L2+Breton,+Lauren


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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Ms. Breton ** **__Lesson #: 2__**

**__Facet:__**Students will be able to evaluate how the novel would be affected if characters, events, and ideas were altered. **(Interpretation)**
 * __ Grade Level __**** : 7 ** **__Numbers of Days:__ 3**
 * __ Topic: __**** __The Hunger Games__, plot, character development **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** individuals, events, and ideas develop throughout __The Hunger Games__.
 * Student will know ** important events/people: Katniss Everdeen, Peeta Mellark, Haymitch, Rue, Cato, the reaping, the Games, double suicide attempt, the reunion.
 * Student will be able to do ** evaluate how the novel would be affected if characters, events, and ideas were altered.
 * Product: ** ComicLife

// 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 important individuals, ideas, and events as well as how they develop throughout the text and will discuss/discover the key ideas and details of __The Hunger Games__.


 * __ 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__.


 * __ Formative (Assessment for Learning) __**
 * Section I – ** During instruction, I will not only be continually asking questions to my students to ensure their understanding, but they will also be required to complete a one minute essay at the end of each class period during this ComicLife project. This is to ensure that they are on the right track with their comics as well as to ensure that they understand what they have been learning and comprehend the events that are unfolding within __The Hunger Games__.


 * Section II – timely feedback for products (self, peer, teacher) ** Students will have checklists for their comics and will be required to assess both their projects and each other's before completion. Students will be required to assess their own after completion, but will not be assessing other students' work after it has been finished. There will be space on the checklist 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 examine their quick one-minute essays in order to check for their feedback as to what I need to focus on during instruction.


 * __ Summative (Assessment of Learning): __** Students will create a ComicLife presentation altering one aspect of the text to reveal that they understand how the text would be affected by the alteration of one character, event, or idea. The goal of this task is to reveal the student’s understanding of how characters, ideas, and events affect the text. Students will be able to exercise their creativity and will share their ideas with their jigsaw group. This group will give feedback on the projects but the final evaluation of the comic will be a checklist that both myself and my students will complete.


 * __ Integration __**
 * Technology: ** Students will be using their laptops to create a comic using ComicLife software. This comic will reveal how the novel would change if events/characters/ideas were altered. This will show that students understand how individuals, ideas, and events develop throughout __The Hunger Games__.


 * Content Areas: ** Art will be incorporated into this project because students will be taking photos, creating images, and editing those images. They can be created in a variety of artistic mediums (drawing, photography, painting, etc.).

For this lesson, I will assign jigsaw groups after students have begun working on their graphic organizers alone. After they have been working to organize their own thoughts for a few minutes, I will assign them to groups by having them count off by fours. These will be their jigsaw groups and they will work together to complete the graphic organizer and will discuss/share their ideas with one another.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Although students will have peers to assist them by providing feedback, they will be creating their own individual comics. These groups are more for feedback purposes than collaborative creation purposes, but they will be able to assist one another with cooperatively learning the new software.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal/Linguistic: ** Students will be writing down their thoughts/ideas and outline of their comic as they are creating the comic that shows how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Visual: ** Students will put together a visual comic that evaluates how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Intrapersonal: ** Students will be creating their comics alone and will need to come up with their own ideas that express how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Interpersonal: ** Students will discuss their product in small groups (jigsaw) as they are working on their projects and after the completion of their projects that explore how __The Hunger Games__ would be effective if characters, ideas, or events were altered.
 * Naturalist: ** Students will be able to incorporate photos of nature and specific animals into their comics that evaluate how __The Hunger Games__ would be effected if characters, ideas, or events were altered if they wish, because the majority of the novel takes place outside.
 * Musical: ** Students would also have the option of incorporating music or sound effects that play while their comic also plays, if they so choose. By providing background noise to supplement their changes, the students' comics can come to life and more realistically describe how __The Hunger Games__ would be affected if the characters, events, or ideas were altered.


 * __ 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 using their laptops to create a comic using ComicLife software. This comic will reveal how the novel would change if events/characters/ideas were altered. This will show that students understand how individuals, ideas, and events develop throughout __The Hunger Games__.


 * Gifted Students: ** Gifted students will be taking their comics to the next level. They will be creating a script that accompanies their comic, which will need to correctly incorporate a list of vocabulary words. These scripts will help to take their comic to the next level and will help students learn more vocabulary and how to use that vocabulary correctly.

- KWL chart - ComicLife software - laptops - art supplies - cameras - paper - sandwich charts - list of vocabulary words - a sample of a finished comic to show students - a sample of a finished dialogue to show students
 * __ Materials, Resources and Technology __**

Graphic Organizer: [] Cooperative learning activity [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] More about jigsaw: [] Hook: [] Ideas for differentiating instruction: [] Multiple Intelligences and how to incorporate them: [] Ideas for engaging students: [] ComicLife tutorial: [] Using ComicLife in the classroom: []
 * __ 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) **


 * (W) ** 2.1 Students will understand that individuals, events, and ideas develop throughout __The Hunger Games__. **(Where?**) We are learning to bolster our critical reading and thinking skills to better understand plot and character within novels and within real life. **(Why?)** **//Students will be able to evaluate how the novel would be affected if characters, events, and ideas were altered.// (What?)(H)** 2.2 Students will watch a video of the movie trailer and discuss how movies often alter events from the original novel. [|Movie Trailer]
 * (E) ** 2.3 Students will know about the important events and people within the novel: Katniss, Peeta, Haymitch, Rue, Cato, the reaping, the Games, suicide attempt, reunion.**(Equip)** Students will complete a sandwich chart to organize the important events throughout the story and how the rest of __The Hunger Games__ would be effected if they altered one event within the text. **(Explore/Rethink)** Students will create a ComicLife presentation altering one piece of the novel. **(Experience)**
 * (R) ** 2.4 Students will discuss their comics in small groups (jigsaw) to discuss ideas and give each other opinions, explanations, and feedback. **(Rethink/Refine)** I will also be reviewing the comics and offering feedback between class periods and will be circulating the room and offering feedback on their ideas and comics throughout the process.**(Explore/Rethink)**
 * (E) ** 2.5 Students will complete a three minute review with their group for the class to listen to briefly explaining their ideas at the end of both work days.
 * (T) ** 2.6 **Verbal/Linguistic:** Students will be writing down their thoughts/ideas and outline of their comic as they are creating the comic that shows how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Visual: ** Students will put together a visual comic that evaluates how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Intrapersonal: ** Students will be creating their comics alone and will need to come up with their own ideas that express how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Interpersonal: ** Students will discuss their product in small groups (jigsaw) as they are working on their projects and after the completion of their projects that explore how __The Hunger Games__ would be effective if characters, ideas, or events were altered.
 * Naturalist: ** Students will be able to incorporate photos of nature and specific animals into their comics that evaluate how __The Hunger Games__ would be effected if characters, ideas, or events were altered if they wish, because the majority of the novel takes place outside.
 * Musical: ** Students would also have the option of incorporating music or sound effects that play while their comic also plays, if they so choose. By providing background noise to supplement their changes, the students' comics can come to life and more realistically describe how __The Hunger Games__ would be affected if the characters, events, or ideas were altered.
 * (O) ** 2.7 Students will be able to evaluate how the novel would be affected if characters/ideas/events were altered. **(Interpretation)** The created product would be a comic made using ComicLife software. This project would take three classes to complete. **(Organize)**

My classroom will be set up with the desks divided equally into four groups. This will be to help students get right into their collaborative learning groups (jigsaw) and to capitalize on classroom time. The three days of this lesson will be broken down as such:

Day 1: 10 minutes: Hook will be shown and why we are doing this project would be discussed. 10 minutes: Students will work on their sandwich graphic organizer alone. 10 minutes: Students will work on their sandwich graphic organizer in their jigsaw groups. 20 minutes: Discussion over the text that has been read since last class. 25 minutes: Students will play with the ComicLife software and will begin brainstorming what they want to do for their comic. 5 minutes: Wrap up - one minute essay, explaining the unit, etc. Day 2: 10 minutes: Answering specific questions about the project. 20 minutes: Discussion of __The Hunger Games__. 30 minutes: Work time on comic. 15 minutes: Peer and self evaluation (using checklist and giving written feedback). 5 minutes: Wrap up - one minute essay. Day 3: 10 minutes: Answering any lingering questions. 10 minutes: Self-evaluation (checklist will be provided). 20 minutes: Discussion on the project. 30 minutes: Discussion of __The Hunger Games__. 10 minutes: One-minute essay and discussion of homework/preview of the next project.


 * Day 1: ** We will discuss what students will understand (that individuals, events, and ideas develop throughout __The Hunger Games)__ In addition to the fact that we are learning to bolster our critical reading and thinking skills to better understand plot and character within novels and within real life. We will also discuss that students are learning this so that they will be able to evaluate how the novel would be affected if characters, events, and ideas were altered. Students will be shown the hook for this project, which will be the movie trailer for the film adaptation of __The Hunger Games__. **Where, Why, What, Hook, Tailors: logical, visual, verbal.**

On this first day, we will also discuss the important events and people within the novel: Katniss, Peeta, Haymitch, Rue, Cato, the reaping, the Games, suicide attempt, reunion. **(For more information, please see content notes)** In order to facilitate this understanding, students will complete a sandwich chart to organize the important events throughout the story and how the rest of __The Hunger Games__ would be affected if they altered one event within the text. **Day 2 and Day 3:** Students will create a ComicLife presentation altering one piece of the novel to show their understanding of these concepts. Students will discuss their comics in small groups (jigsaw) to discuss ideas and give each other opinions, explanations, and feedback. I will also be reviewing the comics and offering feedback between class periods and will be circulating the room and offering feedback on their ideas and comics throughout the process. During instruction, I will also be asking students to complete one-minute essays discussion their understanding and what they need further assistance with. **Equip, Explore, Rethink, Revise, Tailors: visual, verbal, intrapersonal, interpersonal.**

Throughout this project, students will be exploring this knowledge through the interpretation facet of high-order thinking. Students will be able to evaluate how the novel would be affected if characters, events, and ideas were altered through their comics. Students will work independently but will be able to bounce ideas off of their jigsaw groups and will be able to problem-solve with their group members and other classmates. Students will be assigned to these groups by counting off into four different groups (1, 2, 3, 4). Students will create a comic that reveals how the story would be changed if they altered one event or changed one character/idea. For example, if the students chose to have Peeta die at the beginning of the Games, they would make a comic revealing Peeta's death and would continue their comic showing how the death of such a crucial character would change another part of the novel. Students would be able to incorporate music and/or naturalist aspects into their comic if they so choose. Students will evaluate themselves twice (on day two and on day three) as well as will receive feedback from their jigsaw groups on day 2. By doing the group feedback on day two, students will have time to refine their comics before they are passed in on day three. **Explore, Experience, Revise, Refine, Tailors: visual, verbal, interpersonal, intrapersonal, musical naturalist.**

Students will self-assess themselves through their checklists and their one-minute essays. They will also present a three-minute review as a group at the end of the second day of class, which will reveal how each of the jigsaw groups are doing with the material. By having students assess themselves twice and their peers once using the checklists, I will have a plethora of opinions on how the students are doing and will be able to compare their opinions to my own checklist. By using a checklist, I can quickly but thoroughly evaluate students and give them timely feedback. This lesson connects to their final lesson, the podcast. This activity is essentially the podcast on a smaller scale, since they are changing one aspect of the novel here. In the podcast, however, they will be changing many aspects of the novel. This activity is preparing them for their final project, in a sense. **Evaluate, Tailors: verbal, intrapersonal.**

Students will know…..
 * __ Content 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 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.
 * 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.
 * 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.
 * 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.

- sandwich charts
 * __ Handouts __**

- checklists

- KWL charts


 * __ 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 know exactly what is expected for them because it will all be spelled out on the checklists. Also, they will have clear expectations because they will be encouraged to search for samples of previous comics created.


 * // Microscope: //** My microscopes will be analyzing concepts through the creation of a comic. The comic will be created using a software that is new to all of them, which will require them to do some discovery learning and will prompt deep exploration of the software and the ideas within the text.


 * // Puppy: //** The feedback given to students will be designed to be supportive and helpful. Having this kind of positive/constructive feedback system from peers will create a comfortable environment where students will get to know one another. Also, through their comic, these "puppies" will be able to let their fellow classmates know more about them (through their photos and artwork). This will be a low-risk way for them to get to know other students and let other students get to know them, which will create a more comfortable environment.


 * // Beach Ball: //** These students will be able to choose what they would like to do with their comic. They will get to determine the length, the images, the text, whether or not they add music/sound effects, etc. This comic will be completely unique and they will have tons of creative choices to make for it. This will provide them with personal freedom in the creation of this project.


 * // 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 important events/people: Katniss Everdeen, Peeta Mellark, Haymitch, Rue, Cato, the reaping, the Games, double suicide attempt, the reunion. **(Please see content notes for more detailed information.)**

// 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 evaluate how __The Hunger Games__ would be affected if characters, events, and ideas were altered. **(Interpretation)**


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


 * // MI Strategies: //**
 * Verbal/Linguistic: ** Students will be writing down their thoughts/ideas and outline of their comic as they are creating the comic that shows how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Visual: ** Students will put together a visual comic that evaluates how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Intrapersonal: ** Students will be creating their comics alone and will need to come up with their own ideas that express how the novel would be affected if characters, ideas, or events were altered in __The Hunger Games__.
 * Interpersonal: ** Students will discuss their product in small groups (jigsaw) as they are working on their projects and after the completion of their projects that explore how __The Hunger Games__ would be effective if characters, ideas, or events were altered.
 * Naturalist: ** Students will be able to incorporate photos of nature and specific animals into their comics that evaluate how __The Hunger Games__ would be effected if characters, ideas, or events were altered if they wish, because the majority of the novel takes place outside.
 * Musical: ** Students would also have the option of incorporating music or sound effects that play while their comic also plays, if they so choose. By providing background noise to supplement their changes, the students' comics can come to life and more realistically describe how __The Hunger Games__ would be affected if the characters, events, or ideas were altered.


 * // Type II Technology: //** Students will create a ComicLife comic depicting what would happen to __The Hunger Games__ if one aspect of the text was changed. This will reveal their understanding of how characters, ideas, and events develop throughout the text.


 * // Rationale: //** By utilizing a software that is both verbal and visual, can be coupled with music or can be naturalistic, and pairing it with activities that are both interpersonal and intrapersonal, a variety of learning strategies are utilized and students are able to learn through whichever way they are most inclined.


 * // 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 complete multiple one minute essays during this lesson that will reveal their level of understanding and will help me as an educator to enhance their learning.


 * // Summative: //** Students will complete checklists for their ComicLife presentations and will need to show their understanding of the content through the project.


 * // Rationale: //** By having ongoing formal and informal assessments, the learning of students will be emphasized throughout the unit. Each one of these assignments is designed to promote the education of the student, and with the exception of the final evaluation of the student, none of these will be graded. They will be provided simply for the benefit of supporting/developing the education of the learner.

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