L1+Cole,+Eric

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

Teacher’s Name:** Mr. Cole
 * Date of Lesson:** Perspective
 * Grade Level:** 7
 * Topic:** Narrative Writing

__**Objectives**__
Students will understand that writing is not robotic. It is written with passion.

Students will know a few of the basic practices when first starting out on writing a story. These items include brainstorming ideas with the class, a small group, or by themselves, creating venn diagrams that will compare and contrast two topics, and creating story webs/trees to organize their thoughts, and ideas about the story.

Students will be able to compare passionate writing with non-passionate 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.

This lesson meets this MLR because students are going to be learning how to think complexly so that later on they can write narratives that are more deep in thought.
 * Rationale:**

__**Assessment**__
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 the process of putting the poster together, and their general feelings on the assignment as a whole. 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 at the conclusion of their presentations.
 * Formative (Assessment for Learning) (All about Feedback)**

On their own, students will first read two stories, one that they think is passionate, and one that they think is non-passionate. They will compare the writing in these two stories, and develop a list of what they think passionate and non-passionate writing is. Then in groups, students will create a Glogster poster comparing these two styles of writing. These posters will be graded using an analytic grading sheet that I will create, and that the students will use to self assess themselves with.
 * Summative (Assessment of Learning)** (Can pull right from syllabus benchmarks when syllabus is more complete)

__**Integration**__ **(Must have how we use technology in the lesson, and at least one other content area**)
Technology: Students will be asked to create an online poster where they will compare the passionate and non-passionate writing they read in two different stories this lesson.

Art: Students will create a Glogster poster that they can customize any way they wish with pictures, graphics, font styles, etc...

__Groupings__
In this lesson students will be put into groups two different times. The first time students will be paired with a partner by counting off numbers in the class. (1 will be paired with last number, 6 with 7, etc...) These partners will compare Goal-Reasons webs that they previously made describing a story that they thought was passionate, and another story that they thought was non-passionate. The second time, students will be put into groups by pulling four sets of numbers 1-5 out of a hat (1's will work with the other three 1's, 2's with 2's, etc...) These groups will compare Venn Diagrams that they had previously made comparing passionate with non-passionate writing, and these groups will create a Glogster poster together comparing these two items. There are no sets roles in either of the two groups.

__**Differentiated Instruction**__

 * Strategies**


 * Verbal-Lingustic:** Students will get a chance to research and find their own stories to write about.
 * Logical-Mathematical:** Students will compile all the data from their Venn Diagrams into one final Venn Diagram.
 * Visual:** Students will create their final Venn Diagram using an online poster creation program which they can custom design.
 * Musical:** Students could create a song or a rap to help present their Poster to the class.
 * Intrapersonal:** Students will explore themselves, and figure out what they are passionate about before the start of the lesson.
 * Interpersonal:** Before Students create their final poster they will come together and discuss as a group what they believe passionate and non-passionate writing is, and what they should have on the poster.


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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.


 * Extensions**

Students will be asked to create a Glogster poster where they will compare the passionate and non-passionate writing they read in two different stories this lesson.

__**Materials, Resources and Technology**__
Describing Wheel Chart Goal-Reasons Webs Blank Paper Laptop Computers Internet Teacher Computer Projector and Screen Venn Diagrams Time Analytic Grading Sheet

__Source for Lesson Plan and Research__
[|Definition of Passion] [|Definition of Dull] [|Synonyms of Dull] [|Synonyms of Passion] [|Collection of Short Stories] [|Glogster EDU]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates this MLR because it provides a variety of ways for students to learn and gain an understanding of what passion and non-passion means. First, for **clipboards** this lesson provides a very concise structure and order that students need to follow closely in order to meet the established goals of the lesson. Students are, of course, allowed a little wiggle room in the lesson, but if they stray to far off the path then they will be lost. For **microscopes** this lesson is all about asking questions and examining, analyzing, and deconstructing various items. Students will first analyze poems of their choosing, and then they will discuss and question what passionate and non-passionate writing is. Students will then do several Graphic Organizers comparing and contrasting these two items. For **puppies** this lesson has multiple opportunities for students to work in a group, and discuss the various questions that come up during this lesson. This lesson also culminates in a project where students will be working in groups to create an online poster. For **beachballs** this lesson provides a ton of variety. First, students will be able to pick and choose what poems they would like to read and talk about when they do their Goal-Reasons webs. Secondly, students will have free reign over the design of their poster. They could create a Venn Diagram, or they could create a list, or a chart, or a hundred other things, it is all up to them.
 * //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:** Through-out this lesson students will gain the best Perspective that someone can have: perspective on themselves. From the very beginning, students will question what they are passionate about, what passion and non-passion is, how it can apply to their life, and how it can make them better people. Students will also learn about some of the basic story development practices that writers use. They will create Venn Diagrams comparing and contrasting two opposing items, they will create brainstorms, and outlines before they complete their final project, and most importantly students will learn how to think critically about a piece of writing, and learn how to have a discussion in an intelligent manner.
 * //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.//
 * Verbal-Lingustic:** Students will get a chance to research and find their own stories to write about.
 * Logical-Mathematical:** Students will compile all the data from their Venn Diagrams into one final Venn Diagram.
 * Visual:** Students will create their final Venn Diagram using an online poster creation program which they can custom design.
 * Musical:** Students could create a song or a rap to help present their Poster to the class.
 * Intrapersonal:** Students will explore themselves, and figure out what they are passionate about before the start of the lesson.
 * Interpersonal:** Before Students create their final poster they will come together and discuss as a group what they believe passionate and non-passionate writing is, and what they should have on the poster.

Technology: Students will be asked to create an online poster where they will compare the passionate and non-passionate writing they read in two different stories this lesson.

Rationale:** Throughout the lesson, Students will begin each day by doing a short writing exercise in their writing journals. These entries will be glanced over by me, but they will not be graded. These journals are more of an opportunity for the students to judge for themselves how their writing skills are developing throughout the semester. 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 posters on. I will use an analytic grading sheet to provide comments, and feedback to each student on how each poster turned out. These grading sheets will be given to the students no later then three days after they present. In addition, after each presentation, students will receive feedback from their own classmates before the next group presents.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
This first lesson's primary focus is to teach students about passion not just in writing, or in school, but also in life. If students know about what it means to be passionate about something, and they are able to express that emotion freely, then they will grow into better people. They will want to seek out knowledge, and might even enjoy learning a thing or two from their teachers in school. 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 fill out a Describing Wheel talking about their feelings on writing. (5 minutes)
 * Students will be allowed to share with the class what they wrote down on their Describing Wheel. (5 minutes)
 * Students will write in their journals about something that they enjoy in their life. (4 minutes)
 * Students will talk with their neighbor about what they wrote. (3 minutes)
 * Students will be allowed to share with the class what they wrote. (3 minutes)
 * Discussion time on what students believe is passion. (10 minutes)
 * Lecture on passion and non-passion. Students will read several poems from [|here] and talk about them. Are they passionate in nature or are they dull? (40 minutes)
 * Students will do a free write in their journals. (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 be partnered up, and with their partner they will discuss the Goals-Reasons webs that they did for homework the night before. (15 minutes)
 * Students will team up with a neighboring group and continue discussion. (10 minutes)
 * Students will have a class discussion about the Goals-Reasons webs and about passionate and non-passionate writing. (20 minutes)
 * Students will write in their journals what they think passionate and non-passionate writing is. (10 minutes)
 * Students will be allowed to share what they wrote with the class. (5 minutes)


 * Class Three:**
 * 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)
 * Lecture on what Glogster is, and how you use it. (15 minutes)
 * Students will be separated into groups, and discuss Venn Diagrams that they made for homework on what Passionate and Non-passionate writing is. (10 minutes)
 * In class, Students will be given a Glogster account, and they will create an online poster describing what passionate and non-passionate writing is. (40 minutes)


 * Class Four**
 * Students will do a free write in their journal. (10 minutes)
 * Students will be allowed to share their writing with the class. (5 minutes)
 * Glogster Poster Presentations (35-40 minutes)
 * Class discussion and reflection on Glogster project, and on what passionate and non-passionate writing is. (15 minutes)
 * Students will fill out a self-assessment on how they believed they did on the project. (10 minutes)

For this lesson students will understand several things. First, they will understand what passionate and non-passionate writing is. They will understand how to be passionate about something, and how to express it in their writing, in their conversations, and in their everyday lives Passion is a key component in life. You have to know what passion is, and you have to be able to recognize it. If you know how to do that, then you will be able to live a full and happy life. 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 have them first write about their general feelings about writing. Do they like it? Do they hate it? Why do they feel either way about it. I will then have students write about something that they are passionate about in their life. Maybe they like video games, or sports, or dogs. Whatever it is, I want them to write about it, and I want them to be able to express that passion well, and make us feel how much they truly care about whatever they write about.
 * (What) (Why) (Hook Tailor): Lingustic, Interpersonal, Intrapersonal**

For this lesson students will know the difference between passionate and non-passionate writing. They will also know some of the basic story creation items such as how to do an outline, how to create a Venn Diagram comparing and contrasting two items, and how to think critically and deeply about not only their own writing, but other people's writing as well. In order to achieve this students will have several discussions on what passionate and non-passionate writing is, and how you can tell the difference between the two. Students will also do several Graphic Organizers including a [|Describing Wheel], a [|Goal-Reasons Web] , and a [|Venn Diagram] all of which are designed to allow the students to demonstrate their understanding of the topic. I will check for this understanding by havign the students do a final Globster poster where they will describe passionate and non-passionate writing.
 * (Equip) (Explore) (Rethink) (Tailors): Interpersonal, Intrapersonal, Visual, Verbal, Logical/Mathematical**

In order to explore and experience what I would like the students to learn in this lesson, I will have them do several things over the course of a few days. Students will first write and talk about something that they are passionate about in their life. This will help them experience, and understand what I will be talking to them about. Students will then receive a couple of lectures on what passion is, and what it means to be dull and boring. Students will then have an opportunity to come up with what they think passion is. Students will receive in class two Goal-Reasons Webs. For homework they will go onto this [|collection of poetry] website, and read two poems of their choosing. One which they believe shows passion and one which they think is dull. Students will fill out their Goal-Reasons webs on these two poems talking about why they felt the way they felt. Students will then bring these webs with them to the next class where they will be paired with a partner by counting off numbers. Each pair will talk about what poems they read, and how they felt about each one. Students will then use the knowledge that they gain from this, and go home and fill out a Venn Diagram describing what they believe is passionate and non-passionate writing. Students will then bring these Venn Diagrams in, and be placed into a group by picking numbers out of a hat. These groups will discuss amongst themselves what passionate and non-passionate writing is, and then use Glogster to create a poster describing what each one is. These posters will primarily be created in class. Although, students will probably have to meet outside of class to finish them up. Throughout this process students will have plenty of opportunity to rethink what they believe passion and non-passion is, and students will have the opportunity to meet with me, and gain feedback on how their poster is coming along, and how they could improve it.
 * (Explore) (Experience) (Rethink) (Revise) (Refine) (Tailors): Interpersonal, Intrapersonal, Verbal, Logical, 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 posters on. I will use an analytic grading sheet to provide comments, and feedback to each student on how each poster turned out. These grading sheets will be given to the students no later then three days after they present. In addition, after each presentation, students will receive feedback from their own classmates before the next group presents. All of the homework assignments in this lesson works towards this final poster that the students will create. This lesson connects to future lessons because in addition to teaching the students how to do an outline, and plan out their creations before actually creating it, it also teaches students how to think critically and deeply which will come into play in future lessons.
 * (Evaluate) (Tailors): Verbal, Logical, Intrapersonal, Interpersonal**


 * Content Notes**

For this lesson students will learn what passion and non-passion is all about, and how they can apply it not only to their writing, but to their everyday lives as well.


 * Passion:**
 * 1) any powerful or compelling emotion or feeling, as love or hate.
 * 2) strong amorous feeling or desire; love; ardor.
 * 3) strong sexual desire; lust.
 * 4) an instance or experience of strong love or sexual desire.
 * 5) a person toward whom one feels strong love or sexual desire.
 * 6) a strong or extravagant fondness, enthusiasm, or desire for anything: a passion for music.
 * 7) the object of such a fondness or desire: Accuracy became a passion with him.
 * 8) an outburst of strong emotion or feeling: He suddenly broke into a passion of bitter words.
 * 9) violent anger.
 * 10) the state of being acted upon or affected by something external, esp. something alien to one's nature or one's customary behavior(contrasted with [|action]).


 * Synonyms for Passion:**
 * || [|affection], affectivity, [|agony], [|anger], animation, [|ardor], [|dedication], [|devotion], [|distress], dolor, [|eagerness], [|ecstasy], [|excitement], [|feeling], [|fervor], [|fire], [|fit], flare-up, [|frenzy], [|fury], [|heat], hurrah, [|indignation], [|intensity], [|ire], [|joy], [|misery], outbreak, [|outburst], [|paroxysm], [|rage], [|rapture], [|resentment], [|sentiment], [|spirit], [|storm], [|suffering], [|temper], [|transport], [|vehemence], [|warmth], [|wrath], [|zeal], [|zest] ||
 * Non-Passion aka Dull:**


 * 1) not sharp; blunt: a dull knife.
 * 2) causing boredom; tedious; uninteresting: a dull sermon.
 * 3) not lively or spirited; listless.
 * 4) not bright, intense, or clear; dim: a dull day; a dull sound.
 * 5) having very little depth of color; lacking in richness or intensity of color.
 * 6) slow in motion or action; not brisk; sluggish: a dull day in the stock market.
 * 7) mentally slow; lacking brightness of mind; somewhat stupid; obtuse.
 * 8) lacking keenness of perception in the senses or feelings; insensible; unfeeling.
 * 9) not intense or acute: a dull pain.


 * Synonyms for Dull:**

addled, backward, [|besotted], [|boring], brainless, daffy, [|daft], [|dense], [|dim], dim-witted, doltish, [|dumb], feeble-minded, half-baked, [|ignorant], imbecilic, [|indolent], insensate, [|low], [|moronic], not bright, numskulled, [|obtuse], scatterbrained, [|shallow], [|simple], simple-minded, [|slow], [|sluggish], [|stolid], [|stupid], [|tedious], [|thick], unintellectual, [|vacuous], wearisome, witless

In addition to learning about passion and non-passion, students will be learning how to create a poster on Glogster. The following website has several excellent tutorials on how to use all the features on the site, and how to sign up a class to use the site.

[|Glogster EDU]

[|Describing Wheel] [|Goal-Reasons Web] [|Venn Diagram] Analytic Grading Sheet
 * Handouts**