Name:  Jodie Moorhead   

School:  Martin Luther King, Jr. Middle School 

Title:  Louisiana's Tragic Hero - Evangeline 

Subject:  English/Language Arts 

Grade Level:  8 

Overview: 
Students are well aware of tragic heroes/heroines. They see them everyday on television, in movies, and hear them in the their music. This lesson will acquaint Louisiana student's with our own tragic heroine, Evangeline. The lesson will tie together the students ability to read and interpret a narrative/epic poem, map important locations, and sequence key events. 

Approximate Duration:  7-10 Days 

Content Standards:
Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating.

Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.

Standard 6
Students read, analyze, and respond to literature as a record of life experiences.

Benchmarks:
ELA-1-M2
analyzing literary devices (e.g., figurative language, flashback, foreshadowing, dialogue) and story elements (e.g., setting, plot, character, theme, mood) within a selection;   (1,4)

ELA-1-M3
reading, comprehending, and responding to written, spoken, and visual texts in extended passages;   (1,4)

ELA-1-M4
interpreting texts with supportive explanations to generate connections to real-life situations and other texts (e.g., business, technical, scientific);   (1,3,4)

ELA-1-M1
using knowledge of word meaning and developing basic and technical vocabulary using various strategies (e.g., context clues, affixes, etymology, dictionary);   (1,2,4,5)

ELA-4-M1
speaking intelligibly, using standard English pronunciation and diction;   (1,4)

ELA-4-M3
using the features of speaking (e.g., audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations;   (1,2,4)

ELA-4-M5
listening and responding to a wide variety of media (e.g., music, TV, film, speech);   (1,3,4,5)

ELA-4-M6
participating in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader, facilitator, recorder).   (1,4,5)

ELA-5-M1
recognizing and using organizational features of printed text, other media, and electronic information (e.g., parts of a text, alphabetizing, captions, legends, microprint, laser discs, hypertext, CD-ROM, pull-down menus, keyword searches, icons, passwords, entry menu features);   (1,3,4)

ELA-5-M2
locating and evaluating information sources (e.g., print materials, databases, CD-ROM references, Internet information, electronic reference works, community and government data, television and radio resources, audio and visual materials);   (1,3,4,5)

ELA-5-M3
locating, gathering, and selecting information using graphic organizers, outlining, note taking, summarizing, interviewing, and surveying to produce documented texts and graphics;   (1,3,4)

ELA-5-M4
using available technology to produce, revise, and publish a variety of works;   (1,3,4)

ELA-6-M1
identifying, comparing, and responding to United States and world literature that represents the experiences and traditions of diverse ethnic groups;   (1,4,5)

Grade-Level Expectations (GLEs):
Grade 8
1. Develop vocabulary using a variety of strategies.  (ELA-1-M1)
2. Interpret story elements.  (ELA-1-M2)
3. Interpret literary devices.  (ELA-1-M2)
4. Draw conclusions and make inferences in print and nonprint responses about ideas and information in grade-appropriate texts.  (ELA-1-M3)
6. Analyze universal themes found in a variety of world and multicultural texts in oral and written responses.  (ELA-6-M1)
28. Adjust diction and enunciation to suit the purpose for speaking.  (ELA-4-M1)
32. Adjust volume and inflection to suit the audience and purpose of presentations.  (ELA-4-M3)
33. Organize oral presentations with a thesis, an introduction, a body/middle developed with relevant details, and a conclusion.  (ELA-4-M3)
37. Compare, contrast, and evaluate information found in a wide variety of text/electronic media, (e.g., microprint, public speeches, art form)  (ELA-4-M5)
39. Locate and select information using organizational features of grade-appropriate resources.  (ELA-5-M1)
40. Locate and integrate information from a variety of grade-appropriate resources.  (ELA-5-M2)
43. Generate grade-appropriate research reports that include information presented in a variety of forms.  (ELA-5-M3)

Interdisciplinary Connections: 
Mathematics : Algebra
In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

Mathematics : Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

Social Studies : History: Time, Continuity, and Change
Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

Educational Technology Standards:  
Demonstrate the operations of a computer (e.g., touch-keyboarding skills, save, organize and back-up files) and other peripheral devices (scanner, digital and video cameras, VCR, laser disc player) at an intermediate level.

Compose and edit a multi-page document with appropriate formatting using word-processing skills. (e.g., menu, tool bars, dialog boxes, spell check, thesaurus, page layout, headers and footers, word count, margins, tabs, spacing, columns, page orientation)

Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.

Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.

Objectives:
1. The students will read and interpret the epic poem "Evangeline"
2. The students will locate five words of French/Acadian origin and research the meaning of the word on internet.
3. The students will read the history of the poem "Evangeline" and compare real-life situations to events in the poem.
4. The students will map the communities and major locations along the Evangeline Trail.
5. The students will create various technology projects concerning the poem and its history: trading card, timeline, PowerPoint, etc. 

Lesson Materials and Resources:
Copies of the poem "Evangeline"
Worksheets for Gathering Information
Trading Card Guide
Example of a Trading Card
Guide for Using PowerPoint
Example Power Point Slides
Self-Assessment Rubric
Peer Evaluation Rubric
Project Rubric 

Technology Tools and Materials:
Hardware:  Mobile Laptop Lab, LCD Projector, VCR, CD Player
Software:  Microsoft Explorer, PowerPoint, Timeline 5.0, Microsoft Excel, Microsoft Word, Inspiration, Trackstar

Websites:
Poet's Corner - Evangeline  <http://theotherpages.org/poems/books/longfellow/evangeline00.html>
The Story of Evangeline  <http://www.evangelinetrail.com/evangeline.htm>
Communities of the Evangeline Trail  <http://www.evangelinetrail.com/communities_map.htm>
Acadia and Evangeline - Historical Perspectives   <http://www.ac.wwu.edu/~jay/pages/evangel.html>
The Story Behind Evangeline  <http://www.ac.wwu.edu/~jay/pages/docs/story.html>
Trackstar  <http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=218597> 

Background Information:
Students should have a basic knowledge of literary terms such as imagery, flashback, irony, mood, theme, and setting. Students should have some basic skill in the use of a computer and experience using PowerPoint and Word will be very beneficial, though not necessary. 

Lesson Procedures:
1.  As the students enter the classroom on day 1, a CD of Cajun music will be playing.
2.  The teacher will facilitate a quick review discussion of literary terms needed for this lesson. PowerPoint will be used to supplement this discussion.
3.  Using "Inspiration," students will brainstorm a list of "tragic heroines" from literature, television, music, and movies. The teacher may need to help the students to define what is going to be considered a tragic heroine - typically a female who dies for a cause.
4.  An alternate version of this activity would be to have an "Inspiration" activity ready. The activity would already have a list of tragic heroines (both true tragic heroines and a couple of easy references that the students would be able to easily identify). Once the connection is made and the students understand what the teacher is looking for, then the students can create their own list on "Inspiration."
5.  The teacher will facilitate a short lesson on creating a word bank. The students will be required to keep a journal of words from the French language. The students will be required to log unfamiliar words and definitions. This information will be included in the final PowerPoint presentation.
6.  Students will read the Longfellow poem, "Evangeline" aloud. An alternate to this activity would be to find a recording of the poem and allow the students to follow along.
7.  Students will break the poem down by group, each group taking canto of the poem. The group will use the internet to research any character or location mentioned in the canto. They will record their information on the Worksheet for Guided Research.
8.  Students will use the internet and suggested websites listed above to research the history of the poem. The students may access the sites using Trackstar #218597. They should record a minimum of five important dates in the transitions of the Acadians from Canada to Louisiana.
9.  Teacher will facilitate instruction on the use of "Timeline 5.0" and pass out a quick tip reference sheet that students will be able to use to complete the activity.
10.  Using "Timeline 5.0," students will create a timeline featuring the information they found and recorded during the Trackstar activity.
11.  Students will use the website "Communities of the Evangeline Trail" to locate information about a city/community along the trail the Acadians lived on and followed during the expulsion. They will create a brochure about the location and its connection with the Acadians.
12.  Teacher will facilitate a discussion of three key terms at this point: character, mood, and Microsoft "Word."
13.  Using a Microsoft "WORD" template, students will make a trading card about one of the characters in the poem.
14.  As a final project, the students will divide into groups and create a PowerPoint presentation. To prepare for the presentation, students will explore the events and situations in the poem and relate them to an experience that the student has encountered in his/her own life. The group will create a narrated, PowerPoint presentation about their total experiences with "Evangeline." 

Assessment Procedures:
Presentation Rubric
Project Rubric
Team Work Rubric
Word Bank Notebook Rubric
Final Project
Timeline
Inspiration (If needed) 

Accommodations/Modifications:
1. Students will work in heterogeneous groups.
2. Peer tutoring where applicable.
3. Alternate assessments for mastery of knowledge and comprehension level skills.
4. Alternate activities as outlined above.          ----- written by Jodie Moorhead 

Reproducible Materials:
Team Work Rubric
Project Rubric
Presentation Rubric
Wordbank Notebook Rubric

 Explorations and Extensions:
Students may make maps tracing the "trail" of a certain character from the poem.
Students can make graphs/charts focusing on the number of people who were in Canadian Acadian areas and the number of who migrated to Louisiana Acadian areas.
Students can discuss/present the political views of Canada at the time of the Acadian Expulsion. Discuss what led to the expulsion and people's reactions to the act of expelling the Acadians from Canada. 

Lesson Development Resources:
System-adopted textbook
The Other Pages  <http://www.theotherpages.org>
Evangeline Trail  <http://www.evangelinetrail.com>
Acadia and Evangeline: Historical Perspectives   <http://www.ac.wwu.edu/~jay/pages/evangel.html>

Feedback: If you are not the author but used this lesson plan, please send your comments to the author.