L1+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 1 Facet- Application
 * Grade Level:** 9-Diploma **Topic:** Using Standard English

__**Objectives**__
Student will understand that that standard English can be used to address many audiences, with many purposes. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Where might you find yourself speaking? Who might you find yourself speaking to? Student will know performance skills specific to their presentation. They will use Planning Charts and do a Jigsaw group activity that will make them each an "expert" on one aspect of what goes into their presentations. Student will be able to perform using proper English in their presentations. Summative Assessment = A Podcast (2 Days) (Application)

__**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.
 * Rationale:** The students will be learning how to use the English language appropriately to effectively address many audiences.

__**Assessment**__
Students will be given a pre-assessment in the form of a KWL Chart. Which allows for a more relaxed form of pre-assessment with follow-up pieces that track their learning progress throughout the unit. They will participate in a Jigsaw group activity. After they complete the Jigsaw activity, the students will rethink and reevaluate what they had done on the Planning Chart. They will fill out checklists that will help them revise their podcast. Students will also reflect in their classroom journal that will give them timely feedback every class. The formative assessment is the students' classroom journal, where the students will keep track of what they have learned and how they feel about the information or how they plan using the new skills.
 * Formative (Assessment for Learning)**

Students will create a podcast that will reflect what you have previously covered in mythology. The podcast could be a traditional, or modern, recreation of the myth you choose. It must demonstrate that they have learned effective speaking skills that use Standard English and engaging speaking techniques. They will post the podcast on podbean.com in order to have an electronic presence.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The students will be using GarageBand, audio producing and editing software, to create a short podcast. Music: Students must use listening and application skills when editing and recording with Garageband.

__Groupings__
The students will do a Jigsaw group activity that will make them each an "expert" on one aspect of their presentation. Each student will represent one aspect of the Planning Chart, where they will become experts within their specific groups. These experts will report back to their original groups at the end of the activity. The groups will be decided by random placement at the beginning of class. Students will then review what they have collectively learned by self-assessing themselves using a checklist.

__**Differentiated Instruction**__

 * Strategies**
 * Musical:** Will be achieved when the students have to listen to the audiobooks and music, and analyze what they have heard **Kinesthetic:** The students will use their bodies during roleplaying activities and impromptu speeches
 * Intrapersonal:** Through the use of a Planning Chart the students will be forced to reflect on what they wish to accomplish within their presentations
 * Interpersonal:** Students will get to know their classmates and be able to interact with them during the Jigsaw Activity
 * Naturalist:** The students will be asked if they can give a presentation about recycling and decide if they can successfully retell the story to many different groups
 * Logical:** These students will "tested" to see if they can quickly analyze their audience

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * 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 navigating GarageBand and any other software they might use to create the podcast. If a student is absent, they should meet with me to design a Completion Calendar so we both know when the work will be finished.

The students will be using GarageBand, audio producing and editing software, to create a short podcast. This is a Type II technology because students will be editing their voices and adding technical elements to the recording that older methods would not be able to accomplish. They will learn how to record, edit, and finalize a podcast production using the software provided through GarageBand and podbean.com.
 * Extensions**

Materials:
Audio books and Music for different age groups Laptops w/ GarageBand for all students KWL Charts Checklists Journal Pencils w/ erasers and paper for notes etc..

__Source for Lesson Plan and Research__
Mix CD of audio books & music for varying ages Current example of good public speaking- half of President Obama's Inaugral Address KWL Chart This is the KWL Chart that I will be using. Planning Chart This is the Planning Chart that will be used. Jigsaw Group Activity Resources explaining what kind of aspects this activity entails. Toastmasters The group, Toastmasters, provides excellant tips on public speaking. teAchnology lessons This website offers links to really good speaking activities that can be used in the classroom.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students who are beach balls will be able to discover new things while doing the fun, impromptu speaking activities. These activities will get them moving and allow them to use their spontaneity within their impromptus. During the Jigsaw activity, they will be able to show creativity in how they perceive, and approach public speaking. The students, who are clipboards, will be highly organized when they use the two graphic organizers to make connections between public speaking and the real world. The KWL Chart will especially benefit these students, as it will help them put their thoughts and skills in a specific order. They will be able to recognize the specific expectations put forth which are learning the importance of effective speaking. Students who identify, as microscopes will benefit from the audio books and music geared toward varying age groups because it will provide deeper connections that require them to analyze those connections. During the Jigsaw activity these students will be able to gather more information through discussion and thinking of they apply to larger concepts. The students who are puppies will enjoy the Jigsaw activity because everyone in the classroom will be expected to be helpful, supporting, and respectful peers. This activity will let them connect with their peers in a safe environment that is fun and learning conducive. They feel confident that their peers will help them create an encouraging environment.
 * //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.//
 * Beach Ball:**
 * Clipboard:**
 * Microscope:**
 * Puppy:**

Rationale:** The students will learning speaking strategies that address formal and informal speaking occasions through the use of fun speaking activities, group work, and careful planning. They will make connections between the real world and the skills they will be learning in class. Students will discuss questions like: Where might you find yourself speaking? Who might you find yourself speaking to? The students will learn how to perform using proper English in their presentations.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Musical: Will be achieved when the students have to listen to the audiobooks and music, and analyze what they have heard Kinesthetic: The students will use their bodies during roleplaying activities and impromptu speeches Intrapersonal: Through the use of a Planning Chart the students will be forced to reflect on what they wish to accomplish within their presentations Interpersonal: Students will get to know their classmates and be able to interact with them during the Jigsaw Activity Naturalist: The students will be asked if they can give a presentation about recycling and decide if they can successfully retell the story to many different groups Logical: These students will "challenged" to see if they can quickly analyze their audience
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

The students will be using GarageBand, audio producing and editing software, to create a short podcast. They will learn how to record, edit, and finalize a podcast production using the software provided through GarageBand and podbean.com.

Rationale:** Students will be given a pre-assessment in the form of a KWL Chart. Which allows for a more relaxed form of pre-assessment with follow-up pieces that track their learning progress throughout the unit. After they complete the Jigsaw activity, the students will rethink and reevaluate what they had done on the Planning Chart. They will fill out checklists that will help them revise their podcast. Students will also reflect in their classroom journal that will give them timely feedback every class.
 * //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)**

Podcast: This podcast will reflect what you have previously covered in mythology. The podcast could be a traditional, or modern, recreation of the myth you choose. It must demonstrate that they have learned effective speaking skills that use Standard English. They will post the podcast on podbean.com in order to have an electronic presence. (50 points)
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be setup in a horseshoe shape, with all of the students facing the same way. After each fourth desk there will be a space that creates a mini, four person group. The horseshoe allows all of the students to see the front of the room and each other, enabling them to better initiate discussion and interaction.

Day 1: Day 2: Day 3:
 * Hook- Use audio books and music made for different age groups (about 10 minutes)
 * Hand out the Planning Charts to students and explain what they are. Put them into groups of four and assign each person a task within the group according to where they sit. Then I'll mix the groups up according to what task they originally got, and they will become experts in that area through participating in the Jigsaw activity. When the groups have exhausted the "tasks", they will reform their original groups and discuss what they discovered. All members of the group can now fill in the blanks on their Planning Charts. (30 minutes)
 * Discuss the MLR and begin to fill out the KWL Chart (10 minutes)
 * Give Blog assignment and an example- the students will look for examples of public speaking in today's culture and reflect on what you saw/read/heard in the blog, they should try to find at least two good examples. (20 minutes)
 * Conclude by handing out Planning Charts and reminding them about the Blog assignment (10 minutes)
 * Review the MLR (5 minutes)
 * Explain how to give an impromptu speech and then using teAchnology.com's impromptu speaking topics, the students will give impromptu speeches about varying, fun topics (30 minutes)
 * Introduce and give a tutorial of podbean.com (10 mins)
 * Play with GarageBand (25 minutes)
 * Conclusion including homework, clean up, etc. (10 minutes)
 * Review Planning Charts and finish filling in the KWL Charts as groups and then add to them as a class during a student led discussion (20 minutes)
 * Hand back journals and discuss what I noticed as high and low points of the last class. Take the time to review points that were previously misunderstood, and give them the opportunity to ask questions (about 20 minutes)
 * Students will present their podcasts using a smartboard or projector (20 minutes)
 * Teacher led discussion over what themes we discussed in this lesson, and have the students talk about example they found in the real world (good or bad). (20 minutes)

Students will understand that standard English can be used to address many audiences, with many purposes. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// Where might you find yourself speaking? Who might you find yourself speaking to? I will engage the students by showing them that analyzing one's audience is crucial when doing any kind of presentation, or form of communication. They will watch the Glozell video on youtube and see how everyday speech wouldn't be appropriate in all situations. Students will know performance skills specific to their presentation. The students will then be put into groups of four and each person will be assigned a task within the group according to the Planning Chart and where they sit. Then I'll mix the groups up according to what task they originally got, and they will become experts in that area through participating in the Jigsaw activity. When the groups have exhausted the "tasks", they will reform their original groups and discuss what they discovered. All members of the group can now fill in the blanks on their Planning Charts. As this is happening, I will be walking around helping instigate discussion and making sure they are hitting major points. After each expert group is finished, the original groups will be reestablished and the students will teach their expertise to the other students. This is when they will finish the Planning Chart and work on the KWL Chart. I will assign the Blog assignment and show them the example (Obama speech on youtube). We will conclude class by handing out the Planning Charts and have them read and think about the chart for the next class.
 * Where, Why, What, Hook, Tailor:** Logical, Interpersonal, Intrapersonal, Musical

The KWL Chart will be used as a pre-assessment to find out where the students stand concerning the use of effective and proper English during a presentation to convey meaning to an audience, formally and informally.Then we will discuss what an impromptu speech is, and how to give one using fun examples from teAchnology. These activities should encourage all of the students to be creative, inventive, and respectful of their students. When this activity begins, I will do the first one to set an example to break the ice. I will go over podbean.com and show them how to upload their podcasts. After the "tutorial" they will have the rest of class to play with GarageBand and ask any questions they might have about it. Class will end with
 * Day Two Begins:**
 * Equip, Explore, Experience, Rethink, Tailor:** Interpersonal, Naturalist, Intrapersonal, Verbal, Kinesthetic

The students will fill out checklists to self assess themselves and help them revise their podcast. They will use their classroom journals to reflect on everything we covered in class and how they plan on implementing them in their presentations. The journals will be read by me every time they hand them in and will give them timely, relevant feedback every class.
 * Revise, Refine, Tailor:** Intrapersonal, Verbal

The students will start the day by reviewing the planning charts and finish the KWL charts. While this happens, the students will lead a discussion based off of what they have learned and how they would like to use it. After the discussion, journals will be returned and I will lead a class discussion over what I saw in the journals as recurring themes and questions. This will also be an opportunity for them to ask questions.
 * Day Three Starts:**
 * Experience, Refine, Revise, Tailor:** Intrapersonal, Interpersonal, Verbal

Following the discussion, students will present their short podcasts that act as exploratory units into what they will be doing a larger level later on. They will get into their groups and hook up the laptops to the smartboard/projector and present their podcast to the entire class. I will then use the final time of the class to lead a discussion reviewing the importance of effective speaking skills, and prompt the students to make connections to the real world and see if they have noticed these skills anywhere.
 * Experience, Evaluation, Tailor:** Interpersonal, Intrapersonal

Student will know performance skills specific to their presentation. The students will learn to recognize what their specific presentation skills are by developing advanced speaking skills that can be used for many different purposes, and presentations. These skills will be used after the students have carefully and thoughtfully analyzed what the goal(s) of their presentation are. They will learn that effective speaking gets a specific point across to the audience in a clear and concise way.
 * Content Notes**

Students will use what is presented in this lesson as a way to learn terminology related to public speaking. The terms associated with speaking are crucial when learning the art of formal speaking and being able to exemplify to others effective speaking skills whilst giving presentations. Students must be able to know the audience and the space that they are giving their speech in. The students should also be aware of what to do, and what not to do, if things go wrong within their presentation. Toastmasters International offers some expert advice on what you shouldn't do when things unravel.

Impromptu Topics (only used in class) KWL Charts Planning Charts Checklists Journals
 * Handouts**