L2+Hill,+Colby

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

** LESSON PLAN FORMAT **

**__Lesson #:__ 2** **__Facet:__ Self-Knowledge** **__Numbers of Days:__ 3**
 * __ Teacher’s Name __**** : Mr. Hill **
 * __ Grade Level __**** : 9 **
 * __ Topic: __ Sequence and Flow **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that... **they must create a coherent flow with a conclusion that follows and reflects.


 * Student will know... ** terminology: dialogue, pace, description, detail, reflection,narrative, conclusion, word choice, flow, multiple plot lines.


 * Student will be able to... **be aware of the strategies used.


 * Product: ** Podcast (Garageband).

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: ** Through learning more literary terms and techniques, students will be able to learn story sequence.

Exit ticket will be a statement written a paper that tells me how they feel about the instruction. These will be anonymous.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

There will be a self-checklist will alert the student if they are following instruction on the project. I will give the student verbal assessment quickly.
 * Section II – timely feedback for products (self, peer, teacher) **

Summative assessment will be the assessment of their podcast. I will give the students a piece and use different kinds of techniques and an askew storyline. Students will create a podcast that criticizes this and points out the different terms that I used while placing the story in the write order.
 * __ Summative (Assessment of Learning): __**

Garageband or Audacity will be used to create a podcast.
 * __ Integration __**
 * Technology: **


 * Social Studies: ** The piece I give them will be dealing in a social studies genre.

I will use an idea rake to get the students thinking about how a sequence goes in order to get to the "big idea," or conclusion.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

There will be groups for the podcast.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:** Have a discussion on the hook: why can't this work?
 * Logical:** Explain that there can be no beginning without an end.
 * Visual:** Allow students to make comics or look at professional ones and study the flow that they use.
 * Bodily:** Students could reenact their stories in front of the class up until the conclusion. This way the student and the classmates can see a coherent flow or not.
 * Musical:** Turn to look at endings of various songs.
 * Intrapersonal:** The self-checklist will allow students to reflect on themselves and think about their own writing.
 * Interpersonal:** Jigsaw groups will allow students to talk with each other. In addition,


 * __ 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. //

The wikispaces will include all work we completed in class and any homework. There I will upload directions for any absent students. I can upload the document that has the directions for the project, and allow students to begin it and e-mail me with questions.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will be using a podcast to create a critical analysis of a story I give them. It will be Type II because students will be required to use a song that has an actual flow to it and choose at least four literary terms that the artist uses at the end of the podcast.
 * Type II technology: **

Gifted students would be required to also give examples of the stories to a movie or TV show and how they use different sequential techniques and literary techniques.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * Computer
 * Microphone
 * GarageBand
 * Handouts (lists of terms, hook)


 * __ Source for Lesson Plan and Research __**

http://www.eduplace.com/graphicorganizer/ - Where the idea rake organizer is from. http://www.tnellen.com/cybereng/lit_terms/terms/Literary.Terms.html - List of literary terms http://www.apple.com/ilife/garageband/ Technology http://www.youtube.com/watch?v=a6lJdMhzN1w - a pretty good tutorial


 * __ 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: 80 minutes
 * Attendance (5)
 * Begin with hook. I would read a story in a strange and weird order. Then the students would put the order together, if they could. (10)
 * Afterwards, students will use the graphic organizer. (10)
 * Break into Jigsaw groups (15)
 * Go over extra terms that hadn't gone over (10)
 * We would then watch a TV show in a strange order. (25)
 * Exit Ticket (5)
 * Homework would be to play with GarageBand, maybe make a song

Day two: 80 minutes
 * Attendance (5)
 * Any terms that hadn't gone over and possibly sharing some of the songs people created. (10)
 * Break into groups. (5 minutes)
 * Go over GarageBand tutorial with myself. (20)
 * rest of the class would be used for the project.

Day three: 80 minutes
 * Attendance (5)
 * Present projects

// **SECTION ONE:** // Students will understand that.... they must create a coherent flow with a conclusion that follows and reflects. In order for something to work, anything in the world, there must be a certain flow and ending point. This hook would be a little silly in that there would be a few examples of great stories that I would read aloud, or have the students read aloud, in a completely messed up, random order. Students would then get a handout of the story and put it back together in the correct order. We may also watch a TV show in a strange order also if time permits.
 * Where, What, Why, Tailors:** Linguistic, Logical, Visual, Intrapersonal

//**SECTION TWO:**// Students will know... terminology: dialogue, pace, description, detail, reflection,narrative, conclusion, word choice, flow, multiple plot lines. Students will use an idea rake to organize all of their ideas for a graphic organizer then begin a jigsaw activity. The graphic organizer is based on a rake, so the idea is that all of the digit or prongs at the end of the rake add up to make the base. All of the digits are different ideas or terms that the student comes up with to form the big idea. Jigsaw groups will work together to share strategies. The idea of the Jigsaw strategy is that one student will teach the rest of his group about a subject. He or she will go around to the different groups and teach the idea to the different groups. For instance, Josh learned what multiple plot lines do for a story, so now he is in charge of teaching a group of three to four other students. He will then rotate with other "experts" and teach a different group. Checking for Understanding Strategies during instruction: before leaving, a student should be able to tell me about a writing strategy. If they can, they get their exit ticket.
 * Equip, Explore, Rethink, Revise, Tailors:** Interpersonal, Intrapersonal, Logical, Linguistic, Visual

Students will be able to be aware of the strategies used. Product: Podcast (Garageband)**.** As usual, I will use some class time to go over any questions from last class. I will then do a tutorial using GarageBand**,**just using what they would need for the project. The students' homework for the previous day would have been to play around with GarageBand, make a song or something. This way they would get used to playing it. We would break into partners based on months they were born. Self-Assessment using a checklist**,** and verbal feedback by teacher on Product.
 * //SECTION THREE://**
 * Explore, Experience, Revise, Refine, Tailors:** Visual, Musical, Interpersonal, Interpersonal

//**SECTION FOUR:**// Students and peers well assess the work. There will be an analytical grading sheet that I, the teacher, will grade the paper on. Peers will be able to talk about what they enjoyed from the presentation.
 * Evaluate, Tailors:** Intrapersonal, Interpersonal.

Students will know…..
 * __ Content Notes __**


 * terminology: dialogue, pace, description, detail, reflection,narrative, conclusion, word choice, flow, multiple plot lines.
 * Order is a necessity
 * You must know the rules in order to 'break' them.
 * How to use GarageBand
 * How to assess work appropriately and respectfully.


 * __ Handouts __**


 * 1) // Terms //
 * 2) Hook


 * __ 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 graphic organizers that the students use will help set up order in which students can base stories off of. There is a formula to writing, just as there is to most anything. //

//**Microscope**//: // Microscopes will be focused on during the process in which they pick out mistakes. In the paper I give them, students will be able to look at the minor details and will be able to correct it for themselves (and the project). //


 * // Puppy: //**// There will be a safe classroom, so the criticism on the project will allow a chance to lay off the seriousness of it and just relax. Since it is made up there will not have to be the worry that you might hurt someone's feelings, which is a legitimate worry. Hopefully, anyone who needs to feed off of that will do it now. Afterwards, the classroom criticism rules return to how they were for the first project for the rest of the year. //


 * // Beach Ball: //**// Beach balls will be content with the project. There is a lot of room for creativity. The criticism that the students come up with can be silly or serious. The songs they pick are their choice. //


 * // Rationale: //**// Each of the basic learning styles will be touched upon. I elaborated in the puppy style, but the rest have their benefits too. There will be obvious organizations and rules, and although writing is not as simple as one, two, three, there is structure too it. Detail is a major part of writing, and creativity fuels it. //


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


 * // Content Knowledge: See Above //**

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


 * // Facet: //**// Self-Knowledge //


 * // Rationale: //**// Students will look at the different purposes that come from flow and identify what literary terms do for the text. //


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


 * // MI Strategies: //**
 * Verbal:** Have a discussion on the hook: why can't this work?
 * Logical:** Explain that there can be no beginning without an end.
 * Visual:** Allow students to make comics or look at professional ones and study the flow that they use.
 * Bodily:** Students could reenact their stories in front of the class up until the conclusion. This way the student and the classmates can see a coherent flow or not.
 * Musical:** Turn to look at endings of various songs.
 * Intrapersonal:** The self-checklist will allow students to reflect on themselves and think about their own writing.
 * Interpersonal:** Jigsaw groups will allow students to talk with each other. In addition,


 * // Type II Technology: GarageBand or Audacity //**


 * // Rationale: //**// These MI's target allow for a variety of learning. The technology allows for students to become more comfortable with criticism, maybe more so than they were in the beginning, and become comfortable with their own voice. //


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

Exit ticket will be a statement written a paper that tells me how they feel about the instruction. These will be anonymous. There will be a self-checklist will alert the student if they are following instruction on the project. I will give the student verbal assessment quickly.
 * // Formative: //**

Summative assessment will be the assessment of their podcast. I will give the students a piece and use different kinds of techniques and an askew storyline. Students will create a podcast that criticizes this and points out the different terms that I used while placing the story in the write order.
 * // Summative: //**

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 * // Rationale: //** These two types of assessment allow for on-the-fly assessment that does not hinder class time as well as timely verbal feedback before an in depth grading piece. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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