Becky+Polzin+Week+7

Daily Lesson GAME Plan, Part 3
 * Lesson title**: Investigating Conflicts in //Tangerine// and in Life
 * Grade level**: Seventh grade reading/language arts
 * Unit**: //Tangerine// (Bloor, 1999)
 * Description:** Having investigated theme and symbolism in the novel, students will explain the important conflicts in the novel and how the author views these conflicts. The students will also consider how the novel’s conflicts relate to their own lives.

Students will explain the author’s view of conflicts in a novel. They will present their own view of similar conflicts in their own lives and give a rationale for how they would deal with such conflicts.
 * Goal Content Standards**:
 * Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for specific purposes
 * Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view
 * Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature
 * Identify common historical, social, and cultural themes and issues in literary works and selected passages
 * Evaluate the themes and main ideas of a work considering its audience and purpos e
 * Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation
 * Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience
 * Employ writing conventions of standard American English (Clintonville Public Schools, 2009)
 * ISTE NETS-S **
 * Creativity and Innovation
 * Communication and Collaboration
 * Critical Thinking, Problem Solving, and Decision Making
 * Technology Operations and Concepts ( International Society of Technology in Education, 2007)
 * Instructional Objective**:

**Action** This lesson will follow lessons on symbolism and theme, so students should already have a sense of the author’s views. Students will need access to the computer lab for most of this lesson. They will plan their projects using SpringBoard and then use PhotoStory software to present an analysis of conflicts. Many students will also be using a scanner or taking digital photographs to provide images for their stories. 1. //10-15 minutes//: Briefly review the symbolism and themes discussed in the previous two lessons. Identify and list on the board the major conflicts in the novel. 2. //5-10 minutes//: Brainstorm situations in which students might find themselves in conflicts somewhat similar to those presented in the novel. Teacher will record ideas to give to students as a handout for reference. 3. //45-60 minutes//: Students will select one of the important conflicts in the novel, such as Paul vs. Erik, Paul vs. his parents, or Paul vs. Tino and Victor (Bloor, 1999). For whichever conflict the student selects, he/she will explain what caused the conflict, one symbol author Edward Bloor included that was connected with that conflict, and the outcome of the conflict. The student will also explain what this conflict reveals about the author’s views. The student will demonstrate creative/critical thinking by presenting a similar conflict that might arise in his/her own life, discussing how s/he would attempt to resolve it, and explaining whether his/her approach differs from Bloor’s and why. As Abrams suggests, the content--understanding conflict--and the story students will write are the central elements of the project (Laureate Education, 2009). Students will use SpringBoard software to develop a story board for planning their digital stories. Teacher will review all story boards before students begin creating their digital stories. 4. //70-80 minutes:// Based on their approved story boards, students will use PhotoStory to create finished presentations. They will provide images by creating and scanning their own pictures, taking digital photographs, or using photos from open source sites.
 * Technology use**:
 * Instructional activities**:

**Monitor** **Formative Assessments:** Teacher will informally assess understanding in Step 1. Teacher will also review all story boards to insure that students have included all required elements and are meeting expectations for the project. Related previous lessons will be reviewed and a handout (see Step 2) provided to help students begin their stories. Students will select conflicts to discuss based on interest. Students with special needs may meet the assignment expectations with somewhat shorter, less detailed digital stories. Advanced students may create more elaborate stories, including special effects such as panning or zooming with images or creating their own music.
 * Accommodations and Differentiation:**

**Evaluation** Students will present their digital stories using the computer and projector in the classroom. Final evaluation will be based on a rubric for the digital story. Exemplary performance will include all required elements, exhibit effective writing, show thoughtful analysis of the conflict from the novel and the conflict from real life, and explain how the student’s approach to conflict compares and contrasts with the author’s.

**References** Bloor, E. (1999). //Tangerine//. New York: Scholastic. Clintonville Public Schools. English language arts performance standards. [Pamphlet]. (2009). Clintonville, WI: Author. International Society of Technology in Education.). 2007. National educational technology standards (NETS-S) students. ** Retrieved June 15, 2010, from **** http://www.iste.org/content/navigationmenu/nets/for_students/nets_s.htm **** . ** Laureate Education, Inc. (Executive Producer). (2009). Abrams, A., presenter. Program 12, “Spotlight on technology: digital storytelling, part 2.” //Integrating technology across the content areas//. Baltimore: Author.