L4+Sanborn,+Kellie

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Kellie Sanborn **__Lesson #:__** 4 **__Facet:__** Interpretation
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 1
 * __ Topic: __** Writing a Thesis Statement


 * __ PART I: __**

Students will understand that an argumentative writing piece must be centered around a strong thesis. Students will know thesis, supporting argument, syntax, diction, and planning process. Students will be able to illustrate their ideas and arguments through one strong thesis statement. (Interpretation)
 * __ Objectives __**


 * Product: ** Google Doc

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: ** Students will focus on writing a clear and relevant thesis for their argument to be centered around.


 * __ Assessments __**


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

I will check for understanding during this lesson by using thumbs up/thumbs down after each piece is introduced.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will write their theses into a Google Doc and will receive feedback and corrections from peers during the class period. The teacher will then go through and give feedback and corrections on the theses during prep period so that students can come up with a final thesis for homework.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will be assessed on the corrections and adjustments which they have made from their theses from the Google Doc. They will also be assessed on the usefulness of the feedback which they have given their peers in the Google Doc.
 * __ Summative (Assessment of Learning): __**

Google Docs will be used so that students can give one another timely feedback in real time and the teacher can also give timely feedback on students' thesis statements.
 * __ Integration __**
 * Technology: **

English - Students will create effective thesis statements in order to argue a claim. Social Studies - These thesis statements will be based off of a political issue.
 * Content Areas: **

Students will use Google Docs in order to collaborate their learning. Each student is expected to give feedback on at least five other students' thesis statements. They will use the [|Inverted Triangle] graphic organizer in order to organize the feedback they have been given and re-write their thesis statement.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually but will be expected to give feedback on at least five other students' thesis statements. I will assign each student three peoples' theses to look at in order to assure that everyone gets a decent amount of feedback, and students will be allowed to choose the other two students who they will give feedback to.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal:** Students will consider the power of their words by constructing a single sentence which speaks for the entire paper. **Logical:** Students will consider mathematically how word order plays a role in the effectiveness of a sentence. **Musical:** Students will listen to a rap which explains the role of a thesis statements. **Interpersonal:** Students will critique each others' thesis statements and work on giving one another feedback. **Intrapersonal:** Students will need to assess their own opinions on their stance on the probationary limit on drivers' licenses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will need to consider the natural consequences of allowing teenagers to have other kids in the car while they are driving and how that might affect the world around them.


 * __ 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. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students who are absent are always expected to first check the class Wiki for class notes. For this lesson, they will be expected to post their thesis to the Google Doc and to ask three willing peers to give feedback on it via the Google Doc. The graphic organizer will be posted on the Wiki, so all they will need to do is print it out or fill it out on the computer and e-mail it to me. They will then be asked to adjust their thesis according to the feedback they have received as their peers have done.
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Google Docs will be used so that students can give one another timely feedback in real time and the teacher can also give timely feedback on students' thesis statements.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted students will be asked to do the same thing as their peers, but will be encouraged to consider elements such as audience, diction/syntax, and topic when giving feedback to their peers. This will allow them to consider deeper elements when giving feedback without giving them additional work.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptops
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Google Docs
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Inverted Triangle Graphic Organizer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Projector/Screen


 * __ Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[[file:daretodifferentiate/strategies.pdf|Checking for Understanding]] This pdf lists multiple methods of checking for understanding, including the thumbs up thumbs down method used in this lesson.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Inverted Triangle] This is the graphic organizer which will be used in this lesson.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Question 1] Information on Maine State Ballot Question 1 used for content notes.


 * __ 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) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Desks will be set up in a semi-circle facing the projector screen. As always, the class rules for respecting peers created in lesson 1 will be posted visibly at the front of the room.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hook (5 minutes) - Students will listen to a [|rap] about thesis statements. The teacher will take attendance during the video. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Introduction of Google Docs (10 minutes) - Students will be briefly introduced to Google Docs and will be asked to spend a few minutes seeing how it works. The teacher will lead this on the projector screen. Since Google Docs is a fairly simple tool, this should not take much time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explanation (10 minutes) - The teacher will explain the assignment to the students and write the assignment on the board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Posting Thesis Statements From Last Class (5 minutes) - While the students post their thesis statements, the teacher will hand out a slip of paper to each student with the names of three of their classmates on it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Giving Feedback (40 minutes) - Students will give feedback on the three peers they have been assigned and then choose at least two other students to give feedback to. During this time, the teacher will walk around the room and answer questions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Introduce Homework Assignment (10 minutes) - Students will be given the inverted triangle graphic organizer and will be asked to fill that out according to specificity of the comments they have received from their peers. They will then use that organized feedback to re-write their thesis statement.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1 (80 minutes) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that an argumentative writing piece must be centered around a strong thesis. (Where) Choosing the right words is necessary in life, not only so that the people you are interacting with understand what you have to say, but so that they feel compelled to listen to what you have to say. (Why) Students will display their knowledge of creating thesis statements for argumentative writing pieces by writing and revising their own thesis statement and by commenting on five of their peers’ thesis statements. (What) Students will listen to a [|rap] about thesis statements. (Hook) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Where, Why, What, Hook, Tailors:** //Musical, Verbal, Logical, Intrapersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know thesis statement, planning process, syntax, and diction. Students will use the handout they were given last class on thesis statements in order to consider which elements to critique on their peers’ thesis statements. (Equip) They will develop their knowledge further by giving feedback to their peers. (Explore) I will deliver instruction by answering questions and writing on the board and I will interact by going around the room and assisting students. Students will use their graphic organizers in order to organize the feedback they have received from their peers so they can re-write their thesis statement. I will easily be able to check for understanding at any given time by looking at the Google Doc. I will also use thumbs up/thumbs down to check for understanding while introducing Google Docs. (Rethink/Revise) //See content notes// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Equip, Explore, Rethink, Tailors**: //Verbal, Logical, Interpersonal, Intrapersonal, Naturalist//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will explore their knowledge of thesis statements by examining one another’s statements using their handout on thesis statements as criteria to look for and give feedback to each other. They will use this knowledge to create a final thesis which works best for their essay. (Explore/Experience) Students will be able to illustrate their ideas and arguments through one strong thesis statement. (Interpretation) Students will work individually on their products but will collaborate by giving one another feedback. They will each put their own names on their comments in the Google Doc in order to display their knowledge and understanding. After all of the feedback from both the teacher and the other students has been received, students will have the opportunity to rethink, revise, and refine their thesis statement. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Refine, Tailors:** //Verbal, Logical, Interpersonal, Intrapersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will self-assess through reconsideration of their thesis statement. They will reconsider its effectiveness using the feedback that they have received and put together on their graphic organizer, and they will re-write their thesis using this information. Students will receive feedback from their peers during the lesson and the teacher will give the student feedback before the end of the day so that they are able to complete the homework assignment, which will be to write their feedback on their graphic organizer and organize it according to specificity and to re-write their thesis statement using the feedback that was given. This revised thesis statement will be used in their final product at the end of the unit. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Evaluate, Tailors:** //Verbal, Logical, Interpersonal//

Students will know….. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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: 120%;">Thesis Statement **

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

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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This question read “Do you want to allow the State of Maine to issue marriage licenses to same-sex couples?” This issue, more commonly known as gay marriage or marriage equality, has been a very controversial topic in the state of Maine for the past few years. Proponents in favor of question one argue that same sex couples should be allowed to be married, and those against argue that they should not. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">*In this lesson, students will be focusing more on the web page organization than the issue itself, but students will have the option to make their own web page around this topic.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Maine State Ballot 2012 Question 1 **

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

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


 * __ Handouts __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Inverted Triangle] This is the graphic organizer which will be used in this lesson.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Extra copies of the thesis statement handout from last class for students who did not bring them.


 * __ 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 delivered in a way that is organized (handout) and students will be able to organize their thoughts thoroughly in the Google Doc. Expectations will also be clearly stated on the whiteboard and on the class Wiki.


 * // Microscope: //** Students will have the opportunity to examine one another's thesis statements and give feedback based on information they know (thesis statement handout). They will come to conclusions about their own thesis statements based on feedback they have given to and received from their peers.


 * // Puppy: //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There are clear-cut expectations that students will respect one another in the classroom. There are rules for respect posted at the front of the classroom and peer collaboration is encouraged throughout the lesson. The teacher will also be in close proximity should something come up which is not cohesive to students who are puppies.


 * // Beach Ball: //** Information will be delivered in a variety of ways (whiteboard, projector screen, conferencing) and students will have the chance to display their thought processes on several different thesis statements.


 * // Rationale: //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">By setting up the lesson in a way which caters to each learning style, I have set up a classroom where all types of learners will thrive in their understanding of thesis statements.


 * // 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.//**


 * // Formative: //** Students use Google Docs will evaluate and give feedback on one another's thesis statements. They will then use this feedback to evaluate and re-write their own thesis statements. They will be assessed on their ability to give feedback and their knowledge of what a thesis statement should contain.


 * // Summative: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will create a web page which contains all of the makings of a well-written essay in a "real-world" applicable format.


 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">By using multiple forms of assessment, I will be able to see my students' progress and figure out what skills still need further instruction.


 * // 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: //**// see content notes //

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 illustrate their ideas and arguments through one strong thesis statement. **(Interpretation)**


 * // 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 consider the power of their words by constructing a single sentence which speaks for the entire paper. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students will consider mathematically how word order plays a role in the effectiveness of a sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** Students will listen to a rap which explains the role of a thesis statements. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students will critique each others' thesis statements and work on giving one another feedback. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students will need to assess their own opinions on their stance on the probationary limit on drivers' licenses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** Students will need to consider the natural consequences of allowing teenagers to have other kids in the car while they are driving and how that might affect the world around them.
 * // MI Strategies: //**


 * // Type II Technology: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Google Docs will be used so that students can give one another timely feedback in real time and the teacher can also give timely feedback on students' thesis statements.


 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Several of the multiple intelligences will be targeted in this lesson in order for all students to be able to show and be assessed based on their strengths. I will use Type II Technology to give students an opportunity to create a real-world application of what they are learning. By using Google Docs, students will be able to receive feedback from both the teacher and their peers more quickly and efficiently.

__//**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:** Students will be encouraged to use internet technology in order to give one another feedback to create something that is better than the original. They will explore real-world political issues and create theses which argue their side. They will learn how to collaborate with one another in real-time in an organized and easily accessible way through the use of Google Docs.//

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://** //Students will use Google Docs in order to give feedback on one another's theses and will be able to choose which thesis statements interest them. They will use Google Docs as a means of collaborating and organizing information and will be assessed on their ability to show their knowledge in such a way.// ||  ||   ||
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