L3+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 3- Facet: Interpretation
 * Grade Level:** 9-Diploma **Topic:** Evaluating appropriate media for use in presentations

__**Objectives**__
Students will understand that selecting appropriate media can support the overall oral presentation. They will understand that certain types of media can enhance an overall presentation when it is used correctly and appropriately chosen. Students will know critical details about using specific technologies in their presentation. They will use the Sandwich Diagram to pick out specifics they want to incorporate into their final presentation. To get more insight from their peers, they will do a Think-Pair-Share activity. Students will discuss different types of media and analyze if they truly enhance a presentation. They will accomplish this by creating a script that will include all of the technical elements needed to enhance their product using a type of media.

__**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 how to evaluate forms of media that can enhance, or hurt, the overall effect of a presentation.

__**Assessment**__
Students will be filling out sandwich diagrams (graphic organizer) and they will receive feedback throughout the activity of Think-Pair-Share from their peers and myself. They will receive constant feedback from me through the use of comments and discussions on their blog pages. Students will be self-assessing in their blogs over what they feel is important, a strength/weakness or theirs in the new material, or how they feel they can apply these new skills in the real-world. Students will have to develop, write, and revise scripts that focus on the myth they will choose for their podcast. These will be required to be submitted with the final product (the podcast) and should include all of the technical elements included within the podcast.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The students will be using the program Inspiration to plot their plans to completely map out what they are going to do in their podcasts. It will be used to help them organize their thoughts in a new way that involves a type II technology, instead of making outlines or hand-written webs. Art: Students will use art and spatial thinking to create precursors to script writing in the program Inspiration.

__Groupings__
This lesson will have students participating in a Think-Pair-Share activity. This activity will have the students, on their own at first, think about what kinds of media can be used and how they could enhance or hurt a presentation. They will then be put into groups based on birthday month (if there is an "odd man out", they will be put into the next closest month). Within these groups the students will feed off of each other discussing their thoughts toward the media types and their effectiveness. Student will discuss the critical details of the media they chose to use. Following the activity, students will use their sandwich diagrams to fill in the most important aspects of the media they will be using (Garage Band) in their final product to enhance the story, the 'sandwich', and report back to the class as groups and individuals.

__**Differentiated Instruction**__
Interpersonal: Through the Think-Pair-Share activity students will be able to bounce ideas off of each other and interact Intrapersonal: Students will use their journals to reflect on what we have done Spatial: The Sandwich Diagram will give these students the opportunity to connect with the activity Kinesthetic: These students will be engaged when they move around the room sharing ideas and interacting, and when they use Inspiration to create Linguistic: Students will use their verbal skills when they explain what is in their Inspiration creation Logical: The students must be able to analyze their speaking skills before, during, and after their presentation
 * Strategies**

// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * Modifications/Accommodations**
 * Absent:** If a student is absent during this lesson, they can easily check the classroom folder (at some point before the next class, if possible) for all handouts, notes, or other important information that was covered the day they were absent. If the absent student needs help with Inspiration, they should schedule a time to meet with me to get all needed help and clarification when using the program. If they are absent for more then one class they should meet with me to design a Completion Calendar so we both know when the work will be finished.

The students will be using Inspiration, a software program used to create artistic and spatially involved graphic organizers. This program will be used as a type II technology because the students will have to explore the methods used when making graphic organizers and putting their thoughts into concise, clear blurbs. They will learn how to make their thought process creative and have it come alive directly in front of them on the computer, which will translate onto paper.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops with access to Inspiration (for all students) KWL Charts Sandwich Diagram Classroom Journals Script example with technical notes included within text Pens, pencils, paper, erasers for notes and handouts Etc.

__Source for Lesson Plan and Research__
Sandwich Diagram This is where I found the graphic organizer I will be using. KWL Chart This is the site where I took my pre-assessment from. Think-Pair-Share Resource explaining what this activity entails, and how it should be completed. Visuals: When to and How to Use Them This site will the students an idea about when certain kinds of visuals are appropriate and how to emphasize them within the presentation. Instructional Media: Selection and Use This site offers great tips on selecting media for presentations and how to decide what is appropriate. It also helps the reader decide what they are specifically trying to accomplish with media within their presentation, and how to use those goals to help choose a media type.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students who are beach balls will be able to choose what they do for personal touches in their Inspiration creations during the hook. The Think-Pair-Share activity will allow them to brainstorm ideas and concepts as a small group and then as a class. The hook, creating an Inspiration web about them, will give them the opportunity to show creativity, uniqueness, and give them time to be kids and have fun with it. Clipboard students will appreciate the organization of the KWL chart and sandwich diagram. Both organizers will help these students carefully plot out their thoughts and what they are learning. During the course of filling out the KWL chart, these students will be able to see exactly where their thought process is headed and how they are going to reach that point. Students who identify as microscopes will, during this lesson, be able to ask many questions about media and discover the material through consulting peers, the teacher, and possibly through minor research. This lesson is all about analyzing facts and needs when it comes to media and how to properly use it so that it is an effective tool. These students will enjoy the supportive details that incorporate what the presentation needs, and what the speaker wishes to do, and how the equally combine the two to create a media powered presentation. The students who are puppies will enjoy the ease, comfort, and environment of respect that is started by the teacher and continued through the actions of their classmates. The Think-Pair-Share activity will allow them to get into small groups that will foster creativity and concepts that are fun, unique, and encouraging to all presenters. They will be able to help their classmates reach a consensus on what types of media are appropriate for specific situations and how to use them effectively.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Maine Learning Results: English Language Arts - E. Listening and Speaking E2 Speaking Grades 9-Diploma //Mythology// Students determine speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose. The students will understand that selecting appropriate media can support the overall effect of an oral presentation. They will understand that types of media can enhance an overall presentation when it is only used correctly and was appropriately chosen for the specific situation. Students will know critical details about using specific technologies and how they can be used to their full potential. They will discuss specific media types and their effectiveness in varying situations. This lesson is based off of the Interpretation facet of learning.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Interpersonal: Through the Think-Pair-Share activity students will be able to bounce ideas off of each other and interact Intrapersonal: Students will use their journals to reflect on what we have done Spatial: The Sandwich Diagram will give these students the opportunity to connect with the activity Kinesthetic: These students will be engaged when they move around the room sharing ideas and interacting, and when they use Inspiration to create Linguistic: Students will use their verbal skills when they explain what is in their Inspiration creation Logical: The students must be able to analyze their speaking skills before, during, and after their presentation
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will be filling out sandwich diagrams (graphic organizer) and they will receive feedback throughout the activity of Think-Pair-Share from their peers and myself. They will receive constant feedback from me through the use of comments and discussions on their blog pages. Students will be self-assessing in their blogs over what they feel is important, a strength/weakness or theirs in the new material, or how they feel they can apply these new skills in the real-world. Students will have to develop, write, and revise scripts that focus on the myth they will choose for their podcast. These will be required to be submitted with the final product (the podcast) and should include all of the technical elements included within the podcast.
 * //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 all of the students facing the same way. After each fourth desk there will be a space that creates a mini, four person group. The horseshoe allows all of the students to see the front of the room and each other, enabling them to better initiate discussion and interaction during the group activity.


 * Day 1:**
 * Hook- Have the students use Inspiration to create a graphic web around the idea: Who Am I? They will quickly share one or two main points with the class. (25 minutes)
 * Hand out KWL charts to students and explain what they should should do with them to begin the lesson. They should, as individuals, start with what they know now about media in a presentation and how they think it could enhance or hurt a presentation. Following this brief personal reflection time, they will be put into groups based on birthday month. They will only have to move to the different desk groupings. In these groups they will discuss their thoughts and build on what they each think about media in a presentation. After some time in these smaller groups, they will regroup as an entire classroom discussion over what everyone thought. (30 minutes)
 * Give them time to work on the KWL charts as individuals and make notes for their blog assignment which will have them reflect on what was discussed and what conclusions they came to as groups and a class. (10 minutes)
 * Discuss scripts and how to add technical elements into the script writing process. Show them a photocopy of an actual play script that included the technical elements and instructions. As a class we will discuss why this is important and how it affects our final product. (10 minutes)
 * Conclude by giving assignment and clean up (5 minutes)
 * Day 2:**
 * Review what we went over last class, have students take out KWL charts and photocopies of script with technical elements. (10 minutes)
 * Hand out sandwich diagrams and explain how to use them. Students will then get into their final project groups and discuss the important aspects of their myth and how they will emphasize these concepts using the tools provided in Garage Band. The sandwich diagram will help them organize the major points in their myth and plot out the story. (30 minutes)
 * Have the kids break down and work as individuals to type a blog entry detailing what their group discussed and how they are going to use the sandwich diagram to plot what they are going to do. (10 minutes)
 * Students will return to their final product groups and work on writing the script. They will understand the script must be turned in with the final podcast for full credit, and it must include technical elements that will be used. They should focus on this being a rough draft and should do some research before beginning on their myth. (25 minutes)
 * Conclude with by assigning the final draft of the script for the following class. There should be one copy for each student. (5 minutes)
 * Day 3:**
 * Students will begin class working as individuals on finishing their KWL charts. They will take notes to be included in a blog entry. (10 minutes)
 * Then the students will get into their birthday month groups and discuss the charts and sandwich diagrams. They will try to not talk about their scripts, but focus on the process of putting technical elements into the scripts and how they choose the elements they did to put in the project. (15 minutes)
 * The students will get into their final product groups after this small discussion. They will present their final scripts to the entire class and discuss how they incorporated technical elements that will enhance the final product. The students should include details about how they used the sandwich diagrams to organize their thoughts. The groups should be taking notes to put in their blogs about important points that each group makes and things they may now try but didn't think of on their own. (25-30 minutes)
 * After the discussion, all of the students will work as individuals to take notes on their KWL charts and stop where they feel it is finished. They should have complete charts to aid them through their blog entry. (10 minutes)
 * Debrief and have the entire class discuss media in presentations now that they have explored how it can be used effectively. I will challenge them to think of a time when they gave a presentation and their media wasn't appropriate or it hurt their overall presentation. Have them discuss with their classmates how they could improve every time they give a presentation that involves media. (15 minutes)

Students will understand that selecting appropriate media can support the overall oral presentation. They will understand that certain types of media can enhance an overall presentation when it is used correctly and appropriately chosen. The students will begin the first day by creating Inspiration webs around the question, who am I? They will include things like family, social life, interests/activities, and anything else that they would consider important to understanding who they are. This fun activity will help them get acquainted with Inspiration and give them the opportunity to share a little about themselves with their classmates and me. (Later on they will be able to use Inspiration to add to their sandwich diagrams.) They will receive KWL charts and begin to fill them out with what they think they know about media in presentations. The KWL charts will be used or them to track the importance of media and how it can be used appropriately and effectively. The groups will be made according to birthday month and complete a Think-Pair-Share. The students will begin by thinking about media on their own and jotting some quick notes about what they feel about media. Then they will only have to move to the different desk groupings. In these groups they will discuss their thoughts and build on what they each think about media in a presentation. After some time in these smaller groups, they will regroup as an entire classroom discussion over what everyone thought. They will be given the opportunity to work as individuals before and after the group activities.
 * Where, Why, What, Hook, Tailor:** Spatial, Interpersonal, Intrapersonal, Logical, Kinesthetic

The students will have the opportunity to look at an actual script that includes the technical elements that enhance the overall delivery. They will see how the overall effect the technical elements can have on the final product and are learning how they will incorporate technical elements into their projects. The students will be ready to complete a blog entry describing their reflections to the actual script and how the Inspiration will be helpful to the planning they will need to do to write their scripts.
 * Equip, Explore, Tailor:** Intrapersonal, Linguistic, Logical

The students will start this day by getting sandwich diagrams. Sandwich diagrams are graphic organizers that will help the students organize their thoughts and give them the opportunity to plot their technical elements right in with the plot points. The students will group up based on their final product groups and discuss what they want to cover in their podcast. They should include the technical elements right on that page. Immediately following the group work, the students will work individually on a blog entry detailing their groups' next move and how they plan on getting there. After this they will rejoin their groups and work on writing their scripts for the final podcast. They should consider the different tools that Garage Band offers and are at their finger tips. This is a great time for them to ask questions of their peers, or get direct, correct feedback from me. This draft should be revised and ready to be handed in next class as a final draft.
 * Day 2 Begins:**
 * Explore, Experience, Rethink, Tailor:** Interpersonal, Linguistic, Spatial, Intrapersonal

The students will finish their KWL charts and keep them for notes to complete a blog entry. They will get into the birthday month groups and discuss what elements they put into their scripts and how they incorporated those elements. They shouldn't talk about the story aspect of the script. After this time, the students will get into their final project groups and present the final draft of their scripts to the rest of the class. The students will finish their KWL charts after the class discussion and presentation of the scripts, and use them to write a blog entry for homework. During the class debrief we will discuss the sandwich diagram's relatedness to the Inspiration piece they did one the first day of this lesson. They will chat as a class about how they can improve from past experiences with presentations that involved media and maybe didn't go as smoothly as planned, or have the strong affect on the audience that they had hoped for.
 * Day 3 Begins:**
 * Revise, Refine, Tailor:** Interpersonal, Kinesthetic, Intrapersonal, Linguistic, Logical

Students will know critical details about using specific technologies in their presentation. They will do so by exploring the pros and cons of using media in addition to (the more traditional form) of public speaking. The students will learn how to decide what media is appropriate, available, and the correct way to incorporate said media into their final product in an effective way. They will learn that effective media should not draw attention to itself, but rather the presentation as a whole.
 * Content Notes**

Some important points they will learn are timing (when to use certain graphics), types of visual aids (ones they already know and those that aren't obvious), and the overall diversity of methods to using visual aids and media in a presentation. One of the least known facts, but one of the most important, is to keep things simple and clear. The ideas presented should be clear, visible, and easy to understand from all places in the room.

KWL Chart Sandwich Diagram A portion of //A Shayna Maidel//
 * Handouts**