L5+Cole,+Eric

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

Teacher’s Name:** Mr. Cole **Date of Lesson:** Self-Knowledge
 * 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 know the basic aspects of story creation including brainstorming, story trees and webs, and character biographies. Students will also know some basic aspects of story development including plot, setting, dialogue, voice, and climax.

Students will be aware of their own strengths and weaknesses when it comes to 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 reflecting on their own strengths and weaknesses when it comes to writing.

__**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 worked within their group, the process of putting together the comic book, how each group member contributed to the project, and their general feelings on the project. The self-assessment that they fill out will be the same grading sheet 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 comic book to the class.


 * Summative (Assessment of Learning)**

Students should be pretty aware of their own strengths and weaknesses as a writer now. Students will be placed into groups at random. Each group will then write a story where one character has all of the students strengths, and another character has all of the students weaknesses. These stories can be in any style that the group decides, but each group will use Comic Life to craft the story into a comic book. These books will then be presented to the class, and be graded using an analytic grading sheet that I create.

__**Integration**__

 * Technology:** In groups, students will create a Comic Life comic book where one character will have all of the group's strengths and another character will have all of the group's weaknesses.


 * Math:** This project does have a basis of logic in it because students will have to talk and gather information so they can understand the common strengths and weaknesses within the group.

__Groupings__
For this project, students will be creating a Comic Book based on the strengths and weaknesses of the group they are randomly assigned too. Students will be placed into groups using this [|random name picker]. Once students are in their groups they will have to discuss with the members of their group what common strengths and weaknesses they share as writers. Once they have figured this list out, they will have to create a Comic Book where one character has all the group's strengths and another character has all the group's weaknesses. Groups will decide on their own how they wish to split up the work for this project.

__**Differentiated Instruction**__

 * Strategies**


 * Logical/Mathematical:** Students could create a chart or a graph to help organize their common strengths and weaknesses.
 * Musical:** Students could create a rhyming comic book, like a poem.
 * Visual:** Students will be creating a visual comic book to present to the class.
 * Bodily:** Students could act out their comic book in a skit.
 * Interpersonal:** Students will be creating this comic book in groups.
 * Naturalist:** Students could dress up as super hero's for their comic book.

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.

In groups, students will create a Comic Life comic book where one character will have all of the group's strengths and another character will have all of the group's weaknesses.
 * Extensions**

__**Materials, Resources and Technology**__
Laptop Computers Projector and Screen [|Idea Wheel] Internet Blank Paper Comic Life Analytic Grading Sheet

__Source for Lesson Plan and Research__
[|Download Comic Life] This is where students will go to download Comic Life.

[|Comic Life Tutorial] Video Tutorial that does a great job of explaining the basics of Comic Life.

[|Writing World Articles] Great site that has a ton of articles that students can read to help them create their comic book. These articles will also be used to create mini-lessons for the class.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates this MLR because it provides a variety of ways for students to become emotionally "in touch" with who they are as people. For **clipboards** the process of creating the comic book, and with meeting with their group members is very structured, and students will be given ample amount of time in class to do both. For **microscopes** this lesson asks students to think about their own strengths and weaknesses as writers, and to create a comic book surrounding these items. For **puppies** this lesson provides multiple opportunities for students to meet with me to receive feedback. This lesson also gives students plenty of opportunities to meet and discuss their comic books with their group members. For **beachballs** this lesson provides variety by letting students choose the design, style, and format of the comic book that they create.
 * //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.//

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 Self-Knowledge. Students satisfy this MLR because, in groups, they will create a Comic Life comic book where one character will have all of the group's strengths and another character will have all of the group's weaknesses.
 * //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.//


 * Logical/Mathematical:** Students could create a chart or a graph to help organize their common strengths and weaknesses.
 * Musical:** Students could create a rhyming comic book, like a poem.
 * Visual:** Students will be creating a visual comic book to present to the class.
 * Bodily:** Students could act out their comic book in a skit.
 * Interpersonal:** Students will be creating this comic book in groups.
 * Naturalist:** Students could dress up as super hero's for their comic book.


 * Technology:** In groups, students will create a Comic Life comic book where one character will have all of the group's strengths and another character will have all of the group's weaknesses.

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

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 grading sheet that I will use to grade their comic books. I will use an analytic grading sheet to provide comments, and feedback to each student on how each story turned out. These grading sheets will be given to the students no later then three days after they present. In addition, after presenting their comic books to the class, groups will receive feedback from their own classmates before the next group presents.

__Teaching and Learning Sequence__
This lesson's primary focus is to teach students how to teach students how to understand and accept their own strengths and weaknesses not just in writing, but in all aspects of life as well. If students are able to understand who they are as people then they will have an easier time staying true to themselves, and they will live a much happier life. 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 lifeless robot.


 * 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 reflect on their favorite comic book heroes and villains and then discuss what makes these individuals unique. (10 minutes)
 * Students will download Comic Life. Lecture on Comic Life using [|Comic Life Tutorial]. Students will get a chance to play around with Comic Life. (45 minutes)
 * Group Selection using [|random name picker] (10 minutes)


 * Class Two:**


 * 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 meet with group to discuss what strengths and weaknesses the group has as writers. (20 minutes)
 * Class Discussion on what the groups came up with. (20 minutes)
 * Class Time to work on Comic Book (25 minutes)


 * Class Three & Four**


 * 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)
 * Mini Lesson on aspect of writing (Dialogue and Introductions) (15 minutes)
 * Class Time to work on Comic Book (50 minutes)


 * Class Five**


 * Comic Book Presentations (Time Unknown)
 * Students will fill out self-assessment grading sheets (Remaining class time)

For this lesson students will learn how to understand and accept the various strengths and weaknesses that they have as people. They will understand that some of these weaknesses they will be able to change, and some of them they won't be able to change. If they are able to accept who they are as people though then they will live happier lives. 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 3-4 minutes to reflect on their favorite comic book heroes and villains growing up. The class will then have a brief conversation on what made these people so unique.
 * (What) (Why) (Hook Tailor): Lingustic, Logical, Interpersonal, Intrapersonal**

For this lesson students will know how to identify their own strengths and weaknesses in terms of writing. Students will know the basic aspects of story creation including brainstorming, story trees and webs, and character biographies. Students will also know some basic aspects of story development including plot, setting, dialogue, voice, and climax. In order to achieve this students will create a Comic Life comic book where one character will have all of the group's strengths and another character will have all of the group's weaknesses. Students will also receive two mini-lessons, they will be given time in class to work on the project with their group and talk to them, and they will also have the opportunity to ask myself questions during class if they have any.
 * (Equip) (Explore) (Rethink) (Tailors): Interpersonal, Intrapersonal, Visual, Verbal, Logical/Mathematical, Naturalist**

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. Students will begin by having to fill out an Idea Wheel for homework. On this wheel students will come up with at least three strengths and three weaknesses that they believe they have as a writer. In class the next day Students will be given a lecture on Comic Life, and they will be randomly put into groups using a random name picker program. These groups will have the last few minutes of class to meet and greet with each other. The next day in class students will get together with their groups, and they will have time to compare and contrast the Idea Wheels that they filled out. These groups will put together their own list of the common strengths and weaknesses that they share as a group. Groups will then be given the opportunity to share with the class what they came up with. The next two class periods will be devoted to giving the class time to work on their comic books in class. During these class periods mini-lessons will be given to help explain an important aspect of story writing. Students will also be able to meet up with me and ask me any questions that they might have. This project shouldn't take more than three class periods to complete. During the fifth class period each group will present the comic book that they have created, and receive verbal feedback from the class.
 * (Explore) (Experience) (Rethink) (Revise) (Refine) (Tailors): Interpersonal, Intrapersonal, Verbal, Logical, Naturalist****,** **Visual**

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 grading sheet that I will use to grade their comic books. I will use an analytic grading sheet to provide comments, and feedback to each student on how each story turned out. These grading sheets will be given to the students no later then three days after they present. In addition, after presenting their comic books to the class, groups will receive feedback from their own classmates before the next group presents. All of the homework assignments in this lesson works towards the story that the students will write. This lesson connects to future lessons because students will learn how to use Comic Life. Students will also be reminded of how to integrate their own personal lives into a story that they write.
 * (Evaluate) (Tailors): Verbal, Logical, Interpersonal, Intrapersonal**


 * Content Notes**

The primary tool that will be used during this lesson is Comic Life. Students will be given time in class to download Comic Life, and have a chance to fool around and get comfortable with it.

[|Download Comic Life] This website will be used by students to download the Comic Life program.

[|Comic Life Tutorial] This video tutorial will be shown to students during the first class period to help them get comfortable and familiar with the Comic Life program.

[|Writing World Articles] This site will be used by the teacher to create a mini-lesson on dialogue and introductions. This site has fantastic articles on each that the teacher will read through, and use to design mini-lessons.

If students need to review any of the other items that we learned about in this lesson including brainstorming, story creation, plot, character development, voice, and climax you can use the following sites to refresh the student’s memory on whatever they need:

[|Brainstorming]: This site has a great description of what brainstorming is, as well as a list of a few of the more popular brainstorming techniques.

[|Basic Literary Terms] [|More Basic Terms]

[|Idea Wheel] Analytic Grading Sheet
 * Handouts**