THE UCI LESSON PLANNER Sachin Parekh March 18, 2014 ED349 Part 1: CLASSROOM INFORMATION Grade: 10 Content

Area: ELA School: Santa Ana Valley High School # Students in the class: 21 Grouping scheme: Heterogeneous small groups, whole class, individual work Lesson Length: seven 50-minute class sessions during over consecutive weeks Language Proficiency Level (# of students at each level): Emerging: 0 Expanding: 6 Bridging: 7 RFEP: 5 IFEP: 1 Native English: 2 Students with special needs (IEP, 504, RSP, GATE - # of students): 1 student with mild/moderate Schizophrenia: Students with identified or unidentified special needs will be expected to participate in an assigned cooperative learning role as appropriate for their IEP or classroom history. Such students will sit at a table near the front of the room. Student may use sentence frames for the oral report script as needed per IEP and/or history. Student may stand up and stretch legs as needed. Part 2: PLANNING THE LESSON Key Content Standards Analysis and Evaluation of Oral and Media Communications: Listening and Speaking 1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them Narrative Analysis of Grade-Level-Appropriate Text: Literary Response and Analysis 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Writing Applications: 2.3 Write expository compositions, including analytical essays and research reports: a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. Reading: 1.2. Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. Key ELD Standards CA ELD Standards for 10th Grade: Part I: A. (Collaborative) 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. Part I: B. (Interpretive) 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.

Part I: C. (Productive) 11. Justifying own arguments and evaluating others arguments in writing Learning Outcomes A. Cognitive Task: Elements of poetry, visual and literal a. Students will demonstrate understanding of the following key concepts: theme, metaphor, imagery, and symbolism b. Students will compare and contrast the film text, Gravity, with the poems of Emily Dickinson and Mariana by Tennyson B. Understanding or Skill to be Enhanced: Creative Expression a. Students will apply the elements of analyzing visual media to poetry. b. Students will demonstrate facility in discerning multiple meanings from film language and the written word Prerequisite Skills and Prior Knowledge Theme: the main subject or idea in a piece of writing, speech, film Metaphor: a way of describing something by referring to it as something different and suggesting that it has similar qualities to that thing Imagery: the use of words or pictures to describe ideas or actions in poems, books, films etc Symbolism: the use of symbols to represent ideas or qualities Foreground vs. background action (film) Use of class norms to guide table discussions Assessments Formative: Informal, guided discussion of key concepts (poetic devices), multiple meanings, interpretations, and vocabulary in table groups (one-to-group audience) Summative: Comparative essay on poetic devices used in Dickinson poem of their choice with the film text, Gravity. Lesson Resources Dickinson: Selected Poems and Commentaries by Helen Vendler Other Materials Children of Men DVD Harry Potter and the Prisoner of Azkaban DVD Great Expectations (Alfonso Cuaron) DVD A Little Princess DVD Key Vocabulary to be Introduced Trancendentalism: Also called transcendental philosophy. Any philosophy based upon the doctrine that the principles of reality are to be discovered by the study of the processes of thought, or a philosophy emphasizing the intuitive and spiritual above the empirical. Key Concepts Alfonso Cuaron and Emily Dickinson use film and poetry very to vividly portray many different themes including love, survival, and death. Using visual media as means to analyze written poetry, the class will journey through time and space to uncover various levels of meaning scene by scene, and line by line. Part 3: INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS Exploring the space in between the lines: the transcendental poetry of Cuaron and Dickinson

Instructional Model/Type of Lesson: Learning Cycle Introduction (Open) Engage: (Day 1/Thursday-Week 1) hook/Part One of film, Gravity Students are seated at tables in groups of 5 (heterogeneous in terms of language proficiency, gender, ethnicity, and art ability). Ask class if anyone has seen the films of Alfonso Cuaron. Students share out. Explain the learning objective: This week and next we will examine the films of Alfonso Cuaron and the poetry of Emily Dickinson. We will examine their common themes, and their varying use of poetic devices to elaborate and enrich those themes.

Engage: (Day 2/Friday-Week 1) hook/Part Two of film, Gravity Students are seated at tables in groups of 5 (heterogeneous in terms of language proficiency, gender, ethnicity, and art ability). Ask class for a definition of the word gravity. Explore various definitions: technical and formal. Take a look at related words and the Spanish cognates. Continue screening of film

Body of the Lesson Explore: (Day 3/Monday- Week 2) Students read Mariana by Alfred, Lord Tennyson aloud Students watch three clips from Cuaron films displaying different sets and characters Begin guided discussion about what information the visual setting/imagery convey about character Object exercise: Students will fold a paper into four segments. On the first folded section they will list an object that is currently in their room or living space. Three other students within the group/cluster will interpret what that object implies about the owner. This activity will go up to the bell. Explore: (Day 4/Tuesday Week 2) Students will share their tables most interesting, shocking, amusing interpretations from the object exercise. One student will re-read Mariana as the class goes on a group exploration of an individual stanza from the poem. Each table will choose one of the seven stanzas. After the five stanzas have been analyzed by setting, object, tone and mood by each group, the instructor will guide the class through the remaining two stanzas. If class time remains, students can do graphic depictions of key lines and images from their chosen stanza on the white board using colored dry erase markers. Dismissal

Develop: (Day 5/ Wednesday Week 2) Brief discussion of Trancendentalism Class will read the poem, Because I could not stop for death by Emily Dickinson.

First 15 minutes of class: Guided discussion of the similarities/differences between this poem and Mariana Second 15 minutes of class: Guided discussion of the similarities/differences between these poems and Cuarons film, Gravity. Last 15 minutes of class: Graded Double-Bubble Map: The class will get a double-bubble handout to map out the similarities and differences we discussed in class and ones that they can come up on their own. Worksheet will be collected and graded immediately. Dismissal. Materials people return the art prints and Art Journals to the front of the class.

Develop: (Day 6/ Thursday Week 2) Return graded Double-Bubble worksheets. A very brief discussion about auteur theory. First 15 minutes of class: Show film clips depicting themes found in Gravity and Dickinson. Second 15 minutes of class: Guided discussion of common themes. Display tomorrows writing prompt: Choose one theme from the film Gravity and one poem of Emily Dickinson and compare/contrast the different depictions. Be sure to include a discussion of at least three poetic devices or two devices and a discussion of the two authors view of transcendentalism. Last 15 minutes of class: Reading other short Dickinson poems aloud: If I Can Stop One Heart from Breaking, My Life Closed Twice Before Its Close, Heart! We Will Forget Him!, I'm Nobody! Who are You?, I had no time to hate because, Hope is the thing with feathers, A light exists in Spring, Death sets a thing significant, Tis so much joy, Much madness Students will take these 10 poems home and choose one for the essay and prepare notes Closure Apply: (Day 7 Thursday/Friday) Students write a five-paragraph essay in class using the following prompt: Choose one theme from the film Gravity and one poem of Emily Dickinson and compare/contrast the different depictions. Be sure to include a discussion of at least three poetic devices or two devices and a discussion of the two authors view of transcendentalism. A handout of sentence frames, and transition words will be provided for those who wish to use them. Guidance on pre-writing strategies will be offered to any students that need it. Students can use their double-bubble worksheets as well as dictionaries. One-on-one help will be offered to students if they raise their hand and maintain a quiet environment for writing. Those whose talking is disruptive will be moved across the hall. Part 4: INCORPORATING ACADEMIC LANGUAGE 1. Describe the cognitive task related to the learning outcome: Students will coherently compare and contrast use of theme and poetic devices across visual and written text. 2. Language Demands: Identify all the ways students will be communicating when engaged in the cognitive task written above?

Collaborative (engagement in oral or written dialogue with others) Students will discuss in small groups poetic devices used in Cuaron films and Dickinson poems. They will also discuss use of theme and each authors relation to transcendentalism.

o Interpretive (comprehension and analysis of written and spoken texts) Students will listen actively to the discussions with the teacher, whole class, and in their small groups. o Productive (creation of oral presentations and written texts) Students will write an essay putting all elements of the lesson together in a compare/contrast five-paragraph essay. 3. Describe the genre/purpose of the chosen language demand. a. Explaining or justifying, describing, summarizing, defining and relating, evaluating or constructing arguments, or interpreting and explaining 4. Describe the instructional strategies you will use to support the development of specific academic language skills (related to the identified language demand above). a. Think-pair-share, cooperative learning, double-bubble, pre-writing strategies(clustering) 5. Describe additional strategies you will use to meet the needs of students with varying levels of language proficiency. o Emerging: None in this class. o Expanding: o Description of tasks: Students will contribute to verbal discussions throughout the week in their small groups. Students will demonstrate that they are listening to discussions in small groups and whole class activities by looking at the speakers and answering questions. Students will use sentence frames to scaffold their writing for the essay o Specific ELD standards
1. Exchanging information/ideas Contribute to class, group, and partner discussions by following turntaking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 9. Presenting Plan and deliver longer oral presentations on a variety of topics, using details and evidence to support ideas. 11. Justifying own arguments and evaluating others in writing

o Bridging: o Description of tasks: Students will contribute to verbal discussions throughout the week in their small groups, building upon others comments and providing feedback to others. Students will demonstrate that they are listening to discussions in small groups and whole class activities by looking at the speakers and answering questions. Students may use sentence frames to scaffold their writing for essay. o Specific ELD standards
1. Exchanging information/ideas Contribute to class, group, and partner discussions by following turntaking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

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9. Presenting Plan and deliver longer oral presentations on a variety of topics in a variety of disciplines, using reasoning and evidence to support ideas, as well as growing understanding of register. 11. Justifying own arguments and evaluating others in writing