L4+Sargent,+Elizabeth

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

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Ms. Sargent **__Lesson #:__** 4 **__Facet:__** Application **__Grade Level__****:** Grades 9-10  **__Numbers of Days:__** 2 days **__Topic:__** Theme Development

**__PART I:__**

**__Objectives__** **Student will understand that** there is more than one theme in //The Great Gatsby//, and they must be able to analyze the theme's development. **Student will know** theme, how to find a theme, citation/textual evidence, and developments. **Student will be able to** create a theme that follows the development of the text. **Product:** Map, Persuasion Map

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Content Area: Reading, //The Great Gatsby// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Domain: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cluster: 1, 2, 3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:** Students will use an Idea Rake to organize there themes and write key points of where that theme shows up in //The Great Gatsby.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Assessments__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Pre-Assessment: (Lesson 1 only)__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will use an Entrance/Exit Ticket with a formulated question and will answer 1-5, based on how they are feeling about their project. At the beginning and ending of every class students will fill out their form, and they will also have space at the bottom to ask any questions they may have and post comments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will self-assess using a checklist. Students will use the checklist and look at a peers map and assess how well they met the various aspects of the project. Feedback from teacher on final product map will be given by teacher from a checklist with helpful comments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will complete a Persuasion Map. They will be self-assessed using a checklist. Students will give feedback through exit tickets administered at the end of class each day to assess where students are in the project and what they need help with. Teacher will give feedback on Persuasion Map through a checklist.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Technology:** Students will create a Persuasion Map to map out their argument for their chosen theme. Students will come up with a thesis that describes their arguable viewpoint. They will then come up with three reasons or supports to help convince it's validity. For each of the three reasons, students will need to come up with three facts or examples to support their reasons, and then come up with a conclusion that ties all of the reasoning together.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Art:** Students will use Persuasion Map to map out their argument for their chosen theme. They will create a Persuasion Map <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Writing:** Students will need to write/type up their reasons for their theme and thesis to use in their Persuasion Map.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will use an Idea Rake to organize there themes and write key points of where that theme shows up in the text. Students will work in teams of four to work on the Idea Rake. A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">While students will be brainstorming in groups about specific themes, they will create their Persuasion Maps on their own. The evidence they come up with may be collaborative, but students will all hand in their own map outline.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Differentiated Instruction__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__MI Strategies__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal;** Students will be able to talk with their teammates and discuss questions posed about themes in a game-like atmosphere. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical;** Students will use an Idea Rake to organize themes and write key point of where that theme shows up in the text. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual;** Students will be working on a map, and using Inspiration and other Graphic Organizers to brainstorm. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical;** Students are able to listen to music while working as long as it doesn't disrupt anyone else. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal;** Students will use Inspiration to further map out their ideas of themes and how they emerge in the text, giving page numbers and correct citations for future use. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal;** Students will be working collaboratively in groups to brainstorm themes, and be on teams to answer questions.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//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: 110%;">**Plan for accommodating absent students:** If a student should be absent for work, they should come see me immediately when they get back to school the next day. If they missed more than one day in a row, they should get in contact with me while they are gone and set up a plan to get the work done that they have missed. I will create a folder in advance for students that have scheduled absences. In the event that a students misses a class and in doing so misses classwork, I will collect the work that was done that day and put their name at the top of the paper. All the papers and assignments that were missed will be put in a folder for the student to work on that weekend. They will need to finish it and hand in all missed work the following Monday. Otherwise, they will receive a zero for anything they missed. Group work will have to be done in the students own time, they will need to get together with their assigned partner from their group and work with them after school or during a study hall period. Partners will be responsible for catching the students up on any details that were left out in class such as: group ideas, work done so far, etc. I will be there for help after school on Tuesdays and Thursdays, and students will be able to contact me through email at any time. If students are able to Skype into class while they are not at school then they should do so, this will let them not miss any group work. If they are able to do this I will email them any worksheets we are working on in class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Extensions__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Type II technology:** Students will create a Persuasion Map to map out their argument for their chosen theme. Students will come up with a thesis that describes their arguable viewpoint. They will then come up with three reasons or supports to help convince it's validity. For each of the three reasons, students will need to come up with three facts or examples to support their reasons, and then come up with a conclusion that ties all of the reasoning together. Using Persuasion Map students will be able to brainstorm and outline using a clear outline.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Gifted Students:** Students will come up with two arguable viewpoints that they could connect. In the reason and support section of their persuasion map students will come up with supporting evidence that works for both statements. Students will also be able to use Inspiration to map out their ideas of themes and how they emerge in the text.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Materials, Resources and Technology__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Laptop// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Paper// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Pencil// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Inspiration// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Idea Rake-// [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Exit Tickets// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Student Checklist// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Teacher Checklist//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] - Persuasion Map <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] and [|http://homeworktips.about.com/od/writingabookreport/a/theme.htm]- Content Notes Resources

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__PART II:__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__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: 110%;">**Day 1 Seating:** Students will be arranged in clusters to work out and brainstorm themes and work on the graphic organizer. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Day 2 Seating**: Since students will be working more individually on their Persuasion Maps they will have the choice of sitting wherever they choose as long as it is not distracting. Otherwise I will assign seats. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Day 1 Agenda (80 minutes):** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Day 2 Agenda (80 minutes):**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be put into clusters. (5)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">To hook students, students will work collaboratively in groups to come up with possible themes, then report back to the class as a whole about possible themes from the book. This brainstorming activity will let students know of other possible themes they not have thought of before, and give other students ideas. These themes will be left for students to go back to while working. (15)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">We will go over the Idea Rake, and then students will proceed to finish the graphic organizer in groups. (30)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will then choose a theme, and we will go over the Student and Teacher Checklist to make sure students know what is expected of them. (15)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will then start working on their Persuasion Map. (15)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will exchange what they have so far on their maps with a peer and go through the checklist and give feedback on what the students needs to incorporate, or could use more work on. These checklists will be turned in with the final maps. (20)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will go back and work on their Persuasion Maps. (Throughout the class, or for the other 50 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students may ask for teacher feedback along with students feedback after they have made changes from peer-assessment. (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will turn in their Persuasion Map by the end of class. (End of class, at 80 minute mark)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will understand that there is more than one theme in //The Great Gatsby//, and they must be able to analyze the theme's development. Themes are often used to combine a variety of resources and activities to allow students to have different types of authentic literacy learning experiences. Authentic literacy learning experiences are those that individuals would have in real life. For example, you might go to a museum to see an exhibit about ancient Egypt. Your guide gives you a booklet on mummies to read. As a follow-up to the visit, you might read the booklet and write to the sources listed for more information about a specific theme you had read about in the booklet. CCSS: //Key Ideas and Details.//To hook students, students will work collaboratively in groups to come up with possible themes, then report back to the class as a whole about possible themes from the book. This brainstorming activity will let students know of other possible themes they not have thought of before, and give other students ideas. These themes will be left for students to go back to while working. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Where, Why, What, Hook, Tailors:** Verbal, Interpersonal, Intrapersonal, Logical, Visual

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know theme, how to find a theme, citation/textual evidence, and developments. **See Content Notes.** As a class, we will work together to brainstorm themes and talk about how to find themes in a text and what their difference is from a moral. I will be using the graphic organizer to help students come up with ideas on how to organize there themes and write key points of where that theme shows up in the text. Students will work in teams of four. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer. To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Equip, Explore, Rethink, Revise, Tailors:** //Verbal, Visual, Interpersonal, Intrapersonal, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will use an Idea Rake to organize there themes and write key points of where that theme shows up in the text. A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer. Students will be able to create a theme that follows the development of the text. Since each students Persuasion Map is going to be done individually, each student will need to use all necessary parts needed in their Persuasion Map themselves. They will get peer and if they desire teacher feedback before they turn in their final Map. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Explore, Experience, Revise, Refine, Tailors:** //Verbal, Visual, Interpersonal, Intrapersonal, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Self-Assessment using checklist, feedback by students through the exit tickets**,** feedback by teacher on Persuasion Map through a checklist. Feedback from teacher also from checklist that students use before turning in final map. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Evaluate, Tailors:** //Verbal, Visual, Interpersonal, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Content Notes__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know theme, how to find a theme, citation/textual evidence, and developments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//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: 110%;">**Finding a Theme in Two Steps** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1. When you finish reading a book, ask yourself to sum up the book in a single word. For example, a single word for the book Little Red Riding Hood could be //deception//. Deception is the subject of the book. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2. Next, stretch that single word into a message: innocence can lead to deception. This is a theme for //The Three Little Pigs//.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Symbols** can be helpful when identifying your theme as well. Sometimes an object such as a bridge or a large body of water will appear over and over in a book. The object could actually be a symbol or motif which represents or sheds light on the theme. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If you notice that an object does seem to be a strong and meaningful symbol in a book, try to determine any possible deeper meaning of that object. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">A bridge represents a crossover or change, doesn't it? If you notice a few bridges, and you notice that your main character is going through a big change, you can be sure that the bridge is being used as a symbol. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">When you decide upon a theme, make sure to use examples and quotations from the book as you write the book report, to prove that the theme is important. Remember, as long as you have evidence to back up your theme idea, you're on the right track.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Citing Quotations//**. The source of each quotation must be cited appropriately. MLA (Modern Language Association) form allows a writer to cite a work within the text of the essay and then place full bibliographic information in a list of works cited. [When citing a class text, however, many teachers do not consider it necessary to provide a works cited list so long as the page numbers are consistent with the assigned course book. Check with your instructors about their preferences. For this class you do not need a works cited list unless you are citing outside unassigned sources.] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">When using MLA form, if your sentence makes clear what text the quotation is taken from, then you need only list the page number. An example of MLA form, listing only page number:

====<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Fitzgerald tells us that many people arrived at Gatsby's parties without an invitation, bringing with them only "a simplicity of heart that was its own ticket of admission" (41). ==== <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If the sentence does not make clear what text the quotation is taken from, then include the author's name with the page number. An example of MLA form, listing author and page number: ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">His charisma was apparent in his smile, "one of those rare smiles with a quality of eternal reassurance in it" (Fitzgerald 48). ==== <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This information was taken from[| http://www.sjsu.edu/faculty/mary.warner/Handouts/Textual_evidence.htm] and [].

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Handouts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Idea Rake// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Exit Ticket// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Student Checklist// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Teacher Checklist//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Maine Standards for Initial Teacher Certification and Rationale__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//__Learning Styles__//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Clipboard:** Students will partake in brainstorming collectively, to individually, to choosing a theme, to finding evidence to support their theme, and then creating their outline for their argument. This sequential looking will help clipboards go through clear procedures and know what is expected of them from the discussion of the student and teacher checklist. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Microscope:** Students will be able to analyze their theme and the themes of others when going through the peer-review process. They will be able to discuss themes and the possibilities with their teammates, and take ownership on their own theme in the Persuasion Map. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Puppy:** Students will be working in a comfortable environment with their peers and brainstorming and verbally communicating in supporting groups. Students will get to be powerful assessors to their peers projects. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Beach Ball:** Students will have a choice of brainstorming activities. For instance, they can either use the graphic organizer or use Inspiration to organize their theme. Students will have personal freedom when organizing these organizers, and also when crafting their final project on Persuasion Map. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:** Students will have a variety of brainstorming activities to choose from, and be able to take part in sequential, logical learning. Students will be able to analyze their theme, and work in a comfortable supportive environment while doing so.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Content Knowledge://** Students will know what is listed in the content notes above.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//MLR or CCSS://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Content Area: Reading, //The Great Gatsby// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Domain: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cluster: 1, 2, 3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Facet://** //Application//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Apply** - Students are able to use their knowledge of //The Great Gatsby// and effectively outline their argument using supporting evidence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be able to apply the subject matter in The Great Gatsby and collect evidence to support a thesis. They will be able to develop a rational statement that they are able to support.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal;** Students will be able to talk with their teammates and discuss questions posed about themes in a game-like atmosphere. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical;** Students will use an Idea Rake to organize themes and write key point of where that theme shows up in the text. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual;** Students will be working on a map, and using Inspiration and other Graphic Organizers to brainstorm. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical;** Students are able to listen to music while working as long as it doesn't disrupt anyone else. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal;** Students will use Inspiration to further map out their ideas of themes and how they emerge in the text, giving page numbers and correct citations for future use. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal;** Students will be working collaboratively in groups to brainstorm themes, and be on teams to answer questions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Type II Technology://** Students will create a Persuasion Map to map out their argument for their chosen theme. Students will come up with a thesis that describes their arguable viewpoint. They will then come up with three reasons or supports to help convince it's validity. For each of the three reasons, students will need to come up with three facts or examples to support their reasons, and then come up with a conclusion that ties all of the reasoning together. Using Persuasion Map students will be able to brainstorm and outline using a clear outline. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be able to use a variety of brainstorming strategies before completing their outline. Using Persuasion Map students will be able to organize their thoughts and evidence in a logical way that makes sense not only to logical learners but intrapersonal learners as well.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Formative://** Students will use an Entrance/Exit Ticket with a formulated question 1-5, based on how they are feeling about their project. At the beginning and ending of every class students will fill out their form, and they will also have space at the bottom to ask any questions they may have and post comments. Students will self-assess using a checklist. Students will use the checklist and look at a peers map and assess how well they met the various aspects of the project. Feedback from teacher on final product map will be given by teacher from a checklist with helpful comments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Summative://** Students will complete a Persuasion Map. They will be self-assessed using a checklist. Students will give feedback through exit tickets administered at the end of class each day to assess where students are in the project and what they need help with. Teacher will give feedback on Persuasion Map through a checklist. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will use an exit ticket to assess how they are doing on their product, and where they could use help. Teacher will give feedback on ticket, and answer any questions student may have. Students will also self-assess through a checklist and look at peers maps and assess how well they met product checklist goals. Students will be supported through peer and teacher feedback. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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