L6+West+Simon

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: Voice**

 * =**Objectives**:= ||
 * Student will understand voice and how to use it in their own writing. ||
 * Student will know how to pick out key elements of voice in other people's writing. ||
 * Student will be able to listen to their peer's monologues and decide if it fits my rubric's criteria. ||

B2 Narrative. Grades: 9-Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose a. Use diction, syntax, imagery, and tone to create a distinctive voice. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: English Language Arts, Writing,


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will be given a new copy of the same rubric they used to create their monologue, and they will fill out the rubric accordingly while listening to one of their peer's podcasts. The rubric will consist of them needing to discover three character attributes and write down a short argument for those attributes. Being able to follow the rubrics will help students grasp how well they understand the concepts of the unit. ||
 * **Summative** (Assessment of Learning)
 * My summative grading will be based on the completion of the rubric and if the students were able to find three character attributes. Students will not lose points if their peer did not include atleast three attributes, but students will lose points if they missed an attribute or failed to make an arguement for an attribute they had listed. This will be the most heavily graded projects and be based on a 6pt scale. ||

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 * =**Integration**= ||
 * The use of the podcasts comes as a type two technology in this lesson. ||


 * =**Groupings**= ||
 * Students will be places into pairs based on how well and efficient I have noticed students working together through out all of the group work in this unit. ||

Interpersonal: Students will be working in pairs as they review an assess each other. Bodily-Kinesthetic: this assignment can be performed from anywhere in the room so students are encouraged to move around and find a comfortable place to be. Spatial: Students will need to picture this character in order to fully develop an understanding of how these attributes form who he is. Logical-Mathematical: Students will be able to use a sense of logic to see how each one of the attributes fit together to create the entire character that they are listening to. Intrapersonal: Students will have to use their own knowledge on voice to determine of the required attributes have been displayed in their peer's work ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic: this assignment involves students evaluating their peer's written/oral work. This is a function of language in two different ways.
 * **Modifications/Accommodations**
 * I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations. ||
 * **Extensions**
 * Playing the podcasts that students have created serves as this lessons type two technology. ||

Pens Computers Garageband ||
 * =Materials, Resources and Technology= ||
 * Rubrics


 * =Source for Lesson Plan and Research= ||
 * I created this lesson, all the necessary research to complete this lesson was covered in lesson number five. All of the necessary research materials for this lesson are electronic resulting in no handouts. ||


 * =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:** This lesson meets the standards for initial teacher certification by using type two technology and allowing students to have a powerful source of self assessment. The MI's in this lesson account for the diverse learners in my classroom. The nature of the assignment supports the student's intellectual development, and the group work will support social and cultural development. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson is meets the standards for initial teacher certification by contouring the assignment around students knowledge of the subject matter. The assignment caters to the student's needs by provided several MI's and by by the final step in achieving the curriculum goals for the unit. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson is meets the standards for initial teacher certification by using the appropriate technology for the assignment. Garageband is a very powerful tool. I have used a variety of strategies to give instruction, including handing out the rubrics and giving a short lecture on what the students should be paying attention to as they listen to their peer's monologues. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson is meets the standards for initial teacher certification by using informal assessment by allowing students to fill out the rubrics and getting a feel for how well they understand the material they have been learning over the unit, this will give them a way to grasp their own understanding. Formal assessment will come in the form of me grading the filled out rubrics and making sure that the students followed direction and were able to demonstrate mastery of of this unit. The final grade for the unit will be a combination of finding the mode of the grades the student has produced, while also taking into consideration the amount of learning and growth the student has undertaken. ||

WHERE, WHY, WHAT, HOOK, TAILOR MI'S Linguistic Logical-Mathematical Interpersonal Intrapersonal || EQUIP, EXPLORE, RETHINK, TAILOR MI'S Linguistic Logical-Mathematical Intrapersonal || EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE, TAILOR MI'S Logical-Mathematical Linguistic Interpersonal Intrapersonal Spatial || EVALUATE, TAILOR MI'S Interpersonal Intrapersonal Linguistic Logical-Mathematical Spacial ||
 * =Teaching and Learning Sequence:= ||
 * Students will take their seats and be placed together in pairs or groups, and set to computers. Students will be told that they are to present their podcasts and that the peers listening will be given a copy of my rubrics, and they are to focus on the area involving character attributes. Students will be hooked by knowing they are going to be able to present, and listen to monologues, as a wrap up of all of their hard work. Students will see how this connects to real life because they have gained the understanding of this being how the writing process really takes place.
 * After the students have been seated at a computer I will hand out the rubrics and instruct them of their task being to use the rubric to list three character attributes they found in their peer's monologue, and to make a quick arguemnt for that attribute to show that they understand how their peer created this attribute. Instuructor should circle around the room and be available for any questions in order to check for student understanding and clarify and thoughts or concerns. Students will know that if they were unable to find three character attributes they should leave me a not saying their peer did not include at least three so that I can review the monologue and grade accordingly.
 * Students are getting a chance to explore all of the information they have learned by listening to their peers monologues and being able to depict where all of thses literary tools are taking place. They will be able to explore and demonstrate their own knowledge through writing their monologue and listening to others. The students should be placed in their groups according to my observations of how well students interact with eachother, and how productive they have shown themselves to be. This lesson does not give a chance to refine their product, this lesson consists of the completed version of their product being submitted. Students will however be able to rethink about their product due to student feedback on the rubrics that will be handed in to me.
 * Students will rill out the rubric after hearing their peer's work and this will provide as their self assessment. Each student will have an understanding of how well they have grasped the concepts in this lesson. As the rubrics are handed in timely feedback should come in the form of the summative assessment for the final product. This connect with all of the home work and all of the learning having taken place in the other lessons. This final product will serve as one of the largest parts of the unit to demonstrate mastery and understanding

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