L2+Clark,+Nicole

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ **** : ** **Ms. Clark** **__Lesson #:__** 2 **__Facet:__** Organize
 * __ Grade Level __ **** : ** 9-10 **__Numbers of__** __**Days:**__ 5
 * __ Topic: __ ** **Personal Narratives**


 * __ PART I: __ **

Student will understand that all narratives have a beginning, middle, and an end.
 * __ Objectives __ **

Student will know exposition, rising action, climax, falling action, resolution, plot outline (see notes)

Student will be able to use organizational techniques to sequence events into a beginning, middle, and an end.


 * Product: Google Doc **

Common Core State Standards Content Area: English Language Arts Standard Label: Writing Grade Level: 9-10 Cluster: Text Types and Purposes Standard Number Three: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture or the experiences, events, setting, and/or characters. e) Provide a conclusion that follows from and reflects on what is experiences, observed, or resolved over the course of the narrative. Rationale: I will meet this standard by guiding students in their essay writing, showing them how to use their previously learned knowledge of the components of a beginning, middle, and end to structure their narratives. In doing so, they will create a coherent whole event that includes a conclusion with an overarching resolution.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __ **


 * __ Assessments __**

The checking for understanding strategy used will be Take and Pass. Students will primarily share their narrative via Google Doc with their partner, but after that in-depth editing of grammar // and // content is done, they will virtually "pass" their essay down the line of students in the room (this will be done by clicking "share" rather than physically passing anything.) Each other student that the essay gets to will go through and edit as well.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-assess by self-editing their essay after peer editing is done. They will fill out a rubric themselves and turn it in. Teacher feedback will be given in the form of comments on the Google Doc based on that same rubric. This way, specific areas can be addressed .
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**
 * Google Docs: ** Students will write a personal narrative of a past event and share it on Google Docs for easy editing. The personal narrative should be 3-5 pages long, double-spaced, and size 12 Times New Roman font. It should include all of the major components of a narrative, including characters, theme, setting, dialogue, an engaging hook and a resolution that ties it all together. The paper should use sensory details throughout, and be grammar/spelling error-free. Narratives will be shared with me via Google Docs for assessment. **Total Points: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> 140

**Social Studies:** Students will be writing a piece of their own personal history. As human beings, we are all connected by the stories we share and the emotions we experience collectively. This is a concept that comes up in History classes - especially Anthropology.
 * __ Integration __**
 * Technology: ** Students will be using Google Docs to write their personal narratives, making sure to sequence events into a beginning, middle and end, and tying these all together fluidly. They will then use the "share" feature to share it with peers and the teacher for editing, and the editors will use the "comment", "highlight", and other features to give specific feedback. This is a Type II technology because of these sharing/editing features that bring the document far above a regular word processor.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The Story Map (II) graphic organizer will be used to map out the students' own stories before they begin the process of actually writing their narratives. This will get them thinking about sequencing - making sure their stories have an exposition, rising action, climax, falling action, and resolution. Students will work in partners for peer editing once the first draft of the narrative has been completed. They will use Google Docs to share their papers with their partners, utilizing the "comment" and "highlight" tools to make their editing remarks. They will self-select their partners.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will work alone to write their personal narratives, but in pairs for peer-editing. They will self-select their partners and be allowed to move to anywhere in the room to work on editing/giving feedback. Each partner will be responsible for making electronic comments and highlights on their peer's Google Doc essay. Each partner will also be responsible for filling out a personal narrative rubric on their own essays for self-revision, to be turned in to me along with the final product.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Linguistic: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will write a personal narrative in Google Docs.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students can move around to any part of the room to do peer edit. It also involves physically using a computer.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Musical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Music can be playing softly in the background while students are peer editing.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Logical/Mathematical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will make concise, bulleted lists in each of the Story Map areas
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will be working in pairs to peer-edit.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will be writing about their own personal experience in the narrative.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Google Docs comments are colorful, and the Google Doc itself can even include pictures.


 * __ 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%;">It is very important that students attend class. However, I understand that sometimes things happen and you can't be here. If you are absent, you will miss lots of information, conversations, and class time to work on things. Missing class means YOU are responsible for finding out what was done and what is due. E-mail me or check my website. Usually, my policy is the next day you come to school (even if you don't have my class on that day), you will be expected to come and see me so I can give you work you missed and have a conversation with you about what went on in class. For this lesson, check my website. I will have a copy of the rubric there, as well as instructions on how to share and comment in Google Docs. I will assign another student to share their essay with you, and ask that you share your essay with them as well as with me. By the next class time, you will be expected to have edited your peer's essay as well as self-revised your own essay using the rubric. The next time you are in class, I will check that you have completed this and will have given you electronic feedback via Google Doc. If you know you are going to be absent ahead of time, save yourself the trouble and see me to get the assignment beforehand. It's better for the both of us!
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using Google Docs to write their personal narrative as well as to share and edit their peers' personal narrative. The use of technology to create something new is what makes it a Type II, and the ability to share that document with others for viewing and editing is what makes it a good Type II.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The gifted students will be encouraged to ask multiple peers to share their narratives with them once these students have finished their original editing exercise. This way, they will provide feedback for more people, utilizing their advanced editing skills - which helps them to learn more as well as helps out their peers.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**

// List all the items you need for the lesson. //


 * Laptops
 * Gmail
 * Google Docs
 * Story Map II copies for each student
 * Rubric copies for each student
 * Lined paper (for Hook activity)

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[] - **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Story Map II graphic organizer **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://edu221fall2012class.wikispaces.com/S+Clark%2C+Nicole - **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Link to unit syllabus for further clarification **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">[] - **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Link to tutorial on Google Docs (for anyone who needs it) **


 * __ 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: > <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 2: >
 * Attendance (5 minutes)
 * Hook: <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">I will have the students start out with a creative story write-and-pass. I will cluster the desks into groups of four. Each student will receive a piece of lined paper, which they will start a story with when I say the word "GO." After one minute of writing, I will have them stop and fold over where they wrote. They will then each pass their paper to the person left of them, making sure they don't peek at what was written before! I will have the students start writing again, and this process will continue until everyone has their own paper back again. At this point, I will have students open up their paper entirely and read the "story" in full. There should be a lot of laughter. They can share really funny ones with the class, and then we can discuss as a class why that method of story writing doesn't exactly work. Yay for successful segues! (15 minutes)
 * Story Maps: I will give students the Story Map II graphic organizer and give students time to map out their own stories before they begin the process of actually writing their narratives. I will hand out the Story Maps, explain what they are, and then let students work on them individually. As the class works, I will be walking around the room to make sure they are on task and to see if they have any questions. If students finish early, they can start working on the hook assignment, described in the Homework section below (with teacher approval after looking over the organizer). (60 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Homework: Write three possible hooks for your personal narrative. Try to make them as different as possible (different perspectives, quote or question, longer, shorter, active, passive, etc.) There must be a written/printed copy of this for next class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Attendance (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hook: I will begin class by introducing the Hook Contest activity. There will be a big picture of Captain Hook on the board at the front of the room. I will ask students to take out the paper with their three possible hooks on it, and choose their favorite. Students will put a star next to their favorite one, and turn their papers in to me. I will then explain that I will be reading each "favorite" hook out loud - anonymously, of course - and that as I read them, students will be asked to write down the number of each hook they really liked. I will explain that we will do three rounds until we find the top three hooks. First-place winners will receive three of my homemade brownies, second-place winners will receive two, and third-place winners will receive one. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hook Contest: I will do the activity described above with the class. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Google Docs Tutorial: I will give the students an in-depth tutorial on using Google Docs if they have not all encountered it before. I will show them how to create a Google Doc, how to share it, how to use the special editing features, and how to access it. I will then have them type up (or copy and paste, if they have already typed it) their chosen hook into individual Google Documents. Their narratives are now officially started! (25 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work Time: Students will have the rest of class to work on their personal narratives. They are encouraged to use their Story Maps as a rough outline.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Homework: Students will be required to write a rough draft of their personal narrative for next class. Rough can really mean rough, but a clear beginning, middle, and end is required.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 3:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Attendance (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hook: I will begin class by sharing a student sample of a personal narrative. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Editing Review: I will project the narrative I shared at the beginning of class at the front of the room, and we will go through editing techniques as a class to make sure they have practice with it before doing it for each others' essays. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Peer Edits: Students will self-select partners and share their rough drafts via Google Docs for peer editing. Peer editing will commence. If students finish early, they can begin their revisions based on the peer edits. (50 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Homework: Students will use their partners' comments to revise, and bring a second draft to the next class. This should look much more like a final draft vs. a rough draft.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 4:


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Attendance (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">(No hook for today. Today is all about workshopping).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Student Self-Revision - Rubrics: I will give students the rubric I will be grading their essay on, and have them "grade" their own essays based on it. (25 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Student Self-Revision - Workshopping: Students will have the rest of class to self-revise their essays. When they are finished, they are expected to share it with me via Google Docs and then turn in all "evidence of thinking" (Story Map, Rubric, any further outlines) to me physically. If all of this is completed before the end of class, these students can use the remainder of the class to QUIETLY work on other homework/reading. (50 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">Homework: Students will finish the final draft of their essays before the start of next class if they have not done so in this class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The personal narrative should be 3-5 pages long, double-spaced, and size 12 Times New Roman font. It should include all of the major components of a narrative, including characters, theme, setting, dialogue, an engaging hook and a resolution that ties it all together. The paper should use sensory details throughout, and be grammar/spelling error-free. Also, if they have not turned in their "evidence of thinking" pieces, those should be brought to hand in at the beginning of next class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 5: >
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Attendance (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hook: Students will come in to find the desks arranged in a huge circle, everyone facing each other.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Collecting Work: Students who have not turned in their "evidence of thinking" pieces should do so at the beginning of class. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Sharing Day!: Today's class is dedicated to sharing. We will spend the entirety of class having volunteers read their essays aloud. If someone does not wish to read the whole thing, they can read just a piece of it, or summarize it. It's up to them! Everyone is encouraged to share, but it is not required. (70 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 24px;">Note: I will provide teacher feedback on the narratives using the rubric and comments on Google Docs. This is a final draft, but revisions will be accepted up to a week after receiving feedback.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The classroom will be arranged into desks of Twos for this lesson. That is, there will be clusters of desks set up all around the classroom, each cluster containing two desks stuck right next to each other. On the final day, desks will be arranged in a huge circle around the room, turned in so everyone is facing each other. Students will understand that all narratives have a beginning, middle, and an end. //They will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences// .<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This is important because stories make up who we are. If told effectively, a story can communicate something to another person or even a whole group of people that can do anything from affecting great change to sharing a part of yourself. For my hook, I will have the students start out with a creative story write-and-pass. I will cluster the desks into groups of four. Each student will receive a piece of lined paper, which they will start a story with when I say the word "GO." After one minute of writing, I will have them stop and fold over where they wrote. They will then each pass their paper to the person left of them, making sure they don't peek at what was written before! I will have the students start writing again, and this process will continue until everyone has their own paper back again. At this point, I will have students open up their paper entirely and read the "story" in full. There should be a lot of laughter. They can share really funny ones with the class, and then we can discuss as a class why that method of story writing doesn't exactly work.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Where, What, Hook Tailors: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//interpersonal, linguistic, logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know...(see notes) exposition, rising action, climax, falling action, resolution, plot outline.The Story Map (II) graphic organizer will be used to map out the students' own stories before they begin the process of actually writing their narratives. Students will work in partners for peer editing once the first draft of the narrative has been completed.The checking for understanding strategy used will be Take and Pass. Students can move anywhere they like in the room to work. Music will be playing softly in the background. Students will primarily share their narrative via Google Doc with their partner, but after that in-depth editing of grammar //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">and //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> content is done, they will virtually "pass" their essay down the line of students in the room (this will be done by clicking "share" rather than physically passing anything.) Each other student that the essay gets to will go through and only edit grammar/spelling as they notice it. Students will self-assess by self-editing their essay after peer editing is done. They will fill out a rubric themselves and turn it in.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Equip, Explore, Rethink, Revise, Tailors: **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">interpersonal, visual, linguistic, kinesthetic, linguistic, naturalist ("green" paper) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will sequence their narratives into a full beginning, middle, and end. The Story Map (II) graphic organizer will be used to map out the students' own stories before they begin the process of actually writing their narratives. Students will work in partners for peer editing once the first draft of the narrative has been completed. They will use Google Docs to share their papers with their partners, utilizing the "comment" and "highlight" tools to make their editing remarks.Teacher feedback will be given in the form of comments on the Google Doc (which of course will be "shared" with the teacher as well). This way, specific areas can be addressed.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//linguistic, visual, interpersonal, intrapersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will self-assess by self-editing their essay after peer editing is done. They will fill out a rubric themselves and turn it in. The rubric will clearly state the guidelines for the essay: The personal narrative should be 3-5 pages long, double-spaced, and size 12 Times New Roman font. It should include all of the major components of a narrative, including characters, theme, setting, dialogue, an engaging hook and a resolution that ties it all together. The paper should use sensory details throughout, and be grammar/spelling error-free. I will be using this same rubric to grade them.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//intrapersonal, linguistic, naturalist (green paper), visual//

**Students will know the definitions of the following words/ideas:** // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Exposition:** The beginning of a narrative; the author's providing of some background information to the audience about the plot, characters' histories, setting, and theme. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Rising action:** During rising action, the basic internal conflict is complicated by the introduction of related secondary conflicts, including various obstacles that frustrate the protagonist's attempt to reach his goal. Secondary conflicts can include adversaries of lesser importance than the story’s antagonist, who may work with the antagonist or separately, by and for themselves or actions unknown, and also the conflict. A rising action is the base for the climax. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Climax:** The turning point, which marks a change, for the better or the worse, in the protagonist’s affairs. If the story is a comedy, things will have gone badly for the protagonist up to this point; now, the tide, so to speak, will turn, and things will begin to go well for him or her. If the story is a tragedy, the opposite state of affairs will ensue, with things going from good to bad for the protagonist. Simply put, this is where the main part happens or the most dramatic part. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Falling action:** During the falling action the conflict between the protagonist and the antagonis [|t] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> unravels, with the protagonist winning or losing against the antagonist. The falling action might contain a moment of final suspense, during which the final outcome of the conflict is in doubt. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Resolution:** The end of the narrative, where conflicts are resolved and a moral is shown. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Plot outline:** A diagram of all of the major points in a story (see above).

// 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: // This lessons targets Clipboard learners in that all activities will be clearly and logically structured, with directions written on the board as I go over them. Graphic organizers will be used. Students will understand the logic of the process and clear expectations.

// Microscope: // Cooperative learning encourages discovery learning. Explorations into narrative sequencing, definitions, interpretations of those definitions, and brainstorming will make this lessons particularly appealing to the Microscope learner.

// Puppy: // The use of partners for peer revision and the constant support of all class members and the teacher should make the Puppy learner feel very safe indeed.

// Beach Ball: // The personal narrative allows a lot of freedom of expression, which is important to Beach Ball learners. They can write down all of their "bouncy" thoughts on a past event. There are also a variety of activities for them to jump around to - a creative writing exercise, discussing as a class, filling out a graphic organizer, using Google Docs, self-revising on a rubric, and sharing stories/listening to others share theirs. Many MI skills will be incorporated into this lesson, and so the Beach Ball learner should feel right at home.

// Rationale: // The variety of tasks, availability of choice, and the total use of each MI show that each type of learner will gain understanding from this lesson - whether they are Clipboards, Microscopes, Puppies, Beach Balls, or somewhere in between!


 * // 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: //** This lesson has a couple of different formative assessments. The first is the "Take and Pass" strategy, in which students will be passing their narratives to peers electronically for feedback/revision. The second is the self-assessment they will complete with their rubrics.


 * // Summative: //**
 * <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%;"> Students will write a personal narrative of a past event and share it on Google Docs for easy editing. The personal narrative should be 3-5 pages long, double-spaced, and size 12 Times New Roman font. It should include all of the major components of a narrative, including characters, theme, setting, dialogue, an engaging hook and a resolution that ties it all together. The paper should use sensory details throughout, and be grammar/spelling error-free. Narratives will be shared with me via Google Docs for assessment. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Total Points: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> 140


 * // Rationale: //** Both types of assessment are used during this lesson and will give both the teacher and the student vital information. The formative assessments will check for understanding and monitor progress, and the summative assessment will accurately show what students have learned by the end of this lesson.


 * // 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: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand the vocabulary (see content notes) through a class discussion and a graphic organizer. Students will show the mastery of their understanding when they write personal narratives showing the major components of each section of a narrative as well as the sequencing of them. They will self-assess using rubrics at the end of this lesson, and I will assess the narratives for a grade with the same rubric.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//Common Core State Standards// <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Content Area: English Language Arts <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Standard Label: Writing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Grade Level: 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Cluster: Text Types and Purposes <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Standard Number Three: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

//Facet:// Students will be able to describe the major components of a narrative introduction, body, and conclusion. (**Explain**)

//Rationale//: This lesson and all of the activities in it were built around the standard. The students will have a thorough understanding of each component in the event sequence by the end of this lesson, which will allow them to move on and actually use this knowledge to write their own personal narratives.


 * // 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: //**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Linguistic: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will write a personal narrative in Google Docs.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students can move around to any part of the room to do peer edit. It also involves physically using a computer.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Musical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Music can be playing softly in the background while students are peer editing.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Logical/Mathematical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will make concise, bulleted lists in each of the Story Map areas
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will be working in pairs to peer-edit.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will be writing about their own personal experience in the narrative.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Google Docs comments are colorful, and the Google Doc itself can even include pictures.


 * // Type II Technology: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using Google Docs to write their personal narrative as well as to share and edit their peers' personal narrative. The use of technology to create something new is what makes it a Type II, and the ability to share that document with others for viewing and editing is what makes it a good Type II.


 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The MI strategies are a very important part of this lesson. They help make this lesson more engaging and meaningful to the students. Each intelligence is expressed and a large majority of them are used in the Take and Pass via Google Docs activity. The story map graphic organizer and the self-assessment pieces make sure the leftover intelligences are incorporated just as strongly. There is no doubt that between the use of MI strategies and the Type II technology, learning is taking place in a variety of ways that will meet the needs of the diverse students in my class.

__//**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 Rationale: Students will be exploring real-world issues because they will be writing about real-world experiences that have a moral attached to them. Their conclusion will clearly show some kind of resolution. The digital took Google Docs will be used to make all of this happen.

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes Rationale: Students will be asked to collaborate and reflect in the peer editing activity using Google Docs. Multiple drafts (and the completion of the graphic organizer and self-assessment rubric) will show the thinking, planning, and creative process that went into this.

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

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 Rationale: Students will be using Google Docs to not only write their personal narratives, but share them and edit them using the tools there as well. Everyone will have their own story, and everyone will be assessing their own progress in each revision (with help from others as needed). 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 ||  ||   || 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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