L5+Carmichael,+Ashton

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

** #|LESSON PLAN FORMAT **

Self Knowledge.**
 * __ Teacher’s Name __**** :Ashton Carmichael ** **__Lesson #: 5__ __Facet:__
 * __ Grade Level __**** : Grade 8 ** **__Numbers of Days:__**
 * __ Topic: Media __**


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **media has a purpose in its presentation.


 * Student will know **media, purpose, portrayal, delivery, sales


 * Student will be able to **compare the different types of media and their effectiveness


 * Product: ** **Prezi**

Content Area: English Grade Level: 8 || #|Domain : Speaking and Listening Standards
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Cluster: Comprehension and Collaboration Standard: Two: Analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. ||


 * Rationale:I am presenting students with a variety of formats of media and they are directly evaluating the social motives behind the presentations. **


 * __ Assessments __**


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

I will be assessing the students with Thumbs Up Thumbs Down to check for understanding. Throughout the lesson I will be asking students how they feel about the content I am facing them with by giving me a Thumbs Up or a Thumbs Down.This will allow me to see how many students still need the material explained to them and who is doing fine.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I am going to give suggestions on what to improve and what needs to be included before the actual presentation date during a mini conference during class time. Students will have the checklist for their prezi presentations.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will be creating a Prezi presentation to show the class how the two forms of media differ from each other, but also how they can be related to each other. I will be grading the students using a checklist that covers all the essential pieces that should be covered in the presentation.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: **create a prezi to illustrate the similarities and differences between two types of media. Students will be working with the technology of prezi to illustrate how two pieces of media can be similar or different.


 * Content Areas: **

Students will fill out a ven diagram comparing two different media types and whether or not they were effective in their presentation. The middle section will be for the similarities in the two media types.Students will pair off into groups of two and they will get some time to talk about what they put in their diagram.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working in pairs on this assignment.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

Verbal: Students are working together giving them a chance to speak. Logic: Students are working through analyzing these media types. Kinesthetic: Prezi has features that allow students to move the material around in different directions. Interpersonal: Students are working in groups, socializing with each other Intrapersonal: The first ven diagram is done individually. Naturalist: Students will have the option to pick a media that involves nature
 * Visual: Students will be able to see the media they are trying to compare and contrast.**


 * __ 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. //

C lass notes will always be available on the class wiki along with attachments of documents that can be downloaded. If a student is absent, they should first refer to the class wiki for missing assignments and notes on class discussions if applicable. Students are required to come see me for missing homework assignments.I will not immediately take points off for work that is late, rather, I expect students to negotiate with me when the assignment will be turned in. Students will not be allowed to accept a zero for assignments. If a student is absent, they miss the opportunity to capitalize on class discussion and group work, but they will be able to catch up on missing work relatively quickly if they follow the class wiki.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will create a prezi to illustrate the similarities and differences between two types of media. Students will be working with the technology of prezi to illustrate how two pieces of media can be similar or different. Prezi has features that allow students to move the material around in different directions. You can include graphics into the presentation. The presentation is instantly published to the web and at this point anyone can access the information.
 * Type II technology: **


 * Gifted Students: I will encourage gifted students to work with material that is designed and targeted for a scholarly group. I will ask them to do their prezi on such media as Psychology Today and media along those lines. **

// List all the items you need for the lesson. // Wiki Ven Diagram Projector Laptop
 * __ Materials, Resources and Technology __**

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


 * __ PART II: __**

// Day 1 (80 minutes) // // Students will come into a room that is set up clusters. They will see, projected on the white board two very different media types. One media will be something from TMZ while the other will be something from People Magazine. I will start to explain to the students the differences between these two peices and what techniques the designer used in making them. Students will be filling out their Ven Diagrams while I discuss the differences between the two. (10 Minutes) // // Students will be asked to work in groups to fill in the middle section of the ven diagram illustrating some of the similarities in the magazines. Students will be encouraged not to just point out that they both relate to celebrities **__I will ask them to talk about the effectiveness in the presentation of these two media forms__**. (15 Minutes) // // I will explain to students again that media is trying to sell ideas and products to people by appealing to their interests. I will go over key terms like: portrayal, sales, delivery, and purpose. (10 Minutes) // // I will ask students to research a media form and write some things about it: what they are trying to sell, what techniques they are using, who they are trying to target, etc.. I will have them working individually for this step of the class. (15 Minutes) // // I will ask students to share with someone in their group what they found and start to compare and contrast the two pieces. (10 Minutes) // // I will let students watch a tutorial about the prezi software and tell them about the project that will be due. (15 Minutes) // // I am going to ask students to research two forms of media on the internet and write about these forms of media, they will be allowed to use a ven diagram or some other organizer if they want to. They will be able to use the first one they research if they want, but are not allowed to use any of the ones they looked at from their group mates. They must start to write out things that are the same and different about them. This will be homework if they do not finish (15 minutes) //
 * __ 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 2 // // I will start the class off by letting having them go through a prezi presentation that relates to the content of [|media] (10 minutes). // // I am going to give students a chance to play around with the technology before asking them to start their presentations. While talking i groups and playing around, they may be able to help each other learn some interesting tricks that they wouldn't be able to if I rushed them into starting the assignement. (15 Minutes) // // I will ask students to start compiling their research into the prezi presentation website. I will hand out the checklist and let students work on these throughout class. I will be available for conferencing and questions. (35 Minutes) //

Students will walk into a classroom that is set up in a cluster format to inspire group learning and collaboration. Students will understand that media has a purpose in its presentation and presents itself in a way that will sell their products or ideas. Students need to be able to analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Students should know that they are consumers of goods in this world and the media gets you to buy products and sells you on ideas. You need to be aware of media's influences on your consumption. Students will see on the board when they walk in two forms of media something from TMZ while the other will be something from People Magazine. The teacher will start to explain to the students the differences between these two peices and what techniques the designer used in making them. Students will be filling out their Ven Diagrams while I discuss the differences between the two.
 * Where, Why, What, Hook Tailors: Visual, Verbal, logical**

//__**The**__// students will need to understand how media designers choose to portray their information. Students will fill out a ven diagram comparing two different media types and whether or not they were effective in their presentation. The middle section will be for the similarities in the two media types. Students will pair off into groups of two and they will get some time to talk about what they put in their diagram. The teacher will be asking students to put their thumbs up or down throughout the lesson to check for understanding. I will cover material more in depth if students are not understanding. Students will know media, purpose, portrayal, delivery, sale**s. (see content Notes).**
 * Equip, Explore, Rethink, Tailors:****//Visual, Verbal, Logical, Interpersonal, Intrapersonal,//**

// **__The teacher__** will ask students to research a media form and write some things about it: what they are trying to sell, what techniques they are using, who they are trying to target, etc.. I will have them working individually for this step of the class. I will ask students to share with someone in their group what they found and start to compare and contrast the two pieces. (explore/experience) Students will be able to compare the different types of media and their effectiveness. The students will all be presenting to me their outlines from comparing the two medias so that I can make sure that they understand what is expected and that they understand the content. I will ask students to give me more if I think that they are not grasping the details. Students will also have a copy of the checklist that will explain the project. //
 * Explore, Experience, Revise, Refine, Tailors:** **Interpersonal, Intrapersonal**


 * //__Students will self assess with the checklist that was handed out to them. They will be have opportunities to talk in their groups if they wish to fine tune.__//** **Students will be working on prezi presentations formalizing this information. They will** be working with the technology of prezi to illustrate how two pieces of media can be similar or different. Students will be able to add graphics or video or music to these presentation. This allows for students to add graphics of naturalistic scenes.
 * Evaluate, Tailors:****//Naturalist, Musical,//**

Students will know key terms: media, purpose, portrayal, delivery, sales Media: the means of communication, as radio and television, newspapers, and magazines, that reach or influence people widely. usage When //media// refers to the mass media, it is sometimes treated as a singular form, as in ://the media has shown great interest in these events. // Many people think this use is in correct and that // media // should always be treated as a plural form: //the media have shown great interest in these events. // "newspapers, radio, TV, etc." 1927, perhaps abstracted from mass media (1923, a technical term in advertising), pl. of medium, on notion of "intermediate agency," a sense first found 1605.
 * __ Content Notes __**

Purpose: The  [|reason] for [|which] somethingexists  or is done, made, used, etc. ; an  intended or desired result; end; aim; [|goal] ; determination;resoluteness; the  subject in hand; the pointat  issue; practicalresult,effect,oradvantage:  to act to good purpose.

verb (used without object) to have a purpose. On purpose, by design; intentionally: How could you do such a thing on purpose? to the purpose, relevant; to the point: Her objections were not to the purpose.

Portrayal:

to represent in a painting, drawing, sculpture, etc; make a portrait of

Delivery:

manner or style of utterance, esp in public speaking or recitation

//Sales:// a quantity [|sold] ; opportunity to [|sell] ; demand: slow sale; a special disposal of goods,  as at reduced <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">prices; <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">transfer <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px;">ofproperty <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> for money or credit.

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


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: The direction is clear and allows students to focus on one task before moving onto the next. //**


 * // Microscope: Students will be able to look closely at material in the content and are encouraged to deleve deep into the analysis of the media. //**


 * // Puppy: The class is set up in small groups to encourage discussion. Puppy students will not have to speak to the whole group if they only feel comfortable talking in smaller groups. //**


 * // Beach Ball: I keep direction moving enough that students will not get disengaged from one activity. //**


 * // Rationale: I have shown that I understand how learners grow and develop and recognize 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 with the examples above.//**


 * // 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.//**

I will be assessing the students with Thumbs Up Thumbs Down to check for understanding. Throughout the lesson I will be asking students how they feel about the content I am facing them with by giving me a Thumbs Up or a Thumbs Down.This will allow me to see how many students still need the material explained to them and who is doing fine.
 * // Formative: //**

I am going to give suggestions on what to improve and what needs to be included before the actual presentation date during a mini conference during class time. Students will have the checklist for their prezi presentations.

Students will be creating a Prezi presentation to show the class how the two forms of media differ from each other, but also how they can be related to each other. I will be grading the students using a checklist that covers all the essential pieces that should be covered in the presentation.
 * // Summative: //**


 * // Rationale: Through formative and summative assesments, I have proven that I can use multiple methods of assessment to engage learners in their growth. //**


 * // Rationale: I am drawing in content from social studies with my use of current events in today's culture. This shows that I can plan instruction that supports every student in meeting rigorous learning goals by drawing upon content areas. //**


 * // 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.//**

(See Content Notes)
 * // Content Knowledge: //**

Content Area: English Grade Level: 8 Domain : Speaking and Listening Standards Cluster: Comprehension and Collaboration Standard: Two: Analyze the purpose of information presented in diverse media and formats (e.g., visually quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
 * // MLR or CCSS: //**
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * // Facet: Self Knowledge //**


 * // 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.//**

Verbal: Students are working together giving them a chance to speak. Logic: Students are working through analyzing these media types. Kinesthetic: Prezi has features that allow students to move the material around in different directions. Interpersonal: Students are working in groups, socializing with each other Intrapersonal: The first ven diagram is done individually. Naturalist: Students will have the option to pick a media that involves nature
 * // MI Strategies: //**
 * Visual: Students will be able to see the media they are trying to compare and contrast.**

Students will create a prezi to illustrate the similarities and differences between two types of media. Students will be working with the technology of prezi to illustrate how two pieces of media can be similar or different. Prezi has features that allow students to move the material around in different directions. You can include graphics into the presentation. The presentation is instantly published to the web and at this point anyone can access the information.
 * // Type II Technology: //**


 * // Rationale: By tailoring my lesson to include several MI's and Type II technology I have shown that I understand and can use a variety of instructional strategies to encourage learners to develop understanding of content. //**

__//**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 //**Rationale: Through the use of Prezi, I am promoting students to reflect using collaborative tools to clarify conceptual understanding and thinking.**//

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

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


 * //Rationale: I am providing students with several formative and summative assessments aligned with content and technology standards. I am checking for understanding throughout the lesson and checking throughout the learning process to make sure students fully understand the content I am teaching.//**