L1+Hill,+Colby

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

** LESSON PLAN FORMAT **

__**Lesson #:**__ 1 __**Facet**:__ Explain **__Numbers of Days:__** 2-3
 * Teacher’s Name **** : ** Mr. Hill
 * __ Grade Level __**** : 9 **
 * __ Topic: __** Introducing literary terms


 * PART I: **


 * Objectives **
 * Student will understand that ** in order to write well-developed and engaging narratives, they must use various techniques.
 * Student will know ** terminology: dialogue, pace, description, detail, narrative, conclusion, flow
 * Student will be able to **demonstrate their knowledge of various writing techniques.
 * Product: ** Poster using Glogster.

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 are learning literary terms that pertain to various text types.

Survey with a blank box for any one question.
 * Assessment: **
 * Pre-Assessment: (Lesson 1 only) **

Use fist to five to introduce new ideas and find comfort level with students. Keep using it throughout lesson with terminology for clarification
 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **

Self-Assessment using a checklist. Teacher will give feedback via checklist as well.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will become experts on a given writing/literary technique. Students will have the choice between the technique (pace, dialogue, metaphor, allusion, imagery, hyperbole, etc). They will make a Glogster poster and use it to teach the class about the technique as a presentation. Music will also be required for the presentation.
 * Summative (Assessment of Learning): **


 * Integration **
 * Technology: ** Students will use Glogster to create a poster on a specific literary term.


 * Art: ** Poster will require creative artistic eye.

Students will use an Ice Cream Scoop graphic organizer to gather their ideas together for a Think, Pair, Share learning activity.Pairs will discuss with one another the various strategies they already may know that makes an interesting narrative.
 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Partners will work together to create a poster on a literary technique. I would use a linguistic strategy to divide them up: have students make a the first vowel sound of their name and group up that way. Students would be responsible for choosing a facilitator and recorder. Both would be process observers.
 * Section II – Groups and Roles for Product **


 * Differentiated Instruction **


 * MI Strategies **
 * Verbal:** Students will be discussing the strategies and writing down any examples they know of.
 * Logical:** Discuss why techniques work and how there is a formula to writing.
 * Visual:** Students can get their visual learning addressed with the ice cream scoop. That small visual could help immensely.
 * Bodily:** Have students move around with their think, pair, share partner(s). Move to different areas of the room for example, or to and from the board with post it notes and rearrange them on the board.
 * Musical:** Music will be a part of the poster presentation.
 * Intrapersonal:** Allow brainstorming and thinking time alone before the think, pair, share. Allow reflection time afterward to write down possible techniques they like or may use in the future and why.
 * Interpersonal:** Think, pair, share couples will be getting together and talking with each other about various writing strategies.
 * Naturalist:** Students with this MI will enjoy the hook speech.


 * 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. Ice cream scoop graphic organizer is based on prior knowledge, 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 **

Students will use Glogster to create a poster on a specific literary term. Becomes Type II because students will be interacting with the material closely and play music that adheres to other MI's.
 * Type II technology: **

Try to find an image of the technique. This requires some creativity and an ability to relate: a picture will probably not cover the term exactly, so it requires some explanation as well.
 * Gifted Students:; **


 * Materials, Resources and Technology **
 * Laptops
 * Journal/notebook
 * Index Cards
 * Handouts: syllabus, rules, graphic organizers, terms list,
 * Markers/pens/pencils
 * Binders
 * Glogster
 * Digital and physical handouts of Glogster tutorials.
 * Environment narrative


 * Source for Lesson Plan and Research **

http://www.eduplace.com/graphicorganizer/ - This is the site which contains the ice cream graphic organizer. http://edu.glogster.com/ - The technology we will use for the project. http://www.tnellen.com/cybereng/lit_terms/terms/Literary.Terms.html - Good list of literary terms that I will be using throughout this lesson and others http://www.evolutionwriters.com/samples_and_examples/persuasive-essay-on-pollution-is-a-consistent-demolition-of-the-earth.html Hook speech http://www.youtube.com/watch?v=80NISdsoouE glogster tutorial


 * PART II: **

For this lesson, the classroom would be setup in twos: rows but with two desks together instead of one for collaboration.
 * 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: 80 minutes-//
 * Attendance, hook, and survey - 20 minutes.
 * Give out various handouts (checklist for project, syllabus, ) that students need for the rest of the lesson while giving an overview and taking questions - 10 minutes.
 * Fill out graphic organizers. 10 minutes
 * Get into think, pair, share groups based on the linguistic strategy mentioned above and discuss with each other. I would also be using the first-to-five strategy after each student introduces something new. (Section II Groups and Roles) 25 minutes.
 * Allow time for students to write down various strategies they learned from their peers that they may use or they liked. 5 minutes
 * Discuss how there is a formula to writing (for logical students) and introduce any strategies that haven't been mentioned that would be important for the upcoming project. Hand out the terms list. 10 minutes

//Day two: 80 minutes-//
 * Attendance: 5 minutes
 * Go over any terms we never got too in the previous class. 10 minutes.
 * Break into groups for Glogster. Use the same method as before. 5 minutes
 * Introduce Glogster to students and do a little bit of training with it. 20 minutes.
 * Let students choose their term and work on their posters. 45 minutes.

Students will understand that.... in order to write well-developed and engaging narratives, they must use various techniques.//Text Types and Purposes//**.** We must be able to communicate clearly and get our points across precisely and easily. Learn how to create and entertain, or how to persuade and get your point across. Read, while getting into, a narrative essay. The hook will be a speech on pollution. This should be read with much enthusiasm: it is the very first impression of the unit's topic. The teacher will hand out a copy for students to follow along if they wish to do so.
 * SECTION ONE**
 * Where, What, Why, Tailors:** Naturalist, Linguistic, Logical, Intrapersonal


 * SECTION TWO**
 * Student will know ** terminology: dialogue, pace, description, detail, narrative, conclusion, flow**.**(See content notes). After the hook, a survey should be given out. The survey includes pre-assessment. It allows the students to become familiar with what they will learn. There will also be a box for any one question a student has. After that, I will hand out a graphic organizer in which students will write down what literary techniques they already know. It's based on an ice cream scoop, so the idea is that all of these things pile up onto the cone to make it a great piece. After the students have come up with their organizers, I will instruct them that they will have a short amount of time to discuss with each other the various techniques they came up with. This should take about 5 or 10 minutes. After that we can go around the room and have pairs share their ideas. They will take their favorites techniques they came up with and write them down on post-it notes and place them on the board. They will move post its to different categories on the board. I will break the students up into pairs by using a linguistic strategy. Students will make the vowel sound from their first name and find someone else making the same sound. For example, mine would be an "eh" sound from Hill. After each one I will do a fist to five assessment. This means I will have students raise their hands from 0 fingers to 5 fingers, 0 fingers meaning I have never heard of it before, and 5 meaning I've used it a lot. This will hopefully keep the whole class engaged. I will allow 5 minutes for the students to write down the different strategies that they heard of that they liked. I would collect the graphic organizer afterwards.
 * Equip, Explore, Rethink, Revise, Tailors:** Interpersonal, Intrapersonal, Logical, Linguistic, Visual

Discuss how there is a logical approach: everything has an order to it. There will be a time slot reserved for any terms that did not get finished the previous class. This depends on how the class went and how well the time was followed. We will break into groups. To do this we will use the linguistic strategy mentioned before if students can not remember their think, pair, share groups. This is where I will have students start to learn about Glogster. Students will create an EDU account on Glogster. They will learn all the various tools. This will be started by a [|video tutorial]. I will then answer any questions the students have. The rest of the class will be spent working on the project. If students complete their one term quickly, a second will be applied. The students should be working hard because they will presenting the poster next class. Music must accompany the poster. Poster will include examples of the term(s).
 * SECTION THREE**
 * Students will be able to** demonstrate their knowledge of various writing techniques.
 * Explore, Experience, Revise, Refine, Tailors:** Visual, Linguistic, Logical, Musical, Interpersonal

Students will self-assess their work. They will have a checklist to keep track of their work. Peer's will be able to write a quick note about what they learned from the presentation. I will provide timely feedback by using a checklist as they present for instant feedback, then grade by using a rubric or analytical grading sheet.
 * SECTION FOUR**
 * Evaluate, Tailors:** Intrapersonal.

The list of definitions can be found here on [|this site]. It's also mentioned above in the resources. Definitions can be found there. The exact words:
 * Content Notes:**
 * Student will know ** terminology: dialogue, pace, description, detail, narrative, conclusion, flow
 * Climax
 * Autobiography/Biography
 * Comedy
 * Conflict
 * Exposition
 * Stereotype
 * Theme
 * As well as the three mentioned in the above.

// List the items that need to be printed out for the lesson. //
 * Handouts **
 * Syllabus
 * Rubric
 * Literary terms
 * Survey
 * Speech handout


 * 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: //**// I will be keeping track of all homework on the wiki. I will also be giving the graphic organizers out so clipboards can keep order. They will also enjoy how task oriented the classroom is. //


 * // Microscope: //**// Microscopes will be interested in sharing what ideas they have already. They will be given the chance to be analytical of themselves as well as constructive peer feedback. They may also like when I explain other literary techniques that were not gone over. //


 * // Puppy: //**// Students will be working together and sharing in the class. My syllabus talks about the idea of respect and how seriously I take it. No one should whatsoever should feel offended or I will take action. This should be a very safe environment so sharing what a student has come up with should not be a scary experience. //


 * // Beach Ball: //**//Project will allow for creativity to shine. They will be able to create a poster and and apply previous knowledge to it.//


 * // Rationale: //**// All of these techniques will work together to hit the learning styles. Everyone should be exposed to each kind even if it is not their strength. I think everyone will be happy because there is a fair balance between them. //


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

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

Common Core Standards Content Area: Writing Standards Grade Level: 9-10 Domain: Writing Standard: Text Types and Purposes Cluster: 3
 * // MLR or CCSS: //**


 * // Facet: //**// Explain //


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


 * // MI Strategies: //**
 * Verbal:** Students will be discussing the strategies and writing down any examples they know of.
 * Logical:** Discuss why techniques work and how there is a formula to writing.
 * Visual:** Students can get their visual learning addressed with the ice cream scoop. That small visual could help immensely.
 * Bodily:** Have students move around with their think, pair, share partner(s). Move to different areas of the room for example, or to and from the board with post it notes and rearrange them on the board.
 * Musical:** Music will be a part of the poster presentation.
 * Intrapersonal:** Allow brainstorming and thinking time alone before the think, pair, share. Allow reflection time afterward to write down possible techniques they like or may use in the future and why.
 * Interpersonal:** Think, pair, share couples will be getting together and talking with each other about various writing strategies.
 * Naturalist:** Students with this MI will enjoy the hook speech.


 * // Type II Technology: //**// Glogster //


 * // Rationale: //**// Posters have always been a great way to show off creativity and give a chance to influence others. Here, students will be able to do all that a normal poster can do but in an interactive and immersive way. //


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


 * // Formative: //**// A teacher rubric / analytical grading sheet. //


 * // Summative: //**// Fist to five //

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 * // Rationale: //**// These two assessments give two different, but great, strategies to assess kids. The fist to five allows kids to be interactive and still I am still taking some sort of assessment mentally. The rubric allows the students to see my thinking on their own thinking. It's a good combination. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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