L6+Clark,+Nicole

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

** LESSON PLAN FORMAT **


 * Teacher’s Name: ** **Ms. Clark** **__Lesson #:__** 6 **__Facet:__** Empathize
 * Grade Level: ** 9-10 **__Numbers of__** **Days:** 1
 * Topic: ** **Personal Narratives**


 * PART I: **

Students will understand that there has to be a "point" (or reason) to what you are writing. Students will know narrative, conclusion, resolution, plot outline, moral (see notes) Students will be able to relate to the big idea/moral of their peers' narratives.
 * Objectives **


 * Product: Google Forms **

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.
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **
 * Rationale: ** I will meet this standard by having students peer assess and self-assess their story’s conclusion to make sure it reflects on what is experienced, observed, or resolved over the course of the narrative (the “moral”, as it were).


 * Assessments **


 * Formative (Assessment for Learning) **

The checking for understanding strategy used will be Clickers. Students will go onto Google Forms and answer questions about their partners' digital stories (Did they have all of the components? What were they? What are three sensory details they used and how did they represent them in the movie? What was the point? How did you know what that point was? How effectively did the iMovie translate that point? Etc, etc.)
 * Section I – checking for understanding during instruction **

Students will self-assess by filling out a Google form for their own project as well as their partner's. Teacher feedback will be given in the form of an email reply to the Google Forms entry.
 * Section II – timely feedback for products (self, peer, teacher) **


 * Summative (Assessment of Learning): **
 * Google Forms: ** Students will fill out a questionnaire on a partner's narrative that shows the major "points" they got out of their essay. This is for both partner's benefit. Students will be assessed on how they came to determine that "point" - not whether or not they got it right. Short answer sections should be 1-3 //full// sentences, and feedback given should be sincere. **Total Points:** 30


 * Integration **
 * Technology: ** Students will be using the Google Drive to peer assess and self-assess the delivery of the moral of their narratives.. This is a Type II technology that allows students to share their thoughts/feedback with each other as well as with the teacher.
 * Social Studies: ** This ties into social studies because of the group work students will be doing on exploring the “point” of stories. The way the group work is organized is very political – one student is the leader, another keeps track of time, etc. etc. There are very specific roles – similar to a debate format, one could argue.


 * Groupings **

The "Main Idea Web" will be used to organize students' thoughts about their partner's narrative. It provides a place to write what they believe the main point of the narrative is, and then cite evidence that supports that notion. Students will work in groups using Group Role Cards. The cards will have the following sections: Leader, Recorder, Time Keeper, Presenter, and Errand Monitor. The leader will lead the group and make sure everyone is on task. The recorder will write down the group's major discussion points and any questions that arose. The time keeper will keep track of the time, because they will only have 20 minutes to complete the form. The presenter will report out to the rest of the class, and the errand monitor will be in charge of getting any supplies (paper, laptop chargers, etc) that the group members need, as well as corresponding with the teacher when questions come up that the group cannot answer.
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in groups of five for this activity. The roles are described in detail above. Students will be put into groups based on their seats, as I will have the classroom set up into clusters of five desks each at the start. Each cluster will be a group. As far as determining the roles within the groups, I will have the group role cards face down in a pile in the middle of each desk cluster. Once I explain the activity, I will have each student grab one of the cards in the middle. Once everyone has snatched one, they can turn the cards over to see what role they have. No trades will be allowed.
 * Section II - Groups and Roles for Product **

­­**Differentiated Instruction**


 * MI Strategies **


 * Linguistic ** : Students will type their evaluations of their peers' digital stories and the point they get across in the boxes on the Google Forms questionnaire.
 * Bodily/Kinesthetic: ** The students who act as the "Errand Monitor" in the groups will be able to get up and get supplies, talk to the teacher, etc.
 * Naturalist: ** Once every group has finished, the class can go outside to celebrate the end of the unit. We can share our thoughts on the stories and the unit in a big group outside.
 * Logical/Mathematical: ** The students who act as the "Time Keeper" in the group can organize the time management portion of the activity.
 * Interpersonal: ** Students will work in groups to make sure everyone fills out the Google Form questionnaire correctly and efficiently.
 * Intrapersonal: ** Students will fill out the same questionnaire about their own projects, causing them to self-reflect on their own work.


 * 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. //

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 an alternate activity posted that has the same effect as the Group Role Cards activity, as well as a link to the Google Form for self-assessment. I will have assigned you a peer’s narrative to assess during class, and will provide the links to their narrative and their digital story (sometimes the visual helps). Do as much as you can for next time, and if you have any questions, email me. If you know you are going to be absent ahead of time, save yourself the trouble and see me to get the work beforehand. It's better for the both of us!
 * Plan for accommodating absent students: **


 * Extensions **


 * Type II technology: ** Students will be using Google Forms to peer assess and self-assess the moral of their personal narratives. This is a Type II technology that allows answers to be shared with others in multiple formats.

The gifted students will be asked to take the data from the multiple choice answers on the Google Form and create a fun chart out of them to share with the class. Depending on time, they can either present the information or just share their chart via the Google Drive.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **
 * Laptops
 * Google Drive
 * Access to personal narratives
 * Access to digital stories (optional)
 * Main Idea Web graphic organizer
 * Story clip from Spongebob (hook)
 * Group Role Cards


 * Source for Lesson Plan and Research **

// List all URL and describe. //
 * [] - **Main Idea Web Graphic Organizer**
 * http://edu221fall2012class.wikispaces.com/S+Clark%2C+Nicole - **Link to unit syllabus for further clarification**
 * [] - **Link to Spongebob story clip for hook.**
 * [] - **Link to Group Role Cards**


 * 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:
 * Attendance (0 class time minutes – I will do this while students are doing group work)
 * Hook: I will begin by showing students a clip from "Spongebob" where Patrick tells the following story: "Once there was an ugly barnacle. He was so ugly that everyone died. The end." I will then ask the students what the point of the story was, and whether or not they think it was communicated effectively. This will get them thinking about assessing the "point" of other stories. (5 minutes)
 * Getting Into Groups: I will explain the next activity, and then I will get my students into groups using the “snatch a Group Role Card from the middle of your desk” method described earlier. (5 minutes)
 * Group Role Cards: Groups will collaborate to discuss what makes a good story, how to make writing have a point, and how to spot that point/moral in other works. The cards they picked up will have the following sections: Leader, Recorder, Time Keeper, Presenter, and Errand Monitor. The leader will lead the group and make sure everyone is on task. The recorder will write down the group's major discussion points and any questions that arose. The time keeper will keep track of the time, because they will only have 20 minutes to complete the form. The presenter will report out to the rest of the class, and the errand monitor will be in charge of getting any supplies (paper, laptop chargers, etc) that the group members need, as well as corresponding with the teacher when questions come up that the group cannot answer. (20 minutes)
 * Groups Report Out: Each group will report out a summary of what they talked about, with the “presenter” doing the talking. We will briefly discuss everyone’s responses as a class. (10 minutes)
 * Peer Assessment: I will have students self-select partners to do peer assessment of their narrative’s morals with. I will give each student a Main Idea Web, and ask them to fill it out based on their partner’s narrative, using information we just discussed as a class to guide them. Once they are finished, they will be asked to go online to a Google Form I’ve shared with everyone, and fill that out based on the notes they took in the Main Idea Web. (20 minutes)
 * Self Assessment: I will have students take a look at their partner’s feedback, and then fill out the same form again but for their own narrative this time. These will be shared with me, and I will provide feedback in the form of an email response by next class. (10 minutes)
 * Celebration: If there is time, I will take students outside to celebrate the end of the unit. We will sit around on picnic tables and share our thoughts on the stories and the overall unit in big group.
 * Homework: If you did not have time in class to finish the peer assessment and/or self assessment, complete those by the start of next class.

The classroom will be arranged into desk clusters of five for this lesson. This inspires collaboration, as well as organizes everything perfectly for the Group Role Cards work.

Students will understand that there has to be a "point" (or reason) to what you're writing. // They will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. // This is important because it allows students to practice their "detective skills" when listening to/reading another person's writing. It is good practice for pulling the main point out of novels later on, and in the real world, for determining exactly what a politician is getting at when he is telling you a story about what he did for the economy back in '86. For my hook, I will begin by showing students a clip from "Spongebob" where Patrick tells the following [|story] : "Once there was an ugly barnacle. He was so ugly that everyone died. The end." I will then ask the students what the point of the story was, and whether or not they think it was communicated effectively. This will get them thinking about assessing the "point" of other stories.
 * Where, What, Hook Tailors: **// visual, interpersonal //

Students will know narrative, conclusion, plot outline, and moral (See Content Notes). The The "Main Idea Web" will be used to organize students' thoughts about their partner's narrative. It provides a place to write what they believe the main point of the narrative is, and what evidence there is to support that. I will get my students into groups based on where they sit when they first come into class. As far as determining the roles within the groups, I will have the group role cards face down in a pile in the middle of each desk cluster. When I say “Go”, each student will grab a card, and that will be their role for the activity. The cards they picked up will have the following sections: Leader, Recorder, Time Keeper, Presenter, and Errand Monitor. The leader will lead the group and make sure everyone is on task. The recorder will write down the group's major discussion points and any questions that arose. The time keeper will keep track of the time, because they will only have 20 minutes to complete the form. The presenter will report out to the rest of the class, and the errand monitor will be in charge of getting any supplies (paper, laptop chargers, etc) that the group members need, as well as corresponding with the teacher when questions come up that the group cannot answer.
 * Equip, Explore, Rethink, Revise, Tailors: **// interpersonal, musical (a sound will go off when the 20 minutes is up), logical, kinesthetic, visual, linguistic //

Students will be able to relate to the big idea/moral of their peers' narratives. Students will work in groups of five for this activity. The roles are described in detail above. Students will be put into groups based on their seats, as I will have the classroom set up into clusters of five desks each at the start. Each cluster will be a group. As far as determining the roles within the groups, I will have the group role cards face down in a pile in the middle of each desk cluster. Once I explain the activity, I will have each student grab one of the cards in the middle. Once everyone has snatched one, they can turn the cards over to see what role they have. No trades will be allowed. Groups will report out at the end (the presenter in each group will do the talking). Then, I will hand out the Main Idea Webs and ask students to self-select partners for peer assessment of the morals of their own stories. The checking for understanding strategy used will be Clickers. Students will go onto Google Forms and answer questions about their partners' digital stories (Did they have all of the components? What were they? What are three sensory details they used and how did they represent them in the movie? What was the point? How did you know what that point was? How effectively did the iMovie translate that point? Etc, etc.) At the end of class, we will go outside to discuss the stories, morals, and the unit as a whole.
 * Explore, Experience, Revise, Refine, Tailors: **// interpersonal, logical, linguistic, kinesthetic (moving around to find new people to work with), naturalist //

Students will self-assess by filling out a Google form for their own project as well as their partner's. Teacher feedback will be given in the form of an email reply to the Google Forms entry. If any problems seem to have arisen, I will address that in my comments in the email to make sure students truly understand before we move on. I will most likely ask any student who had a problem to come in and see me in person so we could discuss the best way to make sure they understand the information.
 * Evaluate, Tailors: **// intrapersonal, interpersonal, visual, logical, linguistic //

Content Notes // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages**)** //
 * Students will know the definitions of the following words/ideas: **
 * Narrative: ** A detailed account of connected events (fiction or non-fiction); a story.
 * Conclusion: ** The end of a narrative/story. Includes a resolution to the conflict described in the body, and a resolution/"point" of some kind for the reader to take away. "Wraps the story up", as it were.
 * Plot Outline: ** A diagram of all of the major points in a story (see above)
 * Moral: ** A lesson, especially one concerning what is “right” or prudent, that can be derived from a story/experience.

Handouts

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


 * Maine 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 identifying/justifying morals, definitions, interpretations of those definitions, and brainstorming will make this lessons particularly appealing to the Microscope learner.

// Puppy: // The use of groups and the support/encouragement of the whole class during discussions and project work time should make the Puppy learner feel very safe indeed.

// Beach Ball: // The Group Activity allows a lot of freedom of interpretation, which is important to Beach Ball learners. There are also a variety of activities for them to jump around to - watching a video, brainstorming in groups, discussing as a class, filling out a graphic organizer, peer assessing with partners, and self-assessing on Google Forms. Plus, there is the bonus of going outside at the end. 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 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 Group Role Cards activity. I will be collecting what the groups have recorded at the end, as well as walking around and making sure everyone is on the right track while working. The second is the Main Idea Web – these will get students to start applying their knowledge of narrative morals to discover the main point of a peer’s piece of work. Students will also self-assess at the end.

// Summative: //** Google Forms: ** Students will fill out a questionnaire on a partner's narrative that shows the major "points" they got out of their essay. This is for both partner's benefit. Students will be assessed on how they came to determine that "point" - not whether or not they got it right. Short answer sections should be 1-3 //full// sentences, and feedback given should be sincere. **Total Points:** 30

Students will share their peer assessment forms with me on the Google Drive. They will then do their own self assessment using a second copy of the same form and share it with me. I will provide my feedback and my grade of their peer assessment work in my email response to them.

// 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: // Students will understand the vocabulary (see content notes) through a brainstorming activity, class discussions, prior knowledge, and a graphic organizer. Students will show the mastery of their understanding when they fill out a Google Form on a peer’s narrative – showing //how// they determined the point/moral of the essay in full sentences.

// MLR or CCSS: // 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.

// Facet: // Students will be able to relate to the big idea/moral of their peers' narratives. (**Empathize)**

// Rationale: // This lesson and all of the activities in it were built around the standard. The students will have a thorough understanding of writing, determining, and justifying morals in a text by the end of this project, which will wrap up the unit nicely.

// 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: //
 * Linguistic ** : Students will type their evaluations of their peers' digital stories and the point they get across in the boxes on the Google Forms questionnaire.
 * Bodily/Kinesthetic: ** The students who act as the "Errand Monitor" in the groups will be able to get up and get supplies, talk to the teacher, etc.
 * Naturalist: ** Once every group has finished, the class can go outside to celebrate the end of the unit. We can share our thoughts on the stories and the unit in a big group outside.
 * Logical/Mathematical: ** The students who act as the "Time Keeper" in the group can organize the time management portion of the activity.
 * Interpersonal: ** Students will work in groups to make sure everyone fills out the Google Form questionnaire correctly and efficiently.
 * Intrapersonal: ** Students will fill out the same questionnaire about their own projects, causing them to self-reflect on their own work.

// Type II Technology // Students will be using Google Forms to peer assess and self-assess the moral of their personal narratives. This is a Type II technology that allows answers to be shared with others in multiple formats.

// Rationale: // 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 Group Role Cards activity. The peer assessment and discussion piece 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 // 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 resource ** s ** Rationale: Students will be exploring the real-world issue of determining the main point of a story. They will be using technology to do extra background research, as well as to assess morals (using the Google Drive to not only share narratives, but to share feedback and rationales regarding the major points of those narratives).


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

Rationale: Students are collaborating with groups to brainstorm their combined thoughts/ideas on finding morals in a story, as well as with the whole class when it comes time for discussion AND with one-on-one peers for assessment. They will be interacting face-to-face in this way, and virtually when they share their findings with their peers and the teacher via Google Forms.
 * d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments **

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 **

Rationale: Students's learning styles and diversity will certainly be addressed, seeing as how each of the eight MIs are incorporated into the lesson, with many appearing in multiple areas of the lesson (interpersonal and logical, to name a couple.) Abilities using tools/resources will be accommodated for as I discover them using checking for understanding strategies such as Clickers, which will inform me of their technological needs.
 * c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources **

Rationale: Students will have multiple formative assessments. The first is the Group Role Cards activity. I will be collecting what the groups have recorded at the end, as well as walking around and making sure everyone is on the right track while working. The second is the Main Idea Web – these will get students to start applying their knowledge of narrative morals to discover the main point of a peer’s piece of work. Students will also self-assess at the end. The summative assessment will incorporate technology in that it uses Google Forms and a corresponding sharing with multiple people, and the resulting data will allow me to give feedback and see if this unit was ultimately a success. ||  ||   || 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].
 * 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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