L5+Sanborn,+Kellie

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

** LESSON PLAN FORMAT **

**__Numbers of Days:__**
 * __ Teacher’s Name __**** : ** Kellie Sanborn **__ Grade Level __**** : ** 9-10 ** __Facet:__ ** Explanation
 * __ Topic: __**


 * __ PART I: __**

Students will understand that any piece of writing requires supporting ideas. Students will know thesis, supporting argument, planning process, paragraph order, sentence order within a paragraph. Students will be able to derive supporting ideas from their theses. (Explanation)
 * __ Objectives __**


 * Product: ** Mind Map

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: ** Students will attempt to derive as many supporting ideas from their theses in order to support the claims which they have made and in turn provide sufficient evidence for those supporting ideas.


 * __ Assessments __**


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

I will have students explain to a neighbor what some of their supporting ideas are to check for understanding and also so that they can discuss their ideas which often helps with the metacognitive process of writing.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be asked to show their reasoning for their thesis by creating a mind map. They will evaluate themselves upon their own ideas and the teacher will look at the mind map during and after the class period so that it can be returned to the student by the next period.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a mind map which has connecting points and evidence coming out of their supporting ideas and shows that they have considered using evidence to support their thesis and to create a valid argument.
 * __ Summative (Assessment of Learning): __**

Students will use Adobe Inspiration to create a Mind Map. This is a form of graphic organizer which is incredibly more effective than one on paper because it is built by the author to allow as much room for subtopics as needed and because it allows the author to move their points around as needed to support their claim.
 * __ Integration __**
 * Technology: **

Art- Students will use their spatial and artistic abilities in order to organize their ideas in a Mind Map. English- Students will build upon their abilities to write an essay using supporting arguments. Social Studies- Students will be arguing current political issues within their essays and Mind Maps.
 * Content Areas: **

The graphic organizer for this lesson will be the Mind Map. The Mind Map will allow for students to organize their ideas and to build in evidence for those ideas. This will be used in lesson 6 and in the final product when they make their web page essay. Students will be asked to collaborate by sharing their ideas with one another. They will discuss and through discussion will be able to come up with more ideas and more evidence.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually on their products, but will collaborate through discussion on their supporting ideas.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

**Verbal:** Students will be writing down their supporting arguments. **Logical:** Students will use logic to consider why their statement is valid. **Visual:** Students will visualize the order of their ideas using a mind-map. **Kinesthetic:** By using Inspiration on an iPad, students are able to sort their ideas by moving them around. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students will be asked to consider what the reactions of other people might be to their reasonings. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will be asked to reflect on the validity of their statements on their own.
 * __ MI Strategies __**


 * __ 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 first check the class Wiki for class notes. There, they will find a link to the video which we will be watching explaining the importance of supporting arguments. They will then be asked to explore Adobe Inspiration. They will be asked to complete the same product that their peers have created, a Mind Map exploring the supporting arguments that they have come up with to support their thesis. Students are always welcome and encouraged to contact me via e-mail or in person with any clarifying questions.
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use Adobe Inspiration to create a Mind Map. This is a form of graphic organizer which is incredibly more effective than one on paper because it is built by the author to allow as much room for subtopics as needed and because it allows the author to move their points around as needed to support their claim.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted students will be very easily accommodated in this lesson. They will simply be expected to come up with deeper reasoning and evidence behind their theses in order to more thoroughly and effectively prove their point.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // Laptops (or iPads, preferably) //
 * // Adobe Inspiration //
 * // Projector/Screen //

> >
 * __ Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.adobe.com/products/director/special/inspiration/ //download for Adobe Inspiration//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.youtube.com/watch?v=PKB_wbxO1Rc //video for hook//


 * __ 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 class will be set up in table groups (ideally groups of four) to allow for conversations about ideas and explaining to neighbors.

<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 about supporting arguments on the projector screen. The teacher will take attendance during the video.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Brainstorming (10 minutes) Students will explain to a neighbor what the purpose of a supporting argument is and then brainstorm supporting arguments for their topics within their table groups

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Introduction of Adobe Inspiration (5 minutes) The teacher will introduce Adobe Inspiration and basic tools on the projector screen

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Play Time (10 minutes) Students will have an opportunity to explore Inspiration and learn how to use basic tools

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assignment (5 minutes) The teacher will orally introduce the mind mapping assignment and write it on the board

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Work Time (45 minutes) Students will create mind maps of their supporting arguments and evidence using Adobe Inspiration

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that any piece of writing requires supporting ideas. (Where) Without backing up what you say, there is no validity to a statement. (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 watch a video about supporting arguments on the projector screen and then we will discuss the video as a class. During this discussion, the teacher will write on the board and all students will be expected to participate. (Hook)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Where, Why, What, Hook, Tailors:** //Intrapersonal, Interpersonal, Verbal, Logical, Visual//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know thesis statement, supporting arguments, mind map, planning process, paragraph order. (Equip) See content notes. Students will explain to a neighbor what the purpose of a supporting argument is and then brainstorm supporting arguments for their topics within their table groups. The teacher will introduce Adobe Inspiration and basic tools on the projector screen. Students will have an opportunity to explore Inspiration and learn how to use basic tools. Students will create mind maps of their supporting arguments and evidence using Adobe Inspiration. (Equip/Explore) Students will organize their thinking and learning on the mind map, and will collaborate by discussing ideas with one another. The teacher will go around the room and listen to conversations during the “explain to a partner” activity and will then look at students’ work on their mind maps in order to check for understanding during instruction. (Rethink)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Equip, Explore, Rethink, Tailors:** //Kinesthetic, Visual, Interpersonal, Intrapersonal, Verbal, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will explore and experience their knowledge through the mind mapping activity and through discussing their ideas with peers. They will expand upon their pre-conceived ideas and collect additional evidence in order to strengthen their arguments, and will also come to understand what they still need to do in order to plan their essay sufficiently. (Explore/Experience). Students will be able to derive supporting ideas from their theses. (Explanation) They will learn how to do this by learning what supporting ideas are through the video and the explanation from the teacher, and will prove that they are able to do this by creating a product in which they derive supporting ideas from the theses they have already come up with. Students will work individually but will collaborate with peers at their table groups. They will each come up with their own product in order to show evidence of their learning and to use on their future assignments. Students will have the opportunity to evaluate which ideas from this product are most important in the next lesson and will therefore be able to rethink, revise, and refine their ideas before using them in their final summative product. (Rethink, Revise, Refine)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, Intrapersonal, Kinesthetic, Logical, Verbal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be asked to show their reasoning for their thesis by creating a mind map. They will evaluate themselves upon their own ideas and the teacher will look at the mind map during and after the class period so that it can be returned to the student by the next period. Students will have the opportunity to evaluate which ideas from this product are most important in the next lesson and will therefore be able to rethink, revise, and refine their ideas before using them in their final summative product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Evaluate, Tailors:** //Intrapersonal, Verbal, Logical//

Students will know….. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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: 16px;">Thesis Statement **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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: 16px;">Essay Format **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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: 16px;">Audience **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The order of words to form a sentence. Students should consider their word ordering within their thesis statement in order to create a thesis statement that is most effective.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Syntax **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The choice of words when writing or speaking. Students should take great care in choosing the most effective words possible when writing their thesis statements.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Diction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Any extensive piece of writing should involve pre-writing. For the sake of this assignment, the pre-writing activity will be creating a mind map in order to organize ideas for supporting ideas and evidence.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Planning Process **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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%;">Supporting Ideas **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A mind map is a tool used in order to organize thoughts and thought processes on paper.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Mind Map **


 * __ Handouts __**
 * // Since the graphic organizer will be digital, there will be no handouts needed for this lesson //


 * __ 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: //** Clear directions will be given and written on the board. Additionally, students will be able to find specific instructions on the class Wiki.


 * // Microscope: //** Students will examine their thoughts and thought processes and will explore their ideas in relationship to others' ideas in order to come to a conclusion using valid evidence.


 * // Puppy: //** There will be clear guidelines of respect within the classroom. Students will work in small table groups in order to comfortably share their ideas and opinions with classmates.


 * // Beach Ball: //** Beach ball learners will be specifically addressed in this lesson because they will be able to organize their thoughts in a way which allows for bouncing from idea to idea, while having the ability to move those ideas around in order to make them fit best.


 * // 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.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I will have students explain to a neighbor what some of their supporting ideas are to check for understanding and also so that they can discuss their ideas which often helps with the metacognitive process of writing.
 * // Formative: //**
 * Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be asked to show their reasoning for their thesis by creating a mind map. They will evaluate themselves upon their own ideas and the teacher will look at the mind map during and after the class period so that it can be returned to the student by the next period.
 * Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will create a mind map which has connecting points and evidence coming out of their supporting ideas and shows that they have considered using evidence to support their thesis and to create a valid argument.
 * // Summative: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Through the use of formative and summative assessment, I will be able to examine my students' understanding of supporting arguments and evidence 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.
 * // 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: //**

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: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to derive supporting ideas from their theses. **(Explanation)**
 * // 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.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** Students will be writing down their supporting arguments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students will use logic to consider why their statement is valid. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** Students will visualize the order of their ideas using a mind-map. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic:** By using Inspiration on an iPad, students are able to sort their ideas by moving them around. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students will be asked to consider what the reactions of other people might be to their reasonings. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students will be asked to reflect on the validity of their statements on their own.
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use Adobe Inspiration to create a Mind Map. This is a form of graphic organizer which is incredibly more effective than one on paper because it is built by the author to allow as much room for subtopics as needed and because it allows the author to move their points around as needed to support their claim.
 * // Type II Technology: //**

__//**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:** I have encouraged students to explore their ideas on real-world issues by having them look at a political issue of their choice by using the technology of mind-mapping. By doing this, I have also encouraged students to use technology to self-reflect and as a means of planning for a future project.//

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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 * //Rationale://** //Students are encouraged to use digital tools in order to help with their creative thinking in this lesson by using mind-mapping to consider supporting ideas and evidence.// ||  ||   ||
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