L6+Breton,+Lauren


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


 * LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Breton
 * __ Lesson #: __** 6
 * __ Facet: __** Students will be able to reflect upon the similarities/differences of __The Hunger Games__ to other texts that they have read. **(Self-Knowledge)**
 * __ Grade Level __**** : ** 7
 * __ Numbers of Days: __** 5 (80)
 * __ Topic: __**** __The Hunger Games__, plot, character development **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** exposure to a range of texts can continue to develop skills/understandings.
 * Student will know ** critical details: Panem, District 12, Primrose, poisonous berries, gift-giving/gift receiving, Gale.
 * Student will be able to ** reflect upon the similarities/differences of __The Hunger Games__ to other texts that they have read.
 * Product: ** GarageBand podcast

// 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: ** By examining the critical details in __The Hunger Games__ and by altering one scene from the novel, students will be able to appreciate how truly unique the novel is and will develop a better understanding of the key ideas and details that contribute to the novel's uniqueness.


 * __ 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, students will complete an analogy prompt, where they show their understanding of the characters/novel through this analogy. Also, I will be continually circling the room and asking questions during this process. This analogy prompt and the follow-up questions that I will ask throughout class are to ensure that students are on the right track during the creation of their ISP charts and during the writing of their scripts. Also, it is important that I double-check their understanding of __The Hunger Games__ before they start creating their final product, the podcast.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) ** Students will be responsible for self-evaluating themselves throughout this project. Also, they will be sharing their products with the other members of their Circle the Sage groups, who will need to give them feedback and evaluate their product using the rubric that I will also use to grade the students. This peer feedback will be done once throughout this project, but students will self-evaluate twice and I will evaluate students once on their products and presentation as well. There will be space for written comments from myself and the students on the back side of the rubrics in order to maximize efficiency and the quality of the feedback on these podcasts.


 * __ Summative (Assessment of Learning): __**

I will use rubrics to assess the podcasts of the changed scenes created by my students over Suzanne Collins' __The Hunger Games__. They will support their altered scenes with a written statement explaining their reasoning that should ideally be about one or one and a half pages long. They will display their knowledge of the content by explaining why they chose to make the changes that they did. Students will also display their learning through their evaluations of their classmates and the feedback that they provide for their peers. In addition, students will evaluate their own products using a project rubric that I have created. I will also evaluate using that rubric, but I will also evaluate their presentation of their product with a presentation rubric.


 * __ Integration __**
 * Technology: ** Students will be producing a GarageBand podcast that alters one scene from Suzanne Collins' __The Hunger Games__. They will create their product independently and will need to use the software to alter their voice and add in special effects. Both the creator and the creator's peer group will be responsible for providing feedback on each others' podcasts, as will I. This podcast will focus on the altering of one scene from __The Hunger Games__ and will be accompanied by a written explanation as to why they have changed that scene.


 * Content Areas: Theater - ** Although students will not be acting out their scripts, they will still need to write scripts and examine other scripts written and used in theater productions. Also, they will need to use dramatic infliction upon their voice throughout their verbal recording of their podcasts.

Throughout the unit, I will be taking note of what students seem to be excelling with both the reading as well as the comprehension of the text and the analyzation of the text. The students that seem to be doing the best with the material (the top four or five) will become "sages" during the cooperative learning strategy of Circle the Sage. I will assign each sage four other students, and they will be working together to complete their ISP charts. The sage will be helpful because they will have a deep understanding of the text and will be available to answer their classmate's questions in a small group. Although I will be choosing sages, I will simply let the four or five of those students know that they will be helping their classmates out, but will not be telling the entire class that I have chosen a few students to help direct this lesson.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working together in their Circle the Sage groups in order to complete their ISP charts after they have chosen which scene they wish to alter from __The Hunger Games__. During the completion of this podcast project, these groups will also be required to give each other feedback on their podcasts using the rubrics that I have produced. These groups will also be available to help each other with technical support/questions as well as with information regarding the text. They are meant to provide support throughout the duration of the project.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal: ** Students will be creating a verbal recording.
 * Bodily-kinesthetic: ** They will be encouraged to act out their recording to get into character.
 * Intrapersonal: ** Students will work on projects individually.
 * Interpersonal ** : Students will interact with one another, evaluate one another, and give peer feedback to one another.
 * Naturalist ** : Students can incorporate nature/animals and those sounds into their podcast if desired.
 * Musical ** : Students will be encouraged to incorporate music into their podcasts.


 * __ 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: ** Students will be writing scripts and will be creating a podcast in which they will be performing their scripts alone using GarageBand software. They will need to alter their voice, change their pitch, and add sound effects for their variety of characters. In this podcast, students will be rewriting one scene from __The Hunger Games__ by Suzanne Collins. This rewriting that will be performed during the podcast as well as their justification statements that will accompany the podcast will show students' understanding of the similarities/differences of __The Hunger Games__ to other texts.


 * Gifted Students: ** Gifted students will be asked to go above and beyond with their explanations/justifications of the scene that they have each chosen to alter individually. As opposed to just writing a quick explanation of the changes that they have made, I will ask them to practice the essay form that we have explored in lesson four. These students will be writing their justifications/explanations in essay form in order to practice their essay writing as well as to work on constructing thesis statements. These students will also be the "sages" during the cooperative learning group activity, "Circle the Sage". They will be chosen to be the sages based upon their previous performance throughout the unit and the school year.

__ The Hunger Games __ by Suzanne Collins ISP charts whiteboard dry erase markers 1 to 1 laptops GarageBand software word processing software KWL charts scrap paper
 * __ Materials, Resources and Technology __**

// ISP chart: // [] KWL chart: [] Circle the Sage info: [] Hook: [] ideas for differentiation: [] differentiation: [] Character information: [] Summary of novel: [] Sample script: [] tutorial: [] another tutorial: [] Garageband tips: [] Public speaking tips: []
 * __ 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) ** 6.1 Students will understand that exposure to a range of texts can continue to develop their skills/understandings. **(Where?)** These skills/understandings can be used to solve real life problems and apply to literature. **(Why?) //Students will be able to reflect upon the similarities/differences of __The Hunger Games__ to other texts that they have read.// (What?)**
 * (H) ** 6.2 Students will research and listen to a podcast from [|NPR].
 * (E) ** 6.3 Students will know critical details (Panem, District 12, Primrose, poisonous berries, gift giving/receiving, Gale). **(Equip)** Students will complete an ISP chart for their ideas as to how to change the novel alone. Then, a few students who seem to have a great grip on the unit and the text will go around and give feedback to their peers as they are working. **(Explore)**Students will create a podcast that alters one scene from __The Hunger Games__ and will provide a written explanation for those differences. **(Experience)**
 * (R) ** 6.4 Students will get a rubric for their podcast and will self-evaluate themselves in the process of writing and recording. A peer will do the same thing. This will be especially beneficial if one of the peers is an expert that is going around the room helping their classmates (circle the sage). **(Rethink/Revise)** Students will evaluate themselves at the end of the project as will I, although I will be providing feedback throughout the project. **(Revise/Refine)**
 * (E) ** 6.5 STudents will complete an analogy prompt on a piece of paper before they leave class. This will show that they understand the material enough to be successful on this project because they can take the material and apply it to a different concept.
 * (T) ** 6.6 **Verbal:** Students will be creating a verbal recording.
 * Bodily-kinesthetic: ** They will be encouraged to act out their recording to get into character.
 * Intrapersonal: ** Students will work on projects individually.
 * Interpersonal ** : Students will interact with one another, evaluate one another, and give peer feedback to one another.
 * Naturalist ** : Students can incorporate nature/animals and those sounds into their podcast if desired.
 * Musical ** : Students will be encouraged to incorporate music into their podcasts.
 * (O) ** 6.7 Students will be able to reflect upon the similarities/differences of their version of __The Hunger Games__ to the original version of the text. **(Self-Knowledge)** Students will create a podcast. This project is expected to take five days of in-class work. **(Organize)**

My classroom will be situated in clusters of five so that students can work in their cooperative learning groups.

Day 1 5 minutes: Students will separate into their cooperative learning groups. 5 minutes: Hook 15 minutes: Discussion about Hook 15 minutes: Analogy formative assessment 30 minutes: Working on ISP charts in groups 20 minutes: Discussion about project/podcasts

Day 2 10 minutes: Questions and answers about project 20 minutes: Mini-lesson on script writing 40 minutes: Students work on writing scripts 10 minutes: More questions and answers about project

Day 3 10 minutes: Questions and answers about project 30 minutes: More time to work on writing scripts 20 minutes: Tutorial/time to play with Garageband 20 minutes: Start working on podcasts/finish scripts up ◦ Note: Scripts should be approved by the end of class today

Day 4: 10 minutes: Questions and answers about project 10 minutes: Self-evaluation 20 minutes: Peer evaluation 40 minutes: Work time

Day 5: Presentations

Throughout this project, students will understand that exposure to a range of texts can continue to develop their skills/understandings. These skills/understandings can be used to solve real life problems and apply to literature. The purpose of this project is so that students will be able to reflect upon the similarities/differences of __The Hunger Games__ to other texts that they have read. **Day 1:** Students will begin this lesson by researching and listening to a podcast from National Public Radio. They will be able to choose any podcast that they are interested in and will be able to discuss it with their Circle the Sage groups after they listen to it. **Where, Why, What, Hook Tailors**: //Verbal, interpersonal, intrapersonal//.

After their discussion with their Circle the Sage groups about their podcasts, students will be working in those same group arrangements to complete an ISP chart for ideas as to how to change their scene from the novel. Students will need to explore/consider the critical details (Panem, District 12, Primrose, poisonous berries, gift giving/receiving, Gale). **(See content notes)** The "sage" in each of these groups will be available to provide feedback during the creation of the ISP charts as well as the scripts and podcasts. I will also be circling the room during the work time on the ISP charts so that I can answer students' questions and check for understanding. After the ISP charts have been completed in order to give students ideas, they will create a podcast that alters one scene from __The Hunger Games__ and will provide a written explanation for those differences. **Day 2:** Before students can create the podcast, however, we will have a quick mini-lesson on script writing. Plenty of time in class will be provided for questions and answers about the project in general as well as the script writing. I will be giving the students work time in class in order to complete the scripts and will be circulating amongst the Circle the Sage groups in order to help students individually during this time. **Day 3:** Students will continue working on their scripts and will have a tutorial so that they are more familiar with the GarageBand software that is required for the final project. However, at the end of class on Day 3, all scripts should be approved by myself. The majority of podcasts should be roughly performed/acted out and recorded at this point as well. Students will get a rubric for their podcast and will self-evaluate themselves in the process of writing and recording. A peer will do the same thing. This will be especially beneficial because one of the peers is an expert that is working amongst each cooperative learning group (Circle the Sage). **Equip, Explore, Rethink, Revise, Tailors:** //Verbal, interpersonal, intrapersonal, bodily-kinesthetic//.


 * Day 4: ** Students should have their podcasts altering one scene from __The Hunger Games__ roughly done before coming to class today. Upon entering class today, students will receive multiple copies of the rubric. First, they will self-evaluate themselves and where they are at as far as in the process of writing and recording. Their peers will do the same thing after listening to the students' podcast out loud. Peers will provide written feedback as well as will complete the rubric for each of the five people in their Circle the Sage group. By having each peer complete a rubric for their peer group, all group members will be actively involved and their participation will be ensured throughout the evaluation and cooperative learning process. After students have evaluated themselves and their peers, they will have time to work on improving their podcasts until the end of class. I will be circulating throughout the room and will be helping students with technical issues (including sound effects, voice alterations, etc.) as well as content issues as well as monitoring the peer feedback sessions. **Explore, Experience, Revise, Refine, Tailors:** //Verbal, interpersonal, intrapersonal, naturalist, musical//.

Students will self-assess using the rubric that I will use to grade their podcasts. They will self-asses once on day four and again before I grade their final products on **day 5**. I will be grading the presentations of students as they are presenting using a rubric. Also, I will be writing feedback on said rubric during the presentation. I will also be grading the podcasts as they are being presented and will be writing feedback. This podcast/write-up is the way that the entire unit ends, so it will display all of the collective knowledge that students have mastered throughout this unit. **Evaluate, Tailors:** //Verbal, interpersonal//.

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**


 * Panem: ** The country that Katniss and all of the other tributes are from.
 * District 12: ** The state/region that Katniss and Peeta are from. It is a very poor district and the majority of the residents are starving - they primarily produce coal. It is located in the Virginia area of the current United States.
 * Primrose ** : Katniss' little sister who originally gets chosen during the reaping and will be forced to participate in the Hunger Games. Katniss volunteers to sacrifice herself.
 * Poisonous berries: ** These are ultimately what kill Foxface and what Katniss and Peeta rely on for their possible suicide attempt. They are called "nightlock berries".
 * Gift giving/receiving: ** This is what Haymitch is for; giving his tributes gifts. He withholds gifts from Katniss and Peeta when they are close enough to get them theirselves. Also, he rewards Katniss for cuddling up to Peeta with gifts that they both need. This is a driving force behind her taking care of Peeta (as is the fact that he is incredibly sick and unhealthy).
 * Gale ** : Katniss seems to have a more-than-friends relationship with Gale and even considers running away with him. They are hunting buddies and they have taken to spending most of their time together when they are not both providing for their families.


 * Other 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.
 * 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 ISP Charts Project Rubric Product Rubric
 * __ 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 //** : My clipboards will appreciate the sequential learning that is done in the formation of this final product. First, they will write the script, then they will perform the podcast, then they will justify/explain their podcast. There is quite a bit of organization throughout this lesson as well as clear procedures for what needs to be completed and how to do so effectively (rubrics).


 * // Microscope: //** My microscopes will love the analyzing of concepts that this project requires, as well as the discovery learning through manipulating __The Hunger Games.__ They will be able to hone in on details and will feel a true sense of ownership of this project after it has been completed.


 * // Puppy: //** Within the "Circle the Sage" groups, a comfortable environment will be created. In this atmosphere, peers will be encouraging and supportive and everyone will be working together to create their own unique podcasts. Also, during the feedback process, they will have emphatic listeners and peers who are sensitive to what they need to do in order to improve their product.


 * // Beach Ball: //** The beach balls will love how many choices they will be able to make for this assignment. This assignment will allow them to not only choose how they want to alter the story, but when, where, and why. They will have the utmost spontaneity and personal freedom during the creation of their adaptation of __The Hunger Games__.


 * // 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: //** Student will know critical details: Panem, District 12, Primrose, poisonous berries, gift-giving/gift receiving, Gale.

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


 * // Facet: //** Student will be able to reflect upon the similarities/differences of The Hunger Games to other texts that they have read. **(Self-Knowledge)**


 * // Rationale: //** By identifying the key ideas and critical details in __The Hunger Games__, students will be able to develop a deep understanding of the novel. After they have this deep understanding, they will be able to reflect upon the similarities/differences of the novel to other texts that they have read.


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


 * // MI Strategies: //**
 * Verbal: ** Students will be creating a verbal recording.
 * Bodily-kinesthetic: ** They will be encouraged to act out their recording to get into character.
 * Intrapersonal: ** Students will work on projects individually.
 * Interpersonal ** : Students will interact with one another, evaluate one another, and give peer feedback to one another.
 * Naturalist ** : Students can incorporate nature/animals and those sounds into their podcast if desired.
 * Musical ** : Students will be encouraged to incorporate music into their podcasts.


 * // Type II Technology: //** Students will be writing scripts and will be creating a podcast in which they will be performing their scripts alone using GarageBand software. They will need to alter their voice, change their pitch, and add sound effects for their variety of characters. In this podcast, students will be rewriting one scene from __The Hunger Games__ by Suzanne Collins. This rewriting that will be performed during the podcast as well as their justification statements that will accompany the podcast will show students' understanding of the similarities/differences of __The Hunger Games__ to other texts.


 * // Rationale: //** By using the GarageBand software, which is verbal but incorporating other intelligences in various parts of this lesson as well as within the podcast itself, 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: //** During instruction, students will complete an analogy prompt, where they show their understanding of the characters/novel through this analogy. Also, I will be continually circling the room and asking questions during this process. This analogy prompt and the follow-up questions that I will ask throughout class are to ensure that students are on the right track during the creation of their ISP charts and during the writing of their scripts. Also, it is important that I double-check their understanding of __The Hunger Games__ before they start creating their final product, the podcast.


 * // Summative: //** I will be evaluating each student using both the presentation and the project rubrics that I have created. I will be evaluating once after the students have presented their projects, although I will be continually available to offer feedback to students as they are working in class. Also, students will be self-evaluating themselves throughout this project and their members of the "Circle the Sage" groups will need to give feedback to each other using the final rubric to do so. The peer feedback will be done once whereas students will self-evaluate twice. Also, students will be required to complete a small write-up explaining why the altered the scene in the way that they did.

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 * // Rationale: //** By utilizing the analogy prompt and asking follow-up questions, I will be able to ensure that students are on the right track during the completion of their graphic organizers and the writing of their scripts. Also, it is important that I double-check to ensure students' understanding of __The Hunger Games__ before they start to create their podcasts. The amount of time provided and required for feedback by themselves, their peers, and myself will allow me to better understand students' perceptions of their own work as well as how my perceptions may conflict with theirs. After examining this information, I will be able to adjust instruction for my future lessons.
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