L1+Clark,+Nicole

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **Ms. Clark** **__Lesson #:__** 1 **__Facet:__** Explain
 * __ Grade Level __**** : ** 9-10 **__Numbers of__** __**Days:**__ 2
 * __ Topic: __** **Personal Narratives**


 * __ PART I: __**

Student will understand that all narratives have a beginning, middle, and an end.
 * __ Objectives __**

Student will know  narrative, personal narrative, introduction, body, conclusion, hook, climax, setting, characters (see notes)

Student will be able to describe the major components of a narrative introduction, body, and conclusion.


 * Product: Glogster **

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 preparing students to write well-structured event sequences by instructing them as to what the major components of each part of the "beginning, middle, end" sequence are.


 * __ Assessments __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will fill out a Google Forms questionnaire on what they already know about writing narratives, their MIs, AND using iMovie. There will be five questions on narrative writing, five questions on MI, three questions on knowledge of iMovie, and one final question asking the students what they hope to learn throughout the course of this unit. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The checking for understanding strategy used will be Pop It (Bubble Wrap). Students will write what they want to know about the organization of personal narratives on a dot sticker. Each sticker will be placed on bubble wrap. When their topic has been covered, the students will pop that bubble on the bubble wrap. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will self-assess by writing a brief summary of what they have learned from this lesson in a blog entry. Teacher feedback will be given in the form of a comment on the blog entry, responding to what the students have written.
 * __ 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) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Glogster:** Students will make an online "poster" that illustrates the major components of an introduction, body, and conclusion. The Glogster should have three columns that list specific vocabulary in each section. At least one component listed in each column should have a visual element to it as well, to truly show understanding. There is a minimum of three components per section.The final product should have zero errors in grammar/spelling, and all bullet points should be complete sentences. Get creative, and have fun! **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Total Points: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> 50
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will be using Glogster to make a "poster" that outlines the major components of a narrative beginning, middle, and end. This is a Type II technology that allows students to create a poster online and share it with others.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Art: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This ties into art because it allows students to create something visually using creative tools involving color, text, and graphics.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The "Ice Cream Cone" graphic organizer will be used to outline the major components of a narrative's introduction, body, and conclusion. Students will work in sequence chains to provide a visual representation of major narrative events. They will be organized into pairs based on theirs seats (each cluster of two desks in the room constitutes a set of partners), and three stations will be set up (one for beginning, one for middle, and one for end). Students will move along the three stations and add their own input on a big list of what each area involves. One that is done, they will come together as a class to create Glogsters that show all of their lists in an online, visual format that everyone can go back to and access any time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will work in partners to move along from station to station. Each partner will be expected to come up with at least one bullet point to add to the big lists at each station. After we discuss the bullet points from each station as a class, the partners will sit down with the Ice Cream Cone graphic organizer and summarize the major points we discussed in each section in their own words. The partners will then create a Glogster that shows their thoughts, and share that poster on the class website for me to look at. Partners will be expected to equally share the tasks of typing/adding graphics on the Glogster and reading the points on the graphic organizer out loud. Finally, each partner will be individually responsible for posting a blog entry about what they learned from doing this activity.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II - Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Linguistic **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">: Students will write a summary of what they learned from this lesson in their individual blog.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will move from station to station to add things to the "beginning/middle/end" lists.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Musical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> A funny musical sound will signal that it is time to move to a new station.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Naturalist: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Paper will be "green" (eco-friendly), there will be plants in the classroom, and perhaps if students finish the list in time they can visit with the class pet.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Logical/Mathematical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will make concise, bulleted lists in each of the sequencing areas.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will work in groups to brainstorm and list the major components of each section (beginning, middle and end).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will self-reflect on what they learned in their own personal blog entries.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visual: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will make a Glogster to visually represent the material.


 * __ 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%;">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 Glogster and step-by step instructions on how to use it and what to write there. I will have you confer with someone in the class who already completed the assignment so they can tell you what we discussed in class about narratives. Send me your Glogster ASAP, and the next time I see you in class, we will have a brief discussion to make sure you learned everything you should have. If you have any questions that your conference partner 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: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using Glogster to make a "poster" that outlines the major components of a narrative beginning, middle, and end. This is a Type II technology that allows students to create a poster online and share it with others. The use of technology to create something new is what makes it a Type II, and the ability to share that poster with others for viewing and discussion is what makes it a good Type II.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The gifted students will present their Glogster posters to the rest of the class as prime examples, including an explanation of why they chose the graphics they did. These students might also be encouraged to discuss good techniques for everyone to remember what is in each category on the poster.
 * Gifted Students: **

// List all the items you need for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">* Laptops
 * __ Materials, Resources and Technology __**


 * Big paper
 * Markers
 * White board
 * Ice Cream Cone Graphic Organizer
 * Music Player
 * iPod
 * Bubble Wrap
 * Sticky notes

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ice Cream Cone graphic organizer **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://edu221fall2012class.wikispaces.com/S+Clark%2C+Nicole - **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Link to unit syllabus for further clarification **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Link to YouTube version of "The Duck Song" by Bryant Oden, which tells a funny story that will be used as a hook for the lesson **


 * __ 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) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Attendance (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Hook: I will begin the class with "The Duck Song" video, and then ask the students what they liked about it. I will then segue by asking them what the beginning of the story it tells was, what happened in the middle, and how it ended. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Pre-Assessment: Students will take a Google Forms questionnaire on what they already know about writing narratives, what their MI proclivities are, AND their experience using iMovie. (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Sequence Chains: I will ask my students to get into partners, and then go to an area in the room where I have set up three tables. Each table will have a piece of giant lined paper and some markers on it - one will be labeled "Beginning", another "Middle", and the final one "End." Students will rotate through the stations and brainstorm what should be included in each area with their partner, and then write it down on the big paper. (25 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Discussion: Students will go back to their desks and I will put the big pieces of paper up on the board. As a class, we will discuss each section, highlighting the points that are most significant. I will add my own input where necessary. At the end, I will type out everything we discussed (definitions of key ideas - SEE CONTENT NOTES), print it out, and hand it to the students to take home. (25 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Attendance (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Hook: I will begin class by asking students what the best part of a banana split is: the banana, the ice cream, or the toppings. The answer is: All of them together! (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ice Cream Cone Activity: Students will get back with their partners from the previous class. I will give everyone an Ice Cream Cone graphic organizer, and they will be asked to title each section of it "Beginning, Middle, End" and then fill in major points we discussed last class that correspond to each section //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">in their own words //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Brief Tutorial: I will give the students a brief tutorial on using Glogster if they have not all encountered it before. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Glogster: The pairs will work together to create a Glogster out of the info on their graphic organizer. Glogster posters will be uploaded to the class website for review. (45 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Sharing: The gifted students in the class (and whomever else wishes to volunteer) will present their Glogsters to the class. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 23px;">Homework: Students will post blog entries on their class blogs explaining what they learned from doing this activity. I will provide feedback via comments on their blogs.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The classroom will be arranged into desks of Twos for this lesson. 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. In the back of the room, six desks (still in sets of two so that there will be three stations) will be arranged in a row, each with a piece of big lined paper and some markers on them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that all narratives have a beginning, middle, and an end. //They will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.//This is important because you need to know the major components of a type of writing to be able to write it yourself later on. Personal narratives can be used in a variety of settings, such as applying for a college scholarship or moving a group of people to follow you in a political speech. For my hook, I will begin the class by showing them a [|video]of "The Duck Song" by Bryant Oden, and then ask the students what they liked about it. I will then segue by asking them what the beginning of the song's story was, what happened in the middle, and how it ended.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, What, Hook Tailors: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//interpersonal, linguistic, logical, musical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know narrative, personal narrative, introduction, body, conclusion, hook, climax, setting, characters <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(see content notes). The "Ice Cream Cone" graphic organizer will be used to outline the major components of a narrative's introduction, body, and conclusion. I am not going to lecture students about this information. The activities and discussions we will be having in class are going to teach them the basic components of a narrative, because self-discovery and rationalizing are great strategies for memory. In our discussions, I will fill in the missing holes that the students do not pick up on in the sequence chain activity. At the end of the unit, the Glogsters they create will be excellent resources to check back in on later on, because they will have definitions of the major components on them. The checking for understanding strategy used will be Pop It (Bubble Wrap). Students will write what they want to know about the organization of personal narratives on a dot sticker. Each sticker will be placed on bubble wrap. When their topic has been covered, the students will pop that bubble on the bubble wrap.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Revise, Tailors: **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; font-weight: normal;">interpersonal, visual, kinesthetic, linguistic, naturalist ("green" paper) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to describe the major components of a narrative introduction, body, and conclusion. Students will work in partners to move along from station to station. Their partners will be determined by where they sat upon first entering the class - each "twos" cluster will be a set of partners. Students will be asked to move to the back of the room where three stations will be set up (one for beginning, one for middle, and one for end). They will move along the three stations and add their own input on a big list of what each area involves. Each partner will be expected to come up with at least one bullet point to add to the big lists at each station. A musical sound (played by me clicking "play" on my iPod) will signal that it is time to rotate to a new station. As the students are doing this activity, I will walk around from station to station and ask "Does anybody have any questions? Are you stuck?" and other like questions about every three minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">After we discuss the bullet points from each station 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 sit down with the Ice Cream Cone graphic organizer and summarize the major points we discussed in each section in their own words. The partners will then create a Glogster that shows their thoughts, and share that poster on the class website for me to look at. Partners will be expected to equally share the tasks of typing/adding graphics on the Glogster and reading the points on the graphic organizer out loud. Finally, each partner will be individually responsible for posting a blog entry about what they learned from doing this activity.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: //kinesthetic, visual, logical, interpersonal, linguistic, intrapersonal, naturalist ("green" paper), musical (sound to signal time to move from station to station)// **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will self-assess by writing a brief summary of what they have learned from this lesson in a blog entry. All text in the blog entries are expected to be in full sentences and error-free in the spelling/grammar department. Teacher feedback will be given in the form of a comment on the blog entry. Feedback will be given on the Glogster, and will also respond directly to what the students wrote in the blog entry. The grade will be for completing the Glogster with all of the necessary components and for submitting the blog entry. If any problems seem to have arisen, I will address that in my comment 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.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: //intrapersonal, linguistic, naturalist (doing this online instead of wasting paper)// **

__ Content Notes __ // <span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages **<span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">) ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">"Personal narratives allow you to share your life with others and vicariously experience the things that happen around you. Your job as a writer is to put the reader in the midst of the action letting him or her live through an experience. Although a great deal of writing has a thesis, stories are different. A good story creates a dramatic effect, makes us laugh, gives us pleasurable fright, and/or gets us on the edge of our seats. A story has done its job if we can say, 'Yes, that captures what living with my father feels like,' or 'Yes, that’s what being cut from the football team felt like'" (http://teachers.sduhsd.k12.ca.us/kburke/tips_for_writing_a_personal_narr.htm). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Climax:** The turning point in a narrative. It is the point of the highest tension/drama. Ex: Caesar's murder in Shakespeare's //Julius Caesar.//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know the definitions of the following words/ideas: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Narrative: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> A detailed account of connected events (fiction or non-fiction); a story.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Personal Narrative: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> A narrative that gives a detailed account of an event //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">in // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">your own life. //
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Introduction: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The beginning of a narrative/story. Includes a captivating hook, introduces the setting/major character(s), and also sets the tone of the story.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Body: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The "meat" of a narrative/story. Includes character development, sensory details, dialogue, a sequence of events in chronological order and a conflict of some variety.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Conclusion: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The end of a narrative/story. Includes a resolution to the conflict described in the body, and a resolution/"point" of some kind for the reader to take away. "Wraps the story up", as it were.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hook: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The first sentence(s) of the introduction - should intrigue the audience enough to want to keep reading more.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Setting: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The location and time where the story takes place.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Characters: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Characters are distinctive personalities who are involved in the events described by the story. Primary characters are the heroes of the story whose actions determine the plot of the story. Secondary characters have supporting roles to provide the main characters with information, material goods, services or whatever is needed in order to advance the plot.

__ Handouts __
 * // List the items that need to be // //<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">printed out // // for the lesson. //**



__ Maine 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: // 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 narrative sequencing, 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 Glogster 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 - watching a video, brainstorming on giant paper, discussing as a class, filling out a graphic organizer, creating a Glogster, and self-reflecting on a blog. 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 pre-assessement, in which students will fill out a Google Forms questionnaire on their previous knowledge and what they hope to learn. This is for my benefit as the teacher, so I can make sure my lesson is going to meet all of their needs. The second is the "Pop It" strategy, which will be on-going throughout the lesson. Students will write what they want to know about narrative components on little sticky notes and stick them to a big piece of bubble wrap I'll have on the wall. As they are working on their activities, they are encouraged to go up and "pop" one of the bubbles whenever their question happens to be answered. //

// Summative: // <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Glogster:** Students will make an online "poster" that illustrates the major components of an introduction, body, and conclusion. The Glogster should have three columns that list specific vocabulary in each section. At least one component listed in each column should have a visual element to it as well, to truly show understanding. There is a minimum of three components per section.The final product should have zero errors in grammar/spelling, and all bullet points should be complete sentences. Get creative, and have fun! **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Total Points: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> 50

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will upload a link to their Glogster on the class website, and write a blog entry on what they learned during this lesson. I will provide my feedback and my grade of the Glogster in a comment on that entry.

// 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: //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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: // <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Content Area: English Language Arts <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Standard Label: Writing <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Grade Level: 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Cluster: Text Types and Purposes <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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 describe the major components of a narrative introduction, body, and conclusion. (**Explain**) //

// Rationale: This lesson and all of the activities in it were built around the standard. The students will have a thorough understanding of each component in the event sequence by the end of this lesson, which will allow them to move on and actually use this knowledge to write their own 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: //
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Linguistic **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">: Students will write a summary of what they learned from this lesson in their individual blog.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will move from station to station to add things to the "beginning/middle/end" lists.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Musical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> A funny musical sound will signal that it is time to move to a new station.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Naturalist: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Paper will be "green" (eco-friendly), there will be plants in the classroom, and perhaps if students finish the list in time they can visit with the class pet.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Logical/Mathematical: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will make concise, bulleted lists in each of the sequencing areas.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will work in groups to brainstorm and list the major components of each section (beginning, middle and end).


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will self-reflect on what they learned in their own personal blog entries.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Visual: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will make a Glogster to visually represent the material.

// Type II Technology: //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using Glogster to make a "poster" that outlines the major components of a narrative beginning, middle, and end. This is a Type II technology that allows students to create a poster online and share it with others.

// Rationale: //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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 Glogster activity. The brainstorming activity and discussion piece 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. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; font-weight: normal;">Rationale: Students will constantly be thinking about the major components of narrative writing - what they are, which category they fall under, and why. In the sequence chain activity, they will be brainstorming these topics to their fullest extent, and are encouraged to get as creative as possible with their thought processes.
 * 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**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: Students will reflect in their blog entry at the end of the lesson that describes what it is they learned from the lesson. They will be reflecting on everything that happened in the unit, from planning and brainstorming to discussion to creating a Glogster.
 * c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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 Glogsters 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. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: Students will be using their laptops to create Glogster posters online that reflect their learning. Creativity will certainly come into play as well, as the virtual posters are expected to be creative and personalized to each pair that creates it.
 * a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: Students will be using technology via Glogster, which is encouraged to be individualized in whatever way the students wish so long as all of the necessary content is there. Students will set their own educational goals in the pre-assessment, answering the question: "What do you hope to learn by the end of this unit?" They will manage their own learning and assess their own progress by participating in the "Pop It" activity throughout the lesson, popping bubbles with questions they have when they learn/understand the answers.
 * 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 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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 once they take the pre-assessment, which will inform me of their technological and learning backgrounds.
 * c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: Students will have multiple formative assessments - a pre-assessment on Google Forms, the Pop It activity, and informal oral assessments as I walk around the room and ask them how they are doing with the activity. The summative assessment will incorporate technology in that it involves a Glogster and a corresponding blog entry, 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. ||  ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * 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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