L6+Sanborn,+Kellie

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Kellie Sanborn **__Lesson #:__** 6 **__Facet:__** Perspective
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 2
 * __ Topic: __** Organizing an Essay


 * __ PART I: __**

Students will understand that any piece of writing requires supporting ideas. Students will know supporting argument. Students will be able to decide which supporting arguments from their theses will be most useful to their paper.
 * __ Objectives __**


 * Product: ** Interactive Graphic Organizer

Content Area: English Grade Level: 9-10 Domain: Writing Cluster: Text Types and Purposes Standard: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **// In this lesson, students will take the claims and evidence that they have derived from their theses and will decide from these claims how to organize their essays. They will practice setting up their essays in a way which is most relevant and useful to their topics. //


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

The teacher will check for understanding using thumbs up/thumbs down during instruction and will check for understanding of the activity by checking the sticky notes that students have written down and organized.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will receive feedback on their products from the teacher both throughout the class period on their sticky note organization and will then send their completed interactive graphic organizer to the teacher via e-mail, which the teacher will comment on and send back that evening. Students will give one another feedback throughout the lesson through discussion and by walking around and looking at one another's ideas on sticky notes. Students will self-assess throughout the activities by deciding which arguments are most relevant and where and trying to figure out which evidence is most relevant.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create an interactive graphic organizer which fully explains their essay layout and what they will provide as evidence for their claims. This interactive graphic organizer will be e-mailed to the teacher.
 * __ Summative (Assessment of Learning): __**

Students will use an interactive graphic organizer in order to separate their ideas and to enhance their ability to move their ideas around and share them with classmates.
 * __ Integration __**
 * Technology: **

English: Students will work on essay organization and using language in the most effective way possible. Social Studies: Students will be examining political issues.
 * Content Areas: **

Students will complete an interactive graphic organizer which organizes their introduction and supporting ideas as their final assessment for this lesson, but will also organize their work first by filling out sticky notes and moving them around. Students will walk around the room and leave comments on others' essay organization and will also discuss with their neighbors in order to collaborate ideas and strategies.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually but will be expected to collaborate by discussing and commenting on their peers' organization and strategies. Each students will need to complete their own product to be used later on their final product.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

**Verbal:** Students will write down their ideas and consider how they might be stated most effectively. **Logical:** Students will sort their ideas into categories. **Visual:** Students will organize their ideas into a graphic organizer in order to visualize the layout of their essay. **Kinesthetic:** Students will use sticky notes to organize their ideas and figure out which ones are most important by moving them around. **Interpersonal:** Students will work with partners to help one another with their supporting arguments. **Intrapersonal:** Students will consider the arguments they have written down and choose which ones are most important to them.
 * __ MI Strategies __**


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** Students who are absent are always expected to check the class Wiki for notes. For this lesson, they will be asked to do the sticky note activity which was completed in class using their mind maps from last class and by further researching for evidence, and then to take a clear picture of it, write a short explanation of it (two sentences will suffice), and e-mail that to me. After receiving prompt feedback on that, they will be expected to complete the interactive graphic organizer which their peers completed. Students are always welcomed and encouraged to ask me questions via e-mail or in person about missing assignments.


 * __ Extensions __**

Students will use an interactive graphic organizer in order to separate their ideas and to enhance their ability to move their ideas around and share them with classmates.
 * Type II technology: **

Gifted students will be very easily accommodated in this lesson. They will simply be expected to come up with deeper reasoning and evidence behind their theses in order to more thoroughly and effectively prove their point. They will also be asked to take a deeper look at their issue by answering the question of how society will be affected if their side of their topic is not what is decided within their essay.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * //Laptops/iPads//
 * //Sticky Notes//
 * //Writing Utensils//
 * //Projector/Screen//
 * //Whiteboard//
 * //Digital Camera/Camera tool on iPad/Laptop//


 * __ Source for Lesson Plan and Research __**
 * http://my.hrw.com/nsmedia/intgos/html/PDFs/Main_Idea_and_Details_Chart.pdf //Interactive Graphic Organizer for Lesson//


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

The classroom will be set up in a circle to allow for discussion and sharing.

Day 1 (80 minutes)

Hook (10 minutes) Students will take the supporting ideas which they created last class and write them on sticky notes, then place them into categories based on relevance and relationship to one another. The teacher will take attendance during this time.

Discussion (10 minutes) The class will talk about what categories they have and why those might be relevant and what evidence they might have for those ideas

Sticky Note Activity (10 minutes) Students will walk around the room and write a comment on at least five other students’ categories suggesting improvement, strengths, or other ideas that might help the essay

Class Discussion (15 minutes) The teacher will facilitate a discussion on the categories and what students had to say to one another

Lesson on Essay Organization/Writing Conclusions (35 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work on Graphic Organizers (35 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work on Writing Conclusions (45 minutes) If students finish this early, they may get feedback on their conclusion and potentially begin to work on the summative assessment

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that any piece of writing requires supporting ideas. Choosing the most relevant information is crucial to any form of explanation. Students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Students will take the supporting ideas which they created last class and write them on sticky notes, then place them into categories based on relevance and relationship to one another. The teacher will take attendance during this time.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, Why, What, Hook, Tailors: Kinesthetic, Verbal, Logical, Interpersonal, Intrapersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will take the supporting ideas which they created last class and write them on sticky notes, then place them into categories based on relevance and relationship to one another. The class will talk about what categories they have and why those might be relevant and what evidence they might have for those ideas. Students will walk around the room and write a comment on at least five other students’ categories suggesting improvement, strengths, or other ideas that might help the essay. See content notes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Visual, Verbal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The teacher will facilitate a discussion on the categories and what students had to say to one another. Students will then organize all of this information into the interactive graphic organizer which will be used for their essay. Students will be able to decide which supporting arguments from their theses will be most useful to their paper. (Perspective) Students will accomplish this by creating an interactive graphic organizer in which they take the supporting arguments from their theses and include only the ones which are most important. Students will work individually but will be required to comment on at least five other students’ sticky note activity and will discuss the ideas as a class. Students will collaborate, but each student will have their own final product. Students will take their classmates’ and my comments on their sticky note activity into account when creating their final product in order to rethink, revise, and refine their product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Interpersonal, Verbal, Logical, Visual, Intrapersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be given a checklist in order to self-assess their final products before handing them in. I will give students feedback throughout the lesson on the sticky note activity and during discussion. I will also have individual mini-conferences during all work periods in order to ensure that everyone is on the right track. All of the lessons connect to one another because they are all building up to the final product. Their homework will be to write a rough draft of their conclusion paragraph to use on their summative assessment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: Verbal, Logical, Intrapersonal, Interpersonal

Students will know….. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">A statement (usually one or two sentences) which states the claim which will be made in a paper. This statement should not be a fact, but an arguable point. It should be concise, powerfully worded, and completely relevant to the essay.
 * __ Content Notes __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Thesis Statement **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">While essay formats can vary greatly, for this essay we will be going with an introduce, support, conclude format. These web pages should start with an introductory page which hooks the audience and contains a clear thesis statement. There should then be several supporting pages (the number will vary from student to student, depending on their argument and how it is made). Each of these pages (paragraphs) should eventually explain a reason as to why the claim being made is correct. For now, each page should simply state the reason. Finally, the web page should contain a conclusion page (paragraph). This will pull in the relevance of the claim and how it will play out in the audience’s lives and in the present day and future.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Essay Format **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Audience refers to the group(s) of people which a piece of media (in this case, web pages) is targeted toward.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Audience **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The order of words to form a sentence. Students should consider their word ordering within their thesis statement in order to create a thesis statement that is most effective.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Syntax **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The choice of words when writing or speaking. Students should take great care in choosing the most effective words possible when writing their thesis statements.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Diction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Any extensive piece of writing should involve pre-writing. For the sake of this assignment, the pre-writing activity will be creating a mind map in order to organize ideas for supporting ideas and evidence.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Planning Process **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Supporting ideas are perhaps the most crucial piece to any argument or essay. Supporting ideas focus on giving an answer to the “why” of a particular belief. It is necessary that all supporting ideas be completely understood and elaborated in an essay. Supporting ideas are usually located in the middle paragraphs of an essay.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Supporting Ideas **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Supporting evidence refers to the facts and figures coming from outside sources in order to provide support to supporting ideas. This evidence should be sited both within the paper and at the end of it.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Supporting Evidence **

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**// The information will be given in a clear manner, graphic organizers will be used in order to keep information in order, and all class notes will be posted on the class Wiki in order to allow for maximum organization for clipboard students. //


 * // Microscope: //**// Students will explore paragraph order and essay organization by creating their own set-up through categorization and characterization. //


 * // Puppy: //** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There will be clear guidelines of respect within the classroom posted at the front of the room at all times. //


 * // Beach Ball: //** // We will use a variety of activities in order to get to the final product, including discussions, a graphic organizer, a sticky note activity, and critiques of one another's work. //


 * // Rationale: //**// By providing various learning experiences, I have allowed for all students, regardless of learning style, to have an opportunity to learn in the way which they learn best. //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**

The teacher will check for understanding using thumbs up/thumbs down during instruction and will check for understanding of the activity by checking the sticky notes that students have written down and organized.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will receive feedback on their products from the teacher both throughout the class period on their sticky note organization and will then send their completed interactive graphic organizer to the teacher via e-mail, which the teacher will comment on and send back that evening. Students will give one another feedback throughout the lesson through discussion and by walking around and looking at one another's ideas on sticky notes. Students will self-assess throughout the activities by deciding which arguments are most relevant and where and trying to figure out which evidence is most relevant.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create an interactive graphic organizer which fully explains their essay layout and what they will provide as evidence for their claims. This interactive graphic organizer will be e-mailed to the teacher.
 * __ Summative (Assessment of Learning): __**

Through the use of formative and summative assessment, I will be able to examine my students' understanding of supporting arguments and evidence and will be able to adjust the rest of my lessons accordingly. The formative assessments used allow students to explore their ideas and other people's and consider what they might need in order to work toward their final product.
 * // Rationale: //**


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**

Content Area: English Grade Level: 9-10 Domain: Writing Cluster: Text Types and Purposes Standard: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * // MLR or CCSS: //**
 * // Facet: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to decide which supporting arguments from their theses will be most useful to their paper. **(Perspective)**


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** Students will write down their ideas and consider how they might be stated most effectively. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students will sort their ideas into categories. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** Students will organize their ideas into a graphic organizer in order to visualize the layout of their essay. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic:** Students will use sticky notes to organize their ideas and figure out which ones are most important by moving them around. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students will work with partners to help one another with their supporting arguments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students will consider the arguments they have written down and choose which ones are most important to them.
 * // MI Strategies: //**

Students will use an interactive graphic organizer in order to separate their ideas and to enhance their ability to move their ideas around and share them with classmates
 * Type II technology: **


 * // Rationale: //**// By targeting students' multiple intelligences and using Type II technology, I have differentiated the lesson in a way that allows for all students to show and improve upon their strengths as learners and as individuals. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** In this lesson, students will work on their ability to plan out an essay and where it will go. They will use multiple collaborative tools in order to enhance the planning process and promote reflection upon ideas and direction for an essay.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** //In this lesson, there is a variety of high-tech and low-tech technology in order to allow for all types of learners to thrive. While some students would strive from using a "Stickies" application on a laptop or iPad, others would benefit more from physical sticky notes and moving of them in order to organize ideas.// ||  ||   ||
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