L2+Sanborn,+Kellie

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Kellie Sanborn **__Lesson #:__** 2 **__Facet:__** Self-Knowledge
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 1
 * __ Topic: __** Comparing two sides of an argument


 * __ PART I: __**

Students will understand that argumentative writing must consider all sides of the underlying idea. Student will know supporting arguments. Students will be able to compare and contrast supporting ideas for both sides of an argument.
 * __ Objectives __**


 * Product: ** Online Forum

Common Core State Standard Content Area: English Grade Level: 9-10 Domain: Writing Cluster: Text Types and Purposes Standard: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** In this lesson, students will focus on standard 1, specifically being able to support claims by comparing and contrasting the evidence from either side of their argument.


 * __ Assessments __**

The class will have an organized, centralized discussion on the video. Before the discussion, students will explain the concepts from the video to a neighbor. The teacher will check for understanding by observing these discussions.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The teacher will give timely feedback on understanding throughout the class period. Students will receive feedback from their peers during the "explain to neighbor" checking for understanding. The teacher will check over original blog postings at the end of class and will check over the comments on blog postings and give feedback and assessment after the next class, when the blog postings are due.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will research and create a post on one side of abortion, whether it is the side they actually agree with or not. Students will then be asked to comment on at least three class mates' posts through the eyes of the other side of the issue. (10 points)
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will use discussion posts and comments in order to explore one another's ideas and their own ideas at a deeper level. Through the use of blog postings and comments, students are able to collaborate in a way which would not be possible otherwise.

English- Students will examine comparing and contrasting potential supporting arguments. Students will express their ideas through writing. Social Studies- Students will examine the social and political issues behind the legalization of abortion. Science- Students will consider the question "what is life?" and decide when it is that they believe life begins.
 * Content Areas: **

Students will collaborate using the three step interview to check for understanding. In a three step interview, the class is split into groups of three. One student becomes the interviewer, one is the interviewee, and the other is the reporter. The students interview one another on the content and then report to the class. Students will use a [|compare and contrast map] as a graphic organizer to compare the ideas for either side of the argument.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually but will be commenting on one another's posts, so they will need to collaborate effectively in order to maximize their product.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal:** Students must carefully choose the words they use to make their postings as effective as possible. **Logical:** Students will consider logical counteractions to each others' postings. **Visual:** Students will watch a video at the beginning of class with characters representing sides to an issue. **Interpersonal:** Students will be working on peer relationships by discussing ideas through an online forum. **Intrapersonal:** Students will be asked to consider their own views on the topic of abortion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will consider the natural consequences of abortion and what it means in terms of biology and life.


 * __ 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%;">If a student is absent for this lesson, they are expected to first check the class wiki for their assignments. They are then expected to contact me via e-mail or in person for clarification of assignments. I will ask students who were absent to watch the video from the class and to discuss its implications with a classmate. They will then be expected to complete the same blog posting assignment that their classmates did. Students are of course always welcome to see me for extra help regarding missed assignments for clarification or otherwise.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use discussion posts and comments in order to explore one another's ideas and their own ideas at a deeper level. Through the use of blog postings and comments, students are able to collaborate in a way which would not be possible otherwise.


 * Gifted Students: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Gifted students will be asked to complete the same task as their classmates, but as an added challenge will look at the blog post from the point of view of the side which they do not agree with for both posting and comments. They will then be able to consider the arguments on a deeper level.


 * __ Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptops
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Compare and Contrast Map]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Writing Utensils


 * __ Source for Lesson Plan and Research __**

http://www.youtube.com/watch?v=_6WsPUnW7uE //cartoon video debate about abortion// http://en.wikipedia.org/wiki/Abortion //provided most of the information for the social context of abortion for content notes// dictionary.com //provided definitions for content notes//

//** PART II: **//

//** Teaching and Learning Sequence **** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The classroom will be set up in table groups, preferably in groups of three, in order to do the three step interview and to allow sharing within groups.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1 (80 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hook (5 minutes) - Students will watch a video debating abortion. Teacher will take attendance. Students will use their compare and contrast map to take notes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Reaction (5 minutes) - Students will discuss within their table groups their reactions to the video and points made in it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Discussion (20 minutes) - We will discuss as a class, with the teacher leading the discussion, the points made in the video and the social context of the argument. The teacher will take notes on the white board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Three Step Interview (15 minutes) - Students will collaborate using the three step interview to check for understanding. In a three step interview, the class is split into groups of three. One student becomes the interviewer, one is the interviewee, and the other is the reporter. The students interview one another on the content and then report to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Discussion Posts (35 minutes) - Students will work on their discussion posts on the online forum. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that argumentative writing must consider all sides of the underlying idea (Where). In life, one must keep an open mind to new ideas in order to progress with the rest of the world (Why). Students will be shown a video of a two-sided debate on the legalization of abortion (Hook). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, Why, What, Hook, Tailors: Visual, Verbal, Logical, Intrapersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will learn from one another through small group discussions, full group discussions, and three step interview. The teacher will use instructional opportunities within the full class discussion and within small group discussions in order to provide information on the social context of the issue. (Explore) Students will know supporting arguments. (Equip) See content notes. The teacher will check for understanding through observation of the three step interview process and through the group discussion. (Rethink/Revise) Students will use the graphic organizer to organize information throughout the class. Students will learn about the pros and cons of the argument of abortion and about the social context of the issue. Students will use this as an opportunity to consider supporting arguments in general. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Equip, Explore, Rethink, Tailors**: //Verbal, Interpersonal, Naturalist, Intrapersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use higher order thinking in order to create discussion posts in an online forum and to respond to their classmates’ posts. They will consider their own arguments in relation to others’. Students will be able to compare and contrast supporting ideas for both sides of an argument. (Self-Knowledge) Students will work individually on the online forum but will collaborate by responding to one another. They will show evidence of learning through the facts and ideas they provide in their arguments. Students will have the chance to rethink, revise, and refine their arguments by responding to other peoples’. By receiving varying opinions from their peers, students will have the opportunity to reconsider their own opinions and to adjust these in their responses to other students’ posts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Refine, Tailors**: //Interpersonal, Naturalist, Logical, Verbal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will self-assess their work by reconsidering their opinions in their comments to others’ discussion posts. Students will be provided with timely feedback through the class discussion, where the teacher will have opportunities to respond to students’ comments. Students will receive feedback from the teacher on their discussion posts by the next class. (Timely Feedback) The homework assignment will be to comment in response to at least two of their classmates’ discussion posts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Evaluate, Tailors**: //Interpersonal, Logical, Verbal, Intrapersonal//

//** Content Notes **//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know supporting arguments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Supporting Ideas - Supporting ideas are perhaps the most crucial piece to any argument or essay. Supporting ideas focus on giving an answer to the “why” of a particular belief. It is necessary that all supporting ideas be completely understood and elaborated in an essay. Supporting ideas are usually located in the middle paragraphs of an essay. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Abortion - the removal of an embryo or fetus from the uterus in order to end a pregnancy (dictionary.com) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Pro-Life - Term used to describe someone who is principally against voluntary abortion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Pro-Choice - Term used to describe someone who believes that a woman should be given the right to choose whether or not to have an abortion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Social Context - "//Abortion is the termination of pregnancy by the removal or expulsion from the uterus of a fetus or embryo prior to viability. An abortion can occur spontaneously, in which case it is usually called a miscarriage, or it can be purposely induced. The term abortion most commonly refers to the induced abortion of a human pregnancy.// //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Abortion, when induced in the developed world in accordance with local law, is among the safest procedures in medicine.However, unsafe abortions result in approximately 70 thousand maternal deaths and 5 million disabilities per year globally.An estimated 44 million abortions are performed globally each year, with slightly under half of those performed unsafely.The incidence of abortion has stabilized in recent years, having previously spent decades declining as access to family planning education and contraceptive services increased. Forty percent of the world's women have access to induced abortions (within gestational limits). // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Induced abortion has a long history and has been facilitated by various methods including herbal abortifacients, the use of sharpened tools, physical trauma, and other traditional methods. Contemporary medicine utilizes medications and surgical procedures to induce abortion. The legality, prevalence, cultural and religious status of abortion vary substantially around the world. Its legality can depend on specific conditions such as incest, rape, severe fetal defects or the mothers health being at risk. In many parts of the world there is prominent and divisive public controversy over the ethical and legal issues of abortion. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//The reasons why women have abortions are diverse and vary dramatically across the world. Some of the most common reasons are to postpone childbearing to a more suitable time or to focus energies and resources on existing children. Others include being unable to afford a child either in terms of the direct costs of raising a child or the loss of income while she is caring for the child, lack of support from the father, inability to afford additional children, desire to provide schooling for existing children, disruption of one's own education, relationship problems with their partner, a perception of being too young to have a child, unemployment, and not being willing to raise a child conceived as a result of rape or incest, among others. An additional factor is risk to maternal or fetal health, which was cited as the primary reason for abortion in over a third of cases in some countries and as a significant factor in only a single-digit percentage of abortions in other countries.//” (wikipedia.org) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Roe v. Wade - Supreme Court case in 1973 from which abortion was legalized in the first trimester of pregnancy

//** Handouts **// [|Compare and Contrast Map]

//** 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: ** Students will use a graphic organizer to keep track of information in an organized fashion. Directions will be clear and straightforward.


 * Microscope: ** Students will be given the opportunity to explore the concepts and learn from their peers in order to come to a conclusion.


 * Puppy: ** Students will discuss in small groups and as a class. Rules for respecting one another's opinions will be clearly posted at the front of the room from the discussion from lesson 1.


 * Beach Ball: ** Students will be provided with varying learning opportunities including small group discussions, three step interviewing, full class discussions, and online forum discussion posting.

// Rationale:By providing various learning experiences, I have allowed for all students, regardless of learning style, to have an opportunity to learn in the way which they learn best. //


 * 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.**

The class will have an organized, centralized discussion on the video. Before the discussion, students will explain the concepts from the video to a neighbor. The teacher will then check for understanding by observing those conversations, and then through observing participation in the class discussion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will give timely feedback on understanding throughout the class period. Students will receive feedback from their peers during the "explain to neighbor" checking for understanding. The teacher will check over original blog postings at the end of class and will check over the comments on blog postings and give feedback and assessment after the next class, when the blog postings are due. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will research and create a post on one side of abortion, whether it is the side they actually agree with or not. Students will then be asked to comment on at least three class mates' posts through the eyes of the other side of the issue. (10 points)
 * Formative **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Summative **


 * Rationale: ** Through the use of formative and summative assessment, I will be able to examine my students' understanding of comparing and contrasting supporting arguments and will be able to adjust the rest of my lessons accordingly. The formative assessments used allow students to see what other peoples' opinions are on the subjects and learn from one another in order to expand upon their pre-existing knowledge.


 * 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: **


 * MLR or CCSS: **

//Common Core State Standard// //Content Area: English// //Grade Level: 9-10// //Domain: Writing// //Cluster: Text Types and Purposes// //Standard: 1. Write arguments to support claims in an analysis of substantive topics// //or texts, using valid reasoning and relevant and sufficient evidence.//

//** Rationale: ** In this lesson, students will focus on standard 1, specifically being able to support claims by comparing and contrasting the evidence from either side of their argument. //


 * Facet: **//Students will be able to compare and contrast supporting ideas for both sides of an argument. **(Self-Knowledge)**//


 * Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.**

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** Students must carefully choose the words they use to make their postings as effective as possible. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students will consider logical counteractions to each others' postings. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** Students will watch a video at the beginning of class with characters representing sides to an issue. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students will be working on peer relationships by discussing ideas through an online forum. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students will be asked to consider their own views on the topic of abortion. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** Students will consider the natural consequences of abortion and what it means in terms of biology and life. //
 * MI Strategies: **

Students will be shown a video on the projector. They will then use an online forum as an assessment of their knowledge in order to gain knowledge from one another's understandings and opinions.
 * Type II Technology: **


 * Rationale: **// Through the use of type II technology, students will be able to learn collaboratively even on the homework assignment. The online forum allows students to express opinions and also to see their classmates' opinions in almost real-time. //

//**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//
 * NETS STANDARDS FOR TEACHERS**//__//

//b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources//

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

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


 * Rationale:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">I have asked students to come up with their own arguments for or against an issue from arguments that they have learned about. In this lesson, students are exploring a real-world issue which is a hot topic in politics today. Students will reflect using an online forum which will help them to collaborate with their peers to revise their own arguments. I will show students my ability to collaborate by leading the group discussion and taking notes on the board.

//**2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**// //a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity//

//b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress//

//c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources//

//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].
 * Rationale:** Students will use an online forum to learn from one another and to develop their own respectful and respectable arguments. They will use the internet to further research issues that are of interest to them within the class discussion. The lesson provides opportunities for all types of learners within the multiple intelligences and the learning styles. Students will be assessed via a collaborative online forum. The information from the forum will be fed into from all of the students in class, so they will in turn learn from one another. ||  ||   ||
 * |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.