L6+Cole,+Eric

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

Teacher’s Name:** Mr. Cole **Date of Lesson:** Interpretation
 * Grade Level:** 7 **Topic:** Narrative Writing

__**Objectives**__
Student will understand that writing is about what you know rather than what you don't know.

Students will learn and review all knowledge learned in previous lessons. This includes basic vocabulary (metaphors, similes, imagery), basic story elements (plot, setting, dialogue, voice), and basic story creation (brainstorming, story webs and trees, character biographies) items.

Students will be able to represent themselves in their writing.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts: B. Writing B2. Narrative Grades 6-8 Students write narratives that convey complex ideas, observations, events, or reflections.


 * Rationale:** This lesson meets this MLR because students will be writing about one of their own childhood experiences.

__**Assessment**__

 * Formative (Assessment for Learning)**

At the conclusion of the process Students will fill out a self-assessment on their project, and they will write a short paragraph talking about how they came up with the story they wrote, what they liked and disliked about Comic Life, what they liked and disliked about the WebQuest, and their general feelings on the project. The self-assessment that they fill out will be the same rubric that I will use to grade them on their project. This way, students will know ahead of time what I am looking for in their project. Students will also receive verbal feedback from their classmates upon presenting their story to the class.


 * Summative (Assessment of Learning)**

For the students final project, students will follow the following prompt to create a digital presentation of a childrens book that they will write for this class. Students will be graded using two rubrics: One for their actual project, and one for their presentation.

You are an aspiring children’s author who has written an amazing new children’s book about an event that happened in your life. You have sent your story off to several publishing companies, including Random House Inc, and have received a letter back from Random House. While they are interested in your story, they are still undecided on whether they want to publish it or not. They have asked you to “sell” your story to them, and to help get them excited about publishing it! Using Comic Life, and other digital media of your choosing, you will create a digital presentation of your story that you will present to several Random House editors and executives. Your story can be of any length and style that you choose. You will use Comic Life to create the illustrations for your story. Be Creative, and think “outside the box”! Create something that the executives will remember and be excited about!

__**Integration**__

 * Technology:** On their own, and with the help of peers, Students will create a digital presentation of a children's book that they write. These presentations will be shared with the class.


 * Art:** Students will use Comic Life to create the illustrations for their digital presentation.

__Groupings__
Students will be put into groups twice during this lesson. The first time they will be placed into groups using this [|random name picker]. Once in their group, students will complete a Cluster Word Web describing one of the three aspects of stories that we have talked about during the year: basic vocabulary, basic story creation, basic story elements. These categories will be dispersed randomly to the group by the teacher. Once they have their topic groups will have 30 minutes to complete their Cluster Word Web about their topic. Groups will then present their Cluster Word Web to the class. After each presentation time will be given to discuss what is being taught. The second time students will be put into groups will being during peer review exercises that students will complete as they create their digital presentation. These groups will be the same groups that students had in previous lessons.

__**Differentiated Instruction**__

 * Strategies**


 * Verbal:** Students will be writing a children's story based on a childhood experience.
 * Logical/Mathematical:** Students will have the opportunity to do several brainstorming diagrams before they write their story.
 * Visual:** Students will be creating Comic Life illustrations to go along with their story.
 * Intrapersonal:** Students will have time to reflect, and write the story on their own.
 * Interpersonal:** Students will meet up with the teacher and their fellow peers periodically to help revise the drafts of their story.
 * Bodily:** Students can act out various scenes of their story for pictures.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**


 * Absent Student:** If a student is absent it will be their responsibility to look at the class wikispace and get the assignments, and understand what we did in class that day. Students will also be able to email me, or text me, and set up a time to come in and see me to help them understand something that they are confused about.

On their own, and with the help of peers, Students will create a digital presentation of a children's book that they write. These presentations will be shared with the class.
 * Extensions**

__**Materials, Resources and Technology**__
Laptop Computers Projector and Screen Blank Paper Internet [|Cluster Word Web] Comic Life IMovie Garageband PowerPoint Keynote

__Source for Lesson Plan and Research__
[|Project WebQuest] This is a WebQuest created specifically for the students to complete the big project for this lesson. This WebQuest has all the project details, instructions, and relevant resources needed to complete this lesson.

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.//

This lesson demonstrates this MLR because it provides a variety of ways for students to create their final digital presentation for this lesson. For **clipboards** the process of creating the digital presentation is extremely structured. There is a WebQuest with step by step instructions for students to follow while creating their digital presentation. For **microscopes** this lesson asks students to think about a childhood event that they would like to write about. For **puppies** this lesson provides multiple opportunities for students to meet with me and their peers to receive feedback. For **beachballs** this lesson provides variety by letting students pick the story they would like to write, and the tools they would like to use to create their digital presentation.

Rationale:** Refer to my content notes. For this lesson I used the MLR: **Students write narratives that convey complex ideas, observations, events, or reflections.** I also used the facet of Interpretation. Students satisfy this MLR because on their own, and with the help of peers, Students will create a digital presentation of a children's book that they write.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

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


 * Verbal:** Students will be writing a children's story based on a childhood experience.
 * Logical/Mathematical:** Students will have the opportunity to do several brainstorming diagrams before they write their story.
 * Visual:** Students will be creating Comic Life illustrations to go along with their story.
 * Intrapersonal:** Students will have time to reflect, and write the story on their own.
 * Interpersonal:** Students will meet up with the teacher and their fellow peers periodically to help revise the drafts of their story.
 * Bodily:** Students can act out various scenes of their story for pictures.


 * Technology:** On their own, and with the help of peers, Students will create a digital presentation of a children's book that they write. These presentations will be shared with the class.

Rationale:** At the conclusion of the project students will fill out a self-assessment describing how they felt about the project, and how it could be improved in the future. Students will also evaluate themselves using the same rubric that I will use to grade their digital presentations. I will use a rubric to provide comments, and feedback to each student on how each story turned out. These rubrics will be given to the students no later then three days after they present. In addition, after presenting their stories to the class, students will receive feedback from their own classmates before the next student presents.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
This lesson's primary focus is to teach students how to write to a variety of audiences. In life, students will have to talk to and explain things to a variety of different people including children, and if they know how to do this already then they will be more prepared for life and will be better people. The room will always be set up in a Perimeter Arrangement. A lot of what will be done in this class will be achieved through discussion, and this arrangement is the best one for a discussion based class as it will allow everyone to see and hear each other clearly, and feel more like a group rather than a face in the crowd.


 * Class One:**


 * Students will do a free write in their journal based on a prompt that I will provide. (10 minutes)
 * Students will be allowed to share their writing with the class. (5 minutes)
 * Students will be separated into their groups, and will complete their Cluster Word Webs. (30 minutes)
 * Presentation of Cluster Word Webs. (25 minutes)
 * Introduction to Final Project (10 minutes)


 * Class Two-Six**


 * Students will do a free write in their journal based on a prompt that I will provide. (10 minutes)
 * Students will be allowed to share their writing with the class. (5 minutes)
 * Peer Review Activity/Teacher Meetings (30 minutes)
 * Class Time to work on digital presentation (35 minutes)


 * Class Seven-Eight:**


 * Digital Presentation presentations (Unknown Time)
 * Students will fill out self-assessment rubric (Remaining time in class)

For this lesson students will learn how to write for a variety of people. Students will talk to and have to relate to a wide range of people in their lives from the old to the very young, and if my students understand how to do this when they leave my classroom then they will be well rounded people indeed. For this lesson I will use the MLR: **//Students write narratives that convey complex ideas, observations, events, or reflections.//** In order to hook students into this lesson I will give students 4-5 minutes to write about any childhood event that they like. At the end of 5 minutes their stories will be collected, and then passed out at random to the class. The class will then have to guess whose story they received.
 * (What) (Why) (Hook Tailor): Lingustic, Logical, Visual, Interpersonal, Intrapersonal**

For this lesson students will review all knowledge learned in previous lessons. This includes basic vocabulary (metaphors, similes, imagery), basic story elements (plot, setting, dialogue, voice), and basic story creation (brainstorming, story webs and trees, character biographies) items. In order to achieve this students will create a digital presentation of a children's book that they write. Students will also be in charge of teaching to the rest of the class one of the basic items that they learned in previous lessons. Students will have plenty of opportunities during this lesson to meet with me and their peer review group for feedback on their digital presentation, and to rethink what they will do for their final project.
 * (Equip) (Explore) (Rethink) (Tailors): Interpersonal, Intrapersonal, Visual, Verbal, Logical/Mathematical**

In order to explore and experience what I would like my students to learn from this lesson I will have my students do several things over the course of a few days. First, students will participate in a group activity. Using a random name picker students will be placed into groups, and will be responsible for filling out a Cluster Word Web about one of the basic story items that we have discussed throughout the year. After 30 minutes each group will then present their Cluster Word Web to the class and "teach" the class about their item. The class will then discuss what is being taught at the end of each presentation. At the end of this first class students will be introduced to their final project for the semester. Using a WebQuest that the teacher designed for the project students will create a digital presentation of a childhood event of their choosing. Over the next four class periods plenty of time will be given to students in class to meet up with their peer review groups to receive feedback on the story/ presentation that they are creating, and to create their presentation itself. At the end of four class periods students will then present their digital presentations to the class.
 * (Explore) (Experience) (Rethink) (Revise) (Refine) (Tailors): Interpersonal, Intrapersonal, Verbal, Logical,** **Visual**, **Musical, Naturalist, Bodily**

At the conclusion of the project students will fill out a self-assessment describing how they felt about the project, and how it could be improved in the future. Students will also evaluate themselves using the same rubric that I will use to grade their digital presentations. I will use a rubric to provide comments, and feedback to each student on how each story turned out. These rubrics will be given to the students no later then three days after they present. In addition, after presenting their stories to the class, students will receive feedback from their own classmates before the next student presents. All of the homework assignments in this lesson works towards the story that the students will write. This lesson doesn't connect to any future lessons because it is the last lesson of the year.
 * (Evaluate) (Tailors): Verbal, Logical, Interpersonal, Intrapersonal**

The only thing needed to complete this lesson is the following WebQuest:
 * Content Notes**

[|Project WebQuest]

This WebQuest was created by myself for this project specifically. Students will use this WebQuest to get all project instructions and resources. Students can also download and print out the rubrics that will be used to grade this project and their presentations.

[|Cluster Word Web]
 * Handouts**