L3+Kenison,+Alicia

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


 * Teacher’s Name: ** Ms. Kenison **Lesson #3:** Empathy
 * Grade Level:** 9 **Topic:** Writing in different genres.

**__Objectives__**
 * Student will understand that ** the best papers apply aspects such as citation, diction, voice, and added effects to keep the audience focused.
 * Student will know** the difference between MLA and APA as we all as what primary source and a secondary source is at the end of this lesson.
 * Student will be able to** compare and contrast the differences and similarities between sources and citing (MLA/APA).

**__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 cite properly and how to avoid plagiarism. The main goal is to teach them that they need to give credit where credit is due.

**__Assessment__**  Students will evaluate themselves through blogging. And I will formatively assess by observations as well as answering questions as they arise. The room will be judge on noise level. It is acceptable to talk to peers quietly. At the end of the class period, I will conduct an "exit interview" to get a better understanding on where my students stand and what else I need to cover in my preceding lessons.
 * Formative (Assessment for Learning) **

I will summative evaluate by grading each vein diagram on a rubric of understanding. This rubric will be made with the students, so that they know exactly what I expect of them. This will be graded when the show their graphs on the overhead and handed back before they leave. If they are unsatisfied with their grade they have until the next lesson project is due to hand in a "re-do." The "re-do" will be an average of both grades. They will also get graded by the “fair use” video them and their team create. They will be given a checklist and after the vein diagram is complete groups will be formed and a movie will be created under the fair use standards.
 * Summative (Assessment of Learning)**

**__Integration__**    **__Groupings__** Mostly, the students will work by themselves on making the Venn Diagrams, but for the round robin corporative learning assignment, I will group off my students. We will get in a group of 4 students. So, in my class of 20 we will count to 4 and split in the four corners to discuss for about 15 minutes. They will brainstorm what MLA is and what APA is and so forth.
 * Technology: **Students will use online resources to create a vein diagram on how to cite and when citing should take place.
 * Mathematics:** Students will learn how to graph a vein diagram and time each section of the movie to make sure it is in the limits that “fair use” describes.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Art: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will experience this content area through videotaping, editing, and adding music.

For the iMovie filming/editing students will be split up in groups of 2. They will need to delegate on an editor and a film maker or take turns doing both tasks. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">To decide groups, on the day of film making each person will pick a piece of paper out of the hat. The hat will have ten colors of paper, but each slip will be duplicated so two students will pick out the same color. I will have black, white, green, red, orange, purple, blue, gold, pink and gray in the hat. This way I am not intentionally letting friends be paired with friends and high achievers with high achievers, etc. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I am hoping that with groups of 2 there will be enough work for each person to pull their weight. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">During the presentations, I want peers to write down the title of each movie students pulled into their film, so that I know they are paying attention. All student laptops will be closed, so I can be assured active listening is taking place. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> **__Differentiated Instruction__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Strategies **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Intrapersonal**: This intelligence will be used as they work solo in creating a diagram with the similarities and differences of the different citing techniques and keeping the classroom quiet and productive.
 * Logical:** This intelligence is needed in making the graph as neat as it can be and the process in setting up a plan to make the movie and edit.
 * Musical**: I will allow students to listen to music with headphones if they choose to make the project suit their needs.
 * Visual**: This intelligence focuses on the size of the graph and how they go about creating it to be creative or not in their own ways and the movie as a whole.
 * Naturalistic**: Giving them the opportunity to work outside and dress up for the film presentations.
 * Kinesthetic**: I will give them time to "break" and look at others designs and to mainly walk around the room to get their "sillies" out and settle back down into a normal, quiet atmosphere.

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

If you are absent, please talk to your "buddy" from lesson 1 or e-mail me because you will have to hand something in during the next class meeting. This only takes one class period, so please stay on task. You DO NOT want to lag behind everyone else. All papers and graphic organizers will be placed in folder in front of room, have "buddy" pick them up for you or make sure you visit my room at the onset of the day.


 * Extensions**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Technology: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will use online resources to create a Venn diagram on how to cite and when citing should take place.

 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> [|copyright and fair use] · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Laptops · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Overhead · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Board Markers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**Disney fair use film**] · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**fair use handy chart**] · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**fair use quiz**] · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**round robin**] · ** [|Venn diagram] **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Sheets for overhead <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Note cards for positive feedback <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Note cards for exit interview <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Mini quiz with answer sheet <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials for the four corner activity
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Mathematics: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will learn how to graph a vein diagram and time each section of the movie to make sure it is in the limits that “fair use” describes.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Art: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will experience this content area through videotaping, editing, and adding music.
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials, Resources and Technology __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * · **** [|flow chart]  **
 * · **** [|KWL]  **
 * · **** [|step by step chart]  **
 * · **** [|sequence chart] **
 * · **** [|four corners] **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Source for Lesson Plan and Research __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I thought of this lesson by myself. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I found the Disney Fair Use Film on YouTube (it was shown in Dr. Theresa class during practicum at UMF). It includes a bunch of mashed up words from different fairy tales to describe what the fair use laws are and how they can be used. It was created by Eric Faden, a Bucknell professor. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The copyright and fair use article, handy chart, and fair use quiz were all found on Teachlearning.com and spells out the different rules of copyright laws. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The four corners activity and round robin set up were found at teachers.henrico.k12.va.us and gives step by step as to the process, the purpose and the results of the activity. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The flow chart, step-by-step chart, Venn diagram and the sequence chart are the graphic organizers that the students will use in setting up the progression of their movie. These graphic organizers were found on the eduplace.com. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The KWL chart was also found on the eduplace.com and will be used as a pre-assessment to plagiarism and then again as a pre-assessment to iMovie. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> **__Maine Standards for Initial Teacher Certification and Rationale__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * //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 have a plan and breed organization, yet, still allow time for interruptions, movement and random stories.80 minutes is a long time to stay focused for anybody, so, I will take "breaks" when my students seem bored or unengaged.


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

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.
 * Facet:** Empathy


 * Rationale:** I intend to assure the concepts of citing and fair use so that my students will avoid plagiarism in the future while embarking on research papers and works in which they include sources other than their own previous knowledge. I must teach to give credit where credit is needed.


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

Intrapersonal**: This intelligence will be used as they work solo in creating a diagram with the similarities and differences of the different citing techniques and keeping the classroom quiet and productive.
 * Logical:** This intelligence is needed in making the graph as neat as it can be and the process in setting up a plan to make the movie and edit.
 * Musical**: I will allow students to listen to music with headphones if they choose to make the project suit their needs.
 * Visual**: This intelligence focuses on the size of the graph and how they go about creating it to be creative or not in their own ways and the movie as a whole.
 * Naturalistic**: Giving them the opportunity to work outside and dress up for the film presentations.
 * Kinesthetic**: I will give them time to "break" and look at others designs and to mainly walk around the room to get their "sillies" out and settle back down into a normal, quiet atmosphere


 * Rationale:** MI is used to get everyone involved and motivated with their learning. I tried to get kids interested in citing through ways that accommodate (Intrapersonal, logical, musical, spatial, naturalistic, and bodily).


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

Formative (Assessment for Learning)** Students will evaluate themselves through blogging. And I will formatively assess by observations as well as answering questions as they arise. The room will be judge on noise level. It is acceptable to talk to peers quietly. At the end of the class period, I will conduct an "exit interview" to get a better understanding on where my students stand and what else I need to cover in my preceding lessons. I will summative evaluate by grading each vein diagram on a rubric of understanding. This rubric will be made with the students, so that they know exactly what I expect of them. This will be graded when the show their graphs on the overhead and handed back before they leave. If they are unsatisfied with their grade they have until the next lesson project is due to hand in a "re-do." The "re-do" will be an average of both grades. They will also get graded by the “fair use” video them and their team create. They will be given a checklist and after the vein diagram is complete groups will be formed and a movie will be created under the fair use standards.
 * Summative (Assessment of Learning)**


 * Rationale:** My formative assessment helps me haven idea of what is missing in my lesson and what my students clearly understand. The summative assessment on the other hand, gives them an actual grade or a standing. I believe the feedback and the choice to improve or "re-do" will get them more engaged and willing to "perfect" their works. This also allows me to see how creative students can be without copying my hook video and gets those students more involved in the arts motivated for class. This is not as boring as reading a book per say.

**__Teaching and Learning Sequence__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">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 every question right away because I want my students to learn on their own and through communicating with their peers. I will always be willing to help out, but want to make sure my students are learning on solely as well.

My classroom will be set up in 4 table groups with 5 desks at each. My intent is to have every student able to see the board/front of the room. After the round robin, I will allow students to move their desks in a place to get more comfortable and ready to work. If it is a nice day, I won't mind letting my nature-loving students sit outside of the room as long as they work diligently.

Mostly, the students will work by themselves on making the Vein Diagrams, but for the round robin corporative learning assignment, I will group off my students. We will get in a group of 4 students. So, in my class of 20 we will count to 4 and split in the four corners to discuss for about 15 minutes. They will brainstorm what MLA is and what APA is and so forth. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">For the iMovie filming/editing students will be split up in groups of 2. They will need to delegate on an editor and a film maker or take turns doing both tasks. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">To decide groups, on the day of film making each person will pick a piece of paper out of the hat. The hat will have ten colors of paper, but each slip will be duplicated so two students will pick out the same color. I will have black, white, green, red, orange, purple, blue, gold, pink and gray in the hat. This way I am not intentionally letting friends be paired with friends and high achievers with high achievers, etc. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I am hoping that with groups of 2 there will be enough work for each person to pull their weight. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">During the presentations, I want peers to write down the title of each movie students pulled into their film, so that I know they are paying attention. All student laptops will be closed, so I can be assured active listening is taking place. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">*Homework: finish up diagram and blog <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">*Homework: blog on what you are going to do for your movie, have a “game” plan <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">*Homework: work on movie, blog about process, check with the rights (can you use the clip? How long can the clip be before it has no rights?) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">*Homework: Blog a refection <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will understand that the best papers apply aspects such as citation, diction, voice and added effects to keep the audience focused. //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.// Students will know the difference between MLA and APA as well as what a primary source and a secondary source is at the end of this lesson. Plagiarism guidelines and copyright video Dr. Theresa showed on Disney ([|**Disney fair use film**]).
 * DAY 1:**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hook: [|**Disney fair use film**] (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Quiz: pre-assessment (what is fair use?) [|**fair use quiz**] (10 minute)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Break into round robin groups (2 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discussion in groups (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hand out handy chart [|**fair use handy chart**] (1 minute)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Class discussion (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Intro to Venn Diagrams (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Work solely on Venn Diagram (25 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Clean up (2 minutes)
 * DAY 2:**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hand in Venn Diagrams (2 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Pre-assess: KWL charts on iMovie knowledge (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discussion on KWL (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction to iMovie (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hand out of graphic organizers (2 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Plan out movie (50 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Assign homework (1 minute)
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">DAY 3: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Show me your plans (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Find video clips from online (25 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Start filming, if you need to (30 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ask questions/discuss with peers (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Sign out video cameras (3 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Clean-up (2 minutes)
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">DAY 4: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Set-up (2 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Work on Video (70 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduce product Vs project file (6 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Clean-up (2 minutes)
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">DAY 5: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Rehearse (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Presentations (40 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">4- corners activity (30 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Exit interviews (5 minutes)
 * Where, What, Why, Hook, and Tailors: Logical, Musical, Visual, Naturalistic, Bodily and Intrapersonal.**

Students will know what a primary source and secondary source is, they will know what copyrighting and plagiarism is and how to cite properly. Pre-assessment will be a multiple choice quiz to see if they know what plagiarism is and how to cite. Students will get a goal-reasons web and have a round robin brainstorm group. The formative assessment will see test their knowledge and see what they brought to the discussion and what they were able to add on their own in their time to graph and analysis the differences and similarities in the different types of citation. During the round robin brainstorm groups students will work together to bring previous knowledge to the surface and try to analysis and synthesis through new data.
 * Equip, Explore, and Rethink, Tailors: Logical, Musical, Visual, Naturalistic, Bodily and Intrapersonal.**

Pre-assessment will be a multiple choice quiz to see if they know what plagiarism is and how to cite. Students will get a goal-reasons web and have a round robin brainstorm group. The formative assessment will see test their knowledge and see what they brought to the discussion and what they were able to add on their own in their time to graph and analysis the differences and similarities in the different types of citation. During the round robin brainstorm groups students will work together to bring previous knowledge to the surface and try to analysis and synthesis through new data. Students will get feedback on their graphs they composed by themselves and be able to fix errors. There will be no practice because the graph will be turned in for a grade after being viewed on the overhead with no explanation of why they put which things where, but they will be able to fix them until perfection because I want to be sure that they understand the effects plagiarism brings to the table and the importance of citing properly. Students will evaluate themselves through blogging. And I will formatively assess by observations as well as answering questions as they arise. The room will be judge on noise level. It is acceptable to talk to peers quietly. At the end of the class period, I will conduct an "exit interview" to get a better understanding on where my students stand and what else I need to cover in my preceding lessons. I will summative evaluate by grading each vein diagram on a rubric of understanding. This rubric will be made with the students, so that they know exactly what I expect of them. This will be graded when the show their graphs on the overhead and handed back before they leave. If they are unsatisfied with their grade they have until the next lesson project is due to hand in a "re-do." The "re-do" will be an average of both grades. They will also get graded by the “fair use” video them and their team create. They will be given a checklist and after the vein diagram is complete groups will be formed and a movie will be created under the fair use standards.
 * Explore, Experience, Rethink, Revise, and Refine, Tailors: Logical, Musical, Visual, Naturalistic, Bodily and Intrapersonal.**
 * Evaluate, Tailors: Logical, Musical, Visual, Naturalistic, Bodily, and Intrapersonal.**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|Copyright and fair use] This is an article about fair use and the copy right laws. If you have a question about when you can use someone else’s work please click this link. Plagiarism is a BIG DEAL. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**Disney fair use film**] This is a Youtube video that will be used as to hook the students. This is the sample as what I am looking for in their video. It shows many Disney movies cut in clips of “fair usage.” <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**fair use handy chart**] This is a handy chart the writes out where and when fair use comes into play. This will be used for reference on the video and vein diagram. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**fair use quiz**] This is the pre-assessment that I will use to track where students are. This allows me to see how much work I have to go over as to what is plagiarism and what is fair use. __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">**substitute lifesaver** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">This is for you to fill out about how your day without me went, so I can manage my class when problems arise and to advise students where I need to for next time I am absent. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">*My observational journal and attendance sheet is found on the right-hand side of my desk. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">*Please take notes in my journal because it is my way to track participation. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">*All my graphic organizers will be in the folder in the front of my classroom. Students do not have to use all the graphic organizers, but must use the vein diagram and one other one. __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">**round robin** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">This is the corporative learning technique I will use when students are creating their vein diagrams. Please click here to see how we will go about setting up a round robin. ** Vocabulary: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Research: the search for knowledge or any systematic investigation to establish facts. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">MLA: a way of citing the information you found while researching so you are not blamed for plagiarism. (see my handbook on desk, I bookmarked MLA and APA) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">APA: a way of citing the information you found while researching so you are not blamed for plagiarism. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Plagiarism: the process of copying another person’s idea or written work claiming it as your own. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Secondary Source: derived from or reliant on something original. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Primary Source: obtained directly to or directly from something. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Copy righted: the written text to be published in a book, newspaper, or magazine, as distinct from visual material or graphics. These rights belong to someone else (the original author) until permission is sought out. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Fair Use: acceptable to be used by others (rights granted) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|Copyright and fair use] __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">**Disney fair use film** __ __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">**fair use handy chart** __ __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">**fair use quiz** __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**round robin**] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Content Notes **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * [|Flow chart] ** ** This is one of the graphic organizers ** ** that students can use to put the movie in sequential order.  **
 * [|KWL] ****  This is the pre-assessment for iMovie skills and copy right rules. Student will get 2, one on day one and one on day two.   **
 * [|Step by step chart] ****  This is another graphic organizer that students can use to plan out their movie with their group member.  **
 * [|Sequence chart] ****  This is the third graphic organizer that I will distribute to students to plan out their movie.  **
 * [|Four corners] ****  This is an activity in which one corner will be labeled “fair use” one “plagiarism” one “I’m not sure” and one “can you explain?” and I will ask questions much like those on the handy chart and from the article along with those questions that arise through class discussion (I will write these questions in my journal). Then, I will ask questions and students will move to the appropriate corner and a discussion will begin. This is mainly to make sure students grasp the knowledge I want them to know after this lesson. If they are behind, I will then know what I must touch upon further to be successful.   **
 * [|Vein diagram] ****  This is the graphic organizer that students will create in their round robin groups for a grade. This can be changed into any certain setup, but I need one from each student. Students can write these up on the computer, plain paper, with designs, etc.   **
 * *I need a vein diagram organizer and either a step-by-step, sequence or flow chart once the movies are performed in front of peers.  **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Handouts **
 * [|Flow chart]  **
 * [|KWL]  **
 * [|Step by step chart]  **
 * [|sequence chart] **
 * [|Four corners] **
 * [|Vein diagram] **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">