L4+Clark,+Nicole

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

** LESSON PLAN FORMAT **


 * Teacher’s Name: ** **Ms. Clark** **__Lesson #:__** 4 **__Facet:__** Perspective
 * Grade Level: ** 9-10 **__Numbers of__** **Days:** 1
 * Topic: ** **Personal Narratives**


 * PART I: **

Student will understand that there has to be a “point” (or reason) to what you’re writing.
 * Objectives **

Student will know moral, conclusion, resolution, voice, narrative (see notes).

Student will be able to argue the “point” or their essays.
 * Product: Podcast **

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 teaching students how to create a successful conclusion in their writing – one that clearly has a resolution and a moral – as well as how to recognize that moral in other work.


 * Assessments **

The checking for understanding strategy used will be Timed Pair Shares. Students will share their podcast, and then have a certain amount of time to talk about partner A's project, and then partner B. This will go back and forth until the podcast discussion is complete. Students will self-assess by doing a blog entry in their classroom blogs. The entry will state what they learned from their partner about their project, what specific feedback they are going to use to revamp their project, and why. Teacher feedback will be given in the form of a comment in response to the blog.
 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **


 * Summative (Assessment of Learning): **
 * Podcast: ** Students will make a podcast to share with the class in which they defend the "point" of their narrative. Podcasts should be under 3 minutes long, clearly audible, and accessible for easy playback. They will take at least two examples from the text of their personal narrative to illustrate their point. The "point" should be clearly stated at the beginning of the podcast. Podcasts will be shared with a partner during class for feedback. **Total Points:** 50


 * Integration **


 * Technology: ** Students will be using Garage Band, iMovie, iTunes, YouTube, or any other teacher-approved software they wish to make a podcast in which they defend the “point” or moral of their narrative. This is a Type II technology that allows students to create and record a podcast and share it via YouTube with the world.
 * Social Studies: ** This ties into social studies classes because it is having students practice defending a position – a key skill taught in debate segments in history classes.

The "Main Idea Mountain" graphic organizer will be used to outline the main idea of each narrative (the top of the mountain), and the various ways that the narrative makes this point (each foundation level of the mountain). Students will work alone for this particular activity. They will be organized into pairs later to share their podcasts in a Timed Pair Share setting. Pairs will be organized based on a numbering system (I will have them count off by saying “1”, “2”, “1”, “2”… and then having two ones find each other, two twos, etc.) Each partner will be responsible for providing feedback during discussion in the Timed Pair Share. Students will work alone on the project itself, but in pairs for checking for understanding/reflection. Pairs will be selected using the method described above. The Timed Pair Share will run like this: Students will share their podcast, and then have a certain amount of time to talk about partner A's project, and then partner B. This will go back and forth until the podcast discussion is complete.
 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II - Groups and Roles for Product **

­­**Differentiated Instruction**


 * MI Strategies **


 * Linguistic ** : Students will write their reflections of the timed pair share session and its impact on their podcasts in a blog entry.
 * Musical: ** A funny musical sound will signal that it is time to switch who is talking in the Timed Pair Share.
 * Naturalist: ** At the beginning of class, each student will receive a flower. Half of the class will get a yellow flower and half of the class will get a blue flower. You have to find someone with same color flower, and that person will become your partner.
 * Interpersonal: ** Students will work in partners to share their podcasts and evaluate them.
 * Intrapersonal: ** Students will self-reflect on what they learned in their own personal blog entries.
 * Visual: ** For bonus points, students will have the option of illustrating the "point" of their essay (or their partner's essay, if they so desire) with software on their laptop and uploading that with their blog entry.


 * 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 post a link to download the graphic organizer, as well as a description of what we talked about in class regarding the “point” or “moral” of a narrative. You will come in ASAP to meet with me, and we will do a Timed Pair Share together (I will merely bring up another student’s podcast to help). 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 Garage Band, iMovie, iTunes, YouTube, or any other teacher-approved software they wish to make a podcast in which they defend the “point” or moral of their narrative. This is a Type II technology that allows students to create and record a podcast and share it via YouTube with the world.

The gifted students will have the option of illustrating the "point" of their essay (or their partner's essay, if they so desire) with software on their laptop and uploading that with their blog entry. Anyone can do this if they finish in time and want bonus points.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **
 * Laptops
 * “Main Idea Mountain” graphic organizer
 * Access to Class Blogs
 * Projector (to show video in Hook)

// List all URL and describe. //
 * Source for Lesson Plan and Research **
 * http://www.edhelperclipart.com/clipart/teachers/org-mainideamtn.pdf - **Main Idea Mountain graphic organizer**
 * http://edu221fall2012class.wikispaces.com/S+Clark%2C+Nicole - **Link to unit syllabus for further clarification**


 * 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:
 * Hook: I will begin class with a [|video] from TeacherTube called "When you write a story..." This will get students intrigued because it is not only a video, but a video that features adorable young children. It says "When you write a story, you write about one thing." While the video is playing, I will take a quick attendance. I will then ask students to think about what the one thing is about their own story that they would say it is all about (the moral/reason for writing that specific story in the first place). (5 minutes)
 * Main Idea Mountain: I will explain the Main Idea Mountain and have students fill it out based on their own essays. (10 minutes)
 * Podcast: Students will make a short podcast in which they argue the main “point” of their essay, using the main idea mountain as guidance. They can move anywhere in the room, out in the hall (if allowed), or to another quiet place in the building to do this (with permission). (40 minutes)
 * Timed Pair Shares: Students will be counted off into pairs, and the pairs will do Timed Pair Shares to share their podcasts and give feedback to each other. (20 minutes)
 * Explanation of Homework: I will explain the homework - Students will self-assess by doing a blog entry in their classroom blogs. The entry will state what they learned from their partner about their project, what specific feedback they are going to use to revamp their project, and why. This will be due by the beginning of next class. Teacher feedback will be given in the form of a comment in response to the blog. (5 minutes)

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. This will promote learning during the Timed Pair Shares.

Students will understand that there has to be a "point" (or reason) to what you are writing. //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 teaches students how to effectively communicate a significant point to an audience. Communication skills like this are key in areas ranging from landing a job to convincing your parents that your curfew should be extended on Friday nights. For my hook, I will begin class with a video from TeacherTube called "When you write a story..." This will get students intrigued because it is not only a video, but a video that features adorable young children. It says "When you write a story, you write about one thing." I will then ask students to think about what the one thing is about their own story that they would say it is all about (the moral/reason for writing that specific story in the first place).
 * Where, What, Hook Tailors: **// visual, musical, intrapersonal, interpersonal, linguistic //

Students will know moral, conclusion, voice, and narrative. The "Main Idea Mountain" graphic organizer will be used to outline the main idea of each narrative (the top of the mountain), and the various ways that the narrative makes this point (each foundation level of the mountain). The checking for understanding strategy used will be Timed Pair Shares. Students will share their podcast, and then have a certain amount of time to talk about partner A's project, and then partner B. This will go back and forth until the podcast discussion is complete.
 * Equip, Explore, Rethink, Revise, Tailors: **// intrapersonal, naturalist ("green" paper), interpersonal, musical (auditory), logical //

Students will be able argue the “point” of their essays. Students will work alone to brainstorm their main ideas based on evidence in their narratives. They will use the "Main Idea Mountain" graphic organizer to outline the main idea of each narrative (the top of the mountain), and the various ways that the narrative makes this point (each foundation level of the mountain). Then, students will be put into pairs based on counting, and sit at the desks arranged in “Twos.” Each student will make their own podcast arguing the point of their own essays, and then the partners will share and give feedback on each other's podcasts.


 * Explore, Experience, Revise, Refine, Tailors: **// kinesthetic (lots of moving around the room), musical (auditory), logical, linguistic, visual, interpersonal //

Students will self-assess by doing a blog entry in their classroom blogs. The entry will state what they learned from their partner about their project, what specific feedback they are going to use to revamp their project, and why. Teacher feedback will be given in the form of a comment in response to the blog. If any problems seem to have arisen, I will address that in my comments 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, 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: **
 * Moral: ** A lesson, especially one concerning what is “right” or prudent, that can be derived from a story/experience.
 * 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.
 * Voice: ** An author’s distinctive literary style, basic vision and general attitude toward the world. This “voice” is revealed through an author’s use of SYNTAX (sentence construction); DICTION (distinctive vocabulary); PUNCTUATION; CHARACTERIZATION and DIALOGUE.
 * Narrative: ** A detailed account of connected events (fiction or non-fiction); a story.

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 morals, resolutions, definitions, interpretations of those definitions, discussing, and brainstorming will make this lessons particularly appealing to the Microscope learner.

// Puppy: // The support/encouragement of partners during project work time should make the Puppy learner feel very safe. Teacher support/encouragement throughout will also help here.

// Beach Ball: // The podcast allows a lot of freedom of expression, which is important to Beach Ball learners. There are also a variety of activities for them to jump around to – self-reflecting, brainstorming, watching a video, filling out a graphic organizer, creating podcast and peer assessing. 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 Main Idea Mountain, which will show that students understand not only the concept of a main idea/moral, but where that falls in their own narratives. The second will be the informal peer assessment, where students will participate in Timed Pair Shares to discuss the positives and areas that need improvement in their podcasts. The third is the blog entry, where students will self-assess their work based on the criteria and based on what their partners have done.

// Summative: //
 * Podcast: ** Students will make a podcast to share with the class in which they defend the "point" of their narrative. Podcasts should be under 3 minutes long, clearly audible, and accessible for easy playback. They will take at least two examples from the text of their personal narrative to illustrate their point. The "point" should be clearly stated at the beginning of the podcast. Podcasts will be shared with a partner during class for feedback. **Total Points:** 50

// 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, peer discussions, and a graphic organizer. Students will show the mastery of their understanding when they create podcasts where they argue the “point” or “moral” of their narratives, and write their blog entries about what they learned at the end of this lesson.

// 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 argue the “point” of their essays. (**Perspective**)

// Rationale: // This lesson and all of the activities in it were built around the standard. The students will have a thorough understanding of the moral of their essays (as well as how to assess whether a moral is well-delivered or not), which will allow them to move on and actually use this knowledge to revise their 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: //
 * Linguistic ** : Students will write their reflections of the timed pair share session and its impact on their podcasts in a blog entry.
 * Musical: ** A funny musical sound will signal that it is time to switch who is talking in the Timed Pair Share.
 * Naturalist: ** At the beginning of class, each student will receive a flower. Half of the class will get a yellow flower and half of the class will get a blue flower. You have to find someone with same color flower, and that person will become your partner.
 * Interpersonal: ** Students will work in partners to share their podcasts and evaluate them.
 * Intrapersonal: ** Students will self-reflect on what they learned in their own personal blog entries.
 * Visual: ** For bonus points, students will have the option of illustrating the "point" of their essay (or their partner's essay, if they so desire) with software on their laptop and uploading that with their blog entry.

// Type II Technology: // Students will be using Garage Band, iMovie, iTunes, YouTube, or any other teacher-approved software they wish to make a podcast in which they defend the “point” or moral of their narrative. This is a Type II technology that allows students to create and record a podcast and share it via YouTube with the world.

// 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 pair sharing of the podcast project. The brainstorming activity and 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 // 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 **

Rationale: Students will use digital software to create a podcast that argues the point of their narratives. This engages them in exploring the real-world issue of communicating main ideas concisely, as well as determining the main idea of a text.
 * 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 **

Rationale: Students are collaborating with partners to discuss their podcasts in Timed Pair Shares. Each student has an equal opportunity to both peer assess and self-reflect. Feedback given in these sessions, as well as feedback received on their blog entries by the teacher, will certainly model collaborative knowledge construction.
 * 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' 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 linguistic, to name a couple.) Abilities using tools/resources will be accommodated for because students will pretty much be allowed free choice when it comes to which software they use to make and share their podcast. There is a lot of creative freedom here, and it is certainly personalized because students are discussing a lesson learned from their own past.
 * 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 – a peer discussion, a self-assessment, and the graphic organizer worksheets. The summative assessment will incorporate technology in that it involves podcast-making software, and the resulting data will allow me to give feedback and see if we can move on to the next part of the unit or if some students still need clarification. ||  ||   || 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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