L3+Sanborn,+Kellie

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Kellie Sanborn **__Lesson #:__** 3 **__Facet:__** Application
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 3
 * __ Topic: __** Argumentative Writing


 * __ PART I: __**

Students will understand that an argumentative writing piece must be centered around a strong thesis. Student will know thesis, planning process. Students will be able to reflect upon their big ideas in order to form a thesis.
 * __ Objectives __**


 * Product: ** Web Page

Common Core State Standards 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 writing argumentative essays, and more specifically will focus on organizing their supporting evidence in a way which will strengthen their argument and on creating a thesis statement which it will be centered around.


 * __ Assessments __**


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

Students will be given a handout about thesis statements. They will use the while reading the handout and this will be used by the teacher to check for understanding.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Feedback will be given from the teacher during the first class period on the handout. Students will use round robin brainstorming to give one another feedback on ideas. Students will self-assess using the circle, triangle, square strategy while they are reading to consider what they understand and what they are still working on.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a web page using Wikispaces which outlines their paper in preparation for the summative assessment at the end of the unit.
 * __ Summative (Assessment of Learning): __**

Students will use Wikispaces to create web pages and to easily give feedback on one another's web pages.
 * __ Integration __**
 * Technology: **

English: Students will work on outlining an essay and creating a thesis statement. Computer: Students will learn how to create a Wikispaces web page. Social Studies: Students will examine a current political issue (marriage equality).
 * Content Areas: **

Students will use the "[|Open Mind]" graphic organizer in order to brain storm and write down their thoughts for potential points in their essays. Students will use Round Robin brainstorming in order to collaborate ideas.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will each need to create their own web page in order to demonstrate their understanding, but will be highly encouraged to share ideas with one another.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal:** Students will read and analyze the impact of word choice and arrangement. **Logical:** Students will consider the arrangement and order of ideas on the websites. **Visual:** Students will consider how the visuals of each website affect their effectiveness. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** Students will be given the opportunity to move about the room to discuss with peers and given the option to arrange ideas and phrases using sticky notes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Students will be asked to find a song which relates to their main idea. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students will work in groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will consider and assess their own beliefs and views on the question.


 * __ 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%;">Students who are absent are always expected to start by checking the class Wiki for class notes and assignments. The handouts for this lesson along with all of the links needed will be posted on the class Wiki and students will be expected to see me for any further clarification. Because it is a three-day lesson, students who are absent will easily be able to catch up with their peers.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will use Wikispaces to create a web page and to collaborate with peers.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students who are labeled as gifted will be encouraged to write and outline their essay from the point of view which they do not actually agree with. This will allow them to consider deeper levels of thinking and understanding.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // Laptops //
 * // Class Wiki //
 * // Wikispaces //
 * // [|Open Mind Graphic Organizer] //
 * // Thesis Statement Handout //

> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">
 * __ Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Open Mind] //graphic organizer used for lesson//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://daretodifferentiate.wikispaces.com/file/view/strategies.pdf //strategies for collaborative learning//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.wikispaces.com s//tudents will use this to create web pages//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|Question 1] Information on Maine State Ballot Question 1 used 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 groups of three in order to allow for small group discussion and peer explanation. The class rules (created in lesson 1) will be clearly displayed at the front of the room in order to encourage and remind students to respect one another’s thoughts and opinions at all times.

<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 (10 minutes) - Students will be asked to take a look at the websites advertising [|__"no on question 1"__] and [|__"yes on question 1"__] in order to get a feel for the setup of a political or argumentative website. The teacher will take attendance during this time, and then walk around and answer questions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Small Group Discussion (5 minutes) - Students will discuss with their table mates what they think of the organization of the websites and who the intended audience is. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Class Discussion (10 minutes) - The teacher will ask questions about the audience and organization of the web pages and take notes on the board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Mini-Lesson (15 minutes) - The teacher will give a mini-lesson on thesis statements. The students will take notes on their thesis statement handout. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Checking for Understanding (5 minutes) - Students will go through their thesis statement handout and do the “circle, triangle, square” strategy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Additional Explanation (10 minutes) - The teacher and students will go over any questions that come up during the circle, triangle, square activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Planning (25 minutes) - Students will be given another open mind graphic organizer and will be asked to brainstorm potential arguments for any of the political issues which we have discussed thus far. They will collaborate with nearby peers and will be asked to narrow down their thoughts to a topic. During this time, the teacher will go around and have mini-conferences with each student.

<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%;">Conferencing and Work Time (20 minutes) - Students will be given time to finish organizing their ideas on their open mind graphic organizers and the teacher will finish conferencing with students who hadn’t yet picked a topic last class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Introduction of Wikispaces (15 minutes) - The teacher will give a lesson on using wikispaces on the projector screen. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Play Time (20 minutes) - Students will be given time to experiment with the different tools in Wikispaces and practice creating hyperlinks, inserting images, etc. During this time, the teacher will take attendance and then go around and answer questions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Introduction of Assignment (5 minutes) - The teacher will introduce the assignment and write it on the board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work Time (20 minutes) - The students will be given the remainder of the class period to work on outlining their essay into web pages on Wikispaces.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 3 (80 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work Time (35 minutes) - The students will finish outlining their essays on Wikispaces while the teacher takes attendance and then goes around the classroom to assist students. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assign Thesis (5 minutes) - The teacher will introduce the idea of creating a thesis and will be write the assignment on the board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Writing and Conference Time (40 minutes) - Students will be create several potential theses for the web page that they have outlined and discuss and critique their theses with their table groups. The teacher will spend this time walking around and helping in these conferences. By the end of the period, each student should have chosen a thesis and posted it on their introduction page to their web page.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that an argumentative writing piece must be centered around a strong thesis. (Where) In any situation, if your point is unclear, then there is no basis for your supporting arguments. (Why) Students will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (What) Students will be asked to take a look at the websites advertising [|__"no on question 1"__] and [|__"yes on question 1"__] in order to get a feel for the setup of a political or argumentative website. (Hook) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Where, Why, What, Hook, Tailors:** //Verbal, Logical, Interpersonal, Intrapersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The teacher will give a mini-lesson on thesis statements. The students will take notes on their thesis statement handout. Students will go through their thesis statement handout and do the “circle, triangle, square” strategy. The teacher and students will go over any questions that come up during the circle, triangle, square activity. (Equip/Explore) Students will know planning process, thesis statement, audience. (See Content Notes) Students will be given an open mind graphic organizer and will be asked to brainstorm potential arguments for any of the political issues which we have discussed thus far. They will collaborate with nearby peers and will be asked to narrow down their thoughts to a topic. During this time, the teacher will go around and have mini-conferences with each student. (Rethink/Revise) Students will be given time to finish organizing their ideas on their open mind graphic organizers and the teacher will finish conferencing with students in order to pick topics for their web pages. Students will be create several potential theses for the web page that they have outlined and discuss and critique their theses with their table groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Equip, Explore, Rethink, Tailors:** //Interpersonal, Intrapersonal, Musical, Logical, Verbal, Kinesthetic//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will create a web page which outlines their essay and will create a thesis which their web page will be centered around. (Explore/Experience) Students will be able to reflect upon their big ideas in order to form a thesis. (Application) Students will brainstorm their potential claims and their relevance, then collaborate with peers and the teacher in order to eventually form a proper thesis. Students will collaborate ideas, but each create their own product. They will show their evidence of learning through their graphic organizers, the thesis work sheet, and their web page. Throughout the process of creating a thesis, they will have opportunities to rethink, revise, and refine through their own thought process and through collaboration with peers and the teacher. Students will have the opportunity to build upon their web page for the final product of the unit. (Rethink, Revise, Refine) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, Intrapersonal, Musical, Kinesthetic, Verbal, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will self-assess by reconsidering their own ideas throughout the brainstorming process. They will consider the organization of their web page and the effectiveness of their thesis. They will then decide which of the multiple potential theses they have come up with is the most effective in arguing the claim they have made. I will look over students’ graphic organizers’ after each class period and give them back to them the next class period. I will also conference with students throughout the process and provide them with feedback on their ideas. Students will receive feedback on their Wikispace web page via comments left on the page within three days of its completion. (Evaluate) The homework for this lesson is to finish what was not finished during that day’s class period. This lesson is important because their web page outline will be used in their cumulative assessment at the end of the unit. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Evaluate, Tailors**: //Logical, Verbal, Intrapersonal//

Students will know….. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A statement (usually one or two sentences) which states the claim which will be made in a paper. This statement should not be a fact, but an arguable point. It should be concise, powerfully worded, and completely relevant to the essay.
 * __ Content Notes __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Thesis Statement **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">While essay formats can vary greatly, for this essay we will be going with an introduce, support, conclude format. These web pages should start with an introductory page which hooks the audience and contains a clear thesis statement. There should then be several supporting pages (the number will vary from student to student, depending on their argument and how it is made). Each of these pages (paragraphs) should eventually explain a reason as to why the claim being made is correct. For now, each page should simply state the reason. Finally, the web page should contain a conclusion page (paragraph). This will pull in the relevance of the claim and how it will play out in the audience’s lives and in the present day and future.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Essay Format **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Audience refers to the group(s) of people which a piece of media (in this case, web pages) is targeted toward.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Audience **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This question read “Do you want to allow the State of Maine to issue marriage licenses to same-sex couples?” This issue, more commonly known as gay marriage or marriage equality, has been a very controversial topic in the state of Maine for the past few years. Proponents in favor of question one argue that same sex couples should be allowed to be married, and those against argue that they should not. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">*In this lesson, students will be focusing more on the web page organization than the issue itself, but students will have the option to make their own web page around this topic.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Maine State Ballot 2012 Question 1 **


 * __ Handouts __**
 * //Open Mind Graphic Organizer//
 * //Thesis Statements Handout//


 * __ 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: //** Information will be organized in a way which is clear and expectations will be clearly stated and posted on the Wiki page.


 * // Microscope: //** Students will be given opportunities to examine different political issues and come to their own conclusions which they will argue to other people.


 * // Puppy: //** There are clear-cut expectations that students will respect one another in the classroom. There are rules for respect posted at the front of the classroom and peer collaboration is encouraged throughout the lesson. The teacher will also be in close proximity should something come up which is not cohesive to students who are puppies.


 * // Beach Ball: //** Information will be delivered in a variety of ways and students will have several opportunities to show their learning in different ways.


 * // Rationale: //** By setting up the lesson in a way which caters to each learning style, I have set up a classroom where all types of learners will thrive in their understanding of thesis statements and essay organization.


 * // 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 organize a web page which outlines an essay and its format.


 * // Summative: //** Students will create a web page which contains all of the makings of a well-written essay in a "real-world" applicable format.


 * // Rationale: //** By using multiple forms of assessment, I will be able to see my students' progress and figure out what skills still need further instruction.


 * // 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 //

Common Core State Standards 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.
 * // MLR or CCSS: //**


 * // Facet: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to reflect upon their big ideas in order to form a thesis. **(Application)**


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


 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** Students will read and analyze the impact of word choice and arrangement. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students will consider the arrangement and order of ideas on the websites. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** Students will consider how the visuals of each website affect their effectiveness. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic:** Students will be given the opportunity to move about the room to discuss with peers and given the option to arrange ideas and phrases using sticky notes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** Students will be asked to find a song which relates to their main idea. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students will work in groups. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students will consider and assess their own beliefs and views on the question.


 * // Type II Technology: //** Wikispaces


 * // Rationale: //** Several of the multiple intelligences will be targeted in this lesson in order for all students to be able to show and be assessed based on their strengths. I will use Type II Technology to give students an opportunity to create a real-world application of what they are learning. By using wikispaces, students will be able to receive feedback from both the teacher and their peers more quickly and efficiently.

__//**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:**// In this lesson, I have created an opportunity for students to apply their knowledge of essay formatting to more than just an essay. Students will consider real-world political issues and learn how to create a web page to convince people to side with them. Students will use Wikispaces to create web pages and to comment on one another's work and give feedback to one another. Students will have opportunities both in and out of class to collaborate and consider different ideas.

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

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://** The concept of essay writing has been taken a step further in this lesson to make it applicable to digital learners. Students will have the opportunity to choose political issues which interest them and create web pages about them. This lesson uses Wikispaces to allow students to organize their thoughts and display their strengths in a way that allows their peers to collaborate much more easily than just on paper or in a word processor. Students will have opportunities to be assessed through Wikispaces and several graphic organizers in this lesson. ||  ||   ||
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