Lesson+Plan+SAM

Stephanie's Unit Plan Grade Level: **Eleventh** Unit Title: OR NETS-T || Instructional Objectives || Tools and Resources || CE 3.2.1 Recognize a variety of literary genres and forms and demonstrate an understanding of the way in which genre and form influence meaning. CE 4.1.1 Use sentence structures and vocabulary effectively within different modes. || NETS-S.3.d. Process data and report results. NETS-S. 3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media || After researching the websites provided for the treasure hunt on literature of the screen students will be able to: The Hero's Journey || CE 2.3.3 Critically read and interpret instructions for a variety of tasks CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation. || NETS-S.1.a. Apply existing knowledge to generate new ideas, products, or processes <span style="font-family: Arial,Helvetica,sans-serif;">CE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. || <span style="font-family: Arial,Helvetica,sans-serif;">Students will create their own hero’s journey. <span style="font-family: Arial,Helvetica,sans-serif;">Students will word process the final draft of their hero’s journey. Students will publish/write an original characters journey that is 3 or more pages in length. Students will tell their hero's journey to others via skype. || * <span style="font-family: Arial,Helvetica,sans-serif;">Alice’s Adventures in Wonderland <span style="font-family: Arial,Helvetica,sans-serif;">CE 1.5.4 Use technology tools to produce polished written and multimedia works <span style="font-family: Arial,Helvetica,sans-serif;">CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture. || <span style="font-family: Arial,Helvetica,sans-serif;">NETS-S.6.b. Select and use applications effectively and productively. <span style="font-family: Arial,Helvetica,sans-serif;">NETS-S.2.d. Contribute to project teams to produce original works or solve problems || <span style="font-family: Arial,Helvetica,sans-serif;">Students will create a prezi about the story by using the lenses of a critical theory. <span style="font-family: Arial,Helvetica,sans-serif;">CE 3.1.4 Analyze characteristics of specific works and authors and identify basic beliefs, perspectives, and philosophical assumptions underlying an author’s work. || <span style="font-family: Arial,Helvetica,sans-serif;">NETS-S.2 b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. <span style="font-family: Arial,Helvetica,sans-serif;">NETS-S.5.b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity || <span style="font-family: Arial,Helvetica,sans-serif;">Students will use the text to create a student translation of the text and post it on the internet to share with other classrooms on Wikispaces <span style="font-family: Arial,Helvetica,sans-serif;">CE 2.3.3 Critically read and interpret instructions for a variety of tasks <span style="font-family: Arial,Helvetica,sans-serif;">CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture. || <span style="font-family: Arial,Helvetica,sans-serif;">NET-S.1.b. Create original works as a means of personal or group expression <span style="font-family: Arial,Helvetica,sans-serif;">NET-S.5.d. Exhibit leadership for digital citizenship || <span style="font-family: Arial,Helvetica,sans-serif;">Students will demonstrate their understanding of themes and concepts by make a soundtrack (10 song minimum) and album cover for the novel using projectplaylist. Students can chose songs from any genre as long as the lyrics are appropriate.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Subject Area: **Language Arts**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lit of the film- Alice in Wonderland/ Alice’s Adventures in Wonderland ** || <span style="font-family: Arial,Helvetica,sans-serif;">HSCE- || <span style="font-family: Arial,Helvetica,sans-serif;">METS-S
 * <span style="font-family: Arial,Helvetica,sans-serif;">Filamentality Lesson: Introduction to Literature and Film || <span style="font-family: Arial,Helvetica,sans-serif;">CE 2.1.4 Identify and evaluate the primary focus, logical argument, structure, and style of a text or speech and the ways in which these elements support or confound meaning or purpose.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Define and identify key elements of literature, film, and drama by matching the definitions to the correct question which includes: Plot, Setting, Character, Conflict, Symbol, theme, and Point of View
 * <span style="font-family: Arial,Helvetica,sans-serif;">Report the connections literature and film have by listing the information in the space provided. These are action, images, words replicating life, and language is important.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Identify by filling in the space provided on what topics and information are appropriate when writing a comparison. These are content and form, cultural contexts, functions, and evaluation
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explain and identify literary criticism theories by listing and reporting a summary of the critical theory viewpoints. The criticisms are: New Criticism, Formalism, Myth criticism, Psychological Criticism, Biographical and historical criticism, Feminism and gender criticism, and Marxism Criticism.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will demonstrate sentences writing skills by complete grammatically correct sentences for responses. || * <span style="font-family: Arial,Helvetica,sans-serif;">Filamentality website
 * <span style="font-family: Arial,Helvetica,sans-serif;">Various websites provided on the treasure hunt
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computer with internet connection
 * <span style="font-family: Arial,Helvetica,sans-serif;">Printer to print finished treasure hunt ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Inspiration Lesson Plan:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instructor will provide an outline of a hero’s journey with a description on the steps.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instructor will make a Jing video for the students on how to use Inspiration.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will identify follow the steps of a plot which are the setting, the set-up, rising action, climax, falling action, and resolution and reaction by filling in the proper bubble on inspiration with the steps.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will replicate the steps of the steps of the hero’s journey found in the novel. The steps of a hero’s journey by replicating what Alice went through in the novel. The 12 steps of a hero’s journey are: the call to adventure; refusal of call; meeting wise mentor; the first threshold; tests, allies and enemies; supreme; Revisiting; the return with new; seizing the prize; resurrection; and return with elixir. The will be identified the steps by labeling the steps on the inspiration prewriting process.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will use webspiration for the prewriting process to describe and link their hero with journey by: clustering, listing, free writing, and drafting.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computer
 * <span style="font-family: Arial,Helvetica,sans-serif;">Inspiration software or webspiration
 * <span style="font-family: Arial,Helvetica,sans-serif;">Word processor
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jing
 * <span style="font-family: Arial,Helvetica,sans-serif;">Internet
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout on hero’s journey
 * <span style="font-family: Arial,Helvetica,sans-serif;">printer
 * <span style="font-family: Arial,Helvetica,sans-serif;">Skype ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Multimedia Lesson Plan (Prezi): Alice from a critical perspective. || <span style="font-family: Arial,Helvetica,sans-serif;">CE 1.5.1 Use writing, speaking, and visual expression to develop powerful, creative and critical messages.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will work in groups and pick a critical theory from the filamentality search. The website about critical literary theories will serve as a support on the theory. Also students will research using hotlist of websites provided by the instructor.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will learn to use prezi from an instructor created Jing video
 * <span style="font-family: Arial,Helvetica,sans-serif;">Each group will create a prezi expressing how their story is perceived from their theory. The prezi will include the definition of the theory, a thesis, quotes of the story with a defense/description on how this connects to their theory, pictures from the internet that tie into their theory or argument, references, and background. || * <span style="font-family: Arial,Helvetica,sans-serif;">Prezi
 * <span style="font-family: Arial,Helvetica,sans-serif;">Internet
 * <span style="font-family: Arial,Helvetica,sans-serif;">Filamentality sheet
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jing
 * <span style="font-family: Arial,Helvetica,sans-serif;">computers ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Free Choice Lesson Plan: The Student portrayal of Alice in Wonderland || <span style="font-family: Arial,Helvetica,sans-serif;">CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate print and visual media and other works from popular culture.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instructor will provide an example of a Wikispace story to illustrate students on how to create the story.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will identify the main events of a chapter by summarizing a chapter assigned by the instructor. The summary will include main events, conflicts, and elements of the plot. The summaries will be 1-2 pages in length.
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">Students will write a translation that accuratley explains a plot, characterization, and imagery.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will use Wikispace to create a student translation of the text by collaborating (merge of each students translation of the text together) the class’s translations into a final product. || * <span style="font-family: Arial,Helvetica,sans-serif;">Internet
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computer
 * <span style="font-family: Arial,Helvetica,sans-serif;">Wikispace
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pens and paper
 * <span style="font-family: Arial,Helvetica,sans-serif;">Alice’s Adventures in Wonderland
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computers ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Free Choice Lesson plan: The Soundtrack of Alice || <span style="font-family: Arial,Helvetica,sans-serif;">CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instructor will demonstrate how to use project playlist and glogster for the students on Jing to reference.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Themes expressed will be: growing up, life as a puzzle, choice, adolescence, adulthood, fitting in, rules, language, death, conflict, and rules.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will compose a defense for their soundtrack by making a jing video explaining why the songs were chosen by them. The defense will explain what quotes the song connects to and how the song connects to the passage.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will make an album cover of their soundtrack on glogster using images found online that connect to the themes above. The glog will be a collage of images that identify (portrays) the themes. Students will need a minimum of 6 images for their album. || * <span style="font-family: Arial,Helvetica,sans-serif;">jing
 * <span style="font-family: Arial,Helvetica,sans-serif;">computer with internet
 * <span style="font-family: Arial,Helvetica,sans-serif;">glogster
 * <span style="font-family: Arial,Helvetica,sans-serif;">projectplaylist ||