L1+Sprague,+Karina

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Ms. Sprague **__Lesson #:__** 1 **__Facet:__** Perspective

 **__Grade Level__:** 8 **__Numbers of Days:__** 4

 **__Topic:__** Conducting Research

 **__PART I:__**

 **__Objectives__**

 Student will understand that they must research and understand their research topic.

 Student will know how to determine valid resources, how to glean important information, and how to plan research.

 Student will be able to analyze the main ideas of the research.

 Product: Interactive Graphic Organizer

 **__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

 Common Core Standards

 Content Area: Speaking and Listening

 Grade Level: 8th Grade

 Domain: Speaking

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Standard: Presentation of Knowledge and Ideas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster(s): 4 and 5

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Rationale:** Students will conduct research which will be the topic of their oral presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Assessments__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Pre-Assessment:__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will fill out a survey before and after the project. The students will compare their growth during the course of the unit.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Formative (Assessment for Learning)__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section I – checking for understanding during instruction**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will keep a data notebook throughout the lesson to record progress, problems, and questions. The teacher will check the data notebooks throughout the lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section II – timely feedback for products (self, peer, teacher)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The student will self assess their graphic organizers using the same checklist that the teacher will use to assess the graphic organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will use a graphic organizer to plan and edit their research. Before students can begin their extensive research, they must have a basic outline of what they want to focus on. Each outline must contain; the students position, the opposing arguments, and the general facts/key ideas of the current event. During the research, the students can edit and record their research process on the organizer. Students will collaborate to share research techniques. The graphic organizers will be passed in before the presentation to show the path they took when performing their research.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Integration__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Technology:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will create an interactive graphic organizer to show their research steps and strategies.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Content Areas:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Art:** Students will design a creative interactive graphic organizer to plan their research.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Groupings__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section I - Graphic Organizer & Cooperative Learning used during instruction**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will use a KnowWantLEarn(KWL) organizer to begin the rough planning of their research. Students will collaborate in a round robin to read and edit each others KWL organizers. Students will also share research strategies during the round robin to improve each others research.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section II – Groups and Roles for Product**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> In the round robins, groups of 3 will share research techniques and compare KnowWantLearn organizers. Teams will be picked by number off, and students will sit in a triangle shape and share their research topics and their strategies. Once everyone has shared, students will rotate their organizers to the right. Each student will write comments on their peer's graphic organizer. Once this process is repeated twice and each student has comments from every team member, students will have a chance to edit their organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Differentiated Instruction__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__MI Strategies__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Students will use a graphic organizer to plan their research.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Students will be able to verbally express their research process during the round robin.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Students will be able to see a web of their research plans.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** Students can listen to music while doing research or choose a current event topic based on music.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Students will do their own research.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will get together in a round robin to share ideas using cooperative learning.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** Students can move around during the round robin.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students can choose a current event surrounding nature, or preform their research outside.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Modifications/Accommodations__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//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','serif'; font-size: 16px;"> **Plan for accommodating absent students:** Students will have homework buddies that will record notes from class and e-mail them to their absent partners. The notes will include directions and suggestions for filling out the graphic organizers, as well as idea's that were shared during the round robin. If both partners are absent, the teacher will send these notes. Any worksheets or assignments will be left in an absent folder. Students will have extra time to make up missed assignments.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Type II technology:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will create an interactive graphic organizer to show their research steps and strategies. This is type two technology because students can collaborate with each other online, and the organizers can be accessed from multiple computers. The interactive graphic organizers can also include animation and sound.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Gifted Students:**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> As an extra challenge, students may choose to add images, animations, or hyperlinks within their interactive graphic organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Materials, Resources and Technology__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Laptops

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Internet Access

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Syllabus

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *KnowWantLearn Organizer handout

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Handouts of research techniques and resources

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Link to interactive organizer

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Data notebooks

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Pre-assessment Survey

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Source for Lesson Plan and Research__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> * <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Interactive Graphic Organizer

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> * <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Research organizer

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*// <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Pre-assessment Survey Generator

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> * <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> for interactive graphic organizers

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__PART II:__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__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','serif'; font-size: 16px;"> The desks in the classroom will be set up in clusters of 3 desks.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Day 1: (80 Minutes)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will come into class and have a class discussion about the hook questions (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will take the pre-assessment (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will introduce the KnowWantLearn graphic organizer and give examples. The teacher will also introduce/pass out the data notebooks (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The students will receive a paper copy of the KnowWantLearn organizer, choose their topic, and begin to take notes (20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will number off the students around the room and split students up into their round robin groups (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The students will each share their KWL organizers and state their current event topic (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will rotate their organizers to the right, then comment on their peers organizers (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will rotate their organizers to the right, then comment on their peers organizers (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will rotate once more, getting their organizers back. Students will have a chance to discuss their comments (10 minutes)


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2: (80 Minutes) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will get back into groups and edit their KWL organizers (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will take time to introduce research techniques and how to find valid sources (20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will go online, using their laptops, to find sources for their research (25 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will share some unique sources or interesting finding within their group (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will use the rest of the class period to work on research (15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Students will do more research at home

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Day 3: (80 Minutes)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will continue working on their research (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will introduce interactive graphic organizers and give examples and resources (15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will be in their round robin groups. They will play with interactive graphic organizers and help each other learn about them (20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will regain the students attention and hand out/explain the checklist that will be used to assess the interactive organizers (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will begin working on the drafts of their interactive graphic organizers (15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will explain the extra challenges; adding pictures and hyperlinks (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Day 4: (80 Minutes)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will have time to work on their interactive graphic organizers (40 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will get into their round robin groups and share their graphic organizers (15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will self assess their graphic organizers using the checklist (15 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Students will upload their interactive graphic organizer to the class wiki (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *The teacher will close the class by collecting the data notebooks as a way to check for understanding (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Student will understand that they must research and understand their research topic. Research is a common occurrence in many occupations, and it is an important skill to have throughout life. Research and understanding is used to complete many tasks in everyday life. Students will become familiar with speaking and listening through oral presentations. As students come into class, they will see a scenario written on the board "If someone offered you a million dollars if you performed research for them, could you do it well?". During the first ten minutes of class, the teacher will ask the question and the students will have a discussion about their experience with research and how comfortable and confident they are with researching.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Where, Why, What, Hook Tailors://** Verbal, Visual, Interpersonal, Intrapersonal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The teacher will give the pre-assessment survey to the students to see where everyone's research skills are. After the assessment, the teacher will pass out and explain the KnowWantLearn organizer. The students will fill out this organizer throughout their research. At the beginning, students will fill out the "What I Already Know" section, and some of the "What I Want to Learn" section (this will probably change and expand throughout the research). During the research, students will fill out the "What I Learned" section as they learn knew things. The teacher will split the class up into groups of threes. These groupings will be the round robin groups throughout the unit. The students will exchange contact information with their group in case they need help outside of class. After in class research time on the first day, the students will get together in their round robin groups to explain their topic, then pass their papers around in a circle. Each student will see the KWL organizers of everyone in the group. They will write comments and suggestions on the organizers if they have any. Once everyone has seen the other teammates papers, they will all get their papers back and share the comments with each other and have a group discussion about the research. During the round robin time, the teacher will be walking around the class, observing, and answering any questions that arise. Students will be given another copy of the checklist so they can self assess their interactive graphic organizer. Once they have self assessed their organizer, they will upload it to the class wiki so the teacher can assess it. They will pass in their graphic organizer, their self assessment, and their data notebook to the teacher. The teacher will use all of these things when assessing the interactive graphic organizer. Students will receive the teacher's feedback during the next class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Equip, Explore, Rethink, Revise, Tailors:** Verbal, Logical, Interpersonal, Intrapersonal, Visual

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will be able to analyze the main ideas of the research within their graphic organizers. The teacher will introduce interactive graphic organizers, and give examples and resources. Students will have time to play with the interactive graphic organizers in their round robin groups. The students are encouraged to help each other learn about the graphic organizers. After the students have a chance to play with the organizers, the teacher will regain the classes attention and explain the check list that will be used to assess the interactive graphic organizers. They will pass out the checklists to the students. Now that the students have the checklists, they will begin drafting their interactive graphic organizers. The teacher will check the data notebooks to get a clear understanding of the students progress and comprehension. Students will return to their round robin groups, which were chosen at random. Students are encouraged to keep notes in their data notebook explaining the roles and attitudes of each of their team members. Once students share their graphic organizers within their round robin groups, they will have an opportunity in class to revise and add to their graphic organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Explore, Experience, Revise, Refine, Tailors:**Verbal, Visual, Logical, Kinesthetic, Intrapersonal, Interpersonal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> After sharing and making any last minute changes, students will be given another copy of the checklist so they can self assess their interactive graphic organizer. Once they have self assessed their organizer, they will upload it to the class wiki so the teacher can assess it. They will pass in their graphic organizer, their self assessment, and their data notebook to the teacher. The teacher will use all of these things when assessing the interactive graphic organizer. Students will receive the teacher's feedback during the next class. The students will use the interactive graphic organizer and their new research skills to create their position paper. Students will also use this research and their graphic organizers to help them plan their oral presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Evaluate, Tailors:** Linguistic, Logical, Intrapersonal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Content Notes__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During the first day of the lesson, the teacher will write the hook question on the board ("If someone offered you a million dollars to do research for them, could you do it well?"). When the students come into the class and are seated, the teacher will ask the question and lead a class discussion. The teacher should encourage every student to comment and give input. The main goal of this conversation is to listen to what students think about research. The teacher should encourage students to talk about recent research projects, and think about their research skills. This discussion should last about 10 minutes. The hook conversation will smoothly transition into the pre-assessment. The teacher will pass out the pre-assessment survey and tell the kids to fill them out honestly. The pre-assessment will show the teacher how much experience the students have with research, how comfortable they are with research, and how prepared they are to start this lesson. The pre-assessment will last about 5 minutes, since the questions are only answered with a 1-5 scale. After the pre-assessment, the teacher will present the KnowWantLearn Organizer. This organizer is three columns: one is for what the student knows, one is for what the students want to learn, and one is for what the students have learned throughout the research. The teacher will give examples of KWL organizers. They will recreate the organizer on the board and fill in the organizers so students can see. First, the teacher will write some things that they already know about their topic (the chosen topic for the teacher is Cyber Bullying), which could be the definition of cyber bullying; threats, targeting, harassment, and stalking using the internet or texting. Next, the teacher can write a few things that they want to know; facts and fiqures, notable cases, programs and organizations dealing with cyber bullying. Third, the teacher will pretend that they have done some research. They will come up with something that they learned to add to the last column; 21% of teens have received a threatening e-mail or text. The teacher must explain to the students that they do not need to have a long list in the "Know" column, because you should not know much about your current event topic before beginning the research. After the teacher explains the KWL organizer, they will quickly introduce the data notebook. The students will each get a data notebook. The students can use the data notebook in any way they wish. Some examples might be; making a to-do list, writing a summary of their daily research, making a step-by-step list of their process, or record questions or concerns. The teacher will remind the students that while they are working in their round robin groups, they have to record the roles and participation levels of each team member. Once the teacher passes out the data notebooks and the KWL organizers, the students will get class time to choose a current event topic and begin working on their KWL organizer. The students will only record their topic, what they already know, and what they want to know. They have not started any research, so they will not have learned anything yet. The current event topics must be controversial (having two or more arguments surrounding the event). The event can be local, national, or global. After students work on their research for 20 minutes, the teacher will split the room up into groups of three. (Total number of students/3. Count off by that many students. Ex. 15 total students/3=5, so count off by 5: 1,2,3,4,5,1,2,3,4,5...). These groups will be the students’ round robin groups for the remainder of the lesson. Once the students move into their round robin groups, they will share their chosen current event topic. After each person has shared, they will rotate their papers one person to the right. For eight minutes, the students will read each other’s KWL organizers, make comments, write suggestions, and record good ideas in their data notebooks. The students will repeat this process again. Once every person has read the other two KWL organizers, the group will re-discuss their comments, suggestions, and point out good ideas that they saw. This process will help the students get on the right track with their research, and it will help the other students get ideas for their research. During this process, the teacher will walk around the room to observe and answer any questions that may arise. The students will end the class with the group discussions about each other’s KWL organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> On the second day, the teacher will explain good research techniques after students have time to talk about their edits and changes. The teacher will explain that the key to good research is to find valid sources. The teacher will teach the students how to find valid sources by reading the publications and finding out more about the authors/writers of the reference piece. Not all education sites are valid(.edu sites), since some of the articles are written by undergraduate students. This is why it is important to find out more about the authors of a piece. What is their profession, have they written a lot, how credible are they? The teacher will also remind the students about plagiarism policies (depending on the school, but zero tolerance in the classroom). The students will be reminded that they must cite any direct words from the referenced piece. Students must also include any site that they get information from in their bibliography. The bibliography will be in MLA format. Students may use easybib.com to cite their sources, since bibliography's are not a big part of this project. After introducing research techniques, the students will have time to research in class. They will find multiple sources and begin adding to the "what I learned" section of their KWL organizer. After 25 minutes of working on their research, students will talk within their round robin groups and share interesting sources or any interesting information that they learned while researching. During the group meetings, the teacher will walk around the room and observe the observations and answer any questions. The teacher will also look through students data notebooks to see where they are. After talking with their groups, students will work on their research for the rest of class. Students will be asked to do more research at home.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> At the beginning of the third day, the students will get time to work on their research some more in their round robin groups. After ten minutes of additional research time, the teacher will regain the students attention and introduce interactive graphic organizers. The teacher will give examples of web pages containing interactive graphic organizers ( <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">[|Holt Graphic Organizers] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> is a very good resource for interactive graphic organizers, as well at the <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 16px;">[|ReadWriteThink] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> website). The teacher will tell the students that the graphic organizers will help organize their research results (the "what I learned" section) and they will be useful when beginning the position papers and oral presentations. After the teacher explains the graphic organizers, the students will have time to play with them in their round robin groups. The students do not have to start including their research in the organizers yet. The main reason to have this play time is to figure out the organizers and find one that they like. If they pick one that they like, the students may begin adding their information to the organizers.The teacher will suggest that students should record their favorite things about the graphic organizer, and things that they learned while playing with them. The teacher will walk around to observe the students and answer any questions. After the students get time to play with the graphic organizers, the teacher will re-gain the classes attention and introduce the checklist that will be used to self asses the interactive graphic organizers. Each student will get a copy of the checklist to keep notes on or use as a reference when building their graphic organizer. The teacher and the students will use the same checklist when assessing the organizers. The checklist will include things like content (do the students understand their topic, is their topic a current event), persuasion (do the students know about all the arguments surrounding the topic), analysis (what is the importance of the topic, how does it affect the students). Once the students get a chance to look over the checklist, teachers will get more time to work on their interactive graphic organizers. This time, they should all be adding information. Before the students leave, the teacher will explain that the students may choose to add hyperlinks or images to their graphic organizers as an extra challenge.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> On the last day, the students will get half the class to work on their graphic organizers. Once the time is up, the students will share their organizers with their round robin group. The teacher will walk around the room during this time to observe, ask questions, and look at the student's data notebooks.During the round robin sharing time, the students will give each other suggestions or compliments about their organizers. After the share time, the teacher will give each student another copy of the checklist. The students will use the checklist to self assess their graphic organizers. The teacher will remind the students to be the most honest and give the most reasonable grade when self assessing. After the self assessment, students will post the graphic organizers to the class wiki under the artifacts page by copy and pasting the url. The teacher will then collect the self assessments, the data notebooks, and the KWL organizers. The teacher will assess the organizers and return the components with feedback during the next class. Then students will begin working on their position papers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Handouts__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *KnowWantLearn graphic organizers (one for each student, one example, extra copies)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Data notebooks (one for each student, one example)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Reseach techniques and resources (one for each student)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*Pre-assessment Surveys (one for each student)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Checklists for self-assessment (two for each student-one for notes, one for final self assessment)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> *Syllabus (one for each student)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//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','serif'; font-size: 16px;"> **//__Learning Styles__//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Clipboard://** organization, structure, visual directions, sequential learning, clear procedures, clear expectations.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Microscope://** discovery learning, analyzing concepts, deep exploration, discussion.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Puppy://** comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Beach Ball://** variety of resources, choices of activities, spontaneity, extensions to activities and personal freedom

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale://** By letting the students choose the layout of their interactive graphic organizer, they have the freedom that they want. They can also organize these organizers in any way they like, which will appeal to the more organized students. The group work will offer a friend, encouraging, and social environment for those students who enjoy cooperative learning. Also, the open ended choices of research topics, and the time set aside in class to play with the new technology, will allow students to have more creative freedom and independence.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//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','serif'; font-size: 16px;"> **//Content Knowledge://**Students will know how to how to determine valid resources, how to glean important information, and how to plan research. Students will be able to analyze the main ideas of the research and prove that they understand these main ideas by creating an interactive graphic organizer. (See content notes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//MLR or CCSS://** Presentation of Knowledge and Ideas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Facet: Perspective-Students will learn about multiple perspectives during their research. The students will learn about the main facts and ideas of their topic, but they will focus more on the arguments surrounding their topic. Students are requires to elaborate on not only their opinions, but also of the opposing opinion(s).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale://** By teaching the students about proper research techniques, finding credible sources, and how to glean important information from their research, I am showing that I know how to perform research. As for the overall oral presentation standard, I will be talking in front of the class every day in a professional manner, so that will prove my competency to give an oral presentation. I will also be able to answer students questions as they arise, which will test and prove my knowledge.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//MI Strategies://**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal-Linguistic**: Students will be able to verbally express their research process during the round robin.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical/Mathematical**: Students will use a graphic organizer to plan their research.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual/Spatial**: Students will be able to see a web of their research plans.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Bodily/Kinesthetic**: Students can move around during the round robin and they also get a chance to play with/experiment with the interactive graphic organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical/Rhythmic:** Students can listen to music while doing research, add music to their interactive graphic organizers, or choose a current event surrounding music.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Students will do their own research and create their own interactive graphic organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will get together in a round robin to share ideas using cooperative learning.Students will also help each other with research techniques and help each other learn about the interactive graphic organizers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students can choose a current event surrounding nature, preform their research outside, or include images of nature in their interactive graphic organizer.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Type II Technology://** Interactive graphic organizers (posted on the class wiki)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale//**: By teaching the students about proper research techniques, finding credible sources, and how to glean important information from their research, I am showing that I know how to perform research. As for the overall oral presentation standard, I will be talking in front of the class every day in a professional manner, so that will prove my competency to give an oral presentation. I will also be able to answer students questions as they arise, which will test and prove my knowledge.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//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','serif'; font-size: 16px;"> **//Formative//**: The teacher will check the students data notebooks throughout the lesson. The teacher will give advice, feedback, and ask questions about what they find in the data notebooks. The teacher will also give a pre-assessment survey at the beginning of class to rate the students' research ability and experience levels.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Summative**: The teacher will collect the interactive graphic organizers, self assessments, data notebooks and ReadWriteThink organizers at the end of the lesson. The teacher will assess the interactive graphic organizer based on content, appearance, and mastery using the same checklist that the students used during the self assessment.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale//**: By teaching the students about proper research techniques, finding credible sources, and how to glean important information from their research, I am showing that I know how to perform research. As for the overall oral presentation standard, I will be talking in front of the class every day in a professional manner, so that will prove my competency to give an oral presentation. I will also be able to answer students questions as they arise, which will test and prove my knowledge. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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