L6+Brown+Ryanne

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9 Topic: Narrative Writing**

 * =**Objectives**:= ||
 * Student will understand that narratives should be developed enough to include complex ideas that demonstrate observations, events of reflections. ||
 * Student will see that self assessment is essential for continuous development. ||
 * Student will be able to self-assess progress and understanding of developed narratives. ||

Maine Learning Results: English Language Arts B. Writing B2. Narrative Grades 9-Diploma Students will understand and use narrative writing when audience and purpose is appropriate. b. Organize ideas in a logical sequence with effective transitions. Rationale: //**I will help students understand the importance of development in narratives by demonstrating sequence in narratives.**//
 * =**Maine Learning Results Alignment**= ||

As a formative assessment for this lesson, I will be focusing on the student group work and worksheets. Throughout the lesson the students will be interacting with one another in groups and also assessing themselves digitally through the use of blogs and wikis. In class, students will use the previous projects they have completed and get together in a jigsaw type of cooperative learning group for peer feedback sessions. I will be paying close attention to group involvement and interacting to assess the students' participation and feedback skills. I will be taking notes that analyze student understanding in compliance with their help for other students. This will be my formative assessment for this particular lesson. || As a summative assessment for this lesson, I will be collecting the students peer feedback sheets at the end of the unit. These tic-tac-toe organizers will help me see which students contributed to peer feedback more effectively during the sessions. I will have the sheets constructed with the students names and be paying close attention to each students' comments and ideas and whether or not the student they were commenting on chose to apply their feedback. The students will also be responsible for self-assessing themselves online through blogs and wikis after their feedback sessions. I will be checking these blogs and wikis for student responses on their own work. Their personal evaluations will help me assess their confidence in their unit understanding, which will be helpful for their unit grades. I will be applying benchmark points for the self-evaluations, but only checking for participation and effectiveness in the peer feedback sheets. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Health: Students will be support good personal, emotional health by self reflecting and analyzing their efforts throughout the unit. ||
 * =**Integration**= ||
 * Technology: Students will use blogs and wikis to self reflect on their projects throughout the unit and also personally assess their work.

Once the students are in their groups they will be using laptop computers to assist in having the group view each student's projects from the entire unit. Each student will have enough tic-tac-toe graphic organizers for each group member to comment on. The students will fill out a graphic organizer for each student in their group with the center being everything they like about the projects, and the outside squares containing any constructive criticism or helpful tip and feedback. The students will have both names on the worksheet, the student they are assessing and the student doing the assessing. When each member of the group is done presenting their projects and the other group members have written out their feedback, the groups will share their middle boxes for each group member. This part will bring the jigsaw cooperative learning all together by using discussion. ||
 * =**Groupings**= ||
 * In this lesson, students will be utilizing the jigsaw cooperative learning technique. To choose groups in this lesson, students will be handed out cards at random that contain a vocabulary word we have practiced throughout the unit. I will ask students to find students with the same vocabulary word and get together in their groups. I wanted to do this sort of grouping later in the lesson because at this point all of the students should be comfortable enough to work with any one of their classmates. At the beginning of the lesson, I wanted to ensure the students' comfort by allowing them to choose their own partners.

__**Verbal:**__ Students will be giving peer feedback as well as reading and recognizing comments and suggestions on their own work. __**Logical:**__ Students will have numeric requirements with blog entries and comments. __**Visual:**__ The digital narrative the students view at the beginning of class will have visual elements. __**Naturalistic:**__ The digital narrative the students view at the beginning of class will have naturalistic elements. __**Interpersonal:**__ Group interactions will be the interpersonal piece of this lesson. __**Intrapersonal:**__ Personal reflections and evaluations will be the intrapersonal piece of this lesson. __**Musical:**__ The digital narrative the students view at the beginning of class will have musical elements. || I will review students' IEP's, 504's or ELLIDEP's and make the appropriate modifications and accommodations. If a student is absent from this class I will set up a 15 to 20 minute meeting minimum to deliver the most important information that was given in class. I will give the students the opportunity to ask any questions they might have about the assignment. I want each student to have some kind of partner interaction before creating a finished product, so if the student feels they do not have a partner I will help them. The student and I will set a deadline for his or her work together, and create a contract that will agree to give the student only that amount of time for their project. This type of modification will be a basic concept for any absent student, but the details will vary with student needs. || The type II technology that the students will be using will be blogs and wikis. In this lesson, students will be using these blogs and wikis to self reflect and assess themselves of their overall success throughout the unit. The students will use these reflections to evaluate their personal understanding of the unit and everything we've covered as a class. I will make comments on these blogs in response to the students thoughts about understanding and their own assessment to turn the use of blogs and wikis into a type II technology. These reflections will help me understand how the students felt about the projects and their other assignments, as well as the material they learned. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * Absent Students**
 * **Extensions**

Student Laptops Pen/Pencil Student Sample Blog/Wiki Accounts (from Lesson 2) Teacher Laptop Projector Screen Projector ||
 * =Materials, Resources and Technology= ||
 * Tic-Tac-Toe Graphic Organizer

www.blogger.com www.wikispaces.com
 * =Source for Lesson Plan and Research= ||
 * Blogs & Wikis

Graphic Organizer http://www.eduplace.com/graphicorganizer/

Cooperative Learning Group http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities ||

In this lesson I integrated some different ways of involving all different learning styles as well as multiple intelligences. For the learners in my classroom that thrive on being comfortable and learn best in a safe and calm environment, I have supplied activities throughout the unit to help students with their comfort level in the classroom. Because it is a writing class, I believe that all learners (even if they are not puppy dog type learners) should feel comfortable in the learning environment in order to share their writing and work with peers on feedback and editing. In this lesson, the students will be working with a group of peers to give feedback on the progression of their narrative over the entire unit. This activity will not only supply the puppy dog learners with an activity they will enjoy, but also give the beach ball learners a chance for chatting and creativity with their other classmates. The clipboard learners, I will supply the class with an agenda on the board at the beginning of class. This will keep these learners organized and focused, which is how they work best. For the microscope learners, the students will be analyzing each others work and then analyzing their own work. This activity will give them a chance to think really deeply about a particular subject and focus on details. || For this lesson, I wanted to focus on piecing together narrative writing by having the students pay close attention to details in the writing, and the development the students experienced throughout the unit. By now, the students should understand when to use narrative writing, and the depth to which they can use it in the future. By supplying the students with this knowledge, they can focus on the development and it's purpose. When the students are focusing on their classmates' writing, they will be demonstrating their own knowledge of narrative writing by what they are giving for feedback to their classmates. I want to make sure all of the students fully understand the concepts of the unit before moving onto the webquest assignment that is next in the unit. || This lesson demonstrates my understanding for different strategy and use of technology by using the following ideas that serve the multiple intelligences, and also by integrating a Type II technology in my lesson plan as follows: __**Verbal:**__ Students will be giving peer feedback as well as reading and recognizing comments and suggestions on their own work. __**Logical:**__ Students will have numeric requirements with blog entries and comments. __**Visual:**__ The digital narrative the students view at the beginning of class will have visual elements. __**Naturalistic:**__ The digital narrative the students view at the beginning of class will have naturalistic elements. __**Interpersonal:**__ Group interactions will be the interpersonal piece of this lesson. __**Intrapersonal:**__ Personal reflections and evaluations will be the intrapersonal piece of this lesson. __**Musical:**__ The digital narrative the students view at the beginning of class will have musical elements.
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __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:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**

The type II technology that the students will be using will be blogs and wikis. In this lesson, students will be using these blogs and wikis to self reflect and assess themselves of their overall success throughout the unit. The students will use these reflections to evaluate their personal understanding of the unit and everything we've covered as a class. I will make comments on these blogs in response to the students thoughts about understanding and their own assessment to turn the use of blogs and wikis into a type II technology. These reflections will help me understand how the students felt about the projects and their other assignments, as well as the material they learned. || In this lesson I use a variety of formative and summative assessments to ensure student understanding and monitor progress of students. As a formative assessment for this lesson, I will be focusing on the student group work and worksheets. Throughout the lesson the students will be interacting with one another in groups and also assessing themselves digitally through the use of blogs and wikis. In class, students will use the previous projects they have completed and get together in a jigsaw type of cooperative learning group for peer feedback sessions. I will be paying close attention to group involvement and interacting to assess the students' participation and feedback skills. I will be taking notes that analyze student understanding in compliance with their help for other students. This will be my formative assessment for this particular lesson. As a summative assessment for this lesson, I will be collecting the students peer feedback sheets at the end of the unit. These tic-tac-toe organizers will help me see which students contributed to peer feedback more effectively during the sessions. I will have the sheets constructed with the students names and be paying close attention to each students' comments and ideas and whether or not the student they were commenting on chose to apply their feedback. The students will also be responsible for self-assessing themselves online through blogs and wikis after their feedback sessions. I will be checking these blogs and wikis for student responses on their own work. Their personal evaluations will help me assess their confidence in their unit understanding, which will be helpful for their unit grades. I will be applying benchmark points for the self-evaluations, but only checking for participation and effectiveness in the peer feedback sheets. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**
 * Formative** Assessment for Learning is used in the following ways:
 * Summative** Assessment of Learning is used in the following ways:


 * =Teaching and Learning Sequence:= ||
 * On the day of this lesson, the students will come into the classroom to the desks separated into two sides of the room, but all facing the center of the room, and also the projector screen. My desk will be at the center and front of the classroom, facing the students. The agenda for the class will be written on the board, and reviewed before the beginning of the lesson.
 * Hook (Student Sample)
 * Introduction to WebQuests
 * Choosing Groups (Handing out cards with vocabulary word at random)
 * Jigsaw Cooperative Learning Groups
 * Beginning of Self-Assessment on blogs/wikis

First in this lesson, I will play the students my student sample of the webquest assignment. Since the students' last project was a mini-digital story, they will immediately relate to the short video, and I hope begin their classroom engagement. Through this quick activity I will introduce the theme of the day's lesson, which would be analyzing their work from the unit thus far. After I play the student sample I will ask them to identify some literary elements and techniques I was trying to convey through the video. This discussion will help the students get into the frame of mind of analyzing and looking deeper into the writing to see themes and literary elements. This small class discussion will also help me assess whether or not I feel the students are ready to move on to the webquest. At this point, the students should have a good grasp of the elements in my video including tone, imagery, and diction. Once I have discussed the elements with the class I will ask them all to start their laptops and open up the webquest page. This will be the first time the students see the webquest, so I will take a few extra minutes to explain the idea of webquests and allow them to go through the pages on their own and have a question and answers session to help the students understand their future assignment. (20 Minutes)
 * (Where, What, Why, Tailor: Musical, Intrapersonal, Interpersonal, Logical, and Verbal)** ||
 * Once the students and I have discussed the webquest's purpose and expectations, we will move on to the group work for the day. I will go around the room and pass out 5 tic-tac-toe graphic organizers to each student, along with a notecard that contains a vocabulary word from the unit. The vocabulary word cards will have 5 cards for each word (this number may depend on class size). (4 Minutes)
 * (Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Logical, Kinesthetic, Musical)** ||
 * I will instruct the students to find the students in the classroom with the matching vocabulary word and get together in their new groups. In these groups, students may use the laptops or their visual pieces to present all of their projects from the lesson to the group for feedback. Each student will fill out a graphic organizer for each presenting student. (The middle portion will be the good things they like about all of the student work, with feedback filling the outer boxes - refer to "grouping") The students will share all of their favorite things about each person's work and then the student presenting will collect their feedback. Once the students recieve all of their feedback, we will return to the regular class setup and begin the students' individual work on the laptop computers. The students will have the option to use this time to apply their feedback and suggestions to their projects or to work on their self-assessments on their blogs/wikis. (45 Minutes)
 * (Explore, Experience, Rethink, Revise, Tailor: Visual, Verbal, Kinesthetic, Musical, Logical, Interpersonal, Intrapersonal)** ||
 * To conclude this lesson, the students will be using the laptops to work on their self-evaluations if they so choose. I will be asking the students to do blog or wiki entries of self-reflection of the unit thus far. I want the students to visit the ideas of their understanding, their effort, and even whether or not they enjoyed the lesson. I want this assignment to be fully about the students and their thoughts and feelings on the unit. I would like them to include an overall grade for themselves for the unit. This grade will just be a hypothetical letter grade so they can anchor their understanding and feelings into a grade, for those who may have a harder time explaining it. If this assignment is not completed in class, they will have the opportunity to use time outside of class to complete it. (11 Minutes)
 * (Evaluate, Tailor: Logical, Interpersonal, Intrapersonal, Musical, Naturalistic, Kinesthetic, Visual, Verbal)** ||

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