L6+Toto,+Kaitlin


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


 * Teacher’s Name:** Ms. Toto
 * Lesson # :** Six
 * Facet:** Explanation
 * Product:** Comic Life
 * Grade Level:** 9 to diploma
 * Topic:** //The Crucible//

__**Objectives**__

 * Student will understand that** there is more than one theme in //The Crucible//.
 * Student will know** the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse
 * Student will be able to** design a blog that will focus on one character throughout //The Crucible.//

__**Maine Learning Results Alignment**__
English Language Arts - A) Reading A2) Literary Arts Grade 9 to diploma //The Crucible// //Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions.//
 * Rationale**: Students will further their understanding of the themes presented in //The Crucible// by creating a Comic Life. Each student's comic will depict a theme or themes presented within the text.

__**Assessment**__
At this point in the unit, students should revisit their "Story Map" graphic organizers from the first lesson. Their "Story Maps" should help them visual the plot and be able to organize how they would like their comics to progress. Using a new "Story Map," students can create the layout for their own comics. Using this graphic organizer will give students a sturdy foundation for beginning one of their final projects of the unit. Before the end of class, students will be asked to complete an "exit card." I will ask the students to answer two questions that I will create and to let me know which theme they will be representing in their comics. Once students have a first draft of their comics done, they will be working in groups of three for peer revision. Once each student has received feedback from two other classmates, he or she will be required to self-assess his or her own progress and product. Their rough drafts will also be collected by the teacher for further feedback and suggestions for improvement. Comics will not be formally assessed until a later date. The feedback is purely to benefit the student and his or her product.
 * Formative (Assessment for Learning)**

Students will complete a comic which will illustrate the themes from //The Crucible//. Students will work individually to create their comics; however, students will work together in groups of three for peer review. Each student will complete a checklist for his or her group members, offering suggestions and revisions for their comics. Once the comics have been previewed by the group, each student will pass his or her comic in for teacher feedback. The students will receive their ungraded product back the following class with any and all feedback, comments and suggestions for improvement. Each student will then have the opportunity to improve his or her product. Once students have made the changes they wish to make to their Comic Life, each comic will be collected for final assessment. The assessment will consist of a checklist which students would have received at the beginning of the lesson, and would have used for peer feedback.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Students will utilize Type II technology in for form of Blogger during this lesson.
 * History**: Students will be introduced to factual and historical people that are present within the text.

__Groupings__
Students will work individually to create their comics; however, students will work together in groups of three for peer review. My goal is that each group will have three different themes represented. Each student will complete a checklist for his or her group members, offering suggestions and revisions for their comics. In addition to working in groups of three for the purpose of offering peer feedback, students will be divided into "Numbered Heads Together" groups. Each student will receive a number, either one, two, three or four. Questions will be asked of each group. Each group will work together to answer the question. I will call out a number (four), and each four is asked to give the answer to the question.

__**Differentiated Instruction**__

 * Strategies**

//I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**

For planned absences, students need to check the class Wikispace and make it a point to see the teacher to receive any forms, assignments, notes, etc. For unplanned absenses students should check the class Wikispace, and if possible should complete any homework or assignments. Skype will be available for absent students.
 * Absent**

Students will utilize Type II technology in the form of GarageBand during this lesson.
 * Extensions**

__**Materials, Resources and Technology**__
Materials need...
 * printed graphic organizer handouts
 * a copy of //The Crucible// for each student
 * computers and/or laptops
 * LCD projector for "60second Recap" video at the beginning of class; to project class notes on the class Wiki.
 * index cards for each student to use as "exit cards"

__Source for Lesson Plan and Research__
Video tutorial for ComicLife can be found at the following website: [] The "Story Map" and KWL Chart were found at the following website: [] The videos which will be used as the hook can be found at the following website: [] and []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students who are identified as **clipboards** will find the checklist to be one of the most helpful aspects of this lesson. The checklist is going to be concise and direct; the students will know the expectations for their final products. Students will also receive directions and a tutorial as how to use Comic Life; the directions are written in bullet-fashion. Students who are identified as **beach balls** will enjoy working on their comics individually because it will allow them to design and create their product however they choose. Beach balls prefer to have total freedom when working; the individual work will allow them to make their own decisions and approach Comic Life whichever way makes them, as students, feel most comfortable. Students who are identified as **puppies** will feel safe amongst their peers as they receive encouragement and respectful, appropriate feedback on their comics. Students will be asked to give feedback using the "sandwich" method; students will pair two positive with a suggestion for improvement. Students who are identified at **microscopes** will appreciate the peer review portion of this lesson. Each student will be asked to offer feedback to two comics. This feedback will allow the microscopes to analyze their peers' work and products. Peer review will hopefully lead to a discussion amongst the students, which is an aspect of the classroom that microscopes are particularly fond of. Students will work individually with Comic Life, so each student will have complete ownership of his or her product.
 * //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.//**
 * Rationale:**

English Language Arts - A) Reading A2) Literary Arts Grade 9 to diploma //The Crucible// //Students read text within a grade appropriate span of text complexity, and presents analyses of drama, using excerpts from the text to defend their assertions.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Visual**: 60 second hook at the beginning of lesson which is a minor introduction of the characters from //The Crucible//. [|"Theme One"] and [|"Theme Two"]
 * Intrapersonal**: Students will work individually to complete their comics.
 * Interpersonal**: Students will work in groups of three to peer review each others' products.
 * Verbal**: Students will be using images and text to represent the themes of Miller's play in a student-created comic.
 * Naturalist**: Students will discuss the symbolism of John Proctor confessing his sins in a body of water at the climax of the play.
 * Kinesthetic**: Students will role play the final twenty-two (approximately) pages of the play.
 * Logical**: Students will review past graphic organizers ("Story Map" and KWL Chart) and complete one new graphic organizer and finish the final column of the KWL chart.

At this point in the unit, students should revisit their "Story Map" graphic organizers from the first lesson. Their "Story Maps" should help them visual the plot and be able to organize how they would like their comics to progress. Using a new "Story Map," students can create the layout for their own comics. Using this graphic organizer will give students a sturdy foundation for beginning one of their final projects of the unit. Before the end of class, students will be asked to complete an "exit card." I will ask the students to answer two questions that I will create and to let me know which theme they will be representing in their comics. Once students have a first draft of their comics done, they will be working in groups of three for peer revision. Their rough drafts will also be collected by the teacher for further feedback and suggestions for improvement. Comics will not be formally assessed until a later date. The feedback is purely to benefit the student and his or her product. Students will complete a comic which will illustrate the themes from //The Crucible//. Students will work individually to create their comics; however, students will work together in groups of three for peer review. Each student will complete a checklist for his or her group members, offering suggestions and revisions for their comics. Once the comics have been previewed by the group, each student will pass his or her comic in for teacher feedback. The students will receive their ungraded product back the following class with any and all feedback, comments and suggestions for improvement. Each student will then have the opportunity to improve his or her product. Once students have made the changes they wish to make to their Comic Life, each comic will be collected for final assessment. The assessment will consist of a checklist which students would have received at the beginning of the lesson, and would have used for peer feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will view the two videos from 60second Recap (**5 minutes**) Students will complete //The Crucible// and will roll play the final twenty-two pages (**65 minutes**) Students will complete "exit cards" (**10 minutes**) Total: **80 minutes**
 * Agenda**
 * Day 1**:

There will be a class discussion based off the questions from the "exit cards" (**15-20 minutes**) Students will complete the final column of their KWL charts (**10 minutes**) Students will work in "Numbered Heads Together" groups to answer questions specifically about the themes from Miller's play (**20 minutes**) Introduction of new assignment: Comic Life (**15 minutes**) Students will either read or view Comic Life tutorial (**10 minutes**) Each student will choose a theme which he or she would like to convey through his or her Comic Life; before leaving class each student needs to write his or her choice on an index card and pass it in to me before leaving the class (**5 minutes**) Total: **80 minutes**
 * Day 2**:

Students will complete a new "Story Map" for the sole purpose of beginning to think about their own comics (**30 minutes**) Students who are creating comics representing the same theme may work together and collaborate (**30 minutes**) Students should begin working on their comics (**20 minutes**) Total: **80 minutes**
 * Day 3**:

Students have the entire class to collaborate with other students, ask questions and continue working on their comics (**80 minutes**) Total: **80 minutes**
 * Day 4**:

Students will work in groups of three to peer review their comics; students will spend this initial time together simply reading each others' comics (**30 minutes**) Students will continue to work in their peer review groups and complete checklists and offer feedback (**20 minutes**) Students will have the rest of the class time to make changes and continue working on their comics (**30 minutes**) Total: **80 minutes**
 * Day 5**:

Students will pass in a rough draft of their comics (**5 minutes**) Students will view //The Crucible// on DVD (**75 minutes**) Total: **80 minutes**
 * Day 6**:

Students will receive rough drafts back with comments, suggestions and feedback (**5 minutes**) Students will finish viewing //The Crucible// (**50 minutes**) Students will have the rest of class to finalize their comics; the final product will be due the following class (**25 minutes**) Total: **80 minutes**
 * Day 7**:

Students will understand that there is more than one theme in //The Crucible//. The play's themes of intolerance, reputation, and guilt are universal, meaning they're relevant even today. Students will be asked to design and create a comic using Comic Life. Each comic will be a representation of a theme from //The Crucible//. //**Students read text within a grade appropriate span of text complexity and present analyses of drama using excerpts from the text to defend their assertions**//. Students will view the two videos from 60second Recap regarding the themes from the play. The hook will offer a more engaging explanation of the themes from Miller's play than a more traditional explanation from me, the teacher.
 * Where, Why, What, Hook, Tailors:**

The hook will offer a foundation for the students to begin learning about the themes from Miller's play. After viewing the two videos from 60second Recap, students will be ready to begin thinking about the role the themes play in //The Crucible//. Students will use a previous graphic organizer from the first lesson to remind them of the plot; then, using a new, clean copy of the previous "Story Map" graphic organizer, students will begin to plan their comics. Students will also be asked to complete the final column of the KWL chart which the started at the beginning of the unit. By completing the KWL chart, students will be reminded of the questions they initially had regarding the play, and will hopefully be able to answer those questions on their own now. Students will be asked to offer feedback to two other students and to complete a checklist during that process; this is the same checklist that I will be using during the final evaluation of the comics. Students will also be filling out "exit cards" several times over the course of this lesson. The "exit cards" will allow the students to ask any questions they may not have had a chance to ask during the class period.
 * Equip, Explore, Rethink, Revise, Tailors**:

During this lesson, students will be asked to consider the themes from the play. Students will understand that the themes from Miller's play are relevant even today; they will be asked to put themselves in the shoes of the characters and imagine life as one of the accused. Throughout the unit students have been taught perspective; it is during this lesson that students are asked to consider the themes in regards to their own lives. To assure myself that students are taking part in higher order thinking, I'm requiring them to peer review two other students' Comic Life products. Students will work together several times throughout the course of this lesson. First, students will work in "Numbered Heads Together" groups where they will be asked to answer four questions and answer them as they're called upon. Students who choose the same theme to represent in the Comic Life will then collaborate for about a half an hour. The final time students will work together during this lesson is when they are asked to peer review in groups; each group will consist of three students. My goal is that each group will have three different themes represented. The students' learning will be evident through their group work and the completion of their "exit cards." Every activity the students complete as a group requires each student have some responsibility as a group member. Furthermore, the "exit cards" are completed individually which will allow me the ability to see if a student is struggling with the content. Does a student have a hard time answering the questions I posed for the "exit card"? What kinds of questions is this student asking on his or her index card? Each student's work will be given feedback via two students and myself; I will be collecting the rough drafts of the products after students receive feedback from their peers. The products will be returned the following class so students can make adjustments and changes in a timely fashion.
 * Explore, Experience, Revise, Refine, Tailors**:

Once students have received peer feedback, each student will assess his or her own product. Each student should take into consideration what his or her peers have said and consider his or her options when it comes to making changes and adjustments to his or her comic. Each student's work will be given feedback via two students and myself; I will be collecting the rough drafts of the products after students receive feedback from their peers. The products will be returned the following class so students can make adjustments and changes in a timely fashion. This is the final lesson of the unit and the second to last assignment. The following project will be a WebQuest which will require students to make a short video using iMovie. Students will need to be very familiar with the characters from Miller's play and with the themes present within in order to be successful.
 * Evaluate, Tailors**:

Students will know the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse. The students will also be introduced to the actual people listed above. Miller took some artistic liberties when writing his play; students show know the non-fiction versions of these characters. 1. [] This source will give students a quick and basic foundation of characters before they begin reading the play. Students may choose to use this website to decide which character they will follow throughout the play and see how that particular character develops as the plot of the play unfolds. Students will follow one character and, by the end of the unit, should understand the importance of character development and the diverse characters presented within Miller's play. 2. [] The link listed above is similar to the first one, however, the information provided on the website's page is more in-depth and far more analytical of the main characters from the play. 3.[] The link copied above is a character map which should prove helpful for the students. It is a wonderful visual aid that shows students how each character is related to the next. It allows them a brief overview of each characters role within the text. 4. [] The link copied above offers an explanation of each of the themes from the play. In addition to an explanation, this website also offers specific quotes regarding each theme.
 * Content Notes**


 * Handouts**
 * "Story Map" graphic organizer
 * Handout for "Numbered Heads Together" group work
 * Checklist for Comic Life product
 * Written directions for Comic Life use