Lesson+plans+old+and+new

This page would be revised with only student instructions for project for actual classroom use.

Original Heads and Gourds Lesson The files below are in three different formats--at least one of which should allow you to read this with whatever browser and software you have on your computer 





New "Gourds" Lesson Plan
 * Revisions from old plan adding Web tools are **bolded in purple**.
 * Steps 1-7 below are set up in the required John Collins Format for ELA writing assignments. The remaining items needed for WEB2.0 course are BELOW STEP 7.


 * Revised Lesson Plan **

**1. Summary:** Students will write an imaginative piece personifying gourds to create a scene with an internal and an external conflict. Writing will show

 * A**. Understanding and application of how authors create characterization through
 * Character appearance
 * Character action
 * Characters words and thoughts
 * What other characters say and think about the character


 * B.** Student can use character traits and motivations to drive internal and external conflict in fiction.

**C. Student shows ability to navigate and use web tools and technology:**
 * **Can use website to find and use instructions, graphic organizers, and other writing process resources and revision aids.**
 * **Student can use at least one web-based tool to present summary of final project to class**


 * 2. Purpose:** Write an imaginative narrative.


 * 3. Writer’s role:** Author may write in first or third person


 * 4. Audience:** Peers and picky ELA teacher


 * 5. Form:** Exposition and rising action scenes in a short story—1-2 pages. Does not need to resolve conflict. Must be written in prose format. Will be presented ** supplemented by slide show, or pop-up book summarizing plot and showing some key traits of main characters. Presentation may be in front of class or posted to WIKI. (Issues of opening WIKI to 120 students would have to be resolved to allow on-line option.)  **


 * 6. FCAs (Focus Correction Areas-required for ELA writing assignments)**
 * Use personification to create at least 2 characters with at least 2 distinctive traits each. Traits will be shown through vivid descriptive writing ** and visual presentation tool **//40 pt//
 * Show character traits using at least four of the five ways author’s show character’s trait and motivation: (through appearance; action; speech; or dialogue about character spoken by other character.) //40 pts//
 * Properly punctuated and paragraphed dialogue //20 pts//

Students will have had instruction in proper punctuation of dialogue and on the connection between character traits and motivations that drive plot. __ **(Reference link now on WIKI)** __
 * 7. Procedures:**

Students will read poems and short stories to analyze how character traits drive plot conflicts, both internal and external. (Works in Chiller Unit: “If Cornered Scream” “The Elevator” “The Black Cat”; poems “The Traveling Onion” "Dandelion" __(Link to poem on site)__

Students will read poems,inclluding “Dandelions” by Deborah Austen and “To the Dandelion” by James Russell Lowell __** (links to poem sites) **__ and ** highlight lines that show traits using Awesome **** Higlighter.  **
 * Students will then use __Traits Cheat Sheet__ reference and wordle site to make __wordle__ that focuses them on traits shown by actions and description of inanimate characters in poems. ** Class will be divided in half and ** each half will do a separate wordle **showing aggressive, war-like traits in one poem vs, lyrical, gentle traits shown in other. ** Using projector students will adjust font, color and layout choices to reflect tenor of words in the wordle. **


 * Students will receive overview of writing project. They will view __Marcel the Shell YouTube__ and other samples of writing using personification to give traits to objects and then tell story that works from the traits to create realistic conflicts. **


 * Students will analyze __Zooburst pop-up book sample__ that uses traits for objects that would seem very "characterless" ( filing cabient, clock, file) to prove to students that they can stretch their imaginations to give traits to such bland and probably unfamiliar items as the gourds they will develop into realistic characters in this assignment. **

Students will be taught how to use Character Traits Cheat Sheet **(Printable from WIKI)** with __Character squares__ ** __graphic organizer (on WIKI__ )** to generate ideas for characteristics of inanimate objects.

Students have ** Screencast to refer back to for modeling ** of how to find precise trait words to use to fill organizer.

Students shown actual gourds to use as characters. ** Students view __slide show of possible pairings of gourds and different settings and placements__ of gourds with props to suggest ideas for different traits each gourd might have; conflicts that could arise from the traits, or traits in combination with settings. **


 * After reviewing __slide shows, __students choose a 3 -4 pictures build story from. Students may use OWN photos for different setting, or different props to create own conflicts. **


 * Students will fill in __three graphic organizers__ and then begin writing draft. **


 * Students will write draft on computers to take advantage of working in Microsoft Word to revise by moving text, trimming and adding, spell and grammar check. **


 * Students will use HIGHLIGHT (using microsoft word) on draft to mark up where they have included EACH FCA and label in margins. **

Students will read revised drafts to peer for feedback on content before editing.


 * Students will revise and edit for mechanics __(on line tools provided)__, double checking on-line summary of proper punctuation of quotations, and __on-line grading rubric.__ **


 * Students will present to class with slide show or read and post zooburst version of story to site WIKI. Best finals will be posted in on-line __student gallery of work on my class WIKI.__ **

=Standards=

128.7 Analyze character's personality tratis, motivations, and interactions with others and give supproting evidence from thier words actions or thoughts.
Lesson Plan summary additional items

**Questions from Course Reflections Rubric that are __Not__ answered by plan outline above.**
1. I chose this lesson because I think it requires students to think critically and abstractly, and because it allows them to have a little fun with English. Adding the visuals and the resource and reference tools to an abstract writing prompt will help the more concrete thinkers work through each step of the process at their own pace. The tools provide more effective modeling and RE-modeling for those who struggle with writing paralysis.

2. Above

3. I have bolded and used purple font and given links in plan above to indicate tools used in the new lesson plan. I have used Zooburst Wordle Photopeach Screenr Links to podcasts, blogs and other websites

4. These tools break multi-stepped project into clearer steps visually and orally. They are also engaging for middle-school learners and add a “cool” factor that might encourage reluctant learners.

5. Standards above

6. Having models of simple versions of finished products give students clearer expectations. The pages allow adjustment for different learning styles and make each step more concrete and "doable" for student who fear writing or who become overwhelmed by multi-stepped, open-ended projects.

7. I believe this will improve my teaching because I ask for complex execution and weaving together of many skills. This site gives a home base to help students who have trouble accessing multiple skills and knowledge areas to bring together in one project. My teaching style can be overly verbal and move too quickly for less abstract thinkers. When I have had to repeat and repeat instruction during project for those that struggle with the writing process, I have probably bored and frustrated the advanced writers in the class. (ELA in middle school is not leveled so I have students with high school level skills in the same classes with students who read and write at a third grade level. ) Web tools keep the creative options open but offers so many more ways to acess and present understanding of the skills and information.