L3+Clark,+Nicole

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

** LESSON PLAN FORMAT **


 * Teacher’s Name: ** **Ms. Clark** **__Lesson #:__** 3 **__Facet:__** Organize
 * Grade Level: ** 9-10 **__Numbers of__** **Days:** 4
 * Topic: ** **Personal Narratives**


 * PART I: **

Student will understand that narratives "show" - not "tell."
 * Objectives **

Student will know dialogue, imagery, sensory language, metaphor, symbolism, simile, adjective, verb, adverb, noun, preposition, moral, personification, pronoun, style, tone, voice, and "show not te ll" (see notes).

Student will be able to recognize the common words that "tell" rather than "show" when editing their writing.


 * Product: Garage Band **

Common Core State Standards Content Area: English Language Arts Standard Label: Writing Grade Level: 9-10 Cluster: Text Types and Purposes Standard Number Three: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture or the experiences, events, setting, and/or characters. e) Provide a conclusion that follows from and reflects on what is experiences, observed, or resolved over the course of the narrative.
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **
 * Rationale: ** I will meet this standard by teaching students how to identify and use sensory language that “shows” rather than “tells” in their writing,


 * Assessments **

The checking for understanding strategy used will be Slap It. A bunch of words will be scattered across the white board. The class will be divided into groups, and each group will send one person up at a time to face the other teams with a flyswatter. The moment the teacher says "TELL" or "SHOW", the students with the flyswatters will run up to the board and hit a word they think falls into that category. If they are right, they get a point. This is done until all of the words are covered. Students will self-assess by doing an exit ticket at the end of presentation day. After all of their songs are shared, they will fill out an exit ticked in which they assess their own product, and also state one thing they learned from hearing another group's product. Teacher feedback will be given in the form of oral feedback for each group directly after their song is presented.
 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **


 * Summative (Assessment of Learning): **
 * Garage Band: ** Students will write and perform a song that describes "tell" words and "show" words, and informs other students what bad "tell" words to watch out for. The song should include at least one Garage Band sound effect OR include a track the students have performed/gotten from their own MP3 collection. If an outside MP3 or other sound effect is used that the student did not personally create, credit should be given to the source. Students will work together in teams to create your song, and then the teams will share with the class. Songs should be between 1.5 and 4 minutes long. All team members must participate in the writing of the song. Other tasks (sound editing, singing) may be divided up based on interest. **Total Points:** 80


 * Integration **


 * Technology: ** Students will be using Garage Band to make a song that discusses the differences between “tell” words and “show” words. This is a Type II technology that allows students to create and record a song and share it via podcast or Youtube with the word.
 * Music (Chorus, Band, etc.): ** This ties into music classes because it allows students to write and record their own original songs – something which requires many musical skills learned/practiced in those classes.

The "Sort Into Two Groups" graphic organizer will be used for students to brainstorm common "tell" words into one pot, and ways to "show" instead in the other pot. Students will work in pairs for brainstorming. They will be organized into pairs based on a numbering system (I will have them count off by saying “1”, “2”, “1”, “2”…) Each partner will be responsible for filling out his/her own worksheet based on what the two discuss. For the actual project, partners will be asked to self-select another set of partners to work with on the Garage Band project (so those will end up being teams of four). Students will work in teams to create a song that describes "tell" words and "show" words/phrases, and informs other students what bad "tell" words to watch out for. Teams will be selected as described in the section above.
 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II - Groups and Roles for Product **

­­**Differentiated Instruction**


 * MI Strategies **

3.7 Students will be able to recognize the common words that "tell" rather than "show" when editing their writing.
 * Linguistic: ** Students will write down the words in the graphic organizer.
 * Bodily/Kinesthetic: ** Students will be running up and fly-swatting the board.
 * Musical: ** Students will create and perform a song for their project.
 * Naturalist: ** Perhaps the song presentations could be played outside, with the students sitting on the school's picnic tables
 * Interpersonal: ** Students will be working in teams to create their songs.
 * Visual: ** Students will be able to visually see the words on the white board.


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

It is very important that students attend class. However, I understand that sometimes things happen and you can't be here. If you are absent, you will miss lots of information, conversations, and class time to work on things. Missing class means YOU are responsible for finding out what was done and what is due. E-mail me or check my website. Usually, my policy is the next day you come to school (even if you don't have my class on that day), you will be expected to come and see me so I can give you work you missed and have a conversation with you about what went on in class. For this lesson, check my website. I will post a link to download the graphic organizer, as well as a description of what we talked about in class regarding “tell” words vs. “show” words. I will also have already assigned you to a team for the Garage Band project. All information regarding who is in what group will be on the website as well, including their email addresses. You will be expected to get in touch with your team for any planning you may have missed. You will also be expected to come see me as soon as possible to check in. If you have any questions that your teammates cannot answer, email me the moment they arise and I will get back to you. If you know you are going to be absent ahead of time, save yourself the trouble and see me to get the work beforehand. It's better for the both of us!
 * Plan for accommodating absent students: **


 * Extensions **


 * Type II technology: ** Students will be using Garage Band to make a song that discusses the differences between “tell” words and “show” words. This is a Type II technology that allows students to create and record a song and share it via podcast or Youtube with the word.

The gifted students will be encouraged to take things a step further - burn each team’s songs to a CD, make cover art and a song list, and give everyone a copy. Of course I will provide any necessary funding, but the experience will be all theirs. These students might also be encouraged to discuss good techniques for everyone to remember how to tell apart “show” words and “tell” words.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **
 * Laptops
 * “Sort Into Two Groups” graphic organizer
 * Garage Band
 * Writing Utensils
 * Fly Swatter
 * White Board
 * Dry Erase Markers
 * Unicorn Costume (for Hook)
 * Exit Ticket (Rubric Checklist)

// List all URL and describe. //
 * Source for Lesson Plan and Research **
 * http://www.edhelperclipart.com/clipart/teachers/org-sort2.pdf - **Sort Into Two Groups graphic organizer**
 * http://edu221fall2012class.wikispaces.com/S+Clark%2C+Nicole - **Link to unit syllabus for further clarification**
 * http://www.foremostpress.com/authors/articles/show_not_tell.html - **Link to article that describes the “Show Not Tell” concept and gives lots of good examples**
 * [|https://play.google.com/music/listen?hl=en&u=nicole.r.clark@maine.edu#all] **- Link to Student Sample of “Show Not Tell” parody song made using Garage Band**


 * PART II: **


 * Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1:
 * Attendance (5 minutes)
 * Hook: I will come in dressed up as something ridiculous, like a unicorn. I will have one student come up to the front and say to the class "I am a white unicorn with a silver horn and a rainbow mane." I will then stand next to the student, and ask the class which one of us got the point across better - the visual representation or merely "telling." This should get them engaged fairly easily. (5 minutes)
 * Show Not Tell (A Brief Overview): I will use the white board to write while I explain the concept of “showing” vs. “telling” in writing. I will give a few examples of “tell” sentences, and ask the students to turn them into “show” sentences. (20 minutes)
 * Brainstorming: I will hand out the “Sort Into Two Groups” graphic organizers, and pair students off by counting by twos. I will explain the graphic organizer, and then let the pairs sit at the desks and brainstorm “show” words and “tell” words together. (20 minutes)
 * Discussion: We will come back together as a class to discuss what every pair brainstormed. I will scribe a big list on the white board so we can add everyone’s list together. Students will be asked to add anything they did not come up with to their own lists on the graphic organizer as we discuss. (25 minutes)
 * Assigning Teams: At the end of class, I will ask pairs to find each other and make groups of four. I will explain that we will be working with these teams for the next two class periods, and some outside class time will probably be needed. I will make sure everyone in each group exchanges contact information – the best way to get ahold of them. I will not say what the project is yet, but I will record the groups and ask students to remember which group they are in for next time. (5 minutes).

Day 2:
 * Attendance (0 class time minutes…will be done while I am showing the hook)
 * Hook: I will show the class my student sample of a Show Not Tell parody (link in the “resources” section) and explain the project. (5 minutes)
 * Slap It: Now it will be time for my checking for understanding activity, Slap It. A bunch of words will be scattered across the white board at the start of class. The class will be divided into groups (by counting off “1”, “2”…), and each group will send one person up at a time to face the other teams with a flyswatter. The moment the teacher says "TELL" or "SHOW", the students with the flyswatters will run up to the board and hit a word they think falls into that category. If they are right, they get a point. This is done until all of the words are covered. (20 minutes)
 * Sandbox Time: I will give students “sandbox time” with Garage Band – playing around with its features independently and then doing a quick write of three things they learned how to do in that time, as well as any questions they still have. I will address these questions at the end. (10 minutes)
 * Teamwork Time: The teams will have the rest of class to get together and work on writing their songs, and recording if they finish writing with time to spare. I will hand out copies of the rubric checklist that will be used for assessment. I will ask that every team call me over to check out the lyrics to their song before they are allowed to start recording. I will make sure everyone has a link (provided on my class website) to the rubric that will be used to grade this project. All members are expected to participate in some way, whether it be writing the song, recording it, editing it, etc. (45 minutes)
 * Homework: Teams will be expected to have their songs recorded for next class. I am planning on this class being a Thursday or a Friday so they have the weekend to work on it if need be.

Day 3:
 * Attendance (5 minutes)
 * No hook for this lesson (not enough time)
 * Time for Final Touches: I will give teams a short amount of time to get together and tidy up any problem areas with their songs. (15 minutes)
 * Sharing: The teams will share the audio file of their songs to a special space on the class website. I will assign other teams to listen to the songs, so everyone is listening to someone else’s that is not their own. Each person will be given a rubric checklist, so they can assess their peers’ songs. (30 minutes)
 * Exit Ticket: Each individual student will self-assess with an exit ticket. After all of their songs are shared, they will fill out an exit ticked in which they assess their own product, and also state one thing they learned from hearing another group's product. Teacher feedback will be given in the form of oral feedback for each group at the end of class (I will call them up to my desk team by team while exit tickets are being filled out). (30 minutes)

Day 4:
 * Attendance (5 minutes)
 * Handing back feedback: I will give each group the peer feedback checklists that other groups completed on their project, as well as the self-assessment exit tickets. They will have time to fix up any areas they feel need improvement based on these comments (and the oral comments I gave the previous day). Groups will let me know when their project is all set to be assessed by me formally. (30 minutes)
 * Independent Reading/Vocabulary Work Time: Once every project has been re-uploaded, the rest of class will be devoted to work time on the on-going projects students will be working on throughout the semester (independent reading projects, vocabulary journals, etc.) During this time, I will listen to each group’s newly updated song and formally assess them using the rubric checklist. (35 minutes)
 * Hand Back Teacher Feedback and Discuss: I will hand back the checklist (with final grade) to each group and discuss options for revision. If a group has not been able to complete full revisions in this allotted time period because of the sheer amount of them, I will allow them to have until the next morning by the time school starts to turn it into me for full credit. Once I hand back my feedback this class period, I will answer any questions they might have. (10 minutes)

The classroom will be arranged into desks of Twos for the first part of this lesson (with the graphic organizers). That is, there will be clusters of desks set up all around the classroom, each cluster containing two desks stuck right next to each other. For the second part of this lesson (the Slap It game), the desks will be all pushed to the back of the room so students can stand in the middle, in two lines facing the white board. The last part of this lesson will require the desks to be set up in clusters of four, for effective teamwork.

Students will understand that narratives "show" - not "tell." //Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.// This is important in terms of general communication skills. When you are describing something to someone, you want to be able to create a picture of it in their mind. If you just tell them, they will not have the same mental connection or emotional reaction to what you are saying. For my hook, I will come in dressed up as something ridiculous, like a unicorn. I will have one student come up to the front and say to the class "I am a white unicorn with a silver horn and a rainbow mane." I will then stand next to the student, and ask the class which one of us got the point across better - the visual description or merely "telling." This should get them engaged fairly easily.
 * Where, What, Hook Tailors: **// interpersonal, linguistic, visual, bodily/kinesthetic //

Students will know dialogue, imagery, sensory language, metaphor, symbolism, simile, adjective, verb, adverb, noun, preposition, moral, personification, pronoun, style, tone, voice, and "show not tell". The "Sort Into Two Groups" graphic organizer will be used for students to brainstorm common "tell" words into one pot, and ways to "show" instead in the other pot. The checking for understanding strategy used will be Slap It. A bunch of words will be scattered across the white board. The class will be divided into groups, and each group will send one person up at a time to face the other teams with a flyswatter. The moment the teacher says "TELL" or "SHOW", the students with the flyswatters will run up to the board and hit a word they think falls into that category. If they are right, they get a point. This is done until all of the words are covered.
 * Equip, Explore, Rethink, Revise, Tailors: **// interpersonal, visual, kinesthetic, linguistic, naturalist ("green" paper) //

Students will be able to recognize the common words that "tell" rather than "show" when editing their writing. Students will work in partners to brainstorm words. Their partners will be determined by counting off by twos. After we discuss the bullet points each pair comes up with as a class, I will type out what we discussed (definitions of key ideas - SEE CONTENT NOTES) and hand that to them to take home. On the second day, the partners will get into teams to play Slap It to check their understanding. This split will also happen by counting by twos, except “1”s will be asked to go to one sie and “2”s will be asking to go to another, so there will be nice, big groups. The partners from the previous class will then come together into teams of four to work on the Garage Band songs (see task description). All team members will be expected to participate. Finally, each partner will be individually responsible for filling out an exit ticket stating what they thought of their own song and what they learned from hearing others’.
 * Explore, Experience, Revise, Refine, Tailors: **// kinesthetic, visual, logical, linguistic, musical (creating a song), interpersonal //

Students will self-assess by doing an exit ticket at the end of presentation day. After all of their songs are shared, they will fill out an exit ticked in which they assess their own product, and also state one thing they learned from hearing another group's product. Teacher feedback will be given in the form of oral feedback for each group directly after all of the songs are shared (I will be listening to them all during this time as well, and may have even started earlier if groups had them shared to the class website the night before). If any problems seem to have arisen, I will address that in my comments to make sure students truly understand before we move on. I will most likely ask any student who had a problem to come in and see me in person so we could discuss the best way to make sure they understand the information. Once final revisions are turned in after peer/self assessment has happened and been accounted for, teacher feedback will be given in the form of the rubric checklist, complete with comments and a grade.
 * Evaluate, Tailors: **// intrapersonal, linguistic, naturalist (we may be able to go outside to share songs), musical, logical //

Content Notes // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages**)** //
 * Students will know the definitions of the following words/ideas: **
 * Dialogue: ** The lines which are spoken by, or between, the characters in a narrative. The dialogue is important to reveal their characterization and/or advance the plot.
 * Imagery: ** The use of words to create pictures. An author can use lively description to create vivid pictures in the mind or appeal to other sensory experience. For example: Shakespeare's description of incessant ocean waves to convey the inevitability of death: "Like as the waves make towards the pebbled shore, So do our minutes hasten to their end" (Sonnet 60). Imagery may involve all the senses, but usually involves the sense of sight.
 * Sensory language: ** Sensory language is when the author uses words and details that appeal to a reader's senses (sight, touch, taste, hearing, smell, emotion).
 * Metaphor: ** A figure of speech in which one thing is equated with something else. A comparison of different things by speaking of them directly, as if they were the same. One of the most famous metaphors is Shakespeare’s, “All the world’s a stage,” a line from As You Like It, 2.7. It is one of the most common and powerful of all literary devices.
 * Symbolism: ** The use of words or objects to stand for or represent other things.
 * Simile: ** A comparison of different things by speaking of them as "like" or "as" the same. The simile "Oh, my love is like a red, red rose," for example, serves as the title and first line to a poem by Robert Burns.
 * Adjective: ** Words that describe nouns. (Ex: blue, sad, ephemeral…)
 * Verb: ** Action words used to describe what is happening/did happen/will happen (Ex: ran, running, run)
 * Adverb: ** Words used to describe verbs, usually ending in “-ly” (Ex: vividly, sadly, happily…)
 * Noun: ** A person, place, or thing.
 * Preposition: ** Words that link nouns, pronouns, and phrases to other words in a sentence. (Ex: on, above, into, like, off, past, throughout, to, with…)
 * Moral: ** A lesson, especially one concerning what is “right” or prudent, that can be derived from a story/experience.
 * Personification: ** Attributing human qualities to inanimate objects, to animals, things or ideas; e.g. “the man in the moon.”
 * Pronoun: ** Words used as replacements or substitutes for nouns and noun phrases, and that have very general reference, such as //I, you, he, this, who, what.//
 * Style: ** The way you write.
 * Tone: ** The writer’s attitude, mood or moral outlook toward the subject and/or readers, e.g.: as angry, cynical, empathetic, critical, idealistic, ironic, optimistic, realistic, suspicious, comic, surprised, sarcastic or supportive
 * Voice: ** An author’s distinctive literary style, basic vision and general attitude toward the world. This “voice” is revealed through an author’s use of SYNTAX (sentence construction); DICTION (distinctive vocabulary); PUNCTUATION; CHARACTERIZATION and DIALOGUE.
 * "Show not tell": ** Show, don't tell is an admonition to fiction writers to write in a manner that allows the reader to experience the story through a character's action, words, thoughts, senses, and feelings rather than through the narrator's exposition, summarization, and description.

Handouts
 * // List the items that need to be printed out for the lesson. //**

// 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. //
 * Maine Standards for Initial Teacher Certification and Rationale **


 * // Learning Styles //**

// Clipboard: // This lessons targets Clipboard learners in that all activities will be clearly and logically structured, with directions written on the board as I go over them. Graphic organizers will be used. Students will understand the logic of the process and clear expectations.

// Microscope: // Cooperative learning encourages discovery learning. Explorations into sensory language, definitions, interpretations of those definitions, and brainstorming will make this lessons particularly appealing to the Microscope learner.

// Puppy: // The use of partners and the support/encouragement of the whole class during discussions and project work time should make the Puppy learner feel very safe indeed.

// Beach Ball: // The Garage Band song allows a lot of freedom of expression, which is important to Beach Ball learners. There are also a variety of activities for them to jump around to – discussing as a class, brainstorming with partners, playing active vocab games, filling out a graphic organizer, creating a song in Garage Band and self-reflecting in an exit ticket. Many MI skills will be incorporated into this lesson, and so the Beach Ball learner should feel right at home.

// Rationale: // The variety of tasks and the total use of each MI show that each type of learner will gain understanding from this lesson - whether they are Clipboards, Microscopes, Puppies, Beach Balls, or somewhere in between!

// Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//

// Formative: // This lesson has a couple of different formative assessments. The first is the class discussion after I explain the concept of “show not tell” – I will ask students to apply what I have just taught them by having them do example exercises of changing sentences into “show” statements that use sensory language. The second is the Slap It activity, where I will get to see what students have remembered regarding “tell” words and “show” words after a couple of days. The final formative assessment is the exit ticket, where I will ask students to self-assess and check off the rubric checklist regarding their own sensory language song, and then to provide comments regarding what they learned from listening to another groups’ song.

// Summative: //
 * Garage Band: ** Students will write and perform a song that describes "tell" words and "show" words, and informs other students what bad "tell" words to watch out for. The song should include at least one Garage Band sound effect OR include a track the students have performed/gotten from their own MP3 collection. If an outside MP3 or other sound effect is used that the student did not personally create, credit should be given to the source. Students will work together in teams to create your song, and then the teams will share with the class. Songs should be between 1.5 and 4 minutes long. All team members must participate in the writing of the song. Other tasks (sound editing, singing) may be divided up based on interest. **Total Points:** 80

// Rationale: // Both types of assessment are used during this lesson and will give both the teacher and the student vital information. The formative assessments will check for understanding and monitor progress, and the summative assessment will accurately show what students have learned by the end of this lesson.

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

// Content Knowledge: // Students will understand the vocabulary (see content notes) through a brainstorming activity, class discussions, and a graphic organizer. Students will show the mastery of their understanding when they create Glogsters showing the major components of each section of a narrative, and write their blog entries about what they learned at the end of this lesson.

// MLR or CCSS: // Common Core State Standards Content Area: English Language Arts Standard Label: Writing Grade Level: 9-10 Cluster: Text Types and Purposes Standard Number Three: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

// Facet: // Students will be able to recognize the common words that “tell” rather than “show” when editing their writing. (**Evaluate**)

// Rationale: // This lesson and all of the activities in it were built around the standard. The students will have a thorough understanding of the concept of “show not tell”, which will allow them to move on and actually use this knowledge to revise their personal narratives.

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

// MI Strategies: //
 * Linguistic: ** Students will write down the words in the graphic organizer.
 * Bodily/Kinesthetic: ** Students will be running up and fly-swatting the board.
 * Musical: ** Students will create and perform a song for their project.
 * Naturalist: ** Perhaps the song presentations could be played outside, with the students sitting on the school's picnic tables
 * Interpersonal: ** Students will be working in teams to create their songs.
 * Visual: ** Students will be able to visually see the words on the white board.

// Type II Technology: // Students will be using Garage Band to make a song that discusses the differences between “tell” words and “show” words. This is a Type II technology that allows students to create and record a song and share it via podcast or Youtube with the word.

// Rationale: // The MI strategies are a very important part of this lesson. They help make this lesson more engaging and meaningful to the students. Each intelligence is expressed and a large majority of them are used in the Garage Band project. The brainstorming activity, discussion piece, and Slap It activity make sure the leftover intelligences are incorporated just as strongly. There is no doubt that between the use of MI strategies and the Type II technology, learning is taking place in a variety of ways that will meet the needs of the diverse students in my class.

// NETS STANDARDS FOR TEACHERS // 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Rationale: Students will constantly be thinking about the major differences between “telling” and “showing” in writing. They will use their creativity in coming up with ways to convey this knowledge to others in the form of a song.
 * a. Promote, support, and model creative and innovative thinking and inventiveness **


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


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

Rationale: Students are collaborating with partners to brainstorm and create graphic organizers to take down their combined thoughts/ideas, as well as with the whole class when it comes time for discussion. They will be interacting face-to-face in this way, and virtually when they share the Garage Band songs they create on the class website so every student as well as the teacher can see.
 * d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments **

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. Rationale: Students will be using their laptops to create and virtually share Garage Band songs that reflect their learning. Creativity will certainly come into play as well, as the songs are expected to be creative and personalized to each team that creates it. This will promote learning experiences such as collaboration, digital creation, and communication.
 * a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity **


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

Rationale: Students's learning styles and diversity will certainly be addressed, seeing as how each of the eight MIs are incorporated into the lesson, with many appearing in multiple areas of the lesson (interpersonal and linguistic, to name a couple.) Abilities using tools/resources will be accommodated for with the combination of previous knowledge and the Garage Band tutorial I will give.
 * c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources **

Rationale: Students will have multiple formative assessments – an oral discussion, the Slap It activity, and the graphic organizer worksheets. The summative assessment will incorporate technology in that it involves Garage Band and sharing a song from that Garage Band experience on a website, and the resulting data will allow me to give feedback and see if we can move on to the next part of the unit or if some students still need clarification.
 * 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 ** **