L6+Cooper,+Susanna

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


 * __Teacher’s Name __****: **Ms. Cooper  **__Lesson 6__:** Reflect
 * __Grade Level __****: **7 **__Topic__:** Narrative writing- plot, characters

__ Objectives __
.Students will understand that each narrative has a plot that conveys complex ideas. Students will know about plot, rising and falling action, protagonist, antagonist, Students will be able to realize that the plot has major ideas from the narrative.

** Maine **** Learning Results Alignment **
MaineLearning Results: English Language Arts: B. Writing B2. Narrative Grades 6-8 Students write narratives that convey complex ideas, observations, events, or reflections.

This lesson teaches students how to take complex ideas about how to write a good story, and present them in a simpler ways so that younger students can understand. By doing this, the students are reflecting on what they have learned and are expressing that they understand the complexity of narrative writing.
 * Rationale:**

__ Assessment __
The formative assessment will be a pop quiz again, to see how far along the students have come and see if there is still any lingering points that need to be addressed. The pop quiz will be exactly the same as the first one I gave in an earlier lesson, so that students can look back and compare the two, since they now know all the terms on the quiz. I hope this will boost their confidence and show them how much they have learned. It is a way of immediate feedback and positive reinforcement that they are learning if the pop quiz went well. If some students don’t do well on the quiz, then I know that I need to meet with them individually and find out why and why they don’t know the material. It is getting very close to when I should wrap the whole unit up and move on, therefore are students who still not excelling need to see me one on one to clear things up.
 * Formative (Assessment for Learning) **

**Summative (Assessment for Learning)** The Summative assessment will be a wikipage that the students create as a guide for 5th and 6th graders to understand plot and characters better, and see ways of discovering ways to make a good character. This will be cool for the students because they will feel like they are teaching future students about what they have learned. This assessment will help them reflect on what they have learned as they find ways to present the information to younger students. The wikipages will need to be in simple terms that they younger students can understand and really use. I will challenge my students to make their wiki page exciting and creative so that the younger students will want to explore the page more. This assignment will help my students reflect and reinforce what they have learned, and it will prove to me they have learned the material that I have presented.

__ Integration __
~ __Technology__ will be used in this lesson when students create a wikipage for a lower grade to reference. My students will be showing and teaching younger students all that they have learned about narrative writing. Students will explain how to break down the plot of a story, and how characters play a big role. Students will explain what they have learned in a creative way that will make the younger students excited to learn about narrative writing. The wikispace page will be presented from a cartoon character, or other type of character, and needs to be bright and easy to read for the young students.

~ __English__ will be used since the wikipage is showing younger students how to write better

~ __Art__ can be incorporated into this lesson because their wikipage needs to be attractive and suck in the younger kids in. There will be some pictures on the page too.

__ Groupings __
For team work, I will have students do a 3 step interview processes. They will already be in a group. Now students will break off into pairs would be used in this lesson to help students answer the 5 "Ws" about them selves. This will help the students see what they need to do with their character building and allows them to see what type of character they are going to make by thinking about themselves and their partners.

__ Differentiated Instruction __
<span style="font-family: 'Times New Roman',Times,serif;">**Strategies I used in this lesson: Interpersonal**: <span style="color: black; font-family: 'Times New Roman','serif';"> Students will work in groups during the three step interview. I**ntrapersonal:** Students must reflect individually on their wikispaces.
 * Logical:** Students must think how to say what we have learned in a clear and easy way to understand for younger kids to learn.
 * Body:** Students will be moving around the room for 5 or more minutes when creating their pizzas, going form person to person.
 * Visual:** Students will make a visually appealing wikispace that will attract younger kids, so it will need to have lots of colors and look appealing.
 * Verbal:** Students must communicate effectively back and forth when interviewing each other.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students who are absent will have no problem catching up on what they missed if they really want to try and catch up. I will have a Wiki space that all the students will know about and can go to in order to see the days lesson and what the homework assignment was. I will also have a Filing box in my classroom where I keep individual student files. I will put any worksheets, assignments, or passed back work in these folders for the students to pick up when ever they have time the next day. Students will also know that I am available before the school day starts and students can come and talk to me about what they need to do before class starts. For this particular lesson students can find the directions on my wiki, along with any links that would have the definitions or terms we talked about in class. The class would have a few days to assemble their wiki page so I would have time to catch any absent students up and answer any questions. If they have a computer at home then they can do their wiki from home. They can also email me their wiki content for me to check before posting it.
 * Absent student:**

Type II technology will really help students in my class who want to do extended thinking. Students will be able to use story form and find interesting ways to excel at this assignment by using the wikipages on the web.
 * Extensions**

__<span style="color: black; font-family: 'Times New Roman','serif';">Technology __<span style="color: black; font-family: 'Times New Roman','serif';"> will be used in this lesson when students create a wikipage for a lower grade to reference. My students will be showing and teaching younger students all that they have learned about narrative writing. Students will explain how to break down the plot of a story, and how characters play a big role. Students will explain what they have learned in a creative way that will make the younger students excited to learn about narrative writing. The wikispace page will need to be bright and easy to read for the young students.

** Materials, Resources and Technology **
<span style="color: black; font-family: 'Times New Roman','serif';">everything will I need to do this lesson: laptops paper- pizza pieces pencils “Ws” interview sheet rubric

__ Source for Lesson Plan and Research __
<span style="color: black; font-family: 'Times New Roman','serif';">By going to this site, students can use the search function to search for pictures that they could use on their site. []

Students will go to this site when we begin making our wikipages. http://www.wikispaces.com/

Incase some students are absent, I will also have this link available for parents and absent students to reference when starting their wikipages. []

** Maine **** Standards for Initial Teacher Certification and Rationale **
<span style="color: black; font-family: 'Times New Roman','serif';"> //**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: There are a variety of learners in the class that I have to keep in mind when teaching my lesson. Some of my students need precise directions given to them when assigning a task or assignment. They prefer structure to the activity and need procedures to be set in place. They learn well with guided reading that they can follow along with and are fairly good at writing since they can organize their thoughts well. I will make sure my directions are clear so that these students understand what they are doing. They will receive written directions, or will be able to reference a place with step by step direction that I have written down, like the board. This way they can reference them and feel that everything in order. These students will also be glad that I make sure the class period is structured and we do certain things at certain times. I will always do my best to follow a routine. Some students prefer to ask questions, the how and why things work the way they do? They like investigating and uncovering the new information, therefore need experiments to aid them in their leaning processes. These students like to really look hard for evidence and analyze what they have been given to do or are reading. I will give them a really tough short story for them to analyze and uncover the plot elements. The plot elements will be hard to find since so much happens. This will help these students feel like they are investigating more that just looking for the answer. Another set of students need a relaxing, comforting spot to work efficiently. These students work well in group work and like it when they get help from their fellow students. They want everyone to agree on the same thing without fighting since they like that relaxing, safe environment. Overall they want everyone to be happy and they really want to belong to some sort of group. For this type of students I use the cooperative learning activity. Students can work together to figure things out. Most of the game/ activities require all the students to get along. This type of student really enjoys that I do this due to their need to work well with fellow students. There are also the more spontaneous students who like to get up and move around. These students need a variety of readings, enjoy brainstorming, variation in work styles, and always seek fun and excitement. They really enjoy effective hooks at the beginning of each lesson. For these types of students, I really make sure I start the day off with a bang. I try to save the cooperative learning activity for the middle of the class so that these students wont have to sit for too long in class. The activity allows them to get up and move around halfway through, while still on task. They usually enjoy the fun activity planned also.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// Rationale: CONTENT NOTES- Please refer at the content notes at the end of this lesson. I used the MLR to have the students write their narrative. Maine Learning Results: English Language Arts: B. Writing B2. In this lesson students use the facet reflect. Students will be able to reflect on the importance of characters and how they tie the plot together. They will understand that the story conflict revolves around the main characters.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// Rationale: Here are different strategies I used throughout this lesson:

I**ntrapersonal:** Students must reflect individually on their wikispaces.
 * <span style="color: black; font-family: 'Times New Roman','serif';">I nterpersonal:**<span style="color: black; font-family: 'Times New Roman','serif';"> Students will work in groups during the three step interview.
 * Logical:** Students must think how to say what we have learned in a clear and easy way to understand for younger kids to learn.
 * Body:** Students will be moving around the room for 5 or more minutes when creating their pizzas, going form person to person.
 * Visual:** Students will make a visually appealing wikispace that will attract younger kids, so it will need to have lots of colors and look appealing.
 * Verbal:** Students must communicate effectively back and forth when interviewing each other.

__<span style="color: black; font-family: 'Times New Roman','serif';">Technology __<span style="color: black; font-family: 'Times New Roman','serif';"> will be used in this lesson when students create a wikipage for a lower grade to reference. My students will be showing and teaching younger students all that they have learned about narrative writing. Students will explain how to break down the plot of a story, and how characters play a big role. Students will explain what they have learned in a creative way that will make the younger students excited to learn about narrative writing. The wikispace page will be presented from a cartoon character, or other type of character, and needs to be bright and easy to read for the young students.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// Rationale: The formative assessment will be a pop quiz again, to see how far along the students have come and see if there is still any lingering points that need to be addressed. The pop quiz will be exactly the same as the first one I gave in an earlier lesson, so that students can look back and compare the two, since they now know all the terms on the quiz. I hope this will boost their confidence and show them how much they have learned. It is a way of immediate feedback and positive reinforcement that they are learning if the pop quiz went well. If some students don’t do well on the quiz, then I know that I need to meet with them individually and find out why and why they don’t know the material. It is getting very close to when I should wrap the whole unit up and move on, therefore are students who still not excelling need to see me one on one to clear things up.
 * Formative (Assessment for Learning)**

<span style="font-family: 'Times New Roman',Times,serif;">** Summative (Assessment for Learning) ** <span style="color: black; font-family: 'Times New Roman','serif';">The Summative assessment will be a wikipage that the students create as a guide for 5th and 6th graders to understand plot and characters better, and see ways of discovering ways to make a good character. This will be cool for the students because they will feel like they are teaching future students about what they have learned. This assessment will help them reflect on what they have learned as they find ways to present the information to younger students. The wikipages will need to be in simple terms that they younger students can understand and really use. I will challenge my students to make their wiki page exciting and creative so that the younger students will want to explore the page more. This assignment will help my students reflect and reinforce what they have learned, and it will prove to me they have learned the material that I have presented.

__ Teaching and Learning Sequence __
<span style="color: black; font-family: 'Times New Roman','serif';">I want students to feel like I am right there with them, at their level. I want them to know that I will listen to them and I care about their success. I also want students to be able to easily see me and each other as we talk and learn new things. I hated how there were always kids who tried to still as far in the back of the room as possible every class. That is why I want to arrange my classroom so that the desks are all in a circular shape. I would be part of this circle when teaching, and my desk would not be far away, so that even when I am at my desk, I am still kind of a part of the circle. I would make sure the circle is facing away from the door to keep down on distractions. I would be positioned at the head of the circle, which would face the door. So that I could see who is in the hall, or coming in the classroom. There would also be a meting table for conferences in the back of the room.

__<span style="color: black; font-family: 'Times New Roman','serif';">Outline of Agenda __ <span style="color: black; font-family: 'Times New Roman','serif';">Class 1: ~I will start class by having students fill out pizza pieces that I give them (10 minutes) ~Students will get together with their shape pieces and read the “mad-libs” type of story they created (5 minutes) ~I will give out a pop quiz to see if students remember all the terms. (15 minutes) ~ Students have a few minutes to write a short story on the pizza pieces (10 minutes) ~ Students partner up and use the “5Ws” worksheet to help them interview each other about their story. (20 Minutes) ~work time

Class 2: ~ assign summative assessment about hosting a wiki site Students can decide for themselves a character they want to use. It can be the one they made up yesterday if it fits well. ~ I will review how to make a wiki page ~Students work on wiki pages Class 3: ~presentations occur on the third class

I will begin class by handing out triangular pieces of paper with something written on them. Different triangles, pizza pieces, will have different parts of a plot, character, or conflict written on them. Students will come up with a character if they have the character pizza piece. If they have a pizza piece that says conflict, then that student comes up with the conflict of the story. Since the students don’t know much about the story it will be funny to see what fits together and what doesn’t when it is a done. When they are all done writing, I will ask all the square pieces to get together and put their pizza together, same for the circles, and triangles. The shapes will be hand drawn on the point of every pizza piece before I give the pieces out to the students. This fun activity will get the students thinking about what we have covered in previous lessons on character and plot.
 * <span style="font-family: 'Times New Roman','serif';">Where, Why, What, Hook, Tailors: bodily, verbal, intrapersonal **<span style="color: black; font-family: 'Times New Roman','serif';">

Students will now go back to their individual desks and take a pop quiz on all the terms that we have learned in the unit so far. Since this is the end of the unit, this is the time that I am trying to see what this still unclear and fix it fast before the unit ends. If everyone has done really well on the pop quiz, then I will know that I can wrap up the unit pretty fast. Students will get into groups again by numbers that I give them to do the three step interview. I want students to interview each other using the “5W” worksheet as a prompt. By having a peer ask the student questions about the story they just created in the hook, students can check their stories and see if they had answered all the questions while writing. <span style="color: black; font-family: 'Times New Roman','serif';"> After the pop quiz, I will explain the assignment for this unit. I will tell students that they are going to create their own wiki page for a 5th or 6th grader. I don’t want students to just write a “how to guide” though, the younger kids would not want to read the sites if that was the case. Instead I want the students to use a character to talk the kids through what they should know. Depending on the characters that were created in the hook, students can use that character for their wiki. I will let the students choose the character they want though, if they don’t want to use the pizza character. I will encourage them to choose a [|cartoon character] or another catchy character that I have oked. Once students choose a character, I will help them make a wikispace and answer any questions during class time. I will have students writing this in first person, as if the character is speaking to the kids reading the site. I want the students to have the character explain to the kids the different types of characters, like antagonist and protagonist, different points of view and how they work, and different parts of a plot and setting. The finished wikispace will prove to me that my students really know these terms and what they mean. If I have any [|absent students], or students try to work on their wikipage at home, I will make sure to show my students where the help page is for the Wikispaces. I will give feedback to students during class as they work on their wikipage. I will give feedback where needed since it may be really daunting to explain something in simplistic terms to younger kids, let alone from the point of view of a cartoon character. I will also be giving feedback to students who I feel are still missing some info. My hope is that by “teaching” students what they have learned, the students will have a firm understanding of the information I have taught them. <span style="color: black; font-family: 'Times New Roman','serif';"> I will assess students with a rubric. They will need to have spelled everything correctly, and I will review the wikis to make sure what they said was correct.
 * <span style="font-family: 'Times New Roman','serif';">Equip, Explore Rethink, Revise Tailors: verbal, ** Intrapersonal, Interpersonal
 * <span style="font-family: 'Times New Roman','serif';">Explore, Experience, Rethink, Revise, Refine, Tailors: ** visual, intrapersonal
 * <span style="font-family: 'Times New Roman','serif';">Evaluate, Tailors: visual **

<span style="color: black; font-family: 'Times New Roman','serif';">
 * Content Notes**

__<span style="color: black; font-family: 'Times New Roman','serif';">Cartoon Character or other picture: __ <span style="color: black; font-family: 'Times New Roman','serif';">I will have students go to this site as I assign their summative assessment. Since I am asking them to make their wikipage creative, I want them to have pictures that they know they can use and site pictures to. This site if for students to search for pictures, for the wiki they are making, up in the corner under Google creative commons. []

__<span style="color: black; font-family: 'Times New Roman','serif';">Wikispace: __ <span style="color: black; font-family: 'Times New Roman','serif';">Students will go to this site when we begin making our wikipages. They will hit the get started button if they do not have a wikipage already, and I will walk them trough the steps on how to make a wikipage. Students are to come up with an easy name to remember, they can create an original name or use their own. Their Website must have an appropriate name since it is for younger kids to view. http://www.wikispaces.com/

__<span style="color: black; font-family: 'Times New Roman','serif';">Absent students: __ <span style="color: black; font-family: 'Times New Roman','serif';">Incase some students are absent, I will also have this link available for parents and absent students to reference when starting their wikipages. This site tells them how to get started, create a name, web address, etc. []

pizza pieces 5 “W” worksheet <span style="font-family: 'Times New Roman','serif';">Rubric
 * Handouts**