L4+Breton,+Lauren


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

** LESSON PLAN FORMAT **


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

**__Lesson #:__ 4**

**__Facet:__**Students will be able to consider how central ideas are shown throughout __The Hunger Games__. **(Empathy)**
 * __ Grade Level __**** : 7 **

**__Numbers of Days:__ 3**
 * __ Topic: __**** __The Hunger Games__, plot, character development **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand ** that there are central ideas within a text.
 * Student will know ** terminology: charater, setting, plot, climax, main idea, theme, reaping, tribute.
 * Student will be able to ** consider how the central ideas in __The Hunger Games__ are shown throughout the text.
 * Product: ** Wiki essay

// Common Core State Standards // // Content area: Reading // // Grade Level: Grade 7 // // Domain: Literature // // Standard: Key Ideas and Details //
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Through this lesson, students will be examining the central ideas within __The Hunger Games__ and will discuss how these central ideas direct/impact the rest of the novel.


 * __ Assessments __**


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

During instruction, I will not only be continually asking questions to my students to ensure their understanding, but they will also be adding their questions to a question box throughout this lesson. This is to ensure that they are on the right track with their graphic organizers and their wiki essays, as well as to ensure that they understand what they have been learning and comprehend the main ideas and events that are unfolding within __The Hunger Games.__
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will have rubrics for their wiki essays and will be required to provide comments on each other's essays posts after they have been written. Students will be required to reflect on their own essays after completion (by filling out their own rubrics), but will not be assessing other students' work after it has been finished. There will be space on the rubric for comments and feedback that is designed to be constructive but helpful for students. I will assess all students' work and will give them feedback. Also, I will answer the questions placed in the question box. In order to check for their feedback as to what I need to focus on during instruction, I will continually ask students questions about whether or not they understand the material.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __** Students will be completing a wiki essay that discusses what the central ideas are within __The Hunger Games__. They will support their thesis with examples taken from the text. Students will also show their learning through their comments and feedback that they will be required to give each other on their first drafts of their essays. Also, students will self-evaluate themselves using the paper’s rubric. I will be using the same rubric to evaluate them on their final draft, their revision process, and their feedback that they have provided for others.


 * __ Integration __**
 * Technology: ** We will be using wikispaces.com and will create accounts for each student. Students will write their essays online and will save with comments after every draft. Also, their peers will be responsible for commenting on certain essays with constructive feedback and offering ideas for improvement. This wiki essay will focus on the central ideas that impact __The Hunger Games__ and how those ideas affect the novel thus far.


 * Content Areas: ** Art - students will be able to incorporate drawings and other artwork into their idea wheels.

Students will complete an idea wheel which will help them organize their ideas during this project. Also, students will be learning cooperatively throughout this lesson in round robin brainstorming groups. Students will be allowed to choose their groups, and once the groups have been chosen, those students will sit together and will work through completing their graphic organizer together. Also, they will be discussing their essay ideas and the central ideas provided throughout the text.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Although students will be working in groups to complete their graphic organizer and will remain with those groups throughout this lesson in order to share ideas, they will be writing their essays individually. Students will also be commenting on the other member's of their groups' essays after they have been completed.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal: ** Students will be writing an essay.
 * Logical: ** The essay will need to be logically structured and will need to incorporate logical evidence.
 * Visual: ** Students will be able to draw their ideas on their idea wheels and will be watching two short video clips.
 * Bodily-kinesthetic: ** During the Main Idea activity students will be moving around the room.
 * Intrapersonal: ** Students will be completing their essays alone and will begin work on their idea wheels alone.
 * Interpersonal: ** The virtual interaction with their classmates will provide feedback and will stimulate the interpersonal intelligence.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** Students will be paired together using the buddy system and will need to first go to their buddy and ask them what they have missed for class. Also, folders will be kept in the back of the room and will be organized by class period. Students will be expected to go and find their missing assignments this way. If they are still confused or need more questions answered, they should see me before or after class as soon as possible.


 * __ Extensions __**


 * Type II technology: ** We will be using www.wikispaces.com as our Web 2.0 tool for this project. Students will be writing essays and exploring the essays of their peers. This essay will focus on the central ideas of __The Hunger Games__ and how those ideas are evident and affect the novel.


 * Gifted Students: ** Gifted students will be writing an essay as well as reflecting on the novel. They will make real-life connections between __The Hunger Games__ and the real world. Also, they will express their opinions about the novel and will defend those opinions.

wikispaces accounts a wiki KWL Chart paper whiteboard dry erase markers question box Idea Wheel charts __ The Hunger Games __ by Suzanne Collins
 * __ Materials, Resources and Technology __**

Graphic organizer: // [] // Round Robin Brainstorming: [] Lesson plan ideas: [] Lesson plan ideas: [] Ideas for differentiating instruction: [] multiple intelligences and how to incorporate them: [] ideas for how to engage students: [] wikispaces tour: http://www.wikispaces.com/tour1 more wikispaces information: http://educationalsoftware.wikispaces.com/Wikispaces+Tutorial How to create accounts for ALL of your students: [] Official trailer: [] Spoof: []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


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


 * (W) ** 4.1 Students will understand that there are central ideas within a text. **(Where?)** We are learning this to develop critical thinking skills and be able to decipher the main ideas in both literature and real life situations. **(Why?)** **//Students will be able to consider how central ideas are shown throughout __The Hunger Games__ within the text.//** **(What?)**
 * (H) ** 4.2 Students will watch the official trailer for __The Hunger Games__ in a previous lesson, but they will watch it again for this hook. In this hook, however, they will be looking at the main ideas within both the official trailer and the spoof trailer and comparing them through a discussion. Official trailer: [] Spoof: [] **(Hook)**
 * (E) ** 4.3 Students will know terminology (character, setting, plot, climax, theme, main idea, the Reaping, tributes). **(Equip)** Students will fill in idea wheels for their ideas on main ideas independently but will work together after and discuss their ideas with their classmates for Round-Robin Brainstorming. **(Explore/Rethink)** Students will create a wiki essay discussing main ideas in the text and will support their claims with evidence. They will respond to/comment on each others' essays after the first draft is posted.**(Experience)**
 * (R) ** 4.4 Students will be given a checklist to use for self-evaluation and will use their peers' comments as well. **(Rethink/Revise)** I will offer feedback on the essays and students will do a revised copy of the essay. **(Revise/Refine)**
 * (E) ** 4.5 Students will put their questions in the question box throughout the project and I will answer them daily.
 * (T) ** 4.6 **Verbal:** Students will be writing an essay.
 * Logical: ** The essay will need to be logically structured and will need to incorporate logical evidence.
 * Visual: ** Students will be able to draw their ideas on their idea wheels and will be watching two short video clips.
 * Bodily-kinesthetic: ** During the Main Idea activity students will be moving around the room.
 * Intrapersonal: ** Students will be completing their essays alone and will begin work on their idea wheels alone.
 * Interpersonal: ** The virtual interaction with their classmates will provide feedback and will stimulate the interpersonal intelligence.
 * (O) ** 4.7 Students will be able to consider how the central ideas in __The Hunger Games__ are shown throughout the text. **(Empathy)** The product created will be a wiki essay. This should take about three class days, total. **(Organize)**

Day 1: 5 minutes: Students get settled in clusters of 4 with their future partners 5 minutes: Hook 10 minutes: Discussion about hook 15 minutes: Main Idea activity 20 minutes: working on graphic organizer with brainstorm groups 10 minutes: discussion about essay and essay form 15 minutes: Students will be told their usernames/passwords for wikispaces.com and will be encouraged to log on and change their passwords/explore the site.

Day 2: 10 minutes: answering questions from the question box 20 minutes: discussion about the text 15 minutes: brainstorming ideas for the essays in round-robin groups 30 minutes: work time for formulating introductions/mini lesson on introductions 5 minutes: answering questions from the question box (if more have come in - if not, more work time)

Day 3: 10 minutes: answering questions from the question box 10 minutes: students evaluate their first draft 20 minutes: students discuss the feedback given by their peers on first draft 35 minutes: mini-lesson on body paragraphs/work time for essay 5 minutes: answering questions from the question box (if more have come in - if not, more work time)

Students will understand that there are central ideas within a text. We are learning about the central ideas within a text to develop critical thinking skills which will enable us to decipher the main ideas in both literature and real-life situations. Students will be able to consider how central ideas are shown throughout __The Hunger Games__. **Day 1:** Students will become engaged with this lesson because I will begin it with showing them the real movie trailer for __The Hunger Games__ film adaptation and a popular spoof of that movie trailer. We will then have a brief discussion of whether or not they can see some of the main ideas from the novel in both clips and compare/contrast those clips. **Where, Why, What, Hook, Tailors:** //Intrapersonal, interpersonal, verbal, visual.//

After the hook is presented and discussed, students will explore the terminology **(see content notes for more information)** and the main ideas within the text. The first activity will be having well known works of literature posted around the room and students receiving slips of paper with main ideas from the various literary works. The goal will be to match up the main ideas with their corresponding literary work. After this activity that encourages students to further explore main ideas, students will continue by by filling in idea wheels (with either drawings or text). They can work on their idea wheels and discuss their thoughts with their round robin brainstorming groups. **Day 2:** Students will also be brainstorming ideas for their essays in their round robin groups. After exploring the ideas within a text and having a class discussion over those ideas, students will be writing their own wiki essays that discuss the main ideas within __The Hunger Games__. During this first day, we will be having a mini-lesson on writing introductions and will use work time to formulate students’ own introductions. During instruction I will be checking the question box questions at least twice and will also be available and walking around the room to ensure that students remain on task and that their questions are answered. **Day 3:** Students will be given a rubric for self-evaluation of what they have done (even if it is only the introduction) and will discuss the comments that their peers make on their first drafts. This will help to ensure that students understand the material and that they are on the right track for this project. Also, on day two and three, students will be working independently on their essays during class time. On day three, we will have a mini-lesson on writing body paragraphs and then students will be using their time to construct their own body paragraphs. **Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, intrapersonal, verbal, visual.//

Students will take the ideas from their idea wheels and will turn them into a comprehensive essay that reveals their ability to consider how central ideas are shown throughout __The Hunger Games__. I will be checking students' self evaluations and their comments provided by the other members of their groups. My students will be allowed to group themselves and will all be playing equal roles as contributors to the work on the graphic organizers and will be responsible to share the burden of commenting on each other's essays and giving in class feedback. I will ensure that this is happening by checking the wiki essays for comments and circulating the room throughout class. The wiki essays will discuss main ides within the text with supporting evidence for those claims. Students will need to save their wiki essays with comments and I will look at their multiple drafts to see how they have been altered and improved after comments have been made by their peers. **Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, intrapersonal, verbal, visual//**.**

Students will self-assess themselves twice with the rubric (once on day two and once before they finalize their essays). I will provide timely feedback by answering the questions in the question box at the beginning and end of each class period and by posting comments on students' wiki essays. Also, I will be completing a rubric for each polished wiki essay. This essay will connect to the students' final project where they must analyze and change the text. By having students examine the main ideas and their impact on the rest of the novel now, it will be easier for them to understand how to change a piece of the novel later (and how that change will affect the rest of the novel.) **Evaluate, Tailors:** //Intrapersonal, verbal//**.**

Students will know…..
 * __ Content Notes __**
 * Character ** : the people within __The Hunger Games__
 * Setting - ** The setting is Panem, a country that exists where the United States of America is currently. It is broken up into twelve districts and one Capitol. The residents of the Capitol live incredibly lavish lives and the rest of the districts are forced to support them. It is a country that robs from the poor to give to the rich and forces the majority of its citizens to suffer while a select group are allowed to live lavish, elaborate lives. The residents of District 12 (where Peeta and Katniss are from) suffer through poverty and do not know what it is like to not have enough to eat. Another setting is inside the arena that the Games take place in. This arena varies based upon when the Gamemakers want to make changes to the landscape. Also, no one knows where it is, but it is not far away from the Capitol.
 * Plot ** : the series of events that occur throughout __The Hunger Games.__
 * Main idea: ** the idea that __The Hunger Games__ focusses on.
 * Theme ** : the idea, message, or moral of a story - (there can be multiple).
 * the Reaping - ** The Reaping is held annually and is when one boy and one girl tribute are selected from each of the twelve districts to attend the Games. The reaping is compulsory for anyone who is physically able to attend and those who are not present but are physically able to attend are punished severely for skipping the event. This is the 74th Reaping in Panem history.
 * Tribute: ** Both a boy and a girl tribute are chosen from each of the 12 districts of Panem. These tributes are required to face off in the arena and play the Hunger Games, in which they are required to fight to the death.

Other Notes:
 * Katniss Everdeen - ** She is the protagonist of the novel. She volunteers to take the place of her sister, Primrose, when she is randomly chosen at the reaping. Katniss' father died and her mother sank into a deep depression, so Katniss became, by default, the head of the family. She is a poor girl from the seam, and is forced to hunt illegally and use the meat to barter on the black market for food and supplies for her family. She is a survivor who feels that she has been indebted to others, especially Peeta, for his kindness in providing her with burned bread (just once). Peeta is one of the last boys that Katniss wants to fight to the death with because she feels indebted to him due to his kindness. Katniss is incredibly skilled with a bow and arrow, which gave her the highest score of all of the tributes during their training.
 * Peeta Mellark - ** Peeta is a baker's son and has a passion for decorating the expensive bakery cakes. Peeta once burned some bread (intentionally) so that he could give the loaves to Katniss when her family was starving. Although he is punished by his mother, he still breaks the rules to ensure that Katniss has some food in her stomach, as does her little sister. Peeta claims to have always been in love with Katniss, which will ultimately play a huge role during the Games.
 * the Games - ** The Hunger Games were created as a punishment because District 13 rebelled against the Capitol. After the demise of District 13, one boy and one girl were taken from each remaining district every year and were put in an outdoor arena to survive on their own for weeks against all kinds of obstacles. The children (ages 12-18) are required to not only fight for their life, but also to fight each other until all but one of the tributes has died. People from the districts who have won the games before are required to mentor the future tributes from their District.
 * Haymitch - ** He was a one of the only two previous winners from District 12 and is the only one who is still alive. This means that it is his responsibility to train both the male and female tributes that hail from District 12 every year. Although his victory has made him immensely wealthy, it has also caused him to become an alcoholic. The despair of watching tributes from his district murdered year after year has driven him to drink. His alcoholism has made him the laughing stock of all of Panem, but he pulls himself together to mentor both Katniss and Peeta and help them within the Games.
 * Cato - ** Cato is a career tribute who hails from one of the richer districts, District 2. He appears to be the leader of all of the Careers (the tributes who actually want to participate in the Games every year and who have been training their whole lives to be able to participate and win). He is both ferocious and brutal as well as bloodthirsty. He has been targeting Katniss since she received the highest training score out of all of the tributes. He is Katniss and Peeta's biggest competition and is the last competitor.
 * Rue - ** Rue is a girl from District 11 who is only twelve years old. She is tiny and reminds Katniss of her little sister, Primrose. She received a fairly high score during their training, and Katniss realizes that it is because Rue can jump from tree to tree. Rue teams up with Katniss and between the two, they are able to blow up the food supply of the Careers. Rue is ultimately killed by one of the Careers as Katniss tries in vain to save her. Katniss covers Rue in flowers after her death to show how much she cared about her.
 * suicide attempt - ** After the announcement is made that both Peeta and Katniss will not be able to be winners of the Games, they decide that neither of them will kill the other. They decide to eat the poisonous berries, Nightlock, and kill themselves instantly. This is immediately stopped before the berries can even get to their mouths, however, by the game makers changing the rules, yet again, and both Peeta and Katniss are declared winners of the 74th Hunger Games.
 * reunion - ** Katniss and Peeta were separated after they both won the Games. The first time they were allowed to see each other after was on the televised reunion. This was necessary in keeping up their faux romance and keeping both Katniss and Peeta out of trouble for upsetting the game makers with their rebellious stunts. It was essential for Katniss and Peeta to act as though their romance was real to avoid persecution.

KWL charts Idea wheels Rubrics Main idea activity slips
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**
 * // Clipboard: //** The rubric will be provided for students before assessment, and my clipboards will appreciate having clear expectations and visual directions for their project. The criteria will be clearly defined for each of the corresponding grades, and will provide structure and organization for their essays.


 * // Microscope: //** In their wiki essays, my microscopes will appreciate analyzing concepts and the deep exploration that will be expected as a part of this essay. Also, my students will be able to focus on details within the text and will be able to learn through discovery and their analyzing of __The Hunger Games__.


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


 * // Beach Ball: //** Beach balls will appreciate the variety of resources provided for this project, as well as the personal freedom to discuss where the central ideas within the text are present.


 * // Rationale: //** All of the different ways that students learn will be incorporated into the lesson in various ways. Also, students will be given structured choices and alternatives that explore and interact with the content in ways that are both structured and various.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //** Students will know terminology: character, setting, plot, climax, theme, reaping, tribute.

// Common Core State Standards // // Content area: Reading // // Grade Level: Grade 7 // // Domain: Literature // // Standard: Key Ideas and Details //
 * // MLR or CCSS: //**


 * // Facet: //** Students will be able to consider how central ideas are shown throughout __The Hunger Games__ within the text. **(Empathy)**


 * // Rationale: //** Through this lesson, students will be able to identify and discuss central ideas within a text and will be able to provide evidence that supports their conclusions.


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


 * // MI Strategies: //**
 * Verbal: ** Students will be writing an essay.
 * Logical: ** The essay will need to be logically structured and will need to incorporate logical evidence.
 * Visual: ** Students will be able to draw their ideas on their idea wheels and will be watching two short video clips.
 * Bodily-kinesthetic: ** During the Main Idea activity students will be walking around the room in order to complete said activity.
 * Intrapersonal: ** Students will be completing their essays alone and will begin work on their idea wheels alone.
 * Interpersonal: ** The virtual interaction with their classmates will provide feedback and will stimulate the interpersonal intelligence.


 * // Type II Technology: //** Students will be creating an essay online at www.wikispaces.com that discusses the central ideas within __The Hunger Games__. This essay will require students to reveal their understanding of the central ideas within the text as well as discuss the impact of these ideas on other aspects of the novel.


 * // Rationale: //** By using a Web 2.0 tool that is verbal but incorporating other intelligences in various parts of this lesson, students will be able to work with a variety of intelligences. Also, students are able to use their interpersonal and intrapersonal intelligences throughout this project. By incorporating these multiple intelligences, students are able to customize their learning to ensure that they learn in a way that benefits them the most.


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


 * // Formative: //** Students will be encouraged to submit questions into the question box during this project. These will be given to me and instruction will be enhanced based upon their lingering questions. Also, I will be checking students' graphic organizers to ensure that they have grasped the main ideas of __The Hunger Games__ and will adjust instruction if necessary through the viewing of the graphic organizers. These assessments will not be graded.


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


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

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