L2+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 2- Facet: Explanation
 * Grade Level:** 9-Diploma **Topic:** Importance of speaking effectively

__**Objectives**__
Student will understand that speaking effectively is essential when addressing people formally and informally. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// You must be able to use effective, clear speaking each day to get by. What would life be like if you couldn't effectively communicate in real-world situations? Student will know terminology related to formal speaking. They will use a Goals/Reasons Chart to assess what they feel important when speaking formally. The students will be put into groups and do fun Three-Step Interviews, practicing effective speaking skills the entire time. Student will be able to do Students will be able to demonstrate the ability to needed to effectively speak. Their summative assessment will be to Skype to other classrooms. During the Skype session they will teach the students on the other end how to eat a Reese's Peanut Butter Cup.

__**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 learn that speaking effectively is an essential skill in formal and informal situations.

__**Assessment**__
The students will be given direct feedback from me through the group exercise, Three Step Interviews. I will also provide feedback in their blogs. This is constant, direct feedback related to the skills they are learning and developing. To do self-reflect, the students will use a Goals/Reasons Chart to self assess their skills and how well they use them. There will be a rubric available to the students that will explain to them exactly how they will be graded in the end. Students will use the computer program Skype, to communicate with other classrooms of varying age groups in order to practice their engaging speaking skills to different audiences, while taking advantage of modern technology. In this project they will attempt to actively engage an audience who is not directly in front of them, by trying to teach them how to eat a Reese's Peanut Butter Cup. This project will also require them to be able to write clear and concise directions, and finally, convey those directions to others.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The students will use Skype during their summative assessment to actively use engaging, effective speaking skills. This software is used to communicate with those who are not present. Life Skills: Students will realize that effective speaking occurs every where in the real world.

__Groupings__
During this lesson, the students will participate in a Three Step Interview process. To form groups for this activity, students will be given different colored note cards. The students will join the other students with the same color cards, and then the groups will be jumbled after the first interview by different color combinations. Within each group there will be two interviewers and one interviewee. Each student must be interviewed at least 3 times for a couple of minutes apiece. They will use the Goals/Reasons Chart to check what skills they have worked on during the interviews and which skills they need to work on.

__**Differentiated Instruction**__
Spatial:** these students will be engaged when they watch the Glozell video on youtube in class
 * Strategies-
 * Linguistic:** During the 3 Step Interviews the students will have to use their verbal skills to communicate effectively with eachother
 * Interpersonal:** Students will communicate with their classmates through the 3 Step Interview activity
 * Kinesthetic:** Students will be actively learning how to give good directions in the blindfolding activity.
 * Logical:** Students will be able to analyze their speaking skills every time they communicate
 * Intrapersonal:** These students will be engaged when they reflect in their journals over what they have learned and how they will implement it in their presentations.

As the nature of this project is challenging to those students who are shy and may find public speaking uncomfortable, they will be challenged to participate to the fullest extent of their comfort level without feeling any worry of loosing points on the project.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// The students will be using Skype for this lesson which is a Type II technology because it is forcing them to actively engage other students who are not in front of them in a traditional setting. It will be a completely new way to present information for most students. They will need to be able to navigate Skype well enough to be able to handle any problems before or during the presentation.
 * 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 has never used, or needs help using, Skype they can email me and set up an appointment for help. 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.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops w/ Internet access for all students (and myself) Skype Accounts for all students Journals Goals/Reasons Charts Pencils w/ erasers and paper for notes and the script Reese's Peanut Butter Cups Access to Bon Qui Qui video on youtube.com Projector Multicolor Cards Popsicle sticks with each students' name on one etc.

__Source for Lesson Plan and Research__
Goals/Reasons Charts This chart will be used as a self-assessment for the students. Skype Video Tutorial This ten minute video on youtube.com will show the students how to use Skype. Bon Qui Qui video This entertaining video will help show that you cannot speak the same way you would in informal situations as formal ones. Three Step Interviews This is how the interviews are going to be run during the group time. The Importance of Public Speaking This lesson highlights the importance of speaking effective. Effective Communicating Skills This site offers tips and skills that effective speakers use. Livestrong.com There are great tips for achieving effective speaking skills and having successful presentations. Writing Recipes/Directions This site will help the students write effective directions (thinking in the recipe mindset) on how to eat a Reese's.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will get to be in groups working on effective speaking skills through short interviews. The movement from interview group to group will hold their attention while they learn what they should or should not be doing. The funny Bon Qui Qui video will hook these students right off the bat and they will like the ability to explore the freedom to answer the interview questions however they think appropriate. The structure of the classroom down to how the desks are set up to how they will have the opportunity to do group work in short intervals. The experience of the group interviews will provide them with great insight to how it should be done and they will have guidance from me, the teacher, to really understand what is going on. They will also have the opportunity to perform their best, using concise directions, when they watch the Skype video tutorial. These students will have the opportunity to experiment with what works, and what doesn't, during the Three Step Interviews and the development of their directions. They will be able to analyze what information is discussed in class and then find ways to apply it to their own speaking bag of tricks. They will be able to do some research within themselves to discover what they are doing correctly, and how to improve in their weak areas. The Goals/Reasons chart will allow these students to ask their peers "why?" about the speaking skills they discovered during the interviews. The supportive system of interviewers will make the group work very easy and inviting for students who learn best in puppy environments. These students will find the peer-to-peer feedback during discussion not only helpful, but also encouraging. Students who are puppies will find the overall atmosphere of the classroom during the Three Step Interviews and discussion productive, because it connects to the overall picture of public speaking. Rationale:** Student will understand that speaking effectively is essential when addressing people formally and informally. You must be able to use effective, clear speaking each day to get by. The students will ask themselves: what would life be like if you couldn't effectively communicate in real-world situations? They will be able to make the connection between effective speaking skills, formal presentations, and real world examples. Rationale:** Rationale:** The students will be given direct feedback from me through the group exercise, Three Step Interviews. I will also provide feedback in their blogs. This is constant, direct feedback related to the skills they are learning and developing. To do self-reflect, the students will use a Goals/Reasons Chart to self assess their skills and how well they use them. Students will use the computer program Skype, to communicate with other classrooms of varying age groups in order to practice their engaging speaking skills to different audiences, while taking advantage of modern technology. In this project they will attempt to actively engage an audience who is not directly in front of them, by trying to teach them how to eat a Reese's Peanut Butter Cup. This project will also require them to be able to write clear and concise directions, and finally, convey those directions to others.
 * //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:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Spatial:** these students will be engaged when they watch the Bon Qui Qui video on youtube in class
 * Linguistic:** During the 3 Step Interviews the students will have to use their verbal skills to communicate effectively with each other
 * Interpersonal:** Students will communicate with their classmates through the 3 Step Interview activity
 * Kinesthetic:** Students will be actively learning how to give good directions in the blindfolding activity.
 * Logical:** Students will be able to analyze their speaking skills every time they communicate
 * Intrapersonal:** These students will be engaged when they reflect in their journals over what they have learned and how they will implement it in their presentations.
 * //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)**

__Teaching and Learning Sequence__
The classroom will be setup in a horseshoe shape, with the desks in clusters of three with two desks next to each other and the third facing the other two. It should look like a mini pyramid. There will be some space between each cluster, these are perfect for the Three Step Interviews the students will be doing and give them space to move around. Day 1: Day 2: Day 3: (have a skyping area for each group with desks in clusters so each person can be seen over Skype)
 * Agenda**
 * Hook- play the Bon Qui Qui video on youtube.com (about 5 minutes)
 * Explain the MLR, the clusters, and pass out the Goals/Reasons Charts. The students will understand the purpose of the video and where they are headed in the lesson. The groups will be sitting by the color card they received when they came through the door, and will later be jumbled by varying color combinations, and will start the Three Step Interviews. (25 minutes)
 * Have the students return to their original groups and look over the Goals/Reasons Chart. Then have them fill them out on their own. When they are finished, have them talk about it in the groups. (10 minutes)
 * Show the Skyp tutorial video and talk about how they will using Skype (20 minutes)
 * Class led discussion about writing good directions or "recipes" (use tips from the website) (15 minutes)
 * Give assignments- write their How to Eat a Reese's directions, they will be in groups of three according to their color card, for next class and respond/reflect to what they learned in class in their blog, and its connection to the real world (5 minutes)
 * Begin this day by putting students into groups of three according to popsicle sticks with their names on them (5 minutes)
 * Have the pairs grab a bandana and line up behind a red-tape line in the back of the room. They will need a person to be blindfolded, one to guide the blindfolded person (but neither of them can talk), and a person who will give directions from behind the line. The blindfolded students will take off their shoes and put them at the other end of the room. Each group will have to successfully get the blindfolded person to the other end of the room, sit them down, and have them put their shoes on, and return them to the starting point. Multiple runs will be made for each member of each group. (50 minutes)
 * Wrap up the activity discussing what was effective, and what wasn't. Put the room back together, all shoes on please. (10 minutes)
 * Have the students get into their groups and review their directions again and ask questions about them to the teacher and their classmates. This is time to revise and rethink. They will blog about the activity for homework. (15 minutes)
 * Have each group share their directions (10 minutes)
 * Get computers and prepare to Skype (5 minutes)
 * The actual Skyping will be staggered, so the groups will be given times/cues to start the Skype session. While a group is skyping, the others should be preparing for their time to present. (35 minutes)
 * After all of the students are done skyping to the other classrooms, we will rearrange the desks to a simple horseshoe shape and discuss what I noticed during the activity and what they thought worked and didn't work. This discussion should be primarily led by the students. (20 minutes)
 * Go over Goals/Reasons Charts and have them add to them if they need to. Have them hand them in and remind them to do a blog over the skyping experience and reflect on what we discussed as a class. (10 minutes)

Students will understand that speaking effectively is essential when addressing people formally and informally. //Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// You must be able to use effective, clear speaking each day to get by. What would life be like if you couldn't effectively communicate in real-world situations? I will hook the students with an entertaining video on youtube and we will discuss how effective speaking varies from situation to situation.
 * Where, Why, What, Hook, Tailor:** Spatial, Interpersonal, Logical, Naturalist

The students will participate in a Three Step Interview process. To form groups for this activity, students will be given different colored note cards. The students will join the other students with the same color cards, and then the groups will be jumbled after the first interview by different color combinations. Within each group there will be two interviewers and one interviewee. Each student must be interviewed at least 3 times for a couple of minutes apiece. They will use the Goals/Reasons Chart to check what skills they have worked on during the interviews and which skills they need to work on. During the interviews, the students will ask eachother questions from a handout that will already be at each cluster. After the group activity and the students reflect on their Goals/Reasons charts and we will watch a Skype tutorial. Then we will discuss the art of writing a good set of directions, and compare it to writing a recipe. The end of class will be for assigning homework and the blog entry.
 * Equip, Explore, Experience, Rethink, Tailor****:** Interpersonal, Linguistic, Intrapersonal

The students will be put into pairs according to the class's popsicle sticks with every kids names on them. They will draw their partners and line up behind a red-tape line and grab one bandana out of the bucket back by the line. The students will blindfold one student and take that student's shoes off, and put them on the other side of the room. The blindfolded student cannot speak during the activity at any time, because the their partner will talk them through walking across the room, sitting down to put on their shoe, and then get back to the starting line. The only students talking should be the ones left behind the line. After this activity we will talk as a class about what skills worked when guided their partners and what didn't. Then each group will have the time to revise their directions for the next class when they skype.
 * Day Two Begins:**
 * Experience, Rethink, Revise, Tailor:** Kinesthetic, Linguistic, Interpersonal, Intrapersonal

Each group will begin the class by sharing what their directions were and ask any last minute questions they might have. Each group will grab one laptop that they will use to skype and set up everything and have it ready to go. The actual Skyping will be staggered, so the groups will be given times/cues to start the Skype session. While a group is skyping, the others should be preparing for their time to present. If they are not skyping they may ask questions or continue to fill out their Goals/Reasons charts.
 * Day Three Begins:**
 * Experience, Rethink, Tailor:** Linguistic, Interpersonal

After all of the students are done skyping to the other classrooms, we will rearrange the desks to a simple horseshoe shape and discuss what I noticed during the activity and what they thought worked and didn't work. This discussion should be primarily led by the students and cover what they believed worked, or didn't work, during the skype activity. They have this time to add to the Goals/Reasons chart and rethink what they had previously put down. The students will also do a blog entry reflecting upon the skype activity and what was discussed in the class discussion.
 * Revise, Refine, Evaluation, Tailor:** Interpersonal, Linguistic, Intrapersonal, Logical

Students will know terminology associated with formal speaking and what public speaking is. They will know what public speaking is, literally, and be able to build on the traditional definition to match how they perceive formal speaking. Some of the terms they will discover throughout public speaking, and should know, are preparation, audience, voice, and speech impacters.
 * Content Notes**

Also in this lesson, students will learn how to write effective directions such as conciseness, breaking paragraphs, and sensory cues. All of these things are required to write good directions. By relating them to directions, the students will see the importance of concise directions, or recipes. They will also learn any vocabulary needed for Skype from the video tutorial.

Goals/Reasons Charts Interview Questions Multicolor Cards Popsicle sticks with each students' name on one
 * Handouts**