L2+Kiley,+Daniel

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr.Kiley **__Lesson #:__** 2 **__Facet:__** Empathy
 * __Grade Level __****: **9th-10th **__Numbers of Days:__** 6
 * __Topic: __**Character Development


 * __PART I: __**

Student will understand that narrative techniques develop experience, events, and characters. Student will know vocabulary (character, setting, etc.) and sequence. Student will be able to assume the role of a character and make decisions/perform actions based on their beliefs, morals, etc. Product: Garageband Audio File
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objectives __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core State Standards <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Area: Language Arts <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grade Level: 9th-10th <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Domain: Writing <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard: //Text Type and Purpose: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.//
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core State Standards (CCSS) Alignment __**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Formative (Assessment for Learning)__** **Section I – checking for understanding during instruction**Students will keep Student Data Notebooks to see the progress of their character development, and also see what aspects need to be covered or elaborated on. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Section II – timely feedback for products (self, peer, teacher)** After their character is fully complete, they will look back and see how the character grew. I will also write feedback in their notebooks to steer them in the right direction. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Summative (Assessment of Learning):__** Assume the role of a character and create a song that describes and sums up the character. It can be a parody of a current song, or they can create their own music for a song. It must be 4-5 minutes long and accurately describe their created character <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Creating believable characters helps create structured events and experiences, as those characters go through those events.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Groupings__** **Section I - Graphic Organizer & Cooperative Learning used during instruction**Idea Wheel will be used to construct a character's appearance, personality, traits, morals, etc., and Think-Pair-Share will be used for students to think of characteristics for their character and share their ideas with another students to exchange and gain ideas. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Section II – Groups and Roles for Product**Each student is expected to have their own Garageband Audio File, but they may work together to help produce the file. When doing the Think-Pair-Share, students will be respectful of their peer's opinions, and absorb information that could help them with their own project.
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Technology:** Students will use Garageband to express their character they have created in a way that is fun and informative, and utilize the different effects and sounds to create a wonderful piece.**Music:** Students have an opportunity to show their musical talents in the final product, as they can rap, play their own instrument or anything else as long as they address their character.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__MI Strategies__****Verbal**: Students will describe their character in the form of a blog.**Logical**: Students will organize key characteristics that are closely related to their character using flow charts**Visual**: Students will create an image of what their character looks like.**Bodily Kinesthetic**: Students will physically act out how their character would act in situations.**Musical**: Students will write a song about their character.**Intrapersonal**: Students will conduct an interview with their character.**Interpersonal**: Students will be paired and create a scenario in which both their characters interact with each other.**Naturalist**: Students will relate their character to an animal in the wild <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__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.
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction __**


 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">If students are absent from class, I will send them an email explaining what they missed and what is due for next class. It is also mandatory that when students come back that they meet with me so we can discuss our plan to bring the student up to par. If any quizzes or tests are missed, students are allowed to make up the quiz up to one class after they return. If students miss more than a week of school, I will meet with them when they return or their parents and we will create a plan and contract to help the student catch up and succeed.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">List all the items you need for the lesson.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will use Garageband to express their character they have created in a way that is fun and informative, and utilize the different effects and sounds to create a wonderful piece.**Gifted Students:** For gifted students, they will create their own music using Garageband instead of using another artist's/band's music. If students are more gifted in the artistic aspect, I will ask them to create detailed pictures of their character. For students who might struggle, I will have them create a song about a character they are familiar with, like a cartoon character or a novel character.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Laptop
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student Data Notebook
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Projector

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">will be used for a character biography sheet, where students can map out their character.
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**<span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">HeroMachine will be used to help students create their own character's appearance: []This website will provide a detailed list of character traits so students can come up with more ideas for how their character will be []


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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)

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand that narrative techniques develop experience, events, and characters. Class will start with a formative assessment on students' ability to describe a character's appearance and personality. They I will have three different characters and ask students to pick one character and describe them. Afterwards we will go over their descriptions of the characters, and then I will explain the relevance of this activity as students will eventually create their own characters. To engage students into the process of thinking of characteristics and personality traits, we will have a discussion about their favorite characters and why. The why part is critical, as I want students to dig deep into what catches the attention of an audience when it comes to a character. We will also discuss the importance of creativity, as if students have an open mind and a great imagination, anything they dream can be a reality. After our discussion, students will then have a chance to create their own character using HeroMachine, which allows students to create any sort of character with different outfits, accessories, and more. I will also provide a character biography sheet, which will provide students an opportunity to organize more of their character's attributes, including age, sex, etc. I want them to use their imagination as their character takes shape. For homework, I want students to think of their character's personality, and we will further discuss personality traits next class. Being able to fully develop believable and well-detailed characters helps create experience, as with more detail in the character, the more the reader is interested in reading.**Where, Why, What, Hook Tailors:** Verbal (discussion), Visual (HeroMachine), Interpersonal (sharing favorite character in discussion), Logic (character bio sheet). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know personality traits including morals, values, heroic, evil, etc (see content notes). On the second day of class, we will have a discussion about the [|personality traits] the students had come up with. To expand their knowledge of other possible personality traits, I will provide them a list of many different characteristics and have them use an Idea Wheel to come up with any other traits they had forgotten about or would like to add. After further exploring the different personality traits, students will then partake in a Think-Pair-Share activity where students will be assigned a partner and they will discuss the traits they had selected so students can see more ideas from their peers. Throughout this lesson, students will be keeping a Student Data Notebook which will be a binder that holds all their notes, ideas, and assignments that have helped develop their character. When students are deeper into their character development, I will provide them feedback on how well they are creating their character. Not only does it provide them a chance to change anything to make their character better, but also allows me to see what I need to work on and what I need to address later on. The Idea Wheel and Think-Pair-Share will occur again when students come up with their problem that their character must face in the narrative.**Equip, Explore, Rethink, Revise, Tailors:** Intrapersonal (Idea Wheel), Interpersonal (Think-Pair-Share), Verbal (Writing down ideas), Logic (organization of the binder). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will assume the role of a character and create a song that describes and sums up their character. It can be a parody of a current song, or they can create their own music for a song. It must be 4-5 minutes long and accurately describe their created character. Students do not have to sing the song, but can have someone if they prefer, but they must create the lyrics of the song. Students, at the end of this unit, will be creating their own narrative, so this lesson is to help them establish sound characters or they can even use the one they created in this lesson for it. Students will be able to assume the role of the character and make decisions/perform actions based on their character's morals, values, etc. Because students have put a lot of time and effort into their character, they would understand how a character would react in certain situations. Through their Garageband song, they will be able to demonstrate this by pretending to be their character and create a song about themselves. When students are grouped together for their Think-Pair-Share, they will be allowed to choose who their partners are, but they must remember to partake in classroom discussion. When one student is sharing their ideas, the other one must pay attention and listen to what their peer has to say. Suggestions can be made as long as they are positive and constructive, not negative and hurtful. When I look through their Student Data Notebooks, I will see how much the student has grown throughout the lesson. Quizzes will not be given during this lesson because this is meant to be a fun and engaging lesson. I will assess their Notebooks so students know how well they are doing and I know how well they are doing. If students want to rethink and revise their work, they have many opportunities to do so. They will have two days to work on their final project and their Student Data Notebook, where I will provide them feedback on their Notebooks during our scheduled meetings.**Explore, Experience, Revise, Refine, Tailors:** Musical (Garageband), Interpersonal (Think-Pair-Share) Students will be able to self-assess through their Student Data Notebook. They will be able to look through all their notes and designs and see how much their character has grown, as well as how their describing skills have improved as well. Students will be receiving feedback from me as well as their peers. During the Think-Pair-Share activities, students have an opportunity to get feedback from peers, and I will be providing feedback when the students turn in their Student Data Notebooks throughout the lesson. All homework relates to the lesson as well as the entire unit. Quizlet flashcards will continue throughout this lesson, because students will be keeping track of key characteristics I assign during this part of the unit. Students will also be completing many homework assignments that ask them to further think of their character to fully develop all characteristics.**Evaluate, Tailors:** Verbal (Quizlet), Interpersonal (Think-Pair-Share)
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative Assessment: I will provide several pictures of characters from movies, books, etc., and ask students to describe the characters, then we will go over their descriptions and the relevance of the exercise (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hook: Class discussion about the student's favorite character from a book, movie, comic book, etc., and why they are their favorite. Discuss importance of creativity (30 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using HeroMachine, students will start to create their character for their narrative (30 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assignment for homework: Start to think of personality traits for their character they will create for their narrative (5 minutes).
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We will discuss the different traits at the beginning of class that students had come up with (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will give them a list of personality traits that could be useful to help establish their character, and have them write down the traits on the Idea Wheel (30 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After students have developed more personality traits, they will get into pairs to partake in a Think-Pair-Share activity (20 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduce the Student Data Notebook, where students will keep a binder of all their character, including all their notes and handouts about it (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assignment for homework: Finalize their character's appearance, and start to think about a problem/conflict for their character to solve, and assign vocabulary words for their Quizlet (10 minutes)
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will print off and turn in a copy of their character, and we will begin class with a discussion about their conflicts for their character (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have students come up with a quick setting for where the conflict will occur. In the next lesson we will be discussing and developing settings (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To help develop the conflict for their character, students will engage in another Idea Wheel to come up with other ideas they might have forgotten (20 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Think-Pair-Share will occur again with different partners, and exchange their ideas with each other (25 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pass out Garageband rubric for final project, and remind them that their finalized character personality is due next class (10 minutes)
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 4 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Work Session and Meetings: Students will turn in finalized copy of personality traits. For class, I will give an introduction to Garageband and have students tinker with it. Afterwards, students will be working on their Student Data Notebooks, their conflict/problem, and their final Garageband Audio File. I will be meeting with students about their Student Data Notebook and I will provide them feedback. If students are not done with their problem, it is due next class. (80 minutes).
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 5 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Work Session: Students will turn in their finalized problem/conflict. The rest of class is devoted to students working on their Garageband Audio File. This will be the last class before students present their Garageband Files, and I want to help students if they need it (80 minutes)
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 6 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentations: If there is any time left over I will briefly discuss what the next lesson will entail (80 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know….. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson is devoted to developing a character for their narrative. Establishing sound characters makes the process of developing experiences and events more concrete, as knowing the character's personality provides insight on how certain problems would be handled, which can create the story. The first class is an introduction that can easily be followed. I will leave three pictures of characters and students should describe one of the characters. Afterwards, a discussion about their favorite character will unfold to steer students into the mindset of creating their own characters. Students will then use HeroMachine to create their own character. Using this website is very straightforward, so there should be no issue with it, but if anything comes up, students should draw their own character using pencils and paper provided in my room. Assign the students the homework: think about what kind of personality you want your character to have. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be given a list of personality traits at the beginning of class. I will provide copies of the handout. They can use these words to help establish their character, but five words must be put on their Quizlet flashcards: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Ask students to take part in the Idea Wheel, where students will write down the characteristics they feel are useful to their character. If there are any words they do not know they should consult the dictionary. When students are done, they will then get into pairs and share their ideas with their partner. At this point students will be engaging in developing a problem, so because of my absence, I will allow students to work on their conflict/problem, their personality, and the final appearance of their character, which will be due next class. Hand out the Garageband Audio rubric and warn students of what is coming up. The rest of the days will be set aside for students to finalize all their character attributes, their Student Data Notebook, and their final project. They will save their audio file, and when I return I will grade these projects.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moral: of, pertaining to, or concerned with the principles or rules of right conduct or the distinction between right and wrong.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Charismatic: having a personal magic of leadership arousing special popular loyalty or enthusiasm for a public figure (as political leader)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Malicious: characterized by causing harm or injury to others.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Loquacious: characterized as talking or tending to talk much or freely.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Caustic: marked by incisive sarcasm

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">List the items that need to be printed out for the lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Idea Wheel
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rubric
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Character Biography Sheet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Character Traits
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pictures of characters


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__Learning Styles__****Clipboard:** Students will have structure in this lesson, as I will always have the agenda on the board as to what is happening, as well as a clear goal and product that students will be completing at the end of the lesson.**Microscope:** Students will be analyzing the components of developing a character that evoke emotion from readers, as well as have discussions over the content.**Puppy:** When students partake in the Think-Pair-Share activities, students will be respectful of their peer's opinions, and students will always be encouraged to explore their imagination and bring forth their creativity.**Beach Ball:** Students will be able to choose the type of character they have, as well as what kind of song they will perform.**Rationale:** Each learning style is addressed in this lesson. There will be a variety of choices for students on the kind of character they make, but there is also a sequence as to what parts will be created that day. Students will be encouraged to share their ideas with other students in a safe and comfortable environment, and we will always relate the subject back to the real world and the importance of all we do. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Standard 4 - //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Music:** Students have an opportunity to show their musical talents in the final product, as they can rap, play their own instrument or anything else as long as they address their character. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**CCSS:**Common Core State StandardsContent Area: Language ArtsGrade Level: 9th-10thDomain: WritingStandard: //Text Type and Purpose: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences//**Facet:** Empathy: Students will be able to assume the role of a character and perform actions/make decisions based on their morals, values, etc. **Rationale:** By being able to understand and think using the mind of a fictional character, students can easily create experiences and events based on their character. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Standard 5 - //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**MI Strategies:** **Verbal**: Students will describe their character in the form of a blog.**Logical**: Students will organize key characteristics that are closely related to their character using flow charts**Visual**: Students will create an image of what their character looks like.**Bodily Kinesthetic**: Students will physically act out how their character would act in situations.**Musical**: Students will write a song about their character.**Intrapersonal**: Students will conduct an interview with their character.**Interpersonal**: Students will be paired and create a scenario in which both their characters interact with each other.**Naturalist**: Students will relate their character to an animal in the wild**Type II Technology:** Students will use Garageband to express their character they have created in a way that is fun and informative, and utilize the different effects and sounds to create a wonderful piece.**Rationale:** Many strategies will be used throughout this lesson. When students are creating their character, a number of MIs will be involved, including intrapersonal, visual and verbal. Due to the flexible nature of my classroom, I will also be ready to change strategies to accommodate for more students. Using technology in this also provides students to learn how to create rhythms and songs, but still allows the students to express their character and describe it. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Standard 8 - //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Formative:** Students will keep Student Data Notebooks to see the progress of their character development, and also see what aspects need to be covered or elaborated on. They will also be some quizzes at my discretion.**Summative:** Assume the role of a character and create a song that describes and sums up the character. It can be a parody of a current song, or they can create their own music for a song. It must be 4-5 minutes long and accurately describe their created character.**Rationale:** There will be several formative and summative assessments for students to track their progress throughout the lesson. || ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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.// **
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