L5+Hill,+Colby

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

** LESSON PLAN FORMAT **

__**Lesson #:**__ 1 __**Facet**:__ Application **__Numbers of Days:__** 3
 * Teacher’s Name **** : ** Mr. Hill
 * __ Grade Level __**** : 9 **
 * __ Topic: __**


 * __ PART I: __**


 * __ Objectives __**

Students will understand that.... they must create a coherent flow with a conclusion that follows and reflects.

Students will know... where to start and end and how techniques build up and work together.

Students will be able to produce a conclusion that follows and flows with their writing.


 * Product: ** Comiclife comic

Common Core Standards Content Area: Writing Standards Grade Level: 9-10 Domain: Writing Standard: Text Types and Purposes Cluster: 3
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **


 * Rationale: ** Students must learn how to end something just as much as they need to begin something.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**

Comiclife
 * __ Integration __**
 * Technology: **


 * Content Areas: **

Sequence chart will be used considering the unit revolves around sequencing.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** Hook would involve class discussion. Students would write out their answers first and then share out in discussion.
 * Logical:** Students would use a sequence to outline a story with an emphasis on a strong conclusion following strong checkpoints.
 * Visual:** Visual learners would be interested by the hook.
 * Musical:** Gifted students will be looking at this musically.
 * Intrapersonal:** Students would get a chance to work alone when filling out graphic organizer.
 * Interpersonal:** Both the onion ring strategy and hook discussion would get the interpersonal student interested.


 * __ 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. Sense chart graphic organizer is based on what is around them at the time, so it can be done at home easily. 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: ** Comiclife


 * Gifted Students: ** Will look at the ending of songs and how they relate to the earlier segments.

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

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


 * __ 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 minutes)
 * Begin by showing the end of a TV show. Preferably one they may have not seen before. This is part of the hook. Five minutes of the ending and then five minutes worth of brainstorming what the show may have been about. Then another five minutes discussing with each other what they each thought. I would then go over what the ending actually was concluding from the show, and why it is important to have a clear ending.(20)
 * Use the onion ring strategy to have students from the inner circle create a story for three minutes and then the outer person completes it and brings it to an ending during the next three minutes. Would do this for about three partners. (20)
 * From here we would start to learn about Comiclife and what the project is about. (20)
 * Spend the rest of the class coming up with the story. Use the sequence chart to help map out their story. Should have some for next class. Emphasis with endings.

Day two:
 * Attendance (5)
 * Everyone will be able to have a quick meeting with me throughout the class. While doing these meetings, the students in the classroom not meeting with me will work on their Comiclife and stories because presentations will be next class.

Day three:
 * Attendance (5)
 * Presentations

Students will know... where to start and end and how techniques build up and work together. Students will understand that.... they must create a coherent flow with a conclusion that follows and reflects. More in depth of conclusion ideas. The ending is one of the most important pieces to anything; it's what the viewer is exposed to last and what they will base judgement off of immediately. Class would begin, right after attendance, with me setting up the last five minutes of a TV show. This would hopefully hook the students right away. After the five minutes, students will have a chance to write about what they thought of the ending and guess what the first whole part of the show was about. This will show the students how crucial the ending is. Shortly there would be a discussion using the numbered head strategy to ensure that everyone is participating. I would let the students see how important the conclusion is-- it's the last bit of information that the viewer will see or read. Hopefully, the ending may have a "to be continued" aspect that the students can discuss upon.
 * __ Content Notes __**
 * Where, What, Why, Tailors:** Linguistic, Logical, Intrapersonal, Interpersonal, Visual

Students will know... where to start and end and how techniques build up and work together. Students will gather their thoughts and storytelling ability by setting up in an onion ring cooperative learning setup. What happens is that people sit facing each other, but there is an inner ring and an outer ring and I will say how many times to turn for each ring. Here, students will quickly start a story for three minutes, and the outer ring student will complete the story with their three minutes. They will then rate their story afterward. Will do this three times. This is more or less and activity to introduce how important endings are. Interaction can help with the creative process, and it's also a way for me to gauge the students understanding.Regardless, the next piece is going over the Comiclife technology and explaining the project.
 * Equip, Explore, Rethink, Revise, Tailors:** Interpersonal, Intrapersonal, Logical, Linguistic

Students will create a story with an emphasis on the ending and create a comic life out of the story. For the next day, each student will have a meeting with me regarding the story and the ending. This is so I can get a personal check-in with each student. These check-ins should not take longer then five or so minutes each, that way everyone has a chance to talk to me. The Comiclife also helps a story come to life, and this kind of introduction to the visual concept will help for the next lesson.
 * Explore, Experience, Revise, Refine, Tailors:** Visual, Linguistic, Logical, Intrapersonal

As usual, there will be self-assessment as well as peer-assessment. Everyone will get the same rubric to base their judgement from. My grade basis will be from the same rubric as well.
 * Evaluate, Tailors:** Intrapersonal.

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


 * __ 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: //** Clipboards get the same checklist and rubric that I grade with.


 * // Microscope: //** Microscopes will get a chance to look at how their finer details come to life.


 * // Puppy: //**


 * // Beach Ball: //** Beach balls will enjoy the fact the they can create their own story and then see it in 2d with pictures. They create their own story. Creativity runs this course.


 * // Rationale: //**


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


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


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


 * // Facet: //** Application


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


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


 * // Type II Technology: //** Comiclife


 * // Rationale: //** Comiclife is a great way to see a story put together. Students will see their stories comet together pretty nicely.


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


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


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

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