L4+Brown+Ryanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that creating distinctive voice using diction, syntax, tone, and imagery is crucial for a strong, effective narrative. ||
 * Student will know the proper usage of the terms syntax, diction, tone, imagery, plot, point of view, narrative, falling action, rising action, resolution, and climax. ||
 * Student will be able to create a piece of writing with rich syntax, tone, imagery, and diction using narration. ||

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 be assisting students in writing to help them understand when audience and purpose is appropriate for narrative writing.//** ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: English Language Arts B.Writing

Students will begin the lesson by writing about their natural surroundings in an outdoor setting. The students will be asked to share their responses in a group discussion. These responses will be evaluated by simply listening and paying attention to the expression of student understanding within the responses. This will be one form of formative assessment, and will help me decide how much depth the review session for the narrative writing terms will need to be. The descriptive writing from the outdoor setting will require plenty of description, tone, and imagery, among other narrative writing elements. Throughout the lesson, I will be assessing student participation and understanding within each activity. I will be using the Three Minute Review cooperative learning activity to also check in on student understanding. || The summative assessment for this lesson will be the presentations of student's narrative writing as a garageband product. The students will need to explore elements of narrative writing, especially tone, in their product. This assessment will help me evaluate the students' understanding of tone and how it can be used to enhance the elements of story sequence and events. Students will be asked to describe how they used tone and what they feel they enhanced from their story with it, and other writing elements if applicable. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Natural Environments: The outdoor environment will be included in this lesson through the introductory activity of writing about the students' natural surroundings. ||
 * =**Integration**= ||
 * Technology: Technology will be integrated into this lesson through the use of computers. Computers will be used for the students' creation of their narrative story on the garageband program.


 * =**Groupings**= ||
 * In this lesson, students will have the option of working with partners or groups to help develop details about the students' narrative onto the worksheet Story Map 2. Once we return from the outdoor activity, students will also have a chance to share their response to nature with the entire group. These group activities will give the students the chance to bounce ideas for descriptive writing off one another, and learn from each others strong points in elements of narrative writing. These groups will be monitored and assessed by me to ensure student focus and understanding. The use of student suggestions and help should be applied to the student worksheets, and in the end to the students' garageband product. ||

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 use words and narration to create their product and to communicate feedback among peers and the teacher. __**Kinesthetic:**__ Students will be able to move around and make the trip outside for outdoor activity. __**Naturalistic:**__ Students will be outside for the writing activity and introduction piece of this lesson. __**Interpersonal:**__ Students will interact with one another and the teacher for storyline feedback. __**Intrapersonal:**__ Students will partake in personal reflective thought and writing while observing outdoors. __**Musical:**__ Students will be able to add musical pieces on their product of this lesson. || 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 I will be demonstrating throughout this lesson will be student laptops for the use of the program garageband. The students will narrate their stories onto the program using their laptop computer. The focus for this will be enhancing the story by using certain tones in their voices in the stories different pieces. The students must end up understanding how speaking in different voices and tones can create feeling and purpose for the audience when listening to the story. The students will focus on engaging the audience through speech and story development, while trying to incorporate any other possible writing elements. The student responses to the garageband products will turn the technology into a type II technology. When the students receive feedback on their products, they will apply it for the next product of the next lesson. Constant appication and feedback will be the key to the proper use of this type II technology. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * Absent Students**
 * **Extensions**

Teacher Copy of Worksheet: Story Map 2 Narrative Writing Terms Worksheet Teacher Copy of Narrative Writing Terms Worksheet Writing Notebook Pen/Pencil Student Laptops Garageband computer software Student pieces of narrative writing ||
 * =Materials, Resources and Technology= ||
 * Worksheet: Story Map 2

http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.pdf
 * =Source for Lesson Plan and Research= ||
 * Graphic Organizer

Garageband Tutorials http://www.apple.com/support/garageband ||

This lesson will demonstrate my understanding of different learning styles and providing multiple learning opportunities by recognizing different learners throughout the lesson and using multiple resources to assist in student learning. In this lesson, I have included different activities to satisfy the different types of learners. For the puppy learners I will use the nature writing activity which will give these learners an opportunity to express their feelings through writing and tone. For the microscope learners, I will be giving the students a chance to dissect the material they have written and add to the material through other writing elements, if they have not already done so. This activity will help satisfy the microscope's need for analysis. For the beach ball learners, there will be a lot of choices and freedom in this particular lesson, even when it comes to choosing individual work or group work. The beach ball learners will excel at the garageband activity by testing all sorts of different ways they can succeed at creating feeling using words. Lastly, the clipboard learners will stay on task an engaged with time limits on activities, the agenda on the board, and also working on the perfect organization for their narrative. These learners will also excel at the garageband activity by placing necessary changes in tone and feeling very precisely and exactly. || A main goal for this lesson is to help the students fully develop the meaning of the literary terms being practiced in this unit. The students will really begin applying the literary terms during this lesson. By acutally using these elements in the garageband activity I am hoping the students will have a more in depth understanding of how these literary terms can be applied and why they are so important to the effective development of narrative writing. Once the students master the terms, their proper use, and their assistance in story development, they will have a better grasp on the concept of narrative writing all together. || 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 use words and narration to create their product and to communicate feedback among peers and the teacher. __**Kinesthetic:**__ Students will be able to move around and make the trip outside for outdoor activity. __**Naturalistic:**__ Students will be outside for the writing activity and introduction piece of this lesson. __**Interpersonal:**__ Students will interact with one another and the teacher for storyline feedback. __**Intrapersonal:**__ Students will partake in personal reflective thought and writing while observing outdoors. __**Musical:**__ Students will be able to add musical pieces on their product of this lesson.
 * =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 I will be demonstrating throughout this lesson will be student laptops for the use of the program garageband. The students will narrate their stories onto the program using their laptop computer. The focus for this will be enhancing the story by using certain tones in their voices in the stories different pieces. The students must end up understanding how speaking in different voices and tones can create feeling and purpose for the audience when listening to the story. The students will focus on engaging the audience through speech and story development, while trying to incorporate any other possible writing elements. The student responses to the garageband products will turn the technology into a type II technology. When the students receive feedback on their products, they will apply it for the next product of the next lesson. Constant appication and feedback will be the key to the proper use of this type II technology. || In this lesson, I use a variety of informal and formal assessments to ensure student understanding and to monitor progress of students. Students will begin the lesson by writing about their natural surroundings in an outdoor setting. The students will be asked to share their responses in a group discussion. These responses will be evaluated by simply listening and paying attention to the expression of student understanding within the responses. This will be one form of formative assessment, and will help me decide how much depth the review session for the narrative writing terms will need to be. The descriptive writing from the outdoor setting will require plenty of description, tone, and imagery, among other narrative writing elements. Throughout the lesson, I will be assessing student participation and understanding within each activity. I will be using the Three Minute Review cooperative learning activity to also check in on student understanding. The summative assessment for this lesson will be the presentations of student's narrative writing as a garageband product. The students will need to explore elements of narrative writing, especially tone, in their product. This assessment will help me evaluate the students' understanding of tone and how it can be used to enhance the elements of story sequence and events. Students will be asked to describe how they used tone and what they feel they enhanced from their story with it, and other writing elements if applicable. ||
 * __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** will be used in the following ways:
 * Summative** **Assessment** will be used in the following ways:

Agenda: At the beginning of the class period, I will bring the students outside for a quick writing activity where they will respond using descriptions of all five senses. The students will be required to write as much as they can about their surroundings using imagery, description, and even practicing the use of tone. When we return inside, students will have the option of sharing their responses to the natural surroundings with the class. This will give the class a chance to hear demonstrations of strong imagery and actual description of surrounding they have observed themselves. This will help the students make connections to the literary terms for narrative writing that they have been working with in the classroom. The introduction to this lesson will get the students back into the mind frame of really getting into details in their writing, and expressing different feelings and tones through words. (30 Minutes)
 * =Teaching and Learning Sequence:= ||
 * The class will begin with students taking out a pen or pencil and their writing notebooks for a quick introduction activity. On the board will be the agenda for the class period.
 * Outdoor writing activity (Hook, Intro Activity)
 * Sharing of student writing from activity
 * Review of Narrative Terms
 * Completion of Story Map 2, in groups or individually
 * Three Minute Review Cooperative Learning Groups
 * Individual student work on laptops for Garage-band product
 * (Where, What, Why, Tailor: Naturalistic, Interpersonal, Intrapersonal, Visual, Verbal, Kinesthetic)** ||
 * After the outdoor writing activity and the class discussion, we will move onto reviewing the narrative writing terms previously discussed in class. (See Narrative Terms Worksheet). I would like to review the terms to keep students refreshed and aware about the different elements to be included in their personal narratives to increase effectiveness of the storyline. Students will be asked to identify which elements they used in their nature writing activity. This review will be a good transition into the Story Map 2 chart. In this worksheet I will ask students to write out their sequence of events used in their storyboard presentation, and then add details into each event. The students will have the option of doing this project with a partner or as individuals. The students must continuously think about ways to enhance their stories using elements of narrative writing reviewed in class. (15 Minutes)
 * (Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Kinesthetic, Logical)** ||
 * Once the students have completed working on their Story Map 2 worksheet, they will begin working on their individual laptops for their next project. The students will have to put their narrative onto Garageband to help them understand the effectiveness of tone in their writing. Students will have to use their own tone to find ways to enhance their narrative writing. Using the Story Map 2 worksheet, students will bring to life some of the details they added onto their sequence of events. (35 Minutes)
 * (Explore, Experience, Rethink, Revise, Tailor: Logical, Visual, Verbal, Musical, Kinesthetic, Intrapersonal, Interpersonal )** ||
 * The students will be evaluated on their inclusion of writing elements into their garageband presentation. Throughout the class I will be making assessments about student involvement and participation as well as progress. I want the students to excel to a deep understanding of the uses of narrative writing elements and be able to use each one effectively and with full understanding.
 * (Evaluate, Tailor: Visual, Interpersonal, Verbal, Intrapersonal, Musical, Logical, Kinesthetic)** ||

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