L4+Kenison,+Alicia

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


 * Teacher’s Name: **Ms Kenison **Lesson # 4:** Perspective
 * Grade Level:** 9 **Topic:** Writing in different Genres

**__Objectives__**
 * Student will understand that **the best papers must be well-edited and organized and learn how to effectively peer and self-edited before handing in a paper.
 * Student will know** how to give positive feedback, know what to avoid in critiquing and be able to check for spelling and grammatical errors. They will also know the importance of proofreading and not always trusting spell checker.
 * Student will be able to** consider the pros and cons of writing through reading peer drafts and editing while using the rubric as a guide (Venn diagram) and making a Comic Life with group on good and bad editing skills.

**__Maine Learning Results Alignment__**  Maine Learning Results English Language Arts B) Writing B1) Interconnected Elements Grade 9-diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes. 
 * Rationale:** Students will learn how to edit our papers along with other papers. This task will consist of free writing/editing, making a Venn diagram, filling out a fact and opinion sheet and making a Comic Life in a partner setup and presenting it to the class. This will also build the skills of working together and getting the audience engaged in the sense of voice, diction and rhetorical effects. Students will walk away knowing when and when not to lead a helping hand in assisting a peer in making his or her work well-written.

**__Assessment __** Students will discuss the hook poem, “Eye Halve a spelling Chequer,” then free-write a piece for 15 minutes that describes a place, event, person, object, etc. Students will then edit each other’s papers. I will observe during this process so that I can see how they go about editing. Each “partner” group will then discuss the critiques and explain why certain things were wrong. Students will then get a Venn diagram (pre-assessment) to fill out the “good” and “bad” ways to edit. I will assess this piece by watching the students interact with peers by walking around the class and mingling with people who think the same way as each other. The “mingled” groups will then go forth and discuss. Next, I will conduct an inside-out circle setup like musical chairs. Here, I will evaluate how students answer each question and it will also be how partners will be assigned for Comic Life. Comic Life partners will get a self-evaluation sheet and a fact and opinion graphic organizer. The self-evaluation sheet will be filled out after the showing of the Comic Life and the fact and opinion will be a way to see where students are at in their editing skills. Students will also receive a rubric for the Comic Life to see where they have to be and what they must do to receive fill credit. As peer feedback, I will have my students conduct feedback sandwiches. Through the sandwiches students will see what they must fix and be able to revise before consultation. Lastly, I will check up formatively through blogs and comment where comments are needed. This project will be evaluated in a summative manner through a rubric in which students will get ahead of time. It will be based solely on the Comic Life because all writing does not have to be graded. The Comic Life allows each group to be creative as well as accurate. Everything must be clear and font must be visible in the background that each student chooses. At the end of this lesson, each student should be able to edit and know how to effectively edit peers and self. This project is worth 90 points and is up for grabs to revise until consultation date for a higher grade, but both partners must agree on revision. The participation grade and the blogging rubric will also be evaluated through this lesson because it is crucial that students participate and blog where blogs are assigned.
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **

**__Integration __**
 * Technology- **<span style="color: black; font-family: 'Times New Roman','serif';">Students will open up Comic Life on their laptops. They will create a Comic Life with their partner and blog about the work, editing skills and how they wish to carry them out. They are expected to have a engaging, creative project for when presentation day rolls around.
 * Social Science-**Students will research all the different editing skills over time, make a time line to hand in and decide when the best editing took place and how to keep it moving forward. They will interview, research, discuss and blog to visit all realms of history. This research will also come in handy during lesson 3, when we learn about citing and plagiarism.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Musical **<span style="color: black; font-family: 'Times New Roman','serif';">-Students will work in the inside-out circle while music plays and stop when it stops to ask a partner a question. This activity is much like musical chairs and allows students to be active and engaged.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Science- **<span style="color: black; font-family: 'Times New Roman','serif';">Students will use the science content by writing and describing an event or object in nature for their free-write. This allows the naturalistic learners freedom to express their feelings in ink for a 15 minute time period. These writings can be controversial or liberal as the students chose what they write.

**__<span style="color: black; font-family: 'Times New Roman','serif';">Groupings __** <span style="color: black; font-family: 'Times New Roman','serif';">Groups for the Comic Life will be decided by the inside-out circle activity. Two circles will form one inside the other and I will play music that the students are interested in. When the music stops they will be facing a person and must engage in a Q&A with the slip of paper I handed out. Each discussion will take about 5 minutes and then music will play again. This process will go on for three rounds. After the third round, the students will be standing next to their partner. I do the grouping this way so that it is all random and best friends will not necessarily be paired up with best friends. This also gives students an opportunity to work with someone new.

During presentations, the class is the judge. They must take notes for the discussion at the end. What do I want to take from this? Why is this way a good or bad way to edit? What did I learn? Did the group do a good job? <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Immediately after the presentation, peers will give feedback in the form of a sandwich. In the feedback sandwich the bread (outside) is the positive information and the meat (inside) is the constructive criticism. This feedback will be handed to the partner groups at the end of their presentation and they will then have the option to revise.

The presentations should only take a maximum of 5 minutes. If you have issues with your group at the onset of class, please talk to me and we will work something out. Don't wait till the end and always put your share of participation into the group.

**__Differentiated Instruction__** <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';"> I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Strategies: **<span style="color: black; font-family: 'Times New Roman','serif';">
 * Interpersonal:** This intelligence will be put to use by working together, communicating and finding out key reasons as to why one editing skill is bad and one is good as well as having the opportunity to edit peers papers.
 * Naturalistic:** This intelligence will be used during the free-write, where students can write and describe an event or object that is outside. Naturalistic learners will do this naturally by writing about a tree, the leash law, the beach, pollution, an animal or flower that is endangered, or their favorite outdoor activity.
 * Kinesthetic**: This intelligence will be during the inside-out circle along with the movement discussion of the Venn diagrams. The inside-out circle gets students moving in circles while music plays and leads them into a Q&A about editing and previous knowledge with their peers. The walk around discussion on the Venn diagrams gets students actively engaging in conversations about what they consider good and bad editing skills as well as allowing them to move around and interact with one another.
 * Visual**: This intelligence is used to dive into the color scheme of the Comic Life. What spots need to stand out, where text should be place, whether a picture should be large or small, etc?
 * Musical**: This intelligence is used during the inside-out circle. I will play music as the circles rotate and then stop the music when I want Q&A to begin. I will have students bring in music they enjoy and play several different songs throughout this activity. I will also use music as a signal for when work should be happening.
 * Verbal:** This intelligence will be used during the class discussion, free-write, inside-out Q&A and through self and peer editing. It interferes with anything that has to do with words. Most English classes will use this intelligence daily without intension.
 * Intrapersonal:** This intelligence is used when students participate in the free-write activity as well as through personal blogs and self-editing.
 * Modifications/Accommodations**

On the first day of this assignment you will be given a partner. If you miss class, it is your responsibility to get your work turned in on time. You must communicate with your partner; e-mail me if you have questions or concerns as the project progresses. This partner will be your "buddy" for the next 3 days, be sure you like each other. There is a good chance that you will have to meet after class. Remember, I check my e-mail every couple of hours and will respond as soon as I can.

All worksheets used will be placed in the folder in the front of the room. If you misplace yours, be sure to grab another. Also, the instructions for Comic Life will be listed on the class wiki. Ask your partner, class mates and then myself if you have any questions. Have fun!


 * Extensions**
 * Technology-**Students will open up Comic Life on their laptops. They will create a Comic Life with their partner and blog about the work, editing skills and how they wish to carry them out. They are expected to have a engaging, creative project for when presentation day rolls around.
 * Social Science-**Students will research all the different editing skills over time, make a time line to hand in and decide when the best editing took place and how to keep it moving forward. They will interview, research, discuss and blog to visit all realms of history. This research will also come in handy during lesson 3, when we learn about citing and plagiarism.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Musical **<span style="color: black; font-family: 'Times New Roman','serif';">-Students will work in the inside-out circle while music plays and stop when it stops to ask a partner a question. This activity is much like musical chairs and allows students to be active and engaged.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Science- **<span style="color: black; font-family: 'Times New Roman','serif';">Students will use the science content by writing and describing an event or object in nature for their free-write. This allows the naturalistic learners freedom to express their feelings in ink for a 15 minute time period. These writings can be controversial or liberal as the students chose what they write.

**__<span style="color: black; font-family: 'Times New Roman','serif';">Materials, Resources and Technology __**<span style="color: black; font-family: 'Times New Roman','serif';"> · <span style="color: black; font-family: 'Times New Roman','serif';">Comic Life Tutorial: [|**comic life**] · <span style="color: black; font-family: 'Times New Roman','serif';">Note <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Cards <span style="color: black; font-family: 'Times New Roman','serif';"> · ** [|Feedback Sandwich] **<span style="color: black; font-family: 'Times New Roman','serif';"> · <span style="color: black; font-family: 'Times New Roman','serif';">Note cards · <span style="color: black; font-family: 'Times New Roman','serif';">Projector · <span style="color: black; font-family: 'Times New Roman','serif';">Cables for my laptop for presentations · <span style="color: black; font-family: 'Times New Roman','serif';">Blogs: [|blogger] · <span style="color: black; font-family: 'Times New Roman','serif';">Laptops · <span style="color: black; font-family: 'Times New Roman','serif';">Board Markers · <span style="color: black; font-family: 'Times New Roman','serif';">Slips of paper for inside-out circle activity **__<span style="color: black; font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __**<span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">I thought of this lesson by myself.
 * · **** [|Feedback Sandwich]  **
 * · **** [|Eye Halve a Spelling Chequer: Hook]  ** ** (Poem) **
 * · **** [|fact and opinion] **
 * · **** [|inside outside circle]  **
 * · **** [|Vein diagram] **
 * · ** ** Blank Paper for Free-write **
 * · ****  Red Pens  **
 * · ****  Music  **
 * · ****  Rubric   **
 * · ****  Self Evaluation form  **

<span style="color: black; font-family: 'Times New Roman','serif';">I got the Vein diagram and fact and opinion sheets on the eduplace.com. They are the graphic organizers that I will use for this lesson. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">I got the poem, “Eye Halve a Spelling Chequer” from [] and use it as a hook to show the importance of editing. This poem was written anonymously. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Special thanks to Amanda Fitzpatrick for finding the poem, “Eye Halve a Spelling Chequer,” that I am using to hook my students. It was a poem that she memorized in the 4th grade. She felt it would be a great way to get students interested in editing. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">I got the Comic Life tutorial from [] and it describes how to use Comic Life to create an engaging type II product. <span style="color: black; font-family: 'Times New Roman','serif';">Blogger.com is where the student’s ongoing blogs will be kept. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">The inside out circle is the corporative learning technique is found on [] and is the method I use in forming groups. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">
 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //Standard 3 - Demonstrates 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.//

Beach ball:** spontaneous, need of personal freedom, choice of activities, and adaptive environment
 * Clipboard:** organized, structured, visual directions, clear procedures/expectations, and consistent routines
 * Microscope:** analyzing concepts**,** deep exploration, focus on details, ownership and discussions
 * Puppy:** comfortable environment, encouraging atmosphere, safe climate, empathic listeners, and sensitive peers


 * Rationale:** I will allow personal choice in the group formations. We will have a consistent routine throughout the lesson. Students will come in to class knowing exactly what is expected of them. They will have and will want to take complete ownership of all their work in Comic Life. They will be proud at what they have achieved throughout. They will be placed in an encouraging and comfortable environment where they should not be afraid to ask questions of me, their peers, or their group.


 * //Standard 4 - Plans instruction based upon knowledge of center, students, MLR, and learning and facet.//**

Maine Learning Results English Language Arts B) Writing B1) Interconnected Elements Grade 9-diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes. <span style="color: black; font-family: 'Times New Roman','serif';">
 * Facet:** Perspective
 * <span style="color: black; font-family: 'Times New Roman','serif';">Rationale: **<span style="color: black; font-family: 'Times New Roman','serif';">I intend to assure the concepts of editing. Why edit? How do you edit? How do you criticize other people's work? This goal will be reached through Comic Life. It is intended to show how you can achieve the highest score in making your paper error-free and well-organized. The facet I chose is meant to show off your knowledge and talent in a different light or perspective.


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

<span style="color: black; font-family: 'Times New Roman','serif';">
 * Interpersonal:** This intelligence will be put to use by working together, communicating and finding out key reasons as to why one editing skill is bad and one is good as well as having the opportunity to edit peers papers.
 * Naturalistic:** This intelligence will be used during the free-write, where students can write and describe an event or object that is outside. Naturalistic learners will do this naturally by writing about a tree, the leash law, the beach, pollution, an animal or flower that is endangered, or their favorite outdoor activity.
 * Kinesthetic**: This intelligence will be during the inside-out circle along with the movement discussion of the Venn diagrams. The inside-out circle gets students moving in circles while music plays and leads them into a Q&A about editing and previous knowledge with their peers. The walk around discussion on the Venn diagrams gets students actively engaging in conversations about what they consider good and bad editing skills as well as allowing them to move around and interact with one another.
 * Visual**: This intelligence is used to dive into the color scheme of the Comic Life. What spots need to stand out, where text should be place, whether a picture should be large or small, etc?
 * Musical**: This intelligence is used during the inside-out circle. I will play music as the circles rotate and then stop the music when I want Q&A to begin. I will have students bring in music they enjoy and play several different songs throughout this activity. I will also use music as a signal for when work should be happening.
 * Verbal:** This intelligence will be used during the class discussion, free-write, inside-out Q&A and through self and peer editing. It interferes with anything that has to do with words. Most English classes will use this intelligence daily without intension.
 * Intrapersonal:** This intelligence is used when students participate in the free-write activity as well as through personal blogs and self-editing.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Rationale: **<span style="color: black; font-family: 'Times New Roman','serif';">MI is use to get everybody involved and learning. I tried to get the kids motivated in all the ways that will accommodate them. These MI's include interpersonal, intrapersonal, naturalistic, visual, kinesthetic, verbal and musical. Hopefully these interventions will spark the interests of all my students.

<span style="color: black; font-family: 'Times New Roman','serif';"> Students will discuss the hook poem, “Eye Halve a spelling Chequer,” then free-write a piece for 15 minutes that describes a place, event, person, object, etc. Students will then edit each other’s papers. I will observe during this process so that I can see how they go about editing. Each “partner” group will then discuss the critiques and explain why certain things were wrong. Students will then get a Venn diagram (pre-assessment) to fill out the “good” and “bad” ways to edit. I will assess this piece by watching the students interact with peers by walking around the class and mingling with people who think the same way as each other. The “mingled” groups will then go forth and discuss. Next, I will conduct an inside-out circle setup like musical chairs. Here, I will evaluate how students answer each question and it will also be how partners will be assigned for Comic Life. Comic Life partners will get a self-evaluation sheet and a fact and opinion graphic organizer. The self-evaluation sheet will be filled out after the showing of the Comic Life and the fact and opinion will be a way to see where students are at in their editing skills. Students will also receive a rubric for the Comic Life to see where they have to be and what they must do to receive fill credit. As peer feedback, I will have my students conduct feedback sandwiches. Through the sandwiches students will see what they must fix and be able to revise before consultation. Lastly, I will check up formatively through blogs and comment where comments are needed. This project will be evaluated in a summative manner through a rubric in which students will get ahead of time. It will be based solely on the Comic Life because all writing does not have to be graded. The Comic Life allows each group to be creative as well as accurate. Everything must be clear and font must be visible in the background that each student chooses. At the end of this lesson, each student should be able to edit and know how to effectively edit peers and self. This project is worth 90 points and is up for grabs to revise until consultation date for a higher grade, but both partners must agree on revision. The participation grade and the blogging rubric will also be evaluated through this lesson because it is crucial that students participate and blog where blogs are assigned. Rationale: **<span style="color: black; font-family: 'Times New Roman','serif';">Students will be interactive and learn as well. This lesson is not solely based on a grade rather on the knowledge gained. I try to revolve this lesson around interaction, but still get a Type II product conducted as an end result. I believe only putting a grade to one aspect allows students more freedom and engagement to the learning of these new skills. Most of all, I love how they discuss more than write throughout.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * <span style="color: black; font-family: 'Times New Roman','serif';">Formative (Assessment for Learning) **<span style="color: black; font-family: 'Times New Roman','serif';">
 * <span style="color: black; font-family: 'Times New Roman','serif';">Summative (Assessment of Learning) **<span style="color: black; font-family: 'Times New Roman','serif';">
 * <span style="color: black; font-family: 'Times New Roman','serif';">

**__<span style="color: black; font-family: 'Times New Roman','serif';">Teaching and Learning Sequence __**<span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">My role is to assure learning throughout the whole lesson, accommodate for my students, and be willing to answer any questions thrown at me. I will not answer their question right away because I want my students to learn on their own and through communicating with their peers.

My intention is to have plenty of room in the front of the class to perform the inside-out circle activity. This may mean moving desks back and then rearranging directly after the activity. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';"> My classroom will be set up with two desks back-back. This will assure that each group is working hard and diligent throughout the class. On presentation day, we will form a horseshoe shape so that everybody can see and view everything. The horseshoe will face the board with the projector so that everyone will have a part in the feedback, discussion and learning process. <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Groups for the Comic Life will be decided by the inside-out circle activity. Two circles will form one inside the other and I will play music that the students are interested in. When the music stops they will be facing a person and must engage in a Q&A with the slip of paper I handed out. Each discussion will take about 5 minutes and then music will play again. This process will go on for three rounds. After the third round, the students will be standing next to their partner. I do the grouping this way so that it is all random and best friends will not necessarily be paired up with best friends. This also gives students an opportunity to work with someone new.

During presentations, the class is the judge. They must take notes for the discussion at the end. What do I want to take from this? Why is this way a good or bad way to edit? What did I learn? Did the group do a good job? <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Immediately after the presentation, peers will give feedback in the form of a sandwich. In the feedback sandwich the bread (outside) is the positive information and the meat (inside) is the constructive criticism. This feedback will be handed to the partner groups at the end of their presentation and they will then have the option to revise.

The presentations should only take a maximum of 5 minutes. If you have issues with your group at the onset of class, please talk to me and we will work something out. Don't wait till the end and always put your share of participation into the group.

· <span style="color: black; font-family: 'Times New Roman','serif';">Discussion (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Free-write (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Edit by self (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Receive a Venn Diagram (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Receive instructions on Venn Diagram (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Fill out Venn Diagram (8 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Classroom Walk around discussion (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Blog: “How do you edit?” (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Receive homework and cleanup (5 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">*Homework: Blog “error” and free-write at least a page long, handwritten, any topic · <span style="color: black; font-family: 'Times New Roman','serif';">Comment on three peers “Oops” blogs (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Rearrange desks (3 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Exchange free-write homework with partner (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Edit (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Hand out fact and opinion charts (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Give instructions (3 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Fill out charts (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Pick up Slips of paper for Q & A (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';"> Inside-out circle activity (20 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Partner discussion (6 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Homework and cleanup (2 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">*Homework: “Good Versus Bad” Blog · <span style="color: black; font-family: 'Times New Roman','serif';">Review of expectations (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Blog: “Groups” (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Comic Life Tutorial (20 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Work on Comic Life with partner (40 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Clean-up (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Exit Interview (3 minutes) <span style="color: black; font-family: 'Times New Roman','serif';"> *Homework: Work on Comic Life <span style="color: black; font-family: 'Times New Roman','serif';"> · <span style="color: black; font-family: 'Times New Roman','serif';">Work on Comic Life (75 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Cleanup (3 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Receive homework (2 minutes) <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">*Homework: “Progress” Blog · <span style="color: black; font-family: 'Times New Roman','serif';">Preparation (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Presentations (60 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Discussion (10 minutes) <span style="color: black; font-family: 'Times New Roman','serif';">*Homework: “Sandwich” Blog <span style="color: black; font-family: 'Times New Roman','serif';"> · <span style="color: black; font-family: 'Times New Roman','serif';">Blog: “Editing” (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Discuss Comic Life with partner (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Note Card: will there be changes? (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Free-write (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Exchange papers (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Peer edit (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Interview with peer (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Discuss with class (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Get grades back (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif';">Cleanup/homework (3 minutes) <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">*Homework: Bring INSPIRATION to class and blog “Reflection” and fill out self-evaluation form <span style="color: black; font-family: 'Times New Roman','serif';"> <span style="color: black; font-family: 'Times New Roman','serif';">Students will understand that the best papers must be well-edited and organized and learn how to effectively peer and self-edited before handing in a paper. //Students understand how to use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with the target audiences for specific purposes//. Writing is not just for self, instead, it is meant for others. We learn through the help of others critiquing and editing and through our own back-tracking to tweak and perfect a piece of writing in the intended genre. I will hook the students with the poem ** “Eye Halve a Spelling Chequer,” that was written anonymously and is used to emphasize the importance of editing  **<span style="color: black; font-family: 'Times New Roman','serif';">. I will show off a work of mine before editing and see what students think needs improvement and ask how they would critique my work and then interactively have them come to the projector and make changes. At the end I will show how my work looked when edited my one of my peers/spouse/friend. Finally I will introduce the good and the bad side of editing and how it is not just changing one word but deleting, adding and flipping things around.
 * DAY 1**
 * · **** [|Eye Halve a Spelling Chequer: Hook]  ** ** (5 minutes) **
 * <span style="color: black; font-family: 'Times New Roman','serif';">DAY 2 **
 * <span style="color: black; font-family: 'Times New Roman','serif';">DAY 3 **
 * <span style="color: black; font-family: 'Times New Roman','serif';">DAY 4 **
 * <span style="color: black; font-family: 'Times New Roman','serif';">Day 5 **
 * <span style="color: black; font-family: 'Times New Roman','serif';">DAY 6 **
 * Where, What, Why, Hook, and Tailors: Verbal, Musical, Visual, Kinesthetic, Naturalistic, Intrapersonal and Interpersonal.**

Students will know how to give positive feedback, know what to avoid in critiquing and be able to check for spelling and grammatical errors. They will realize spell checker is not always the solution. Spell checker cannot in fact rearrange paragraphs, sentences or phrases. They will also be in charge of keeping a fact and opinion chart as well as a Venn diagram to list the ways in which a good editor acts compared to a bad editor. A pre-test will be an oral discussion on the poem, “Eye Halve a Spelling Checker” and questions on how they have edited in the past so I will know where we have to go in the future to get them where I need them to be to succeed. They will be given a fact and opinion chart, one for "bad" editing and one for "good" editing and from this they will work in partners to come up with a Comic Life to depict the good vs. the bad. The formative assessment will be on how well the pair designed a Comic Life to fit what an editor should do and what they should avoid in editing for the future. During the partner groups, students will discuss what type of editing should take place and what that should stay away from.

Students will be assigned groups during the inside-out circle and use the slips of paper to conduct a Q&A while the music plays. The goal is to determine what the “good” way to edit is and what the "bad" way to edit peers and self-work. **Students will need to know** perspective of their peers to figure out what skills they must master. I believe through the corporative learning assignment and the graphic organizer, they will realize the importance of having the ability to edit successfully.

The fact an opinion charts will be the leading key in success as the graphic organizer.
 * Equip, Explore, and Rethink, Tailors: Musical, Verbal, Kinesthetic, Interpersonal, Naturalistic, Intrapersonal and Visual.**

A pre-test will be an oral discussion on how they have edited in the past so I will know where we have to go in the future to get them where I need them to be to succeed. They will be given a fact and opinion chart, to list the good and the bad ways to edit as well as getting a Venn diagram. They will work in partners to come up with a Comic Life to depict the good vs. the bad. I will show my student sample so they get an idea as to what I am looking for. The summative assessment will be on how well the pair designed a Comic Life to fit what an editor should do and what they should avoid in editing in the future.

Groups will participate in group partner teams as a form of corporative learning in which they will compile the information needed for their Comic Life. Partner groups will be chosen by the inside-out circle technique, so it will be mostly random. They will experience the interpersonal, musical and kinesthetic intelligences in this corporative learning technique. The two students paired up will be responsible for making a creative, engaging and informational Comic Life. This Comic Life is meant to be a discussion started for the class. Both partners must be active in the process of making the Comic Life and presenting it in the classroom setting. You are each required to blog about the process, why you think one way is "good" and another is "bad." <span style="color: black; font-family: 'Times New Roman','serif';"> During the partner groups, students will discuss what type of editing should take place and what that should stay away from. Students will get feedback from their Comic Life as to where they should improve in editing skills and what they can leave out, but for this assignment I would let them fix things because it is just a practice task before they actually edited someone's work. They won't get a chance to practice because it won't be an oral presentation, but will have a few minutes to overlook the project before handing it in for the final grade. Students will discuss the hook poem, “Eye Halve a spelling Chequer,” then free-write a piece for 15 minutes that describes a place, event, person, object, etc. Students will then edit each other’s papers. I will observe during this process so that I can see how they go about editing. Each “partner” group will then discuss the critiques and explain why certain things were wrong. Students will then get a Venn diagram (pre-assessment) to fill out the “good” and “bad” ways to edit. I will assess this piece by watching the students interact with peers by walking around the class and mingling with people who think the same way as each other. The “mingled” groups will then go forth and discuss. Next, I will conduct an inside-out circle setup like musical chairs. Here, I will evaluate how students answer each question and it will also be how partners will be assigned for Comic Life. Comic Life partners will get a self-evaluation sheet and a fact and opinion graphic organizer. The self-evaluation sheet will be filled out after the showing of the Comic Life and the fact and opinion will be a way to see where students are at in their editing skills. Students will also receive a rubric for the Comic Life to see where they have to be and what they must do to receive fill credit. As peer feedback, I will have my students conduct feedback sandwiches. Through the sandwiches students will see what they must fix and be able to revise before consultation. Lastly, I will check up formatively through blogs and comment where comments are needed. This project will be evaluated in a summative manner through a rubric in which students will get ahead of time. It will be based solely on the Comic Life because all writing does not have to be graded. The Comic Life allows each group to be creative as well as accurate. Everything must be clear and font must be visible in the background that each student chooses. At the end of this lesson, each student should be able to edit and know how to effectively edit peers and self. This project is worth 90 points and is up for grabs to revise until consultation date for a higher grade, but both partners must agree on revision. The participation grade and the blogging rubric will also be evaluated through this lesson because it is crucial that students participate and blog where blogs are assigned.
 * Explore, Experience, Rethink, Revise, and Refine, Tailors: Verbal, Musical, Visual, Kinesthetic, Naturalistic, Intrapersonal and Interpersonal.**
 * <span style="color: black; font-family: 'Times New Roman','serif';">Evaluate, Tailors: Verbal, Musical, Visual, Kinesthetic, Naturalistic, Intrapersonal and Interpersonal. **<span style="color: black; font-family: 'Times New Roman','serif';">

Editing: to prepare text for publication by correcting errors and ensuring clarity and accuracy (trying to reach perfection) Focus: staying on topic, a concentrated effort to get the point across that you want to make Organization: the coordinating of separate components into a unit or structure as a whole Feedback: comments in the form of opinions about and reactions to something, intended to provide useful information for future decisions and development Flow: to move freely from one subject point to another without being too jumpy Transitions: having a linking word or phrase that connects one paragraph to the next Citations: the process of citing something (MLA pr APA) so you are not stealing from the author in your works of writing Mechanics: the art of having the right punctuation where it is needed Grammar: the rules by which words are formatted and put together to make sentences (EX. There, their, they’re Comic Life: a computer program in which you can tell a story in a comic book fashion Blogging: having an ongoing webpage with your own facts and opinions Fact: something that can be shown to be true, to exist or to have happened Opinion: the view somebody takes about an issue, especially when it is based solely on personal judgment <span style="color: black; font-family: 'Times New Roman','serif';">[|**substitute lifesaver**] This is for you to fill out about how your day went without me, so I can manage the class when problems arise and to advise students when I need to for next time I am absent. <span style="color: black; font-family: 'Times New Roman','serif';">*My observation journal and the attendance sheet is located on the right-handed side of my desk. <span style="color: black; font-family: 'Times New Roman','serif';">*Blog prompts are also located in my journal. <span style="color: black; font-family: 'Times New Roman','serif';">*Please take notes in my journal because this determines the student’s participation grade. <span style="color: black; font-family: 'Times New Roman','serif';">* All my graphic organizers are located in the front of the classroom in a folder. <span style="color: black; font-family: 'Times New Roman','serif';">*Students can take as many graphic organizers as they would like. <span style="color: black; font-family: 'Times New Roman','serif';">*They also do not have to fill out all the organizers, as long as they hand in one with their Comic Life <span style="color: black; font-family: 'Times New Roman','serif';">*The partners do not have to hand in the same organizer. [|Blogger] This is where students keep their ongoing blogs and track their self-assessments through what they have done and the contributions of others (all prompts are located in my journal and on the class wiki under “edits”). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Content Notes**
 * <span style="color: black; font-family: 'Times New Roman','serif';">Vocabulary: **<span style="color: black; font-family: 'Times New Roman','serif';">
 * [|Fact and opinion] ****  This is a graphic organizer on good and bad editing skills. The good side will be “fact” and the bad side will be “opinion.” They will be able to list the good and bad in their opinion before meeting with their partner.   **
 * [|Inside outside circle] ****  Partners will be determined through this corporative learning technique. They will form two circles, one inside of the other and discuss editing techniques until music stops (use my I tunes playlist) then they will walk around and find a new person. After the third time of discussing the two people facing each other will be grouped together.   **
 * [|Venn diagram] ****  This is a revisit of the last lesson, but instead of writing fair use and plagiarism, students will list the good Vs the bad. In the middle will be aspects of editing that is both good and bad.   **
 * *After presentations students are encouraged to give each other positive feedback on note cards that will be found in the top drawer of my desk.  **
 * [|Feedback Sandwich] ****  This is how peers will give feedback to each other. It is setup with the bread (outsides) being positive and the meat (inside) being a constructive criticism. These will be written on note cards (from inside the top drawer of my desk) and be handed back to the groups.   **
 * [|Eye Halve a Spelling Chequer: Hook] ****  This is a poem on how I will get my students interested in the lesson. It is written anonymously and emphasizes the importance of spell check and editing before handed in papers. Perfection is what you want to strive for always!  **
 * <span style="color: black; font-family: 'Times New Roman','serif';">Handout **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * [|fact and opinion]**
 * [|Inside outside circle]  **
 * [|Vein diagram]  **
 * [|Feedback Sandwich] **
 * [|Eye Halve a Spelling Chequer: Hook] **
 * Self-evaluation form **
 * Rubric **