserly Allan had sent Poe to college with less than a third of the money he needed, and Poe soon took up gambling to raise money to pay his expenses. By the end of his first term Poe was so desperately poor that he burned his furniture to keep warm. Humiliated by his poverty and furious with Allan for not providing enough funds in the first place, Poe returned to Richmond and visited the home of his fiancée Elmira Royster, only to discover that she had become engaged to another man in Poe’s absence. The heartbroken Poe’s last few months in the Allan mansion were punctuated with increasing hostility towards Allan until Poe finally stormed out of the home in a quixotic quest to become a great poet and to find adventure. He accomplished the first objective by publishing his first book //Tamerlane// when he was only eighteen, and to achieve the second goal he enlisted in the United States Army. Two years later he heard that Frances Allan, the only mother he had ever known, was dying of tuberculosis and wanted to see him before she died. By the time Poe returned to Richmond she had already been buried. Poe and Allan briefly reconciled, and Allan helped Poe gain an appointment to the United States Military Academy at West Point. Before going to West Point, Poe published another volume of poetry. While there, Poe was offended to hear that Allan had remarried without telling him or even inviting him to the ceremony. Poe wrote to Allan detailing all the wrongs Allan had committed against him and threatened to get himself expelled from the academy. After only eight months at West Point Poe was thrown out, but he soon published yet another book. Broke and alone, Poe turned to Baltimore, his late father’s home, and called upon relatives in the city. One of Poe’s cousins robbed him in the night, but another relative, Poe’s aunt Maria Clemm, became a new mother to him and welcomed him into her home. Clemm’s daughter Virginia first acted as a courier to carry letters to Poe’s lady loves but soon became the object of his desire. While Poe was in Baltimore, Allan died, leaving Poe out of his will, which did, however, provide for an illegitimate child Allan had never seen. By then Poe was living in poverty but had started publishing his short stories, one of which won a contest sponsored by the //Saturday Visiter//. The connections Poe established through the contest allowed him to publish more stories and to eventually gain an editorial position at the //Southern Literary Messenger// in Richmond. It was at this magazine that Poe finally found his life’s work as a magazine writer. Within a year Poe helped make the //Messenger// the most popular magazine in the south with his sensational stories as well as with his scathing book reviews. Poe soon developed a reputation as a fearless critic who not only attacked an author’s work but also insulted the author and the northern literary establishment. Poe targeted some of the most famous writers in the country. One of his victims was the anthologist and editor Rufus Griswold. At the age of twenty-seven, Poe brought Maria and Virginia Clemm to Richmond and married his Virginia, who was not yet fourteen. The marriage proved a happy one, and the family is said to have enjoyed singing together at night. Virginia expressed her devotion to her husband in a Valentine poem now in the collection of the Enoch Pratt Free Library, and Poe celebrated the joys of married life in his poem “Eulalie.” Dissatisfied with his low pay and lack of editorial control at the //Messenger//, Poe moved to New York City. In the wake of the financial crisis known as the “Panic of 1837,” Poe struggled to find magazine work and wrote his only novel, //The// //Narrative of Arthur Gordon Pym//. After a year in New York, Poe moved to Philadelphia in 1838 and wrote for a number of different magazines. He served as editor of //Burton’s// and then //Graham’s// magazines while continuing to sell articles to //Alexander’s Weekly Messenger// and other journals. In spite of his growing fame, Poe was still barely able to make a living. For the publication of his first book of short stories, //Tales of the Grotesque and Arabesque//, he was only paid with twenty-five free copies of his book. He would soon become a champion for the cause of higher wages for writers as well as for an international copyright law. To change the face of the magazine industry, he proposed starting his own journal, but he failed to find the necessary funding. In the face of poverty Poe was still able to find solace at home with his wife and mother-in-law, but tragedy struck in 1842 when Poe’s wife contracted tuberculosis, the disease that had already claimed Poe’s mother, brother, and foster mother. Always in search of better opportunities, Poe moved to New York again in 1844 and introduced himself to the city by perpetrating a hoax. His “news story” of a balloon trip across the ocean caused a sensation, and the public rushed to read everything about it—until Poe revealed that he had fooled them all. The January 1845 publication of “The Raven” made Poe a household name. He was now famous enough to draw large crowds to his lectures, and he was beginning to demand better pay for his work. He published two books that year, and briefly lived his dream of running his own magazine when he bought out the owners of the //Broadway Journal//. The failure of the venture, his wife’s deteriorating health, and rumors spreading about Poe’s relationship with a married woman, drove him out of the city in 1846. At this time he moved to a tiny cottage in the country. It was there, in the winter of 1847 that Virginia died at the age of twenty-four. Poe was devastated, and was unable to write for months. His critics assumed he would soon be dead. They were right. Poe only lived another two years and spent much of that time traveling from one city to the next giving lectures and finding backers for his latest proposed magazine project to be called //The Stylus//. While on lecture tour in Lowell, Massachusetts, Poe met and befriended Nancy Richmond. His idealized and platonic love of her inspired some of his greatest poetry, including “For Annie.” Since she remained married and unattainable, Poe attempted to marry the poetess Sarah Helen Whitman in Providence, but the engagement lasted only about one month. In Richmond he found his first fiancée Elmira Royster Shelton was now a widow, so began to court her again. Before he left Richmond on a trip to Philadelphia he considered himself engaged to her, and her letters from the time imply that she felt the same way. On the way to Philadelphia, Poe stopped in Baltimore and disappeared for five days. He was found in the bar room of a public house that was being used as a polling place for an election. The magazine editor Joseph Snodgrass sent Poe to Washington College Hospital, where Poe spent the last days of his life far from home and surrounded by strangers. Neither Poe’s mother-in-law nor his fiancée knew what had become of him until they read about it in the newspapers. Poe died on October 7, 1849 at the age of forty. The exact cause of Poe’s death remains a mystery. Days after Poe’s death, his literary rival Rufus Griswold wrote a libelous obituary of the author in a misguided attempt at revenge for some of the offensive things Poe had said and written about him. Griswold followed the obituary with a memoir in which he portrayed Poe as a drunken, womanizing madman with no morals and no friends. Griswold’s attacks were meant to cause the public to dismiss Poe and his works, but the biography had exactly the opposite effect and instead drove the sales of Poe’s books higher than they had ever been during the author’s lifetime. Griswold’s distorted image of Poe created the Poe legend that lives to this day while Griswold is only remembered (if at all) as Poe’s first biographer.” From the source listed above
 * **Imovie tutorial and video []**


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

// *Three columned charts // // * //// Story board templates // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Questionnaire for edits


 * __<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: The use of story boards will allow “clipboards” to map out what they will do and plan before they make their scripts, film, and then edit. **//


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Microscope: Students will be able to explore their ideas through working with their author’s biography and also some of their own creativity. They will also get to explore with movie making techniques and editing software.// **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Puppy: The movies will be made in groups. Also there will be class discussions. There will also be time for reflections and sharing feelings and opinions.// **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Beach Ball: There are a lot of different roles and students can switch. Giving everyone an opportunity to try everything, this keeps things interesting and allows students to do multiple things.// **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Rationale: It is very important to reach all learners and try to build lessons around students learning’s.// **


 * //<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;">Common Core States Standards __//
 * //<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;"> //__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: Empathy //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //Taking on the role of the author for a film is a very hand’s on way to involve students in understanding// //**


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


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies: //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The chart being filled out at the beginning of the class helps get logical thinkers get engaged. Also there are story boards to help organize thoughts and create a linear time line.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist**: Films may be shot outside, also elements like weather in a particular short story or film can be considered. There are a lot of natural symbols (plants and animals) that can be incorporated into the films.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** The short free write/essay allows students reflect on their preferences and opinions and thoughts.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Sound effects and background music can be used and are encouraged in the film making process. Also even the tone of a characters voice is something to be considered.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will work with others to create their video, and in the editing process and reviews.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** When filming students will have the opportunity to manipulate scenery and of course move around when acting. Even the student filming will get a chance to get up and move around.

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie (Youtube): __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will get into groups based on their favorite authors covered in this unit and create a movie about an author and how their life might have affected their writing. If not much actual facts are available about the author the student can make up events that may have influenced their work. This movie is to show that the students know what can show what might spark a certain literary creation and also how an author draws on their source material when creating their own rendition. **35 Points**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II Technology: //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Making movies engages students. It is something that many students are interested in. There are many components and steps and that allows students to think in multiple ways. //**


 * //<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;">Before groups are made students will write a short five minute free write/essay on what their favorite rendition so far is and why, also if any confuses any of the students or if they are unsure of anything. Groups informally review each other’s scripts and receive filled out questionnaires. Students will also been given a small ungraded quiz that will be 3-5 short answer questions. Students will also have a three columned chart to fill out which will be handed back with feedback and graded only on completion.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie (Youtube): __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will get into groups based on their favorite authors covered in this unit and create a movie about an author and how their life might have affected their writing. If not much actual facts are available about the author the student can make up events that may have influenced their work. This movie is to show that the students know what can show what might spark a certain literary creation and also how an author draws on their source material when creating their own rendition. **35 Points**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Tests that are not being graded remove the stress and anxiety, but can still be a great way to see where the class is. The three columned chart allows students to let out there thoughts and ideas and the scripts and movies allows students to be creative and has a lot of time and room for editing and revisions and refinement. //**