L6+Beaulieu,+Merissa

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

Teacher’s Name:** Ms. Beaulieu **Date of Lesson:** Lesson 6- Facet: Empathy
 * Grade Level:** 9-Diploma **Topic:** Selecting appropriate media

__**Objectives**__
Students will understand that selecting appropriate media can support the overall oral presentation. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Is this appropriate for this kind of (blank) presentation? Students will need to understand that different presentations call for different modifications. During the hook they will explore how different behaviors are responded to in different situations, and whether those behaviors can be deemed appropriate to the situation they find them in. Students will know critical details about their presentation concerning a new technology. To do so, they will use a KWL Chart at the beginning of class, do a Think-Pair-Share activity in groups, and then revisit the KWL Chart. During the TPS activity students will work with partners, that will change at time intervals, to talk about alternative mediums to enhance a verbal presentation. Students will be able to open themselves to topic modification in order to fit many different needs. They will be formally assessed after their completion of a glogster that is related to their final podcast project. (3 Days) (Empathy)

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - E. Listening and Speaking E2 Speaking Grades 9-Diploma //Mythology// //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// The students will be able to choose appropriate media specifically geared to the specific presentation type they will be doing after this lesson.
 * Rationale:**

__**Assessment**__
The students will fill out KWL charts as a form of pre-assessment and a way for students to receive direct and constant feedback. They will also complete a checklist and self-assess themselves in a blog. This form of assessment will also provide them direct, relevant, and quick feedback online. Students will create a Glogster that will demonstrate their understanding of the importance of using many types of media to enhance a presentation. This project will be the final assessment before the WebQuest podcasts! The Glogster is meant to be a supplement to the podcast and should be focused on the myth the students have chosen. Students will use these posters to promote the story they used and podcast they created. The interactive posters from Glogster will be used in their oral presentation before we play the podcast.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The students will be using Glogster, a program on the Internet, that gives users the ability to create an interactive poster. Art: Students will use their artistic skills to create an eye-catching, informational, and supplemental poster to accompany their podcast.

__Groupings__
The students will begin the Think-Pair-Share activity as individuals and then be paired by the animal found on a card they receive when they walk through the door. After the second step of the T-P-S activity, they will form groups based on the species of animal on their card (reptile, mammal, fish, bird). Within these groups they will discuss different presentations that we as a class have talked about and the media that can be used easily and thoughtlessly. Then they will talk more deeply about the other types of media that they could incorporate that are not traditionally considered.

__**Differentiated Instruction**__
Intrapersonal: The blog and classroom journal force the students to look into themselves for answers Interpersonal: The students will be working in pairs to discuss what they have learned about media Logical: Students should look at choosing appropriate media like a scale, and it needs to be balanced to have great presentation Spatial: The Glogster allows the students to visualize their product and create Verbal: Students must be able to write in the blog and journal, and speak with their peers Musical: Ask them: Can a successful song go without album art or a music video? //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// The students will be using Glogster to create interactive posters versus more traditional, stand up posters. This will force them to use skills they have learned in art as well as English.
 * Strategies**
 * Modifications/Accommodations**
 * Absent:** If a student is absent during this lesson, they can check the classroom folder (at some point before the next class) with all of the notes, handouts, and other important information that we went over that day. If the student needs extra help understanding and using Glogster, they should schedule an appointment or drop in to see me to get that specific help. The link to the Glogster tutorial will be available to all students on the class wiki and it will be emailed to them as well. If a student is absent for more then one day, they should meet with me to design a Completion Calendar so we both know when the work will be finished.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops with access to Glogster for each student KWL charts Progress Checklists Access to Blogger Pens, pencils and erasers, and paper for notes Note cards with animals on them Role Playing Note Cards with starters Etc...

__Source for Lesson Plan and Research__
[|KWL Chart] [|Think-Pair-Share] [|Slideshare Glogster Tutorial] This slide show explains what Glogs are and how they can be beneficial and fun. It also goes step-by-step on how to make a Glog. Visuals: When to and How to Use Them This site will the students an idea about when certain kinds of visuals are appropriate and how to emphasize them within the presentation. Instructional Media: Selection and Use This site offers great tips on selecting media for presentations and how to decide what is appropriate. It also helps the reader decide what they are specifically trying to accomplish with media within their presentation, and how to use those goals to help choose a media type. [|Social Media] This site has a few Slideshare presentations on what social media is and how it can be used in presentations.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach ball learners will have a good time and learn the most from the the TPS activity through collaboration with their peers, the variation in group and individual work, and will find the hook entertaining and give them an opportunity to move around and act. The Glog projects will be right up their alley as it requires creativeness, inspiration from many sources, and will be fun to create with their group. The students are microscope learners will be given many chances to ask themselves, their peers, and the teacher. The will be able to take the research they have completed for their podcast and use it to create a Glog (interactive poster). These students will be able to dig deeply into the presentations they have completed in the past, or recently, and be able to check how the media was used and if it was used effectively. They can actively ask the questions why, what, and how to dig for answers as an individual or a group. The clipboards of the classroom will find the KWL charts and Blogger entries will give these students two effective ways to organize and add structure to their thoughts and future actions within the context of the final product. They will also find the experiential learning of exploring Glogster and participating in the TPS. Puppy learners are supported by their peers through a system of respect, structure, and encouragement that will be peer constructed. These students enjoy lots of contact and collaboration with their peers, which they will get during the TPS and Glogster project. Through active involvement with their peers in the TPS activity and classroom discussions they will feel welcomed, be trusted by their peers, and safe to collaborate and throw ideas out during group activities. Rationale:** Maine Learning Results: English Language Arts - E. Listening and Speaking E2 Speaking Grades 9-Diploma //Mythology// //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// The students will be able to choose appropriate media specifically geared to the specific presentation type they will be doing after this lesson. Students will understand that selecting appropriate media can support the overall oral presentation. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Is this appropriate for this kind of (blank) presentation? Students will need to understand that different presentations call for different modifications. During the hook they will explore how different behaviors are responded to in different situations, and whether those behaviors can be deemed appropriate to the situation they find them in. Rationale:** Intrapersonal: The blog and classroom journal force the students to look into themselves for answers Interpersonal: The students will be working in pairs to discuss what they have learned about media Logical: Students should look at choosing appropriate media like a scale, and it needs to be balanced to have great presentation Spatial: The Glogster allows the students to visualize their product and create Verbal: Students must be able to write in the blog and journal, and speak with their peers Musical: Ask them: Can a successful song go without album art or a music video? Rationale:** The students will fill out KWL charts as a form of pre-assessment and a way for students to receive direct and constant feedback. They will also complete a checklist and self-assess themselves in a blog. This form of assessment will also provide them direct, relevant, and quick feedback online. Students will create a Glogster that will demonstrate their understanding of the importance of using many types of media to enhance a presentation. This project will be the final assessment before the WebQuest podcasts! The Glogster is meant to be a supplement to the podcast and should be focused on the myth the students have chosen. Students will use these posters to promote the story they used and podcast they created. The interactive posters from Glogster will be used in their oral presentation before we play the podcast.
 * //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.//
 * //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.//
 * //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)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will have two desks facing each other with another two desk pair close by. After the second round of the TPS activity they will push one of the two desk pairs to create a grouping of four desks. All of the desks will allow the students to see the board and interact during the role playing games (the hook) before anything begins with the individual and group activities. On each desk there will be a KWL chart waiting for the students.
 * Day 1:**
 * Start the day with the role playing games and have students get actively involved and thinking. After the little skits, they will be given time to think about the activities connection to public speaking and fill out the KWL charts. (25 minutes)
 * After the students have time to think about the activity and start their KWL charts as individuals, they will talk with the person across from them (their seat partner) about clarifying questions that came up after the activity and how it connects to public speaking. (10 minutes)
 * After this time discussing as partners they will switch gears to make groups of four to continue discussing concepts related to how modifications must be made to a presentation depending on what situation you might find yourself in. (15 minutes)
 * They will change groups again according to a different animal card and see what their other classmates had to say. (10 minutes)
 * Have the students move the desks into a horseshoe shape and as a class think aloud about summing up the connection of the role playing to public speaking. And give them a couple minutes to work on their KWL charts. (5 minutes)
 * Show them the Glogster tutorial and have them explore Glogster after on their laptops looking at product examples. (15 minutes)
 * Day 2:**
 * Start the day by reviewing what glogs are and how they can be effectively used in their presentations. (10 minutes)
 * Have the students get into their final product groups (for the podcast). Get them started thinking and planning about what they want they glog to look like and represent. They should have a sketch ready before they can begin creating on Glogster. (20 minutes)
 * The students will then go on Glogster and create an account (if they haven't already) for their group. They will begin creating their glogs. (40 minutes)
 * Assign whatever is left to finish the glog is homework. Give them the final time to finish their KWL charts, if they need mroe time they will need to hand them in the next class. (10 minutes)
 * Day 3:**
 * Have all of the groups, completely finished or not, get ready to present. If any students had taken their KWL charts home, they will hand in them in. (15 minutes)
 * All of the groups will actively present their glogs and show their classmates how the glog they created will compliment their podcast. The glog should be something that would advertise the podcast to the judges. (45 minutes)
 * Give the students the opportunity to discuss all of the glogs; what worked, what didn't, connections of this project to the lesson's objective, and if they can see how important little and big modifications can be to a presentation.

Students will understand that selecting appropriate media can support the overall oral presentation. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Is this appropriate for this kind of (blank) presentation? Students will need to understand that different presentations call for different modifications. During the hook they will explore how different behaviors are responded to in different situations, and whether those behaviors can be deemed appropriate to the situation they find them in. The students will actively participate in role playing games that will help them see the importance of making modifications to their presentations.
 * Where, Why, What, Hook, Tailor:** Interpersonal, Intrapersonal, Kinesthetic, Musical, Verbal, Logical

The students will begin the Think-Pair-Share activity as individuals and then be paired by the animal found on a card they receive when they walk through the door. After the second step of the T-P-S activity, they will form groups based on the species of animal on their card (reptile, mammal, fish, bird). Within these groups they will discuss different presentations that we as a class have talked about and the media that can be used easily and thoughtlessly. Then they will talk more deeply about the other types of media that they could incorporate that are not traditionally considered. The students will also have individual time to work on the KWL charts. They will have use the KWL chart to record any clarifying questions that can be asked to me and the entire class and be put up for discussion. Following the group activities, they will watch a Glogster tutorial and explore what the site has to offer.
 * Equip, Explore, Hook, Tailor:** Spatial, Musical, Interpersonal, Intrapersonal

This day is dedicated to the students getting a sketch done of what they want their glog to look like and have for features that will make it unique. Then they will have a huge chunk of this class to work in their podcast groups to create the glog. This is a great opportunity for them to ask any clarifying questions about the lesson or glog. Students will have time during this group work to add to/redo parts of their KWL chart.
 * Day Two Begins**
 * Explore, Rethink, Tailor:** Spatial, Interpersonal, Intrapersonal, Verbal, Logical

The final day of this lesson will have the students present their glogs and discuss with their peers why they choose the things they did and why they designed it the way they did. They will hand in their KWL charts, as these were used as self-assessments throughout the lesson. The students will have received direct feedback during the group activities and the times that they worked on the KWL charts as individuals. They may even be inspired to create a classroom journal entry to write down any thoughts that didn't fit on, or are in addition to, the KWL chart (which will be encouraged but not required).
 * Day Three Begins**
 * Rethink, Revise, Evaluate, Tailor:** Interpersonal, Intrapersonal, Logical, Verbal

The students will have to understand how media can be used (as emphasized in an earlier lesson in this unit) and how making small, or large, modifications can be made that will enhance your presentation. They will learn how to take what went well and what didn't work so well from one presentation and [|apply it] to another presentation. Students will also see how setting [|goals] for a presentations can help you accomplish all of the important aspects of giving an effective speech/presentation. Students will use a fairly new program, [|Glogster], to create interactive posters versus traditional paper ones. Along with sites like Glogster. the students might find it interesting to looking at other new, interactive, generational media, also known as [|Social Media]. They will explore the idea of modifying a presentation according to situation through the role playing topics, which will force the actors/actresses to cross-situations and see how awkward they //can// be.
 * Content Notes**

KWL Chart Role Playing situations
 * Handouts**