L3+Millette,+Megan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Millette **__Lesson #:__** 3 **Facet** **__ : __** Perspective
 * __ Grade Level __**** : ****9-10** **__Numbers of Days:__** 4(80)
 * __ Topic: __** **Understanding Writing Techniques**


 * __ PART I: __**

Students will understand that using effective techniques help their writing.
 * __ Objectives __**

Students will know the many techniques of writing such as pacing, cohesion, literary devices, sensory

language, etc.

Students will be able to analyze what techniques show their point more clearly.


 * Product:** **Prezi**

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

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//


 * Rationale: ** This lesson helps students understand the importance of using writing techniques in their writing to help emphasize their piece. They will see the many different writing techniques as well as how they can be used to strengthen a piece of writing. Without the variety of helpful techniques brought forward in this lesson the students would be unable to broaden their writing making it mundane and repetitive. The techniques of writing add a new exciting way to write as well as enhance writing making it a more exciting read.


 * __ Assessments __**


 * __ Pre-Assessment: __**

The formative assessment is A-B-C summaries where they select a technique that begins with the letter they have been given out of the alphabet. They then must go into a brief description of each word. This will help them better understand a brief summary of the techniques as well as give me a basic understanding of what each student knows for information and what they are struggling on. This will help me see what people have grasped about each term. It will also be done before they start their final project so it will refresh their brains on the terms before starting their final product.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** The pre-assessment is walkabout review where you see your students’ basic beliefs and opinions through a form of discussion. This will help students generate large amounts of information about a class’ views, beliefs, or opinions about the many writing techniques. This will help give me a better understanding of what my students know and need to learn. This will help me see where they are all at as well as see what I need to focus on most.


 * Section II – timely feedback for products (self, peer, teacher): ** Students will have a rubric to follow. They will follow the requirements on the rubric when completing their assignment. During their presentation, I will be writing notes and feedback on a copy of the rubric. At the end of their presentation, I will give them a chance to take the rubric I show them and fix it all.

You will be using Prezi to help do a presentation on writing techniques. You will be split into groups of four. Each group will receive a few effective writing techniques. Using the techniques you were assigned, you will create a prezi to present to class. This will have all the techniques as well as the information about them the class will need to know and two ways to use each. You may also include movies, pictures, and anything else you believe will help your fellow classmates understand the information better. Please cite correctly and give credit. I will be showing everyone how to use Prezi as well as show them how to add certain things such as movies onto their Prezi. The Prezi website is [].
 * __ Summative (Assessment of Learning): __**

Students will use type II technology in the form of a Prezi presentation that shows the many techniques of writing that will be beneficial to know and use when writing. Using this form of technology they will be able to add pictures, comics, and anything else that helps get their point across. They can pull in many other forms of Web 2.0 and describe their point in many different ways. In the end, their product will help many types of learners to learn the different techniques they will need to know when writing.
 * __ Integration __**
 * Technology: **

Art: During this project the students are asked to incorporate art by adding visual interpretation of each of the literary devices into their final product. It can be in the form of drawing, painting, comics, etc. As long as they use one form of art for every technique and have a description of how it fits with the writing technique it will work. The art can be a well-known piece or something they created themselves.
 * Content Areas: **

The graphic organizers used during this lesson are a sensory chart and an idea wheel. These will help the students come up with the different terms they will be learning in this unit as well as give them a good tool to use for future writing in these areas. They will be doing the cooperative learning idea of a three-minute interview where they will interview one another about what they know about the different writing techniques. It will help me see where students are, as well as, have them help one another learn more about the different techniques.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

For this unit students will be asked to sit in groups of four. The desks will be set up into pods of four. This will help students stay on task and keep up with the many activities that deal with this lesson. It will also help when they are put in their groups for their final project.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** This whole lesson is verbal manly because it is hard for something not to be verbal. During this lesson students will be talking with peers as well as when they discuss their hook.

**Visual:** They will visually see the hook or movie that incorporates the learning they will do during the lesson. This will help them better understand.

**Logical:** They will need to come up with a fun and constructive way to present their techniques to their fellow peers using prezi. This will take them using their logical intelligence to strategize which ways are best for helping others get a better understanding of each technique.

**Musical:** The movie they will watch for their hook will incorporate music to help them comprehend it all. They will also have an opportunity to add music to their project to help musical learner connect to their techniques better.

**Interpersonal:** They will be working in groups for their prezi assignment, which will enhance their group skills as well as give them a chance to talk things over with other peers. They will also learn the information better because they will have one another to talk things out and form a better understanding.

**Naturalist:** They are free to incorporate naturalistic thinking into their project as well as challenged to do so in order to help those who learn better in a unique way. This will help their peers understand their techniques and prezi much better.

**Kinesthetic:** They will be acting out techniques in their hook getting them actively involved in understanding.


 * Intrapersonal:** They will need to add their own information to class discussions. Also while doing the formative and pre-assessment they will need to work on their own to come up with results.


 * __ 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. //

Student absences during this unit will need to be handled in the proper way. They will need to get any sheets they missed, which can be found in a green folder that will be in the same part of the room as it has been throughout the class. It will be located on the left corner of the table in the back of the room. On the right side there will be a blue folder for them to place the assignments that they did not get a chance to pass in. They will be able to talk to someone in class about what we did the day they were missing or they are free to come to me anytime during my office hours and I will be happy to explain to them what they missed.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use type II technology in the form of a Prezi presentation that shows the many techniques of writing that will be beneficial to know and use when writing. Using this form of technology they will be able to add pictures, comics, and anything else that helps get their point across. They can pull in many other forms of Web 2.0 and describe their point in many different ways. In the end, their product will help many types of learners to learn the different techniques they will need to know when writing.
 * Type II technology: **

The technology given has a variety of ways in which the students can construct a prezi presentation. Those students who know some of the information will be asked to go above and beyond what they know and add extras to their prezi presentation to help them learn more. Each student will be asked to explore and do two new things with the Prezi that they do not already know how to do. This will make it more challenging for students who already know this system well to go above and beyond what they know. They will also be given a chance to help teach some of the students who are struggling with the program are better acquainted with it. This will help challenge them and keep them entertained in the lesson.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Materials:**

Sensory Chart

Idea Wheel

Rubric for final project

Peer Review Sheet for presentation


 * Technology:**

//Prezi//


 * Resources:**

[] this will be the hook during the class that will show them a basic understanding of the techniques.

[] This will be the site they use to make their product.

[]and [] can be used as tutorials to help my students learn how to use Prezi technology.

[] This will give my students an idea of why they should use Prezi for their presentation and hopefully get them excited about making a project on it.

[]and [] these two sites provide students with a list of common literary devices.

[] where some of the definitions of words were found.

// List all URL and describe. // [] This will be the hook during the class that will show them a basic understanding of the techniques.
 * __ Source for Lesson Plan and Research __**

[] This will be the site they use to make their product.

[]and [] can be used as tutorials to help my students learn how to use Prezi technology.

[] This will give my students an idea of why they should use Prezi for their presentation and hopefully get them excited about making a project on it.

[]and [] these two sites provide students with a list of common literary devices.

[] where some of the definitions of words were found.


 * __ PART II: __**

__ Section 1: __ //For this lesson students will be asked to sit in groups of four. The desks will be set up into pods of four. This will help students stay on task and keep up with the many activities that deal with this lesson.//
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

//Day 1://

//First 5 minutes: Time spent briefly reviewing what they had learned the lesson before as well as a few note worthy aspects to take into consideration.//

//Next 10 minutes: I will introduce the lesson by doing a hook to get the students thinking.//

//45 minutes: We will be going over some of the basic techniques used in writing such as// //pacing, cohesion, literary devices, sensory language, etc. They will be taught more about the sections as well as get an example of how each one works as we go through a paper that contains many techniques.//

//15 minutes: Discussion of what they understand, are still confused with, and the ones they like the most. I will also answer questions they might have about the different techniques.//

//5 minutes Time will be spent telling them their homework. The homework is to think of an example for at least 10 techniques and then will be asked to pick five they really like. They need to bring this assignment to class the next day.//

//Day 2://

//First 10 minutes: They will discuss with their groups the work they did for homework and try to see what devices they all seemed to like. If there are none that they all commonly liked they will each pick one of their favorites. When they have decided which ones they liked they will make a list of these. They will then all lists off an example for each one on the list if they haven't already created an example for it.//

//10 minutes: We will go over the assignment as a whole and see how many groups have similar techniques on their final list. At this point we will find a way to get each group's list completely different from the other groups. After making sure they have separate lists that do not share any common techniques I will discuss why we have done this.//

//30 minutes: This time will be spent describing why each group has a different list of techniques as well as introduce the big project. They will be instructed that for their final project of this lesson they will need to make a Prezi describing the techniques on their list as well as give examples of each one. Their Prezi's will need to have an aspect that instructs each of the eight types of learners. We will then learn how to use Prezi through two how to videos.//

//10 minutes: They will set up their accounts on Prezi. They will then pick a number out of a hat the number they have will determine which day they will be presenting. They will either present the next class or the class after.//

//20 minutes: This time will be given for them to start brainstorming and working on their assignment as a group.//

//Day 3://

//First 15 minutes: this time will be spent working on their projects. For the groups that are presenting they will add their finishing touches and get it ready to present. For the groups who are going the next day they will have some more time to work on assignments.//

//60 minutes: The presentations will begin for the Prezi presentations. The students will be asked to peer review their fellow classmates as they are up there presenting.//

//5 minutes: This time will be spent collecting the peer reviews and reminding the next group they will have to be ready for the next day.//

//Day 4://

//First 15 minutes: This time will be spent handing back the peer review sheets to the groups that went the day before. They will use the time to fix the aspects of their project they choose to base on their classmates advice. As well as give the final groups time to prep and add finishing touches to their final project before presenting.//

//60 minutes: The presentations will conclude for the Prezi presentations. The students will be asked to peer review their fellow classmates as they are up there presenting.//

//5 minutes: This time will be spent collecting the peer review sheets and handing them to the right group. They will then be asked to change whatever they wish based off the feedback of their peers as well as myself for the next class. Their projects will be due the next class at the beginning.//

During this lesson and after, Students will understand that using effective techniques help strengthen their writing. You are learning this because there are many great techniques involved in writing that can improve the quality of this piece. This process will help you in the future to improve any writing you may have to do in the future. This lesson is to help understand text types and purposes. In order to hook my students into this lesson, I will show them a video that is both creative and educational to get them excited about the different writing techniques. They will then discuss what they saw. They will pick two of the terms out of a hat and try to act them out much like charades. The rest of the class will then guess what they are. They will then be able to pick the ones they like the most to represent in their final project which will also hook them into the lesson.

**Where, Why, What, Hook Tailors:** **//Interpersonal, Musical, Visual, Verbal, and Intrapersonal.//**

**__Second Section__**

Students will know the many techniques of writing such as pacing, cohesion, literary devices, sensory language, etc. They will use a sensory chart as well as an idea wheel to help organize the techniques and their thoughts. For their cooperative learning activity, they will be asked to do a three-minute review about techniques of writing and the hook I showed them before. They will also have a homework assignment on the first night that will give them a basic understanding of some of the techniques they enjoy as well as give them an opportunity to pick their favorites to use when they make their final project. Students will have a rubric to follow. They will also get peer feedback from peer feedback sheets that will be given at the beginning of each group's presentation. I will also give them a chance to take the rubric I show them and fix it all. We will be looking at many videos for help with this lesson. This includes our hook video, which is[| http://www.youtube.com/watch?v=8D62RElSFFs&feature=related]. They will also have two instructional videos to help them learn the basics of making a Prezi. Those sites are

[]and []. This video will show them creative ways Prezi can be used and get them excited for making their project. The site is[| http://www.youtube.com/watch?v=XPh2Nl9AAPE&feature=related].

**Equip, Explore, Rethink, Revise, Tailors:** **//Interpersonal, Visual, Verbal, Musical, Logical, and Naturalist.//**

**__Third Section__**

They will use a sensory chart as well as an idea wheel to help organize the techniques and their thoughts. For their cooperative learning activity, they will be asked to do a three-minute review about techniques of writing and the hook I showed them before. They will be assigned groups; each group will be assigned a few techniques they must research. They need to find ways to explain each as well as a basic understanding of all the facets that have to deal with each technique. They are doing this so as a class we can all master the many techniques better. The groups will take their info and present it to the class in a Prezi presentation. They will share it with the class and they will fill out peer review sheet for each group. Students will be able to analyze what techniques show their point more clearly in their piece of writing. This will help students when writing in the future because they will know which techniques would help emphasize their point while also catching the read's eye in a positive way. The students will be grouped into fours and each group will assign its members an equal number of techniques to add to the Prezi. They will assign the roles to each member, and I will walk around the room observing and making sure they have equal work and similar level jobs. Students will have a rubric to follow. They will also get peer feedback from peer feedback sheets that will be given at the beginning of each group's presentation. I will also give them a chance to take the rubric I show them and fix it all.

**Explore, Experience, Revise, Refine, Tailors:** **//Interpersonal, Intrapersonal, Kinesthetic, Musical, Verbal, Visual, Naturalist, and Logical.//**

**__Fourth Section__**

The pre-assessment is walkabout review where you see your students’ basic beliefs and opinions through a form of discussion. The formative assessment is A-B-C summaries where they select a technique that begins with the letter they have been given out of the alphabet. They then must go into a brief description of each word. Students will have a rubric to follow. They will also get peer feedback from peer feedback sheets that will be given at the beginning of each group's presentation. I will also give them a chance to take the rubric I show them and fix it all. They will also have a homework assignment on the first night that will give them a basic understanding of some of the techniques they enjoy as well as give them an opportunity to pick their favorites to use when they make their final project. This will help students with any writing assignment in the future both in my class and other classes. This will give them a variety of writing techniques to use to help enhance their writing.

**Evaluate, Tailors:** **//Kinesthetic, Intrapersonal, and Interpersonal.//**

Students will know… // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // The final product is a Prezi presentation, where each group will decide on a list of literary devices and then describe them in this Prezi presentation. They must make sure to incorporate all of the eight intelligences into their final presentation. This project will have all the techniques as well as the information about them the class will need to know and two ways to use each. You may also include movies, pictures, and anything else you believe will help your fellow classmates understand the information better. These two good cites []and [] can be used as tutorials to help my students learn how to use Prezi technology. During this project the students are asked to incorporate art by adding visual interpretation of each of the literary devices into their final product. It can be in the form of drawing, painting, comics, etc. As long as they use one form of art for every technique and have a description of how it fits with the writing technique it will work. The art can be a well-known piece or something they created themselves. They must also be very specific in their description at the end of their presentation that introduces how these many different writing techniques help enhance the writers writing, as well as describe more about why they should be used. They must remember to please cite the sources they use and give credit where credit is due. Throughout the process they should have equal amount of work as well as good peer feedback. They will also be asked to make an idea wheel and sensory chart to help get their thoughts across. They will need to take part in a few class discussions as well.
 * __ Content Notes __**

When dealing with a great paper there are a few terms the students will need to know. By the end of this lesson students will know the many techniques of writing such as pacing, cohesion, literary devices, sensory language, etc.

Pacing: is the rhythm of the novel, of the chapters and scenes and paragraphs and sentences. It's also the rate at which the reader reads, the speed at which novel events occur and unfold. It's using specific word choices and sentence structure--scene, chapter, and novel structure--to tap the emotions of the reader so that the reader feels what the writer wants the reader to feel at any given time during the story.

[]

Cohesion: The property of unity in a written text or segment of spoken discourse that stems from links among its surface elements, as when words in one sentence are repeated in another, and especially from the fact that some words or phrases depend for their interpretation upon material in preceding or following text, as in the sequence //Be assured of this. Most people do not want to fight. However, they will do so when provoked//, where //this// refers to the two sentences that follow, //they// refer back to //most people, do so// substitutes for the preceding verb //fight,// and //however// relate the clause that follows to the preceding sentence.

[]

Literary Devices:

**aesthetics**: "Philosophical investigation into the nature of beauty and the perception of beauty, especially in the arts; the theory of art or artistic taste." (CB)

**allegory**: "A story or visual image with a second distinct meaning partially hidden behind its literal or visible meaning. In written narrative, allegory involves a continuous parallel between two (or more) levels of meaning in a story, so that its persons and events correspond to their equivalents in a system of ideas or a chain of events external to the tale." (CB)

**allusion**: "An indirect or passing reference to some event, person, place, or artistic work, the nature and relevance of which is not explained by the writer but relies on the reader’s familiarity with what is thus mentioned. The technique of allusion is an economical means of calling upon the history or the literary tradition that author and reader are assumed to share. " (CB)

**ambiguity**: "Openness to different interpretations: or an instance in which some use of language may be understood in diverse ways." Defended by modern literary critics as "a source of poetic richness rather than a fault of imprecision." (CB)

**canon**: A body of works considered authentic (as in the body of works actually written by a particular author) or considered by a particular culture or subculture to be central to its cultural identity.

**Connotation**: "The emotional implications and associations that words may carry, as distinguished from their denotative meanings." (HH)

**catharsis:** In a literary setting, a release of negative emotions that prove helpful to characters or the audience. This can be confused with the idea of metanoia (see below). Whereas metanoia leads to a breakdown of a character and healing, catharsis may not. The death of Richard III is cathartic for the audience as well as Shakespeare's other characters, but for Richard himself, no metanoia is possible.

**Convention**: "An established practice—whether in technique, style, structure, or subject matter—commonly adopted in literary works by customary and implicit agreement or precedent rather than by natural necessity." (CB)

**denotation**: The basic dictionary meaning of a word, as opposed to its connotative meaning.

**Diction**: Literary word choice.

**Didactic**: A work "designed to impart information, advice, or some doctrine of morality or philosophy." (CB)

**discourse**: "[A] s a free-standing noun (‘discourse as such) the term denotes language in actual use within its social and ideological contexts and in institutionalized representations of the world called discursive practices." (CB) Literary works may contain or make use of any number of discourses. Literary language may itself be considered a kind of discourse.

**Fatal flaw**: a character trait that leads to tragedy, both in characters who are otherwise quite admirable and in terrible villains. Examples include King Lear's blind trust in his daughters, Eve's desire for knowledge, Ahab's thirst for revenge, Darth Vader's will to power, or Pandora's curiosity.

**Figure of speech**: "An expression that departs from the accepted literal sense or from the normal order of words, or in which an emphasis is produced by patterns of sound." (CB)

**form**: As a critical term, form "can refer to a genre, or to an established pattern of poetic devices, or, more abstractly, to the structure or unifying principle of design in a given work. . . When speaking of a work’s formal properties, critics usually refer to its structural design and patterning, or sometimes to its style and manner in a wider sense as distinct from its content." (CB)

**genre**: "The French term for a type, species, or class of composition. A literary genre is a recognizable and established category of written work employing such common conventions as will prevent readers or audiences from mistaking it [with] another kind." (CB) Genre as a term is distinguished from mode in its greater specificity as to form and convention.

**Hubris**: the sort of pride that is so inflated that it binds, even destroys a character, even an entire people. Many characters in classical literature and Shakespeare's plays are so prideful that it destroys them. So is Satan in Milton's //Paradise Lost//.

**Ideology**: A comprehensive worldview pertaining to formal and informal thought, philosophy, and cultural presuppositions usually understood as associated with specific positions within political, social, and economic hierarchies. Many schools of modern literary criticism contend that the ideological context of both reader and author always affects the meanings assigned to or encoded in the work.

**Irony**: "A perception of inconsistency, [usually but not always humorous], in which an apparently straightforward statement or event is undermined by its context so as to give it a very different significance . . . [V]erbal irony. . . involves a discrepancy between what is said and what is really meant. . . .[S]tructural irony. . . involves the use of a naive or deluded hero or unreliable narrator whose view of the world differs widely from the true circumstances recognized by the author and readers. . . . [In] dramatic irony. . . the audience knows more about a character's situation than a character does foreseeing an outcome contrary to a character's expectations, and thus ascribing a sharply different sense to the character's own statements". (CB)

**metanoia:** In literature or film, character may undergo a complete breakdown and then begin a process of healing. This type of catharsis (see above) is metanoia.

**Metaphor**: A figure of speech "in which one thing, idea, or action is referred to by a word or expression normally denoting another thing, idea, or action, so as to suggest some common quality shared by the two." The term, "metaphor" is often reserved for figures of speech in which the comparison is implicit or phrased as an "imaginary identity," but it has become more common in recent years to refer to all figures of speech that depend upon resemblances as metaphors. You will therefore sometimes hear similes, where the comparison is explicit and no identity is implied, referred to as metaphorical figures. All metaphors, in any case, are based on the implicit formula, phrased as a simile, "X is like Y." The primary literal term of the metaphor is called the "tenor" and the secondary figurative term is the "vehicle." "[I]n the metaphor the road of life, the tenor is "life" and the vehicle is "the road" (CB).

**metonymy**: "A figure of speech that replaces the name of one thing with the name of something else closely associated with it" (CB). The figure is based upon logical connections other than resemblance. For example, you might use "sail" to refer to "ship," as in "I saw a sail on the horizon. This metonymy replaces the name of the whole thing with the name of one of its constituent parts. This kind of metonymy is called synecdoche. Also very common is replacing the name of a thing with its location, e.g. replacing "President" with "White House," or replacing "Congress" with "Capitol Hill."

**mimesis**: "The Greek word for imitation. . . . A literary work that is understood to be reproducing an external reality or any aspect of it is described as mimetic." (CB)

**mode**: "An unspecific critical term usually identifying a broad but identifiable literary method, mood, or manner that is not tied exclusively to a particular form or genre. [Some] examples are the satiric mode, the ironic, the comic, the pastoral, and the didactic." (CB)

**motif**: A recurrent image, word, phrase, represented object or action that tends to unify the literary work or that may be elaborated into a more general theme. Also, a situation, incident, idea, image, or character type that is found in many different literary works, folk tales, or myths. (CB& HH, adapted)

**novel**: Usually an extended realistic fictional prose narrative most often describing "a recognizable secular social world often in a skeptical and prosaic manner. . . ." (CB)

**paradox**: "A statement or expression so surprisingly self-contradictory as to provoke us into seeking another sense or context in which it would be true. . ."Paradoxical language is valued in literature as expressing "a mode of understanding [that] . . . challenges our habits of thought." (CB)

**point of view**: "The position or vantage point from which the events of a story seem to be observed and presented to us." (CB)

**prose**: "In its broadest sense the term is applied to all forms of written or spoken expression not having a regular rhythmic pattern." (HH) "[A]lthough it will have some form of rhythm and some devices of repetition and balance, these are not governed by a regularly sustained formal arrangement, the significant unit being the sentence rather than the line." (CB)

**sign**: "A basic element of communication, either linguistic. . . . or non-linguistic . . . .; or anything that can be construed as having a meaning. . . . [E]very sign has two inseparable aspects, the signifier, which is the materially perceptible component such as a sound or written mark, and the signified, which is the conceptual meaning." (CB) The "signified" is the abstract and conceptual content of the sign and can be carried from context to context (e.g., the idea of "chair"). "Referent" is the term used to describe the specific object to which a sign refers in a given context (e.g. "the chair in my office").

**story arc**: the manner in which films and fiction proceed. These works may have a "turning point" or several of them, a climax, and then an "end game" or denouement.

**subjectivity**: "The quality originating and existing in the mind of a perceiving subject and not necessarily corresponding to any object outside that mind." (HH) In literary critical usage, texts, which explore the nature of such a perceiving subject, are said to be interested in subjectivity.

**symbol**: "[S]omething that is itself and also stands for something else. . . . In a literary sense, a symbol combines a literal and sensuous quality with an abstract or suggestive aspect." (HH)

**syntax**: "The way in which words and clauses are ordered and connected so as to form sentences; or the set of grammatical rules governing such word order." (CB)

**telling detail**: language or a visual element, sometimes seemingly minor, that shows a great deal about a character, setting, or an event. When Ahab tosses his pipe into the sea in //Moby Dick//, it signals his mania to chase the white whale, even if it means surrendering the domestic comforts of his prior life. Some instances of foreshadowing provide telling details to readers or viewers.

**theme**: "A salient abstract idea that emerges from a literary work’s treatment of its subject-matter; or a topic occurring in a number of literary works." (CB)

**topos (plural, topoi)**: A term for a type of convention specific to a given genre. Derived from the Greek term for "place," the term usually refers to a convention, motif, trope, or figure of speech that regularly appears at a particular point in the formal structure of works in a given genre, the absence or unconventional treatment or placement of which will always have profound significance for an interpretation of the work. For example, an epic without an invocation.

**trope**: A term often used to denote figures of speech in which words are used in a sense different from their literal meaning. Distinguished from figures of speech based upon word order or sound pattern.

**//All Literary Devices Found At://**

[]

**Sensory Language:** Which is a way in which the writer describes an aspect using the five different senses such as smell, taste, touch, hear, and see. Language can make reference to any or all senses by deliberate use of appropriate sensory words. Note that these can be both direct description and also [|sensory metaphors].
 * Senses in language **

**Sight**

Talking about light and dark, shades and hues, visible shape and appearance references sight the visual sense.

//Her brilliant red blouse fitted her slim figure like a glove.//

**Sound**

Auditory senses are triggered by reference to loudness, timbre, actual words spoken, and so on.

//He shouted harsh approval at the sound of her pure warbling Italian soprano.//

**Feeling**

Tactile feeling and emotional feeling are closely connected, as we sense our emotions as tensions and other physical bodily experiences.

//His heart thumped as he grasped the meaning of her smile.//

**Taste and smell**

Our gustatory senses are closely linked and are often used in the [|metaphoric] sense.

//She could stomach his words no longer and smelled a bitter rat in his intent.//

Smell in particularly is powerfully evocative sense and can easily trigger early memories.

All definitions for sensory came from this cite: []

// List the items that need to be printed out for the lesson. // Sensory Chart
 * __ Handouts __**

Idea Wheel

Rubric for final project

Peer Review Sheet for presentation


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


 * // Standard 3 – Demonstrates 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: //**//Throughout this assignment each student will have to keep things in order.////They will be given rubrics to use and check off as they make their project. I will also give them links to help them make their Prezi presentation. These tools and the other parts of the lesson will help them throughout the lesson and will personally cater to the needs of the clipboard students in my class.//


 * // Microscope: //**//There will be activities to help those students that fit in the category of microscope in my classroom. They will need to logical think of ways to incorporate all types of learning into their end product. They will also need to ask the question why would they do this and how would be the best way to do this. They will also need to strategize and think through what would be the best techniques for their group to use in this project. It is full of discovering answers to the questions of why, what, and how would this all make my project the best. This is important to these types of learners and also an important aspect to incorporate into the project.//


 * // Puppy: //**//We will have many group activities during this lesson such as the hook, the final project, and all discussions. These will help these students because this is a part where they can share views and connect with other students. By doing this they will feel more comfortable in the classroom. They will also be given peer feedback in friendly, nice, constructive ways. They will also need to help one another out and organize their thoughts this will also allow them an opportunity to help them get more comfortable with their peers. This will in turn help them feel more comfortable sharing in the class.//


 * // Beach Ball: //**//These types of learners will also be addressed in my lesson. I will have many activities that will be active as well as parts in the lesson where they can add what they want. They will need to be flexible especially in the making of their list of techniques to represent in their project, since I will not let two groups do the same technique. They will need to negotiate and work with other groups on the spot to come up with the best solution to their problem. They will need to balance incorporating all eight intelligences in their project while also making it not seem too cluttered. It is a project that needs students to be flexible and ready to change plans when needed. It is the perfect lesson for the beach ball types of the classroom.//


 * // Rationale: //**//Through out this lesson each of these four learners will be addressed in certain ways.//


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

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

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//


 * // Facet: //** Perspective

//Students will know vocabulary by learning the many techniques of writing such as pacing, cohesion, literary devices, sensory language, etc. They will also learn how to use critical details such as using literary devices, sensory language, etc. If you would like more information on either subject please look to my content notes.// Students will be learning text types and processes. In this lesson, I will use the learning facet of perspective. Students will be taking their learning to a whole new level, from the basics of writing to a level of enhancing basics into a more formal piece. This lesson on writing techniques will help enhance their writing and add to their style. It will also help them make their themes and ideas better stick out to the reader by emphasizing it with a writing technique. This will tie into their end product, which will be a Prezi presentation of a list of different writing techniques their groups formulated. This will not only give them and their fellow classmates a brief description of each technique but also an example of how to use the technique, a way to show how this technique works in emphasizing the main point, as well as many other aspects this technique can aid your final piece with. The final project for this lesson will also help my students teach the many other types of learners in the class because I am requiring them to incorporate the different types of learning into their final project. This means they will have visuals, music, nature aspects, as well as text. All of this will help the many students in the class better understand techniques of writing and how beneficial they are to one's writing.
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Verbal:** This whole lesson is verbal manly because it is hard for something not to be verbal. During this lesson students will be verbally talking with peers as well as when they discuss their hook.

**Visual:** They will visually see the hook or movie that incorporates the learning they will do during the lesson. This will help them better understand.

**Logical:** They will need to come up with a fun and constructive way to present their techniques to their fellow peers using prezi. This will take them using their logical intelligence to strategize which ways are best for helping others get a better understanding of each technique.

**Musical:** The movie they will watch for their hook will incorporate music to help them comprehend it all. They will also have an opportunity to add music to their project to help musical learner connect to their techniques better.

**Interpersonal:** They will be working in groups for their prezi assignment, which will enhance their group skills as well as give them a chance to talk things over with other peers. They will also learn the information better because they will have one another to talk things out and form a better understanding.

**Naturalist:** They are free to incorporate naturalistic thinking into their project as well as challenged to do so in order to help those who learn better in a unique way. This will help their peers understand their techniques and prezi much better.

**Kinesthetic:** They will be acting out techniques in their hook getting them actively involved in understanding.


 * Intrapersonal:** They will need to add their own information to class discussions. Also while doing the formative and pre-assessment they will need to work on their own to come up with results.

Students will use type II technology in the form of a Prezi presentation that shows the many techniques of writing that will be beneficial to know and use when writing. Using this form of technology they will be able to add pictures, comics, and anything else that helps get their point across. They can pull in many other forms of Web 2.0 and describe their point in many different ways. In the end, their product will help many types of learners to learn the different techniques they will need to know when writing.
 * // Type II Technology: //**


 * // Rationale: //**//I utilized six different multiple intelligences through out this lesson on structures help emphasize meaning to engage the different kinds of learners that will be presented in my class.//


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


 * // Formative: //**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction:**

The formative assessment is A-B-C summaries where they select a technique that begins with the letter they have been given out of the alphabet. They then must go into a brief description of each word. They will do this assessment in the form of a group discussion at the beginning of class. It will give me an understanding of what techniques they already know as well as how much they know about each technique.


 * Section II – Groups and Roles for Product:**

Students will have a rubric to follow. They will also get peer feedback from peer feedback sheets that will be given at the beginning of each group's presentation. I will also give them a chance to take the rubric I show them and fix it all. After they have been given all their feedback both from their peers and me they will have until the next class period to fix their assignments.

You will be using Prezi to help do a presentation on writing techniques. You will be split into groups of four. Each group will receive a few effective writing techniques. Using the techniques you were assigned, you will create a prezi to present to class. This will have all the techniques as well as the information about them the class will need to know and two ways to use each. You may also include movies, pictures, and anything else you believe will help your fellow classmates understand the information better. Please cite correctly and give credit. I will be showing everyone how to use Prezi as well as show them how to add certain things such as movies onto their Prezi. The Prezi website is [].
 * // Summative: //**

//This lesson will be presented and as the students go about it they will be assessed in many different ways. They will have a pre-assessment that will test what they already know and what they need to learn. They will have a formative assessment to help clear up misconceptions and see how well they understood the material they were taught through out the lesson. Lastly their final project will be a summative assessment that will help them tie it all together.// || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // Rationale: //**
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