L5+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 5- Facet: Self-Knowledge
 * Grade Level:** 9-Diploma **Topic:** Using standard English

__**Objectives**__
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.// Did the audience enjoy your presentation? Are there ways to judge audience engagement during the presentation? The students will actively watch videos created to target different audiences and decide if they were engaged whether they were the target audience or not. Students will know Critical Details, like using technology to enhance a presentation, and skills to keep the audience "entertained". They will work in groups for Round Robin Reviews going over what are essential and engaging speaking skills, and how they differ from each other. Students will be able to reflect on the overall effect of their presentation on their audience, and find certain aspects that need to be worked on. Summative Assessment = Blog (2 Days)

__**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 self assess their overall performance after an oral presentation in order to improve upon that performance.

__**Assessment**__
Throughout the this lesson, the students will be tracking their progress in their classroom journals. This form of assessment will allow them to receive quick, extremely relevant feedback each time they grab the journal. The students will also have the opportunity to get direct feedback from me, and their peers, during the Round Robin Reviews. Students will be able to add to their journal after they fill out a self evaluation that they will be given specifically intended to be discussed in their journals.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**
 * Blog:** Students will keep a blog (using Blogger) to keep track of what they are doing to create their podcast, trace what they have learned in and out of class about speaking, and give me insight as to what each member of the group is bringing to the table for the project. The students should use the blog to reflect on what we have gone over in class and ask any questions they might have. They can also use this space to discuss how they will apply the knowledge learned in this lesson to their final product (myth podcast).

__**Integration**__
Technology: To most, Blogger will not be a new technology, but the students will use it to combine what they have in a journal, checklist, and find a website that gives tips specific to the weaknesses they wish to improve. The students will allow use a Smartboard to create notes and have an interactive discussion about essential and engaging speaking skills. Self Awareness Skills: The students will need to be able to look in an unbiased way at their performance skills and weigh the pros and cons, and find a way to improve those inefficiencies.

__Groupings__
The students will participate in a Round Robin Review discussing the hook videos. As each student enters the room, they will be asked to choose a single card from a deck of playing cards that I will be holding. They will be matched by card suit (Spade, Club, Heart, or Diamond) and put in to groups of 4, each at a different desk cluster. After about 3-4 minutes of the small groups discussing, they will report out to the entire class briefly. There will be a recorder in each group to take notes through out the group activity, as they will be discussing what are essential and engaging speaking skills and how they compare/contrast. Once they have completed a review with this original group, they will be jumbled based on other card combinations. All group changes will be mediated by the teacher.

__**Differentiated Instruction**__
Interpersonal: The students will have to interact with each other during the Round Robin Reviews Intrapersonal: Students will have to reflect back on themselves while writing the blog Kinesthetic: These students will be moving every 2-3 minutes into new group formations in the Round Robin Reviews Naturalist: Relate audience engagement by saying: Did the people who don't like science enjoy your presentation nonetheless? Logical: Students will be able to analyze their overall effect on the audience and decide if they accomplished what they had hoped for Spatial: Students will be using a Venn Diagram to organize their thoughts, and they will be viewing 4 short videos off of youtube.com //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// The students will be able to use Blogger to create a blog detailed about their strengths and weaknesses, and how they will combat the weaker skills. They will be given the choice to recreate their Venn Diagram using Inspiration or a Keynote presentation to show me that they truly understand the importance of strengthening their speaking skills.
 * 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 how the Venn Diagram and how to fill it out. 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 Blogger for all students Progress Checklists Venn Diagrams Classroom Journals Access to youtube.com in order to watch the hooks Smartboard access, or another supplemental technology Printouts of the notes taken during the class discussion Etc.

__Source for Lesson Plan and Research__
Hook Links: [|Clash of the Titans] movie trailer (or other current popular film) (~2 minutes) Part One of an Episode of [|Blue's Clues] (~5 minutes) [|Celtics Top 10 Play] (~4 minutes) [|UK Prime Minister Gordon Brown] gives a speech (or another current political leader not from the U.S.) (a little over 2 minutes) [|Cooperative Learning] This site explains the group activity and gives other group activity examples. [|Venn Diagram] A great site with many different graphic organizers. [|The Visual Writer] This site explores how to engage a movie audience if you are writing a script. It will help the students see that its crucial, for anyone doing any kind of presentation to take the audience into consideration and how engaged they will be. [|Engaging Your Audience] This site focuses on teaching you how to prevent nervousness through being prepared and how audience engagement can alleviate a lot of in-presentation stress. [|4 Drivers of Audience Engagement] The main focus of this site is to engage your audience through doing the necessary steps prior to giving your presentation. [|Engaging An Audience] This extremely short video hits the key points of engaging an audience. And isn't hard on the eyes.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students who learn best as beach balls will be actively engaged during the quick youtube videos (the hooks) and the Round Robin Reviews will give them the opportunity to collaborate with their peers and move around the classroom. They will be able to use Blogger in a way that is unique to who they are and add details that can only pertain to them and the speaker they wish to be. The variation included in this lesson from the group activity to the hooks, will keep these students actively engaged throughout. The microscopes of the classroom will be able to research tips, hints, and ways to combat their weaknesses. These students will be forced to look deeply into themselves and ask "how?" rather then "why?" when researching their weaknesses and how to fix them. They will have time to rethink their progress through the use of a Venn Diagram. This graphic organizer will have them directly evaluate essential speaking skills and engaging skills, and how they overlap. Clipboard learners will see the structure of the lesson through the use of a Venn Diagram and controlled chaos of the Round Robin Reviews. The Venn Diagram works as a visual organizer for these students when they are putting their thoughts on paper to keep notes for their journal and blog. Clipboards are generally productive in language activities, which will bode well for them in this lesson as they are given many opportunities to report what their thoughts or learning progress has been, on paper or verbally to their classmates. The puppy learners of this classroom will help their peers see the importance of be encouraging and respectful during the Round Robin Reviews to each classmate. They will find the sharing of partners and information during this group activity extremely productive. The puppy students will feel support from their peers and will actively participate with those classmates in group work, discussions, and the entertainment of the hooks.
 * //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:** 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.// 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.// Did the audience enjoy your presentation? Are there ways to judge audience engagement during the presentation? The students will actively watch videos created to target different audiences and decide if they were engaged, whether they were the target audience or not. Students will know Critical Details, like using technology to enhance a presentation, and how to keep the audience "entertained" throughout the presentation.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Interpersonal: The students will have to interact with each other during the Round Robin Reviews Intrapersonal: Students will have to reflect back on themselves while writing the blog Kinesthetic: These students will be moving every 2-3 minutes into new group formations in the Round Robin Reviews Naturalist: Relate audience engagement by saying: Did the people who don't like science enjoy your presentation nonetheless? Logical: Students will be able to analyze their overall effect on the audience and decide if they accomplished what they had hoped for Spatial: Students will be exploring a website putting the information in a different format for them to look at
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Throughout the this lesson, the students will be tracking their progress in their classroom journals. This form of assessment will allow them to receive quick, extremely relevant feedback each time they grab the journal. The students will also have the opportunity to get direct feedback from me, and their peers, during the Round Robin Reviews. Students will be able to add to their journal after they fill out a progress checklist that they will be given specifically intended to be discussed in their journals.
 * //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)**
 * Blog:** Students will keep a blog (using Blogger) to keep track of what they are doing to create their podcast, trace what they have learned in and out of class about speaking, and give me insight as to what each member of the group is bringing to the table for the project. The students should use the blog to reflect on what we have gone over in class and ask any questions they might have. They can also use this space to discuss how they will apply the knowledge learned in this lesson to their final product (myth podcast).

__Teaching and Learning Sequence__
The classroom will have desk clusters that will accommodate groups of four students. The group clusters will allow each group to discuss without distraction from their classmates and will make it easier for them to move between group changes. The students will have access in one corner of the room to place their book packs and any other things they won't need for the lesson.
 * Day 1:**
 * As the students walk through the door they will choose a card from a deck of playing cards and sit according to suit. Then they will watch the four videos on youtube.com as a class and then they will be given a couple of questions to discuss in each of their groups. There will be a recorder and after 2-3 minutes they will report back to the class. Then the groups will be change according to another playing card combination. This will go until they have fully discussed all the questions put forth in groups and as a class. (30 minutes)
 * After the group activity the students will put the desks back into a horseshoe shape so that every student can see the board. We will set up the Smartboard, and on the traditional board each recorder will put the important points from their groups on the board about how each hook either engaged or didn't engage them. (10 minutes)
 * The students will lead a discussion on what skills they have learned to be essential speaking skills and what skills are needed to engage an audience. They will use the Smartboard to get each student up to the board to record something on the notes page and explain to their peers why what they are writing on the board is important. (25 minutes)
 * Pass out the classroom journals and give each student "solo" time to write in their journals and reflect on what they have learned or accomplished up that point in class. (13 minutes)
 * Conclude the class by cleaning up the room and assigning their blog assessment. (2 minutes)
 * Day 2:**
 * At the beginning of this class have students get their laptops and pass out the Self Evaluations. The students will have a few minutes to review the checklist and fill it out. They will then go back into the blog they did for homework and add another blog referring to the checklist. Give students the opportunity to share with the class if they'd like. (20 minutes)
 * Once all of the students are done, they will be given a Venn diagram and asked to begin the diagram as an individual. As they are filling those out, I will go around with the playing cards and they will choose one which will ultimately choose their partner. After some time working as individuals, they will partner up and discuss what connections they are making within the Venn Diagram. (25 minutes)
 * Have each set of pairs rejoin the entire class at their desks and will begin a discussion about the Venn Diagram. The students will help each other see the connections between essential speaking skills and the skills that actively engage an audience. (25 minutes)
 * Wrap up the discussion by answering any clarifying questions and collecting the Venn Diagrams and Checklists. (10 minutes)

The classroom will have desk clusters that will accommodate groups of four students. The group clusters will allow each group to discuss without distraction from their classmates and will make it easier for them to move between group changes. The students will have access in one corner of the room to place their book packs and any other things they won't need for the lesson. 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.// Did the audience enjoy your presentation? Are there ways to judge audience engagement during the presentation? The students will actively watch videos created to target different audiences and decide if they were engaged whether they were the target audience or not. At the beginning of this lesson the students will actively watch 4 videos on youtube.com that are meant for different audiences. They will discuss why these videos either engaged or failed to engage them as viewers.
 * Where, Why, What, Hook, Tailor:** Spatial, Interpersonal, Intrapersonal, Naturalist

Students will know Critical Details, like using technology to enhance a presentation, and keeping them "entertained". They will work in groups for Round Robin Reviews going over what are essential and engaging speaking skills, and how they differ from each other. They will be using what they have gathered from peer and teacher feedback during the Round Robins and compile notes as a class describing the two speaking skills, essential and engaging, and how they are connected or differ from each other. They will be given the opportunity during this time to write a classroom journal reflecting on what they have noticed up until this point in the lesson. If there is access to a Smartboard, we will be using one to record all of the notes. **Please see content notes. Equip, Explore, Rethink, Tailors:** Interpersonal, Intrapersonal, Kinesthetic, Logical

The students will have to rethink what they put in their blogs for a homework assignment when they are given a Self Evaluation. Using the checklist, they will go back into Blogger and create a new blog detailing their checklist results. After this activity they will fill out a Venn Diagram sheet as an individual, and then as a pair. They will report back to the entire class concerning the connections they found between the two speaking skills.
 * Day Two Begins:**
 * Revise, Rethink, Refine, Tailors:** Intrapersonal, Interpersonal, Spatial, Logical

The students will be assessed according to what they put in their blog and their Venn Diagrams. They will receive timely feedback through the blog every time they post a new one and they get their Venn Diagrams and checklists back the next class.
 * Evaluate, Tailors:** Intrapersonal, Interpersonal, Logical, Spatial

Students will know critical details, like using technology to enhance a presentation, and skills to keep the audience "entertained". The students will look at how [|screenwriters] approach writing a script constantly keeping the audience's engagement level in mind. They will explore this connection after viewing the hooks and carefully looking at them piece-by-piece. Students will also approach the uneasiness that most feel when preparing to give and performing an oral presentation. They will learn that good preparation, active visuals, and how getting your audience to [|actively participate] in the presentation ups the engagement level.
 * Content Notes**

The students will learn, and realize the importance of, the [|4 Drivers of Engagement]; which are experience, participation, targeting, and value. To ensure engagement, the students must give their audience a memorable experience, encourage them to actively participate, target their audience through how they choose to communicate with them, and show the audience that your presentation holds some level of value in their lives. They will see in an extremely short video that there are few things you need to do to [|accomplish] full engagement of your audience.

Venn Diagrams Printouts of class discussion notes Self Evaluations
 * Handouts**