L2+Kahler,+Michael

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Michael Kahler ** **__Lesson #:__ 2 __Facet:__** **Application**


 * __ Grade Level __**** : 11 ** **__Numbers of Days:__ 2**
 * __ Topic: __ Literature **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** learning to work through upper level material is very important.


 * Student will know ** new reading strategies


 * Student will be able to **create new strategies to get through readings.


 * Product: ** Students will make a comic using comic life that describes their reading strategies and shows the strategies that they plan on using in the future.


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core State Standards

Content area: Reading

Grade Level: 11-12

Domain: Literature

Standard: Range of Reading and Level of Text Complexity

By the end of grade 11, read and comprehend literature, including stories,drama, and poems, in the grade 11 CCR text complexity band proficiency, with scaffolding as needed at the high end of the range.


 * Rationale: ** This lesson is designed to help students to troubleshoot issues that they have with reading and comprehension, and encourage the use of established reading strategies.


 * __ Assessments __**


 * __ Pre-Assessment: __** As a pre-assessment I will list off reading strategies for my students. If the students uses a strategy they will raise their hand, but if they don't they will not. If the students has heard of the strategy they will give a thumbs up.

Students will group together and feedback on each others comics, using the rubric that I supply them with, while I walk around the room providing additional feedback. After the first draft of the comic is complete I will have them include one additional reading strategy to the comic after receiving feedback from me.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will receive feedback from peers and the teacher as they create their comic life comics. As students exit the classroom and pass in their first drafts of their comics they will receive more feedback from the teacher and get an additional reading strategy from the teacher that they must add to a final draft of the comic. Students will self assess their comics using the rubrics that the teacher hands out to them.
 * Section II – timely feedback for products (self, peer, teacher) **

Create a Comic Life that shows reading strategies that students currently use, and strategies that they plan on using in the future. After a first draft is made a second will be done featuring an additional reading strategy suggested by the teacher. This activity will encourage students to think up new ways to conquer reading that they would otherwise find much too challenging. I will give feedback again after the final product is handed in, and offer an opportunity for further revision.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Technology will be integrated into this lesson for the students by having them create comics using Comic Life. I will integrate technology by giving a short tutorial on Comic Life.


 * Content Areas: ** Art will be incorporated as Comic Life will require an artistic touch.

Students will use KWL charts to tell the teacher what they want to learn about reading strategies, and what they know about them. Students will meet with their Fall seasonal partner and another group of partners to work with while they make their own personal products.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **

Students will meet with their Fall seasonal partner and another group of partners to work with while they make their own personal products. These students will serve as partners to brainstorm with while making their own products.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** I will discuss reading strategies with my students.
 * Visual:** The KWL chart will serve as a graphic organizer for spacial students.
 * Logical:** Students will categorize their strengths, weaknesses, and strategies.
 * Musical:** Soft music will play in the background while the students work.
 * Interpersonal:** Students will give feedback in groups.
 * Intrapersonal:** Students will work alone to make personalized comics.


 * __ 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: ** Plan for accommodating absent students: If a student is absent they will need to complete their comic life at home and post it to their blog. I will then tell them an additional strategy to incorporate in the comments section. Other peers in the class will also give feedback. I final product will be due in class two days after I make suggestions.


 * __ Extensions __**


 * Type II technology: ** Technology will be integrated into this lesson for the students by having them create comics using Comic Life. I will integrate technology by giving a short tutorial on Comic Life.


 * Gifted Students: ** Gifted students will be challenged with a separate challenge where they have to make a comic showing a reading strategy and how it can be used to understand a specific novel.

// List all the items you need for the lesson. // Comic Life Comic life tutorial laptops rubrics list of reading strategies seasonal partners KWL chart
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

Comic Life Tutorial http://www.youtube.com/watch?v=b_83FgdOlM0 Reading Strategy List [] KWL Chart http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf


 * __ 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)** 2.1 Students will understand that learning to work through upper level material is very important. **(Where?)** Learning reading strategies will benefit you in many ways as you grow into an adult because knowing how to read well opens many doors for you. Contemporary American novels open a window to the self, but being able to read textbooks, and even legal documents has a huge benefit in the future.**(Why?)** Range of reading and text Complexity **(What?)**


 * (H)** 2.2 Look at some Batman comics and discuss talk about strategies for reading them. **(Hook)**


 * (E)** 2.3 Students will know new reading strategies **(Equip)** Students will fill out a KWL Chart to tell what they know what reading strategies work for them, what they need help with, and eventually what strategies they learned. **(Explore)** Students will make a comic using comic life that describes their reading strategies and shows the strategies that they plan on using in the future. **(Experience)**


 * (R)** 2.4 **(Rethink)** Students will receive feedback on their comics from me and their peers. **(Revise)** After receiving feedback students will add one more strategy to the end of their comic based on the feedback they receive from me and their peers. **(Refine)**


 * (E)** 2.5 My pre assessment for this activity will involve me listing off reading strategies. Students will raise their hand if they use that strategy, and they will show a thumbs up if they have heard of it, but don't use it.


 * (T)** 2.6 **Verbal:** I will discuss reading strategies with my students.


 * Visual:** The KWL chart will serve as a graphic organizer for spacial students.


 * Logical:** Students will categorize their strengths, weaknesses, and strategies.


 * Musical:** Soft music will play in the background while the students work.


 * Interpersonal:** Students will give feedback in groups.


 * Intrapersonal:** Students will work alone to make personalized comics.


 * (O)** 2.7 Students will be able to create new strategies to get through readings. **(Application)** Product: Comiclife Days: 2 (80) **(Organize)**

Desks will be set up in rows with two desks paired together. Day 1 30 minutes: Attendance, hook, overview of lesson. 10 minutes: Preassessment activity 20 minutes: KWL Chart. 15 minutes: Comic Life tutorial. 5 minutes: Any additional questions.

Day 2 10 minutes: Attendance, organize into groups. 60 minutes: Work on Comic Life. 10 minutes: Clean up and feedback.

Students will understand that learning to work through upper level material is very important. By reading classic American novels and other material students will get an appreciation for reading and the doors that it can open. By learning to work through upper level material students will be competent in the real world. **(Where?)** Learning reading strategies will benefit you in many ways as you grow into an adult because knowing how to read well opens many doors for you. Contemporary American novels open a window to the self, but being able to read textbooks, and even legal documents has a huge benefit in the future.**(Why?)** Range of reading and text Complexity is addressed here. This lesson is designed to teach students how to read more complex texts, and how to develop strategies for reading these texts. **(What?)** The hook for this class will be a reading activity involving Batman comics. Students will look at these comics and read some of them for a period long enough for them to get an understanding of the differences between reading a comic with pictures. This incorporation of a alternative type of literature will give students an understanding of the need for different strategies when reading. **Verbal:** I will discuss reading strategies with my students. **Visual:** Students will look at comic books. **Intrapersonal:** Students will work alone while reading. **Musical:** Soft music will play in the background while the students work.

Students will know new reading strategies. This section will teach students reading strategies by starting with what they already know, and what they want to know. These will be filled in on a KWL chart. **(Equip)** Students will fill out a KWL Chart to tell what they know what reading strategies work for them, what they need help with, and eventually what strategies they learned. This strategy will help students to get into the mindset of a reader, and make them more self aware of what it is that they already have as reading strategies go, and what they want for the future. **(Explore)** Students will make a comic using comic life that describes their reading strategies and shows the strategies that they plan on using in the future. This will let students experience reading strategies on a greater level. By creating their own piece of literature about understanding literature students will get hands on with their learning, and they will be ready to try out what they have learned. **(Experience)** While students are working together in their groups they will work cooperatively to brainstorm new ideas to incorporate in their comics. **(Rethink)** Students will receive feedback on their comics from me and their peers while they brainstorm, and I walk around the room assisting as needed. **(Revise)** After receiving feedback on their first completed draft students will add one more strategy to the end of their comic based on the feedback they receive from me and their peers. **(Refine) Verbal:** Students will work together brainstorming and bouncing ideas off of each other. **Visual:** The KWL chart will serve as a graphic organizer for spacial students. Also Comic Life will stimulate visually. **Logical:** Students will categorize their strengths, weaknesses, and strategies. **Musical:** Soft music will play in the background while the students work. **Interpersonal:** Students will give feedback in groups. **Intrapersonal:** Students will work alone to make personalized comics.

Students will fill out a KWL Chart to tell what they know what reading strategies work for them, what they need help with, and eventually what strategies they learned. Students will use the graphic organizer as a form of high order thinking. **(Explore)** Students will make a comic using comic life that describes their reading strategies and shows the strategies that they plan on using in the future. Students will do this working together in groups so that they can cooperate and brainstorm while the work on their own individual projects. **(Experience)** Students will be able to apply themselves by creating new strategies for reading. This is practical to learn becasue in the future students will need to be able to apply the strategies that they already know in a way that will help them to solve future roadblocks. Students will show evidence of learning by creating comics that show reading strategies. This will show that the students truly understand these strategies because these comics will need to creatively display the ideas that the strategies are rooted in. Students will get an opportunity to rethink their projects by working in cooperative groups to brainstorm. **(Rethink)** Students will receive feedback on their comics from me and their peers. Peer feedback will be given through the brainstorming session and the fact that they are working in close proximity. It will be as if students are working together on separate projects. I will provide feedback by walking around the room ad giving assistance to each table group individually **(Revise)** After receiving feedback students will add one more strategy to the end of their comic based on the feedback they receive from me and their peers. **(Refine) Visual:** Comic Life is a visual stimulus. **Musical:** Soft music will play in the background while the students work. **Interpersonal:** Students will give feedback in groups. **Intrapersonal:** Students will work alone to make personalized comics. **Verbal:** Students will work together brainstorming and bouncing ideas off of each other.

Students will self assess by using a rubric that I design for the project. They will use this a reference while they make their projects so that they can make sure that they are doing their project correctly. I will provide timely feedback by walking around the room and giving feedback as students go along. After they pass in a first draft I will give them feedback, and because I will look over their first draft at this time I will have a shorter final copy to look at and be able to give feedback on the final project the day after it is passed in. This will prepare students for their future reading assignments, and the reading for the next lesson and everything else in this unit becasue it is all based around the ability to read and comprehend.


 * __ Content Notes __**

Reading Strategies

Before Reading Set a Purpose for Reading Think if you will you be reading to find out what happens in a story or to learn specific information. Preview the Text Look at the title, pictures, captions under pictures, headings, bold-faced print and other graphics. Activate Background Knowledge Think about what you already know about the content of what you will read. Predict Think what might happen in the story, what words may be used, or what information the text might contain. During Reading Cross-check Check one cue with another. Ask yourself, "Does this word look right, sound right, and make sense?" Reread When problems occur, return to the beginning of a sentence or paragraph and read it again. Predict and Confirm Ask yourself, "What word do I expect to see?", "What do I think will happen next?", "Did that make sense?", or "Am I finding the answers to my questions about this topic?" Skip, Read On, and Go Back Sometimes you can skip an unfamiliar word and read to the end of the sentence or paragraph, thinking about what would make sense. Then, using the context, go back and reread to try to Tuesday, February 17, 1998 Reading Strategies.htm Page: 2 http://www.fcps.k12.va.us/ NewingtonForestES/pages/ determine the word. Connect Background Knowledge to the Information in the Text Think about what you already know about the subject and the kind of material you are reading. Think about how the information is similar to what you already know about the topic, event, or person. If you have many questions about the topic or the kind of book, you may need to ask someone for help. Think About Explicit and Implicit Information Think about what information is given directly. Also think about what you know from reading that is not directly stated in words such as how a character's actions show feelings or why things may have happened based on the clues the author gave. Stop and Review If you are reading a longer text, stop and think about what has happened in the story so far or what information has been given. After Reading Retell and Summarize Tell someone or write what happened in the story, including characters, plot, and important events. If you read a nonfiction piece, review what information was presented. Use a Graphic Organizer Use a story map, biography wheel, Venn diagram, or other way to show what was included in what you read. (You may need to check with your teacher for suggestions.) Draw Conclusions Think about what predictions you made before and during reading. Look back and think about what you have read. Consider how the information read relates to what you already knew about the topic. Were your questions answered? Do you have more questions about the subject? Reread Reread the text or a section of the text to help you understand it better. Discuss and Respond Talk with someone about what you have read. Ask each other questions. Look back at the book to defend your opinions. Write to Support Understanding Write about what you have read, telling what it made you think of or what you learned.

Checklist KWL chart
 * __ 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: For the clipboards there will be an agenda on the board so that they know the order in which we will be doing that days activities. //**


 * // Microscope: We will get into the facts listing multiple strategies for reading. We will take a very objective view. //**


 * // Puppy: We will create a comfortable environment through the group work that we do. Students will get to know each other well. Students work and personal artifacts from my life will be placed in the room to create a very personalized environment. This will make it very comfortable to learn in. //**


 * // Beach Ball: In my classroom activities will be varied, and we will not stick on the same activity for to long. Projects will have multiple aspects so that students can vary what they're doing. //**


 * // Rationale: Different strategies for learning will be incorporated into the lesson. Students will be given a varying array of instructional choices that are structured. Various forms of group work will facilitate creating a comfortable environment for students. //**


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


 * // Content Knowledge: //** Students will be able to recognize strengths and weaknesses in their reading ability.

//Common Core State Standards//
 * // MLR or CCSS: //**

//Content area: Reading//

//Grade Level: 11-12//

//Domain: Literature//

//Standard: Range of Reading and Level of Text Complexity//

//By the end of grade 11, read and comprehend literature, including stories,drama, and poems, in the grade 11 CCR text complexity band proficiency, with scaffolding as needed at the high end of the range.//


 * // Facet: //**Students will be able to create new strategies to get through readings.


 * // Rationale: Understanding and content goals will be met by encouraging students to learn multiple reading strategies and giving them an opportunity to create some of their own. //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal:** I will discuss reading strategies with my students.
 * Visual:** The KWL chart will serve as a graphic organizer for spacial students.
 * Logical:** Students will categorize their strengths, weaknesses, and strategies.
 * Musical:** Soft music will play in the background while the students work.
 * Interpersonal:** Students will give feedback in groups.
 * Intrapersonal:** Students will work alone to make personalized comics.


 * // Type II Technology: //** Technology will be integrated into this lesson for the students by having them create comics using Comic Life. I will integrate technology by giving a short tutorial on Comic Life.


 * // Rationale: This lesson incorporates a variety of learning strategies to teacher students who learn through a wide range of learning styles. //**


 * // 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 group together and feedback on each others comics, using the rubric that I supply them with, while I walk around the room providing additional feedback. After the first draft of the comic is complete I will have them include one additional reading strategy to the comic after receiving feedback from me.


 * // Summative: //** Create a Comic Life that shows reading strategies that students currently use, and strategies that they plan on using in the future. After a first draft is made a second will be done featuring an additional reading strategy suggested by the teacher. This activity will encourage students to think up new ways to conquer reading that they would otherwise find much too challenging. I will give feedback again after the final product is handed in, and offer an opportunity for further revision.


 * // Rationale: Students will demonstrate strategies that will help the to read at grade level into the future. //** ||  ||   ||