L6+Hill,+Colby

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

** LESSON PLAN FORMAT **

__**Lesson #:**__ 1 __**Facet**:__ Empathy **__Numbers of Days:__**
 * Teacher’s Name **** : ** Mr. Hill
 * __ Grade Level __**** : 9 **
 * __ Topic: __**


 * __ PART I: __**

Students will understand that.... they must use precise words or details to fully impact the reader. Students will know... critical details: how everything works and flows together, conclusion has confidence. Students will be able to imagine they are inside of the narrative.
 * __ Objectives __**


 * Product: ** iMovie


 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **

Common Core Standards

Content Area: Writing Standards

Grade Level: 9-10

Domain: Writing

Standard: Text Types and Purposes

Cluster: 3


 * Rationale: ** Almost like an extension to the ComicLife is the iMovie. I will be grading mostly on the script, but the script should be edited as the movie goes if changes are made.This way, students are seeing their story come to life but still the focus is the writing itself.


 * __ Assessments __**

Students will be using the "fill in your thoughts" technique to allow me to see what they are thinking.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will get a rubric and there will be a peer checklist.
 * Section II – timely feedback for products (self, peer, teacher) **

I will be grading by the rubric.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** iMovie

Students will use the clock chart to help organize and keep track of their video's time. They can write where they expect each part to take place. Round robin will be used.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Groups of three to four with defined roles. There will be a sheet everyone will complete at the end grading their group mates.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** Students would get a chance to discuss numerous times during this lesson, as well as write.
 * Logical:** Students would get a checklist of what should be in the video and in the story it is based off of.
 * Visual:** The hook thrives on creativity based off of visuals.
 * Bodily:** High energy would be expected for the video. Lots of movement inside! Besides this, one activity would allow students to get a word (like angry) and match up with a description around the room (like threw with force) and physically get up and see what people have on their cards and try to match up with each other.
 * Intrapersonal:** Students would spend class time self-assessing and peer-assessing their fellow classmates alone.
 * Interpersonal:** The hook will allow a lot of activity between individuals, and the round robin gives everyone a chance to interact with another. The bodily activity also gives students a chance to interact with one another.


 * __ 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. //

Absent students will be expected to look on the wikispaces for homework. Making up classwork will work differently: all materials will be given to student that needs to be made up. If student is absent for longer than one or two days, e-mails will be sent with the worksheets that need to be completed. Group members will e-mail any class or project notes to their absent group member. Skyping is always a possibility.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** iMovie


 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Computer
 * Handouts


 * __ PART II: __**


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

Day one:
 * Attendance (5)
 * Hook students with ink blots (20)
 * Put students in groups of three and give them a group quiz based off of previous knowledge learned throughout the class (15)
 * Keep the same students and start with their iMovie. Go over the technology and assignment, then let the students come up with their three person story. (rest of the class)

Day two:
 * Attendance (5)
 * Give students time to complete stories and begin filming. I will be mediating each story to make sure it has followed the guidelines.
 * I will be searching for precise words and cross-checking to see how these details are represented in the film.
 * The script will account for half of the grade because it is the actual piece of work that shows the mastery.

Day three:
 * Attendance (5)
 * Do a group activity I give out paper pieces with words. Each student gets two pieces, a noun (probably an emotion) and a description. I will call on students to bring up their single word (like angry) and the student with the machinist description will have to come up and tape them near each other on the board. An example of the description may be "threw with force."
 * Continue work with video.

Day four and five
 * Attendance (5)
 * Work on iMovie

Students will know… critical details: how everything works and flows together, conclusion has confidence. I will begin by hooking studnets with ink blots. They will get a chance to describe what they see out of nothing. Soon after, they will be put into groups of three. Students will divide into groups by lining up by birthday and selecting the the people who have the closest birthday to each other. They will take a quick quiz on what they have previously learned in the class. Later on, they will get a group activity with words. Each student gets two pieces, a noun (probably an emotion) and a description. I will call on students to bring up their single word (like angry) and the student with the machinist description will have to come up and tape them near each other on the board. An example of the description may be "threw with force."
 * __ Content Notes __**
 * Where, What, Why, Tailors:** Kinesthetic, Linguistic, Intrapersonal, Interpersonal

I will be checking for understanding throughout using the "fill in your thoughts" technique. This way students can ask questions without the pressure from the class. Students will be cooperatively working with a round robin technique when sharing their story ideas. Students will also be using a clock chart to help them with their video.
 * Equip, Explore, Rethink, Revise, Tailors:** Interpersonal, Intrapersonal, Lingustic, Logical,

Students will do an iMovie with an emphasis on the script, and not so much the product. This is just to see the students revise many times and work together while using all kinds of the literary devices they have learned.
 * Explore, Experience, Revise, Refine, Tailors:** Visual, Linguistic, Logical, Interpersonal

Peer and self assessment via checklist and teacher assessment via rubric.
 * Evaluate, Tailors:** Intrapersonal.

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


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // 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. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**// The extensive use of the script to keep on track will be adored by clipboards. //


 * // Microscope: //**// Students will have to look closely at details (within the script and the movie) to see the big picture. //


 * // Puppy: //**// Students will work together, NICELY, in groups. //


 * // Beach Ball: //**// The range of the story and what it is about will be loved by beach balls. //


 * // Rationale: //**// These learning styles will be addressed //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

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

(See Above)
 * // MLR or CCSS: //**


 * // Facet: //** Empathy


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

(See Above)
 * // MI Strategies: //**

//**Type II Technology**//: iMovie


 * // Rationale: //**// Students will strive harder when their work comes to live using iMovie. //


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

(See Above)
 * // Formative: //**

(See Above)
 * // Summative: //**

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 * // Rationale: //**// The assessments help students who are shy because it is the "fill in your thoughts" technique, and the summative lets them see how other's view their work. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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