L1+Kenison,+Alicia

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT** Teacher’s Name: Ms. Kenison Lesson #1: Self-Knowledge Grade Level: 9 Topic: Writing in different genres.
 * UNIVERSITY OF MAINE AT FARMINGTON

__Objectives__ Students will understand that each genre has a specific time and place to be used Students will know how to make a checklist, organize information, blog and define genre terms such as poetry, expository, descriptive and technical and how, where, when and why they are used. Students will be able to decipher when and where each genre should be used.

 __Maine Learning Results Alignment __  Maine Learning Results English Language Arts B) Writing B1) Interconnected Elements Grade 9-diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.

Rationale: Students will gain the ability to write in a specific style for the intended audience.

__Assessment__  Formative (Assessment for Learning) Students will get a rubric before they break into groups and prepare the slideshow. They will be observed daily through group work and class participation. They will get checklist for their own work and jigsaws for their group work. They will self feedback by blogging and will get comments as they progress. During the presentations, they will make a feedback sandwich for their peers. Students will then take the feedback as they revise before blogging their true knowledge on genres. Their self working tool will be a tic tac toe chart to assist in organization.

Summative (Assessment of Learning) There will be a rubric throughout the process of the slideshow. This will be a group project that should take about two 80 minute classes and will be graded on presentation, working together and the slideshow as a whole. The rubric will evaluate understanding, creativity, group contributions, participation, time, eye contact, and technology usage. This part of the unit is worth 20 points of the final grade. It is basically used to master the knowledge of different genre definitions and how to use them.

__Integration__ Technology: Students will open blog on blogger.com. They will keep the blog ongoing throughout the whole unit. From the definitions they blog, they will create a genre slideshow in groups.

Art: Students will add color, pictures, and transitions to their slideshow as well as creatively abstracting their blogs. This will let creativity flow throughout the class periods.  Music: Students will experience the musical content area by getting the option to add music to the background of their slideshows to add a factor of engagement.

__Groupings__ They will participate in a 'jigsaw' form of corporative learning in which they will compile their slideshow from. A "jigsaw' will compact all the definitions from the blogs and be brought into the group setting as a way to discuss and get conversation flowing.

These groups will be chosen by having the students pick a playing card as they walk in the door. If the class has 20 students I will have 5 of each suit so that the groups can be divided equally. This way the students will work with peers that they would not usually pick. They will sit in table groups so that each person can see each other and see the board.

//Roles in group:// Note-Taker: This person will jot down everything the group talks about including definitions. This should be the linguistic learner of the group. He/she should be fast, good with grammar and intently listening to all group members. Blogger: This person is to create a blog for the group and copy and paste notes, who is saying what in the presentation and how the group worked together. This person should like organization and being creative. Researcher: This person is to find definitions to be discussed in the group from online sources and be brought back to compare with self-knowledge of the entire group. He/she should enjoy using the internet and being fast and efficient. Slideshow Tech: This person is to take all the information and transfer it onto a slideshow for the presentation. This person should be able to add music, photos and organize the slides so that they flow in a decent order. He/she should take input from the group as they are going through with the whole process. Leader: This person is to take charge, help everyone where help is needed and keep a log of the progress of the group. He/she should like taking charge, being honest and working together.


 * All group members should help each other out and work as a team. They should all talk in the presentation and all have a say in how the project should look.

//Role of class during presentation:// Peers are to "know" nothing about topic. You are informing them as a group. They are to ask questions, be attentive and take notes to blog about later. They will also be assigned to make a feedback sandwich for each group presenting so that the teacher knows they are paying attention.

__Differentiated Instruction__  Strategies: Interpersonal: This intelligence will be used as the group work (jigsaw and slideshow presentation) Intrapersonal: This intelligence will be explore in the blogging solo where students have a chance to think on their own and reflect. Visual: This intelligence will come in handy in adding creative aspects to the slideshow such as color, font, style and more. Kinesthetic: This intelligence will be motivated while moving around and showing enthusiasm in the presentation as well as working on the jigsaw together and getting a chance to stretch, sit on ground in groups, stand up, walk around, etc. Verbal: This intelligence will come in handy as students write in their blogs and are able to talk in the new definition lingo during the presentation. Musical: This intelligence could be put to use if the group chooses to add lyrics or a tune to the slideshow to add a creative sense to the background.   Modifications/Accommodations I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations//.//

On the first day of class, students will be assigned a "buddy." If they are absent, it is their responsibility to get their homework from their "buddy." They will also get my e-mail so they can ask questions whenever. Graphic organizers and group work will be placed in a folder in the front of my classroom in case they misplace their own.

Extensions Technology: Students will open blog on blogger.com. They will keep the blog ongoing throughout the whole unit. From the definitions they blog, they will create a genre slideshow in groups.  Art: Students will add color, pictures, and transitions to their slideshow as well as creatively abstracting their blogs. This will let creativity flow throughout the class periods.  Music: Students will experience the musical content area by getting the option to add music to the background of their slideshows to add a factor of engagement.

__Materials, Resources and Technology __ · Laptops · Youtube Video: [|**genre video**] · Graphic Organizer: [|**TicTackToe Chart**] · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Instructional Strategy: [|**jigsaw**] · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Sample blogs · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Board Markers · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Playing Cards · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Definitions of all Vocabulary · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**blogger**] · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Microsoft PowerPoint Tutorial · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Rubric · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Notes · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">My blog · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">[|**Feedback Sandwich**] __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Source for Lesson Plan and Research __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I thought of this lesson by myself.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The genre video was found on YouTube and has librarian discussing the different genres of writing and when each should be used. The video is entitled, //Writing Tips: What Are the Different Genres//, and my hopes is that students will get a more sophisticated understanding on when and how to use each genre. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I found the TicTacToe chart on the eduplace.com. It is a graphic organizer that has nine different slots to jot down definitions and organize thought.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I found the corporative learning instructions for the ‘jigsaw’ at []. It lists the ten easy steps in setting up groups and observing work progress. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Blogs will be setup on blogger.com and students will be able to customize their blogs using ‘pyzam’ layouts. Blogger is free to anyone and allows people to sign up, create as many blogs as they wish and log on with a user name and password of their choice. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The steps for a feedback sandwich are found at []. This way of feedback gives positive feedback along with specifics and ways of improvement. There are 6 steps and students will get note cards to create there feedback. __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Standard 3 - Demonstrates 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. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Beach ball: spontaneous, need of personal freedom, choice of activities, and adaptive environment Clipboard: organized, structured, visual directions, clear procedures/expectations, and consistent routines Microscope: analyzing concepts, deep exploration, focus on details, ownership and discussions Puppy: comfortable environment, encouraging atmosphere, safe climate, empathic listeners, and sensitive peers

Rationale: I will by spontaneous throughout this lesson in how I teach. We won't have a "consistent" routine to get everyone involved and motivated to learn. My expectations and the way to present the slideshow will be clear and well-defined. I will allow time for discussion and the sort to get my deep thinkers thinking clearer. I will make sure that the groups are supportive at all times so and ready to listen to peers presentations in a sensitive and empathic way.

//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.// <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Maine Learning Results English Language Arts B) Writing B1) Interconnected Elements Grade 9-diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes. Facet: Self-Knowledge <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Rationale//:// I taught my students that there are different instances for the use of each genre. We went over definitions such as: expository, research, poetry, detailed, and narrative. We will also know how to brainstorm, organize and write for the audience. They will gain self-knowledge through improving vocabulary, blogging about progress, and working as a team daily.

//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Interpersonal: This intelligence will be used as the groupwork (jigsaw and slideshow presentation) Intrapersonal: This intelligence will be explore in the blogging solo where students have a chance to think on their own and reflect. Spatial: This intelligence will come in handy in adding creative aspects to the slideshow such as color, font, style and more. Bodily: This intelligence will be motivated while moving around and showing enthusiasm in the presentation as well as working on the jigsaw together and getting a chance to stretch, sit on ground in groups, stand up, walk around, etc. Verbal: This intelligence will come in handy as students write in their blogs and are able to talk in the new definition lingo during the presentation. Musical: This intelligence could be put to use if the group chooses to add lyrics or a tune to the slideshow to add a creative sense to the background. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> //Rationale:// MI is use to get everybody involved and learning. I tried to get the kids motivated in all the ways that will accommodate them. These MI's include interpersonal, intapersonal, spactial, bodily, linguistic and musical. Hopefully these interventions will spark the interests of all my students.

//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will get a rubric before they break into groups and prepare the slideshow. They will be observed daily through group work and class participation. They will get checklist for their own work and jigsaws for their group work. They will self feedback by blogging and will get comments as they progress. During the presentations, they will make a feedback sandwich for their peers. Students will then take the feedback as they revise before blogging their true knowledge on genres. Their self working tool will be a tic tac toe chart to assist in organization. There will be a rubric throughout the process of the slideshow. This will be a group project that should take about two 80 minute classes and will be graded on presentation, working together and the slideshow as a whole. The rubric will evaluate understanding, creativity, group contributions, participation, time, eye contact, and technology usage. This part of the unit is worth 20 points of the final grade. It is basically used to master the knowledge of different genre definitions and how to use them.

//Rationale:// I came up with this project in order make sure that my students are learning all the definitions of genre writing. They will be assessed through a rubric and have their say through blogs and the feedback sandwiches. On the last day, each student will have an "exit interview" with me and then being dismissed.

__Teaching and Learning Sequence__ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">My role is to assure learning throughout the whole lesson, accommodate for my students, and be willing to answer any questions thrown at me. I will not answer every question right away because I want my students to learn on their own and through communicating with their peers.

My classroom will be setup with 4 table groups and 5 students at each table. The table groups will have a visibility range of the white board (smart-board) and my desk. In an ideal room, the smart-board will be in the front of the class, so that the attention is always in the front of the room and distraction is not found.

DAY 1: · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Youtube video (hook) (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Q & A about genres (15 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The opening of Blog accounts (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Explanation/ rubrics of blogs (20 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Handout of Tic-tac-toe charts (2 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Breakup of 'Jigsaw' groups (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Assigning roles (3 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Research (20 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Cleanup (2 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">*Homework to blog and commit to more research assigned for group members

DAY 2: · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction to slideshow (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Group work: production of research, sideshow, blogs, and discussion (65 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Preparation of presentation and assigning homework if needed (5 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> DAY 3: · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Preparation/rehearsal (10 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Presentation (40 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Peer feedback (5 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Class discussion (20 minutes) · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Assigning blog homework and wrap-up (5 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will understand that each genre has a specific time and place to be used and when and how it should be carried out. Students understand how to use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes//. Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with the target audience for specific purposes.// Writing in different genres enhances the reading/listening engagement for the intended audiences. Presenting it into a slideshow will help the information sink in and urge the students to become more sophisticated in speaking and writing. Students will watch the youtube video- //Writing Tips: What Are the Different Genres?// //[|**genre video**]. Where, Why, What, Hook, Tailor: Musical, Verbal, Kinesthetic, Interpersonal, Intrapersonal, and Spatial.//

Students will know how to make a checklist, organize information, blog and define genre terms such as poetry, expository, descriptive and technical. Pre-assessment will be to collect previous information by giving a true or false pre-test. Students will get a Tic-tac-toe chart to organize ideas and formulate what should be put in each blog. They will participate in a 'jigsaw' form of corporative learning in which they will compile their slideshow from. The formative assessment will be observing work speeds through blog checks and making sure the groups stay on task and on track.

Students will be assigned groups by picking a card from a deck (luck of the draw), and receiving a Tic Tac Toe chart to organize self and formulate ideas. Students will need to know the importance of working together and being "fair" in jobs. They will also have to know the definitions inside and out either through research, discussion or self-knowledge. After everything is settle in their minds they will present the project using different colors, pictures and music. The grade will then come from the final presentation, but the blogs will also be evaluated.

They will use the graphic organizer, the Tic-tac-toe chart. //Equip, Explore, and Rethink, Tailors: Musical, Verbal, Kinesthetic, Interpersonal, Intrapersonal, and Spatial.//

Pre-assessment will be to collect previous information by giving a true or false pre-test. Students will get a Tic-tac-toe chart to organize ideas and formulate what should be put in each blog. They will participate in a 'jigsaw' form of corportive learning in which they will compile their slideshow from. The formative assessment will be observing work speeds through blog checking and making sure the groups stay on task and on track.

Students will use self-knowledge in this lesson by adding their previous knowledge into the Tic-tac-toe chart, their blogs and the slideshow presentation as a group. The 'jigsaw' and the graphic organizer will assist in gaining knowledge and becoming a better writer as a whole. The corporate learning strategy will be the 'jigsaw' which includes 5 different roles (one for each person). Roles in group: Note-Taker: This person will jot down everything the group talks about including definitions. This should be the linguistic learner of the group. He/she should be fast, good with grammar and intently listening to all group members. Blogger: This person is to create a blog for the group and copy and paste notes, who is saying what in the presentation and how the group worked together. This person should like organization and being creative. Researcher: This person is to find definitions to be discussed in the group from online sources and be brought back to compare with self-knowledge of the entire group. He/she should enjoy using the internet and being fast and efficient. Slideshow Tech: This person is to take all the information and transfer it onto a slideshow for the presentation. This project should be able to add music, photos and organize the slides so that they flow in a decent order. He/she should take input from the group as they are going through with the whole process. Leader: This person is to take charge, help everyone where help is needed and keep a log of the progress of the group. He/she should like taking charge, being honest and working together. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> During the 'jigsaw' students will work together to bring previous and gained knowledge to the "meeting" so that they become more familiar with what a genre really is and which genre that want to write about in the long run. Students will get feedback on their blogs and have a chance to fix mistakes. Before students present blogs in a slideshow presentation with their group, they will have a chance to practice. Students will be able to talk out their problems, blog them and present them. They first 5 minutes of the presentation day class will be designated to rehearsal and perfection. As they work throughout the project I will comment on their blogs so they will have a chance to tweak the definitions before presenting to the class to aid in gaining further knowledge throughout the lesson. Explore, Experience, Rethink, Revise, and Refine, Tailors: Musical, Verbal, Kinesthetic, Interpersonal, Intrapersonal, and Spatial.

Students will self assess group and themselves by blogging daily. They will assess peer groups by making feedback sandwiches. The sandwich bread consists of the positive aspects and the meat is something in which they find needs improvement. These sandwiches will help gain a sense of what editing is and helping them process the objectives of the class. Was the slideshow musical, colorful an engaging? Were the definitions well defined? Do you know more now? My assignment to myself will be to read all of my student’s blogs and comment. They will be able to view feedback when at home. I will try to bas timely as possible. If we switch daily, then they will get the graded rubric at the beginning of the following class period. On the onset of the lesson, they will get and go over the rubric expectations. This assignment will be a building block to the final project. First, we will define genres, go over editing skills, how to cite and plagiarism, and learn how to organize, write their columns, and finally, make a podcast for Ms Deville and the other inspiring columnists to view. This will be the beginning of a 3-6 week unit. Homework will always include a blog entry or two to in knowledge on writing as a whole. Evaluate, Tailors: Musical, Verbal, Kinesthetic, Interpersonal, Intrapersonal, and Spatial.

Content Notes [|**substitute lifesaver**] This is for you to fill out about how your day without me went. So I can manage my class when problems arise and to advise students where I need to for next time I am absent. [|Feedback sandwich] This is how peers will give feedback to each other. It is setup with the bread (outsides) being positive feedback and the meat (middle) being the constructive criticism. [|Blogger] This is where all the student’s blogs will be. Each student must make a blog account. Each day they will blog with prompts found in my journal on the right-hand side of my desk. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">*The journal where be a place to keep observational notes, discipline issues and people who achieved higher than the rest because there will be a participation grade assigned to my class. [|Jigsaw] This is the corporative learning method I will use; in which, playing cards determine the groups. All the steps to a ‘jigsaw’ are listed in this link. [|TicTackToe] This is the graphic organizer my students will use to chart the different genres of writing with the definition that corresponds. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">*Graphic organizers will be found in the folder in the front of my class and students are allowed to take as many as they need. [|**genre video**] This is the hook video describing the major genres and will be shown on the first day of the lesson. Vocabulary: Genres: one of the categories based on form, style, or subject matter, into which artistic works of all kinds can be divided. For example, the detective novel is a genre of fiction. Biography: an account of somebody’s life written or produced by another person as a book, movie, newspaper article or television program Autobiography: an account of somebody’s life written by that person Narrative: a story that is created in a constructive format (as a work of writing, speech, poetry, prose, song, motion, pictures, video, games, theatre, or dance) that makes you feel like you are speaking face to face with the narrator Expository: type of writing where the purpose is to inform, explain, describe, or define the author’s subject to the reader Brainstorm: accelerate thinking, writing and planning with brainstorming. It’s a way to capture and organize data and ideas as well as enable a higher way of thinking. Research: the search for knowledge or any systematic investigation to establish facts. MLA: a way of citing the information you found while researching so you are not blamed for plagiarism APA: a way of citing the information you found while researching so you are not blamed for plagiarism. Details: explaining every element of the story from what the character is wearing to what his or her mother served for dinner Rhetorical Effect: unanswered question for the audience to give subtle clues as to what the speaker’s (writer’s) objectives are Voice: how the character/author tells the story (excited/high-strung or dull/boring) Diction: writer or speaker’s distinctive vocabulary choices and style of expression Audience: the group of people your writing is for (school board, friends, grandma, etc.) Technical Writing: formal writing (doctors, editors, etc.) includes jargon, proper grammar/mechanics Poetry: a form of literary art in which language is used for its aesthesis and evocative qualities (song lyrics, haikus, etc) Haikus: type of poetry that consists of 17 moras, in 3 metrical phrases of 5, 7, 5 Article: found in magazines, journals, trade publications and newspaper and usually tell a story about something or someone Persuasive: form of social influence that tries to sway reader to one side or the other through idea, attitude or simply action Feedback: giving advice on a production of work (usually positive) in a classroom atmosphere. Feedback comes from self, peers and teacher Fiction: branch of literature that deals with temporally contrafacutual events (events that are not true at the time of writing them down) Nonfiction: representation of the truth (accurate or not). It gives a storyline to something that is or could be “real” Science Fiction: genre from fiction that differs from fantasy because the context of the story has imaginary elements but could be real depending or scientific outbreaks Fantasy: a genre that uses magic and other supernatural forms as a primary element of plot, theme, and/or setting Argument: objective is to raise a response to a question which prompts witnesses to draw inferences from facts in the case Interview: a way to get information for an article. A conversation between two or more people in which the interviewer asks the interviewee questions to gain knowledge about a person, technique, or event

Handouts. [|Feedback sandwich] [|Blogger] [|Jigsaw] [|TicTackToe] <span style="display: none; font-family: 'Arial','sans-serif'; font-size: 8pt;">