L5+Johnson,+Richard

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Johnson **__Lesson #:__** 5 **__Facet:__**
 * __ Grade Level __**** : ** 11-12 **__Numbers of Days:__** two days
 * __ Topic: __** English - Literature


 * __ PART I: __**

**Product:** Comic
 * __ Objectives __**
 * Student will understand that: ** the way in which Edith Wharton chose to introduce and develop characters in "Ethan Frome" plays a significant role in the structure and underlying theme of the novel.
 * Student will know: **how to analyze characters and considers what the significance of their role is in the story**.**
 * Student will be able to: ** explain how character development factors into story creation.

Common Core State Standards: Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Clusters: 1, 2, 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

In this assignment, students will design their own character using the program Comic Life. This process will give students a direct experience as well as hands-on learning of and with character development and its role in story creation.
 * Rationale: **

The "high-five" method of checking for understanding will be used throughout the process of this lesson to be sure that students clearly understand all factors of their assignment and what they are learning. A checklist will be used to give timely feedback for all aspects of the product.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

Your task is to develop your own character using the program Comic Life, and depict this character both visually and verbally. Attention to the character's detail and setting is key! What really matters is that you demonstrate your knowledge of how character development factors into story creation to the best of your ability- you will not be graded based off of your artistic skills, duh! The character does not necessarily have to be a realistic one, but all aspects of the comic must remain appropriate! Otherwise, humor is welcomed! Get creative and think outside the normal realm!
 * __ Summative (Assessment of Learning): __**

Comic Life will be used by students to develop a short comic that demonstrates their understanding of character development.
 * __ Integration __**
 * Technology: **

This assignment requires students to use their literacy skills, to develop a vision and an understanding of character development, as well as to use creativity.
 * Content Areas: **

An "Ice-Cream Cone" worksheet will be used by students to gather facts, ideas, and opinions about characters. Their findings will then be used to aid them while creating their comic. For this assignment students will work individually, but will peer edit and assess each other.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal/Linguistic:** Students will use text boxes in Comic Life to describe their character verbally, as well as to incorporate quotes from "Ethan Frome".
 * Visual:** Students will use Comic Life to visually depict their character (through drawings, Photoshop, etc.).
 * Interpersonal**: Students may work with a partner during this assignment.
 * Intrapersonal:** Students have the option of working alone on this assignment.
 * Bodily/Kinesthetic:** Comic Life is a hands-on program! Students may include drawings, paintings, etc. that they have created as well!

// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**

If the absent students emails me while they are absent, I will arrange a plan to send them any missed work or notes via email. When the student comes back, we may schedule a time to meet if necessary!
 * Plan for accommodating absent students: **

Comic Life will be used by students to develop a short comic that demonstrates their understanding of character development.
 * __ Extensions __**
 * Type II technology: **

Gifted students may be challenged by taking their comic to the next level by including setting development, and a stronger story line.
 * Gifted Students: **

Laptops for each student Ice Cream Cone worksheet Comic Life program
 * __ Materials, Resources and Technology __**

[|Ethan Frome Sparknotes]website for a refresher, and to promote deeper thoughts and considerations. URL: http://www.sparknotes.com/lit/frome/ [|Comic Life download and information]website. URL: http://plasq.com/products/comiclife/win [|Comic Life Tutorial]video. URL: http://www.youtube.com/watch?v=b_83FgdOlM0
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

For this lesson, tables will be shaped into a "U" in order to promote an open and comfortable environment for learning.

Day 1: Hook: take a look at a short comic and have a class discussion: how does the artist/writer develop the main character? (10 minutes) Ice Cream Cone: students share their findings of character development that is recorded on this worksheet with the student to their right, vice-versa (5 minutes) Download: students download Comic Life if they haven't already (5 minutes) Comic Life: students explore Comic Life, begin story board, etc. (45 minutes) Understanding: "high-five" technique to check for understanding (5 minutes) Questions: answer any questions, concerns or comments here (5 minutes) Assignment: ask students to continue developing their comic. Let them know that they will have roughly an hour in class tomorrow (5 minutes)

Day 2: Warm Up: ask everyone where they are at, answer questions (5 minutes) Comic Life: students work on the finishing bits of their project (60 minutes) Self Assess: students self assess their project (5 minutes) Final Product: comic is turned in digitally (5 minutes) Cool Down: closure to project, celebration! (5 minutes)

For this assignment the desks will be arranged in the shape of a "U" to promote a comfortable environment. On the first day I will introduce the hook, which is a look at a short comic that will spark a class discussion. After this, students will take out their "ice cream cone" worksheet and share their findings of character development with the classmate to their right, and vice-versa. Students will then download the program Comic Life if they don't already have it on their laptop. Afterwords, they may begin on their product and explore comic life. At the end of class I will check for understanding using the "high-five" technique and answer any questions. I will also assign them all to work on their product at home, and remind them that the next day they will only have around an hour to make the finishing touches on their comic. On day two I will open the class with a quick warm-up discussion to see where everyone is at, and then the class will jump right into working on their product. At the end of class students will self assess their comic, and hand it in digitally. We will then celebrate! From this assignment students will learn how to analyze characters and considers what the significance of their role is in the story**.**It is important to understand character development so that you may fully appreciate a story's meaning and significance. This assignment will meet the Common Core State Standard: analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (i.e. how the characters are introduced and developed). Students will know how to analyze characters and considers what the significance of their role is in the story. **(SEE CONTENT NOTES)** Each student will be given an "ice cream cone" worksheet which will be used to record their thoughts and findings of character development during their reading of "Ethan Frome". They will then share their findings with a classmate. Throughout the process of this assignment I will make myself readily available to each student to answer questions and help with any concerns. I will walk around the room and interact/check in with students often. I will check for understanding using the "high-five" technique when necessary. The content being covered in this assignment is that of character development. Students will have begun the process of learning about such during the reading of the novel "Ethan Frome" by Edith Wharton. [|Ethan Frome SparkNotes] contains a lot of general information about the novel and can be referred to if necessary. Developing a character using Comic Life will require a great deal of higher-order thinking by students. The hook will begin this process and get their ideas flowing. By the end of this assignment, students will be able to explain how character development factors into story creation. For this project, students will not be assigned partners, but will be among each other during much of the process, and thus can share ideas and help each other when necessary. Classmates will also peer assess each other. I will assess each student via their product, as well as close examination during class discussions and the like. As with every assignment, students will have the ability to strengthen their product after they have received my feedback if they wish to. In such an instance, students will be required to make a plan with me, via email or otherwise, and decide on a due date for their revision. Students will self-assess themselves using a checklist that I will have designed. They will be peer-assessed with a checklist as well. My feedback will be given, promptly after the product is turned in, with the use of a detailed checklist. This assignment teaches students the importance of character development in stories, and as a result will be useful in all future reading they may do.
 * Where, Why, What, Hook Tailors:** Verbal, Visual, Interpersonal, Intrapersonal, Bodily
 * Equip, Explore, Rethink, Revise, Tailors:** Verbal, Visual, Interpersonal, Intrapersonal, Bodily
 * Explore, Experience, Revise, Refine, Tailors:** Verbal, Visual, Interpersonal, Intrapersonal, Bodily
 * Evaluate, Tailors:** Verbal, Visual, Interpersonal, Intrapersonal, Bodily

This lesson is based off of the novel "Ethan Frome" by Edith Wharton. In this lesson, students will consider character development and its role in stories. [|This website] provides summaries of each chapter, as well as basic character, plot, climax, etc. information, and may be useful to review.
 * __ Content Notes __**

Hook: take a look at a short comic and have a class discussion: how does the artist/writer develop the main character?

Summative Assessment: Your task is to develop your own character using the program Comic Life, and depict this character both visually and verbally. Attention to the character's detail and setting is key! What really matters is that you demonstrate your knowledge of how character development factors into story creation to the best of your ability- you will not be graded based off of your artistic skills, duh! The character does not necessarily have to be a realistic one, but all aspects of the comic must remain appropriate! Otherwise, humor is welcomed! Get creative and think outside the normal realm!

Handout: "ice cream cone" worksheet. Can be found here:[| Graphic Organizer]

Checking for Understanding: "high-five" technique.

"Ice Cream Cone" worksheet
 * __ 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 __//**

The process of this assignment will be written out on the whiteboard for those who appreciate the clipboard style of learning!
 * // Clipboard: //**

Microscope's will enjoy the class discussions and the handouts for this assignment.
 * // Microscope: //**

I will be available for support and to answer questions/concerns during the entire process!
 * // Puppy: //**

This assignment provides for a lot of freedom for the students!
 * // Beach Ball: //**

This assignment is tailored to meet the needs and learning styles of all types of students!
 * // Rationale: //**


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

The purpose of this assignment is to allow for students to gain hands-on experience in creating character's and understanding the development process.
 * // Content Knowledge: //**

Common Core State Standards: Content Area: Reading Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Clusters: 1, 2, 3
 * // MLR or CCSS: //**

Students will know how to analyze characters and considers what the significance of their role is in the story**.**
 * // Facet: //**

In this assignment, students will design their own character using the program Comic Life. This process will give students a direct experience as well as hands-on learning of and with character development and its role in story creation.
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Verbal/Linguistic:** Students will use text boxes in Comic Life to describe their character verbally, as well as to incorporate quotes from "Ethan Frome".
 * Visual:** Students will use Comic Life to visually depict their character (through drawings, Photoshop, etc.).
 * Interpersonal**: Students may work with a partner during this assignment.
 * Intrapersonal:** Students have the option of working alone on this assignment.
 * Bodily/Kinesthetic:** Comic Life is a hands-on program! Students may include drawings, paintings, etc. that they have created as well!

Comic Life
 * // Type II Technology: //**

Using the program Comic Life for this assignment will be beneficial as comics are a great way to breakdown character development, and Comic Life is a very user-friendly and efficient way to create a comic.
 * // Rationale: //**

The "high-five" method of checking for understanding will be used throughout the process of this lesson to be sure that students clearly understand all factors of their assignment and what they are learning. A checklist will be used to give timely feedback for all aspects of the product.
 * // 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 – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

Your task is to develop your own character using the program Comic Life, and depict this character both visually and verbally. Attention to the character's detail and setting is key! What really matters is that you demonstrate your knowledge of how character development factors into story creation to the best of your ability- you will not be graded based off of your artistic skills, duh! The character does not necessarily have to be a realistic one, but all aspects of the comic must remain appropriate! Otherwise, humor is welcomed! Get creative and think outside the normal realm!
 * // Summative: //**

In this assignment, students will design their own character using the program Comic Life. This process will give students a direct experience as well as hands-on learning of and with character development and its role in story creation. || ||   || 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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