L1+Sanborn,+Kellie

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Kellie Sanborn **__Lesson #:__** 1 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 9-10 **__Numbers of__ __Days:__** 3
 * __ Topic: __** Considering supporting ideas for two sides of an argument


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **argumentative writing must consider all sides of the underlying idea.


 * Student will know **supporting arguments.


 * Student will be able to **consider (**Empathy**) the other side of an argument.


 * Product: ** Magazine Article

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 beginning to learn how to find and share valid reasoning and relevant and sufficient evidence in order to support their ideas.


 * __ Assessments __**

Students will be asked to do a quick-write in their notebooks about what they know about supporting ideas, including why they might be useful and where they might be used in life outside of school.
 * __ Pre-Assessment: __**

Students will discuss the ideas with their classmates and I will walk around the room to check for understanding and to answer any questions and respond to any misunderstandings.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will receive feedback from peers and the teacher on their understandings through discussion. Students will receive feedbacks on their magazine articles from the teacher individually while they are working on them.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will research presidential candidates stances on certain issues and then create a mock interview with the candidate. They will then create a magazine article using Adobe InDesign which will feature the interview which they have created. **15 points**
 * __ Summative (Assessment of Learning): __**

Students will use Adobe InDesign to create a magazine article that organizes the views and supporting evidence of the political candidate accurately and attractively. Students will consider the rhetoric of such an article and how that might help to reach and convince an audience.
 * __ Integration __**
 * Technology: **

English - Students will examine rhetoric and supporting arguments. Social Studies - Students will look at the current political candidates and issues. Art - Students will organize their content in a way which is aesthetically pleasing and therefore rhetorically stronger.
 * Content Areas: **

Students will use a pros and cons chart to compare candidates and will think-pair-share to share and compare ideas and learn from one another.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually on their magazine articles but will share and discuss ideas for the product with one another.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal:** Students will have the chance to write in a way which involves arranging words in the most appealing and persuasive way they can. **Logical:** Students will use logic to understand what is and isn't a viable argument. **Visual:** Students will create a magazine article in InDesign. **Kinesthetic:** InDesign is a tool which allows students to move text boxes around according to where they best fit. **Musical:** Students will have the option of finding songs from popular culture which relate to the current or previous presidential elections to supplement the project. **Interpersonal:** Students will ask others' opinions on the presidential candidates. **Intrapersonal:** Students will reflect upon their own views and will have time to write on their own. **Naturalist:** Students will be asked to look into the presidential candidates' views on environment conservation.


 * __ 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. //

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 them to research the presidential candidates on their own and design a magazine article from that research, asking classmates for opinions and assistance when necessary. 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: ** Wikispaces (for class information) and Adobe InDesign (to create additional rhetorical value in their magazine articles).


 * Gifted Students: ** Gifted students will be given the further challenge of setting up an interview where the candidates interview each other in order to consider how candidates might target one another's weaknesses.


 * __ Materials, Resources and Technology __**
 * Adobe InDesign Software
 * Laptops
 * Pens/Pencils
 * Writer's Notebooks
 * Pros and Cons Chart Graphic Organizer
 * Political Issues Graphic Organizer


 * __ Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Class Wiki Page - contains class notes and assignments
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Pros and Cons Chart] Graphic Organizer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Mitt Romney Campaign Page] for Information on Mitt Romney (Republican candidate)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Barack Obama Campaign Page] for Information on Barack Obama (Democrat Candidate and current president)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Information on Issues] Provides background information on the issues that are relevant to this year's election and also quotes from each candidate on each of those issues.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|InDesign Tutorial Video] Ten minute tutorial for beginners on how to use tools in Adobe InDesign.


 * __ 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%;">Day 1 (80 minutes) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The desks will be set up in a circle in order to promote discussion.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be asked to do a quick-write in their notebooks about what they know about supporting ideas, including why they might be useful and where they might be used in life outside of school. During this time, the teacher will take attendance. (5 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students and the teacher will have a discussion about what it means to be respectful of other people’s ideas and opinions. Students will give ideas and the teacher will write them on a large piece of paper at the front of the room. The teacher will then add any other rules or guidelines about how to be respectful during class discussions, and the paper will be visibly present in the class at all times during the class discussions. (10 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will write a question on the board: “who is the best choice for president in the upcoming election?” The teacher will then read the question aloud and ask the students to respond. The teacher will play “devil’s advocate” and question students on what might be a counter-argument to their ideas. It is very crucial that during this discussion, both students and teacher focus on why it is that they believe what they do. (10 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The class will break off and be asked to research the candidates’ stances on different issues. They will be given a graphic organizer listing the issues they need to research and what each candidate’s stance on that issues is. The issues on this organizer for the sake of the activity will be global warming, immigration, same-sex marriage, abortion, health care, tax reform, and national spending. Students should refer to the class wiki for websites which will be helpful with this and also find websites of their own. Students should be previously educated on how to tell a credible source from one that is not credible. Students will be expected to fill in as many sections as they can on the organizer. During this time, the teacher should be walking around the room, observing, and helping students find information. (25 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will then re-assess their thoughts on the candidates and fill out the pros and cons graphic organizer. They will place pros and cons based on how they feel about the issue in comparison to how the presidential candidate feels on the issue. If they agree, it should be considered a pro, if they disagree, a con. They will fill out two graphic organizers, one for each candidate. The teacher should be walking around the room, observing, and clarifying ideas with students. (10 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will watch a 10 minute tutorial video about using Adobe InDesign. (10 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will then be given the rest of the class period to play with the program and familiarize themselves. “Experts” (students who have used InDesign before) can walk around and help students who may be having a difficult time with the program. During this time, the teacher should be looking over and assessing the graphic organizers so that they can be returned to students by the end of class or the beginning of the next class. (20 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2 (80 minutes) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The desks will be set up in a semi-circle. The assignment, along with the extension for gifted students, will be written on the white board and also posted on the wiki, along with the rest of the class notes.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hand Back Graphic Organizers: The teacher will hand back the graphic organizers from last class with feedback and the students will be given time to regroup their thoughts and look over their ideas. (5 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Discussion: Students will discuss the political candidates and share information that was learned from last class. The teacher will lead the discussion and draw the “Political Issues Graphic Organizer” on the board and will call on students to answer what they learned for each section of the organizer. The teacher will fill in the answers on the board. (20 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Formative Assessment: Students should be using InDesign to create magazine article which features a mock interview with one or both of the candidates. The teacher should introduce and explain the assignment and answer any clarifications the students have. (10 minutes)


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Work Time: Students will then be given the rest of the class to work on the assignment with help from classmates and the teacher. During this time, the teacher should take attendance and then should be walking around the room, conferencing with students who need it, and answering questions about the program, the activity, and the content. (45 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know supporting arguments. Students will learn how to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. This is important because it is necessary to understand how to back up opinions in order to self-advocate anywhere in life. This will be pre-assessed through a quick-write about background knowledge on supporting arguments. The necessity of supporting arguments in the real world will be displayed in the beginning of class through a discussion about the political candidates. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Equip, Where, What, Why, Hook, Tailors**: //Interpersonal, Linguistic, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will then begin to explore the views of the political candidates in order to revise their thinking. They will fill in graphic organizers on the different issues, the candidates’ stances, and their own stances on the issues involved. The teacher will give feedback on these graphic organizers in order to clarify and assess. Students will share these ideas with one another and the teacher will re-create the graphic organizer on the board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Timely Feedback, Checking for Understanding, Rethink, Tailors**: //Interpersonal, Intrapersonal, Naturalist, Verbal, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will create a magazine article in Adobe InDesign in which they examine more deeply the way that the candidates respond to certain issues. The article should be visually and rhetorically appealing. Students will have the opportunity to display their musical intelligence by inserting song lyrics relating to the issues or to the presidential race. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Organize, Timely Feedback, Explore, Experience, Tailors**: //Intrapersonal, Visual, Kinesthetic, Musical, Naturalist, Verbal//


 * __ Content Notes __**

Students will know supporting arguments. This lesson will focus on the importance of supporting arguments to back up an idea, specifically through the stances of political candidates on the issues of environment, immigration, same-sex marriage, abortion, health care, tax reform, and national spending.
 * 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.

** Barack Obama ** - “ 1961-, 44th President of the United States (2009-), b. Honolulu, grad. Columbia (B.A. 1983), Harvard Law School (J.D. 1991). His father, a Kenyan economist, and his mother, a Kansas native, were divorced when he was two, and he spent his early childhood in Indonesia after his mother remarried. Soon after law school, he moved to Chicago, where he practiced civil-rights law, lectured on constitutional law at the Univ. of Chicago, and was active in the Democratic party. He was elected to the Illinois state senate in 1996, serving until he won (2004) a U.S. Senate seat. Hailed as a young Democratic star, he electrified the 2004 Democratic convention with his keynote address. He became (Feb., 2007) a candidate for the 2008 Democratic presidential nomination, ultimately securing a delegate majority after a prolonged primary contest with Senator Hillary [|Clinton]. The first African American to be nominated for president by a major U.S. political party, he chose Senator Joseph [|Biden] as his running mate, and they subsequently defeated the Republican ticket of Senator John [|McCain] and Governor Sarah [|Palin]. Obama, who led the Democratic party to its largest national victory since the election of Jimmy [|Carter] as president, became the first African American to be elected to the office.” [|__http://www.reference.com/browse/barack%20obama?fromAsk=true&o=100074__]

**Environment**: Gave tax cuts to green energy companies, actively responded to BP oil spill.

**Immigration:** Says that deportation should be focused on criminals only.

**Same-Sex Marriage:** Supports full rights for same sex couples, marriage included.

**Abortion:** Pro Choice

**Health Care:** Affordable health insurance for all Americans.

**Tax Reform:** Believes in tax cuts for the middle class, but not for upper class.

**National Spending:** “ I think we've got to invest in education and training. I think it's important for us to develop new sources of energy here in America, that we change our tax code to make sure that we're helping small businesses and companies that are investing here in the United States, that we take some of the money that we're saving as we wind down two wars to rebuild America and that we reduce our deficit in a balanced way that allows us to make these critical investments.” (Obama 2012)

Romney, Mitt (Willard Mitt Romney), 1947-, American politician and business executive, b. Detroit, Mich., grad. Brigham Young Univ. (B.A., 1971), Harvard (M.B.A., 1975, J.D., 1975); the son of George W. Romney, a prominent automobile industry executive and Republican governor of Michigan (1963-68). After graduating from Harvard, he began working for Bain and Co., a Boston investment firm, serving as vice president (1978-84) and CEO and chairman (1991-93). In 1984 he founded Bain Capital, a related investment firm, where he was CEO and managing partner. Following a scandal involving bribery in the awarding of the 2002 Winter Olympics to Salt Lake City, Romney was brought in to head the organizing committee (1999-2002); he reduced severe cost overruns and secured numerous corporate sponsors. He capitalized on his success in managing the Olympics to run as a Republican for governor of Massachusetts, serving for one term (2003-7). In 2007-8, Romney ran unsuccessfully for the Republican presidential nomination; his Mormon faith was an issue in some primaries. (http://www.reference.com/browse/mitt%20romney?fromAsk=true&o=100074)
 * Mitt Romney **

**Environment:** Believes in complete reformation of clean air and water acts.

**Immigration:** Supports stronger immigration laws which would deport illegal immigrants.

**Same-Sex Marriage:** Supports domestic partnership rights for same sex couples, but not “marriage.”

**Abortion:** Pro Life

**Health Care:** Shift Medicaid to jurisdiction of the states.

**Tax Reform:** Wants tax cuts for big and small businesses. Proposed top income tax to go down from 35% to 25%.

**National Spending:** “ Well, we don’t have to run a deficit to pay for the things that are most important because we can eliminate the things that aren’t critical. We have, in the federal government, 342 different economic development programs, often administered by different departments. We don’t need 342. We probably need a lot fewer than 100 of those. We have 40 different programs for workforce training. There are probably 5 or 6 that are really working. We can get rid of some of those. And so what anyone in the private sector’s learned how to do is to focus their resources on those things that have the biggest impact, that are most important. Surely, protecting our country and our defense of our military is critical [as are healthcare and schools]. And the sacrifice we need from the American people, it’s this: it’s saying let the programs that don’t work go. Don’t lobby for them forever.” (Romney 2007)

//*All candidate views on issues were found at http://www.ontheissues.org/Issues.htm. For further information or clarification, refer to this site.//


 * __ Handouts __**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Pros and Cons Chart Graphic Organizer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Political Issues Graphic Organizer


 * __ 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: //** Initial information will be presented in a straight-forward manner. Assignment will be clear and organized.


 * // Microscope: //** Students will be given the opportunity to explore the information in order to make informed decisions regarding political candidates.


 * // Puppy: //** Clear rules will be set that students are to respect one another's opinions and express their own opinions in a way that is respectful to those around them.


 * // Beach Ball: //** Several different types of activities, including research, discussion, and creating a magazine article, will be used in the lesson.


 * // Rationale: //** By using different ways to deliver information and by delivering information in a way that is both clear and engaging, I will allow for all four types of learners to thrive in this lesson by making them feel accepted and accommodated by the lesson, assignments, and assessments.


 * // 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: //** Students will fill out two different graphic organizers which will be used to assess their understandings of the background information and handed back to them to work further on their summative assessment. Students will also be assessed based upon observation of participation in class discussions and partner discussions.


 * // Summative: //** Students will use the knowledge that they have gained on the political candidates to write a mock interview with one or both of the candidates. They will use Adobe InDesign to create a magazine article in which the interview is featured. **15 points**


 * // Rationale: //** Through the formative assessments, I will be able to check for understanding of the concepts and also clarify any missing or inaccurate background information. The use of summative assessment will give me an understanding of where students are in their understanding of supporting arguments and what might need to be elaborated upon more, or whether students are ready to move on to the next lesson.


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**// see content notes //

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.
 * // Common Core State Standard //**


 * // Facet: //**<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. **(Empathy)**


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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** Students will have the chance to write in a way which involves arranging words in the most appealing and persuasive way they can. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students will use logic to understand what is and isn't a viable argument. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** Students will create a magazine article in InDesign. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic:** InDesign is a tool which allows students to move text boxes around according to where they best fit. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** Students will have the option of finding songs from popular culture which relate to the current or previous presidential elections to supplement the project. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students will ask others' opinions on the presidential candidates. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students will reflect upon their own views and will have time to write on their own. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** Students will be asked to look into the presidential candidates' views on environment conservation.
 * // MI Strategies: //**


 * // Type II Technology: //** Internet Research, Adobe InDesign, and Wikispaces


 * // Rationale: //** Students with each MI will be given opportunities to show their strengths through the use of InDesign to delve into a very relevant real-world issue: the presidential race. By using different technologies and multiple intelligences in my classroom, I provide opportunities in this lesson to go beyond the English classroom, into a deeper understandings of its applications outside of school.

__//**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.**
 * //Rationale://** I will be showing students one way in which argumentative writing can fall under something more than just an essay form. Students will be encouraged to use creativity in their magazine articles in order to make them as rhetorically strong as they can.

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * //Rationale://** I will show students in this lesson how and where supporting evidence can be used outside of the classroom and will therefore encourage students to think about other ways in which supporting ideas can be helpful in places other than the English classroom.

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
 * //Rationale://** Students will complete two graphic organizers in order to clarify their ideas and opinions on each candidate before creating their final product for the lesson.

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
 * //Rationale://** By using several different online sources, I have modeled finding and clarifying my knowledge on the topics and throughout the lesson I have encouraged students to do the same and to discuss this knowledge with classmates in order to strengthen those understandings.

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.**
 * //Rationale://** Students will use Adobe InDesign create a magazine article simulating an interview with one or both president and will examine the views of the candidates using different credible internet resources in order to create and better understand their own views on the issues.

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 given opportunities to self-assess and research issues that interest them in the current political situation. They will be guided on ideas for where to find information, but ultimately will decide how it is that they will retrieve the information on political candidates which they need to complete the project.

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
 * //Rationale://** Students will use the class wiki to keep track of assignments and class notes and will be given opportunities in the lesson through the use of technology to target each multiple intelligence and assess their own strengths within those MIs.

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 be given opportunities to be assessed through graphic organizers, discussion of topics, and the use of Adobe InDesign to create an in-depth assessment of the views of the political candidates. ||  ||   ||
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 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **__Lesson #:__ __Facet:__**
 * __ Grade Level __**** : ** **__Numbers of Days:__**
 * __ Topic: __**


 * __ PART I: __**

• any piece of writing requires supporting ideas. • argumentative writing must consider all sides of the underlying idea. • an argumentative writing piece must be centered around a strong thesis.
 * __ Objectives __**
 * Student will understand that **


 * Student will know **

• __terminology__ (thesis, supporting argument, conclusion,

transition, syntax, diction).

• __critical details__ (proper use of syntax, grammar, and diction).

• __sequence and timelines__ (planning process, paragraph order

[introduce, support, conclude], sentence order within a

paragraph [introduce, quote, explain, analyze]).


 * Student will be able to <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">write arguments to support claims in an analysis of substantive topics **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">or texts, using valid reasoning and relevant and sufficient evidence. **


 * Product: **


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: **


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: **


 * Content Areas: **


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: **
 * Verbal **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **
 * Naturalist: **


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: **


 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

// 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: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // 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: //**


 * // Summative: //**


 * // Rationale: //**


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**


 * // MLR or CCSS: //**


 * // Facet: //**


 * // 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: //**


 * // Type II Technology: //**


 * // Rationale: //**

__//**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

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:**//

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

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

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