L4+Carmichael,+Ashton

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

** #|LESSON PLAN FORMAT **

LESSON PLAN FORMAT

Teacher’s Name: Mr. Ashton Carmichael Lesson #: 4 Facet: Empathy Grade Level: Grade 8 Numbers of Days: 2 Topic: Media

PART I:

Objectives Student will understand that the media presents itself in a variety of formats.

Student will know media does research and understands what they are selling, but they sell it using something else and media has a close eye on what people are talking about, tailoring their coverage to feed off of this interest and how people are responding to it.

Student will be able to analyze the different aspects of media that appeal to various age groups

Product: Students will bring in an audio recording of their group carrying out a radio interview of different people responding to what they look for in the media and what draws them in and why. They will record themselves using garage band and export it into iTunes. From here, they will submit their recordings onto the class wiki.

Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: English Grade Level: 8 #|Domain: Speaking and Listening Standards Cluster: Comprehension and Collaboration Standard: Two: Analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Rationale:I am teaching the students that the media is motivated in aiming their products toward audiences. This is This is geared toward the purpose of information being presented in different formats.

Assessments

Formative (Assessment for Learning) Section I – checking for understanding during instruction I will play four corners with the students. They will go to corners based off of various interests.This will help me see if the students are understanding and starting to think about themselves as a population that is influenced.

Section II – timely feedback for products (self, peer, teacher) Students will be asked to bring in a four column chart filled out over a media type they chose at home. Copies or URLs must be attached

Summative (Assessment of Learning): Students will be asked to bring an audio recording of their group carrying out a radio interview of different aged people responding to what they look for in the media and what draws them in/ why.

Integration Technology: The students will be using garage band to record their radio interview.

Content Areas: I am incorporating

Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will fill out a four column chart with a piece of media as the topic. Each of the four columns will represent age groups. The students will be responsible for filling out what would appeal to various age groups. I am also playing four corners with the students; this will give them a chance to talk to each other and get to know each other.

Section II – Groups and Roles for Product Students will be working in groups of four for this project. They will be asked to describe different age groups and their interests in relation to what appeals to them in the media.

Differentiated Instruction

MI Strategies

Verbal: Students get to openly state what they think their population is interested in and participate to create the new population. Logic: Students can analyze why specific groups of people in an age range share the same interests. Music: Students will be able to put music into their presentation if they wish to do so. Kinesthetic: Four Corners will have students moving around and participating in the learning. Interpersonal: Students will have an opportunity to speak with others at the corners about why they chose this corner. Intrapersonal: The graphic organizer will be done individually. Naturalist: Some of the interests will be outdoors-y (ie: animals and plants)

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: Class notes will always be available on the class wiki along with attachments of documents that can be downloaded. If a student is absent, they should first refer to the class wiki for missing assignments and notes on class discussions if applicable. Students are required to come see me for missing homework assignments.I will not immediately take points off for work that is late, rather, I expect students to negotiate with me when the assignment will be turned in. Students will not be allowed to accept a zero for assignments. Students will have missed out on the class participation of the class, but they should be able to catch up relatively quickly by looking at the class wiki. Student will be put into a group based on the numbers.

Extensions

Type II technology: Students will be posting these audio recordings onto the class wiki. They will be editing the project putting in voice, music, and graphics if necessary.

Gifted Students: Students who wish to do so can create a population from scratch and try to target the ages in that population. That is, they can create a whole new race and develop motivation to draw their attention.

Materials, Resources and Technology List all the items you need for the lesson. Wikispace #|Laptops projector Flow Chart Questions for Four Corners

Source for Lesson Plan and Research http://www.eduplace.com/graphicorganizer/pdf/4column.pdf -- Graphic Organizer

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)

Day 1 Students will come into the classroom and the class will be set up in clusters. On the projector will be the article about Jennifer Lopez's abs. I will let the students read the article that accompanies it. (10 Minutes) I will ask students to stand up. I will ask students to go to the various corners based on the questions that I ask them. The questions will be designed to be very low risk that only target broad populations of people (ie: pet owner, gender, etc...) (20 Minutes) From here I will move into a brief discussion about how media targets populations of people for their sales. They target the interests of a wide variety of people instead of individuals. (15 Minutes) Each student will be given a four column chart I will ask them to think of a targeted population and a product that would not generally be sold to that population and try to sell it to them. I will then allow the groups to share one at a time their age group and what they are trying to sell to this population. I will have walked around while students work in these groups. (20 Minutes) I will hand out another copy of the four column chart and ask them to label it with various age populations, I will tell them to get into groups of four and start thinking about what each of these populations of ages would be attracted to. (15 Minutes)

Day 2 I am going to start the class off giving a brief introduction on how to use garage band. (10 Minutes) I will let the students play around a little bit with the technology and get a handle on how it works before starting their projects. (15 Minutes) When I can see that students have a really good handle on the technology I will start to explain the project. I will get them into their groups from last time and ask them to put together a script of the dialogue and start recording. I will have students meeting with me and I will be walking around to check to see that students are on the right track with the content. (55 Minutes) I will let the students know that they will have time to work on their projects at the beginning of the next class to put some finishing touches on it. (5 Minutes)

Day 3 Students will be allowed to put the finishing touches on their projects. (20 Minutes) Students will be presenting their projects. (60 Minutes)

Content Notes 19-22 Year Old: Materials that capture their interest, No hype. The real thing. Making friends and meeting new people. Convenient schedule. Friendly and approachable faculty and institution. Materials considered attractive. “Hip” or flashy color. Forward thinking (the future). The concept of a caring program, institution, faculty. Headlines that grab and followed by straight talk.Visual over copy Material that conveys approachability, non-mysterious experience.Bright colors - Complementary colors enhance the brightness of each color. Space indicates futuristic or “out of this world”. Intriguing. 3-D draws viewer in. Curvilinear shapes are friendly. Text easy to read, even vertical. Use of black as a sophisticated color attractive to this age group.

23 and UP Quality education and good faculty. Efficient, time-effective approach to education. Convenient schedule accommodating work. Getting the best bang for the buck. Ties to the larger society. Materials that attract them. Class and style. More serious images of their age group. More text than materials for younger age group

Diverse Groups: Of interest to them. Welcoming environment. Students like to see themselves collaborating or working together. Convenient schedule accommodating work. Getting the best bang for the buck. Ties to their heritage - student clubs. Materials that attract. Recruiting the entire family. Stronger colors (bold). Photos that look like them (include majority students also).

Handouts List the items that need to be printed out for the lesson. Graphic Organizer -- Four Column Chart Rubric for the project

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 time is scheduled out clearly. I will let students know how much time they have periodically. I will let students know what is due when so there is not any confusion.

Microscope: Students are going to be looking at populations and studying what appeals to them.

Puppy: Students will get to work with groups that are smaller and also in large groups. I will promote the idea of respect and encourage, but not require, students to participate in the four corners activity.

Beach Ball: The class moves around well enough that students are not going to be stuck doing the same thing for too long at a time.

Rationale: I have shown that I can differentiate instruction to accommodate different learning styles through the explanations above.

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:

I will play four corners with the students. They will go to corners based off of various interests.This will help me see if the students are understanding and starting to think about themselves as a population that is influenced. Students will be asked to bring in a four column chart filled out over a media type they chose at home. Copies or URLs must be attached

Summative: Students will be asked to bring an audio recording of their group carrying out a radio interview of different aged people responding to what they look for in the media and what draws them in/ why.

Rationale: Through the use of both formative and summative assessment I can engage multiple learners.

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)

MLR or CCSS: Content Area: English Grade Level: 8 Domain: Speaking and Listening Standards Cluster: Comprehension and Collaboration Standard: Two: Analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Facet:Empathy

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.

MI Strategies: Verbal: Students get to openly state what they think their population is interested in and participate to create the new population. Logic: Students can analyze why specific groups of people in an age range share the same interests. Music: Students will be able to put music into their presentation if they wish to do so. Kinesthetic: Four Corners will have students moving around and participating in the learning. Interpersonal: Students will have an opportunity to speak with others at the corners about why they chose this corner. Intrapersonal: The graphic organizer will be done individually. Naturalist: Some of the interests will be outdoors-y (ie: animals and plants)

Type II Technology: Students will be posting these audio recordings onto the class wiki. They will be editing the project putting in voice, music, and graphics if necessary.

Rationale:I have shown that I can use both Type II technology and appeal to various learning styles through the explanations above. I am addressing seven of the eight learning styles and utilizing type II technology.

NETS STANDARDS FOR TEACHERS 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. a. Promote, support, and model creative and innovative thinking and inventiveness

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: I am having students working face-to-face in their groups, but also in the four corners activity. Students are engaging in virtual environments by posting their projects on the class wikispace.

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. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

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

Rationale: Because I am working with seven of the eight learning styles, it shows that I can personalize learning activities to address stu dents' diverse learning styles. I am also using GarageBand so students will be using digital tools.

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 ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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