L2+Brown+Ryanne

=**teacUMF 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 know details and parts that must be present to create a meaningful storyline. ||
 * Student will be able to analyze their own writing and peer writing with requirements for informative value and development of learned skills. ||

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**= ||
 * Maine Learning Results: English Language Arts B.Writing

Students will swap work with partners and other classmates for peer feedback. Peer feedback will be applied to their narrative piece of writing. To receive and apply peer feedback, students will use the cooperative learning group Team Pair Solo. First the students will work on editing and feedback in a small team. From that team, the students from the larger groups that were experiencing alike setbacks will split off into pairs for more work on their pieces of writing. From pairs, students will separate and work individually on their piece of writing to continue with development. I will be assessing the feedback the students are giving throughout these cooperative learning groups. In teams, pairs, and when the students are working alone, I will be checking in for questions and to relay suggestions. Students will be using the Step-by-Step worksheets to assist in the cooperative learning groups. || The end product for this lesson will be student responses on blogs and wikis online. When the students have participated in giving and receiving feedback during class, they will post their piece of writing online in a blog or wiki for extended feedback from their classmates and myself. I will assess changes online and give each student feedback for their progression in their piece of writing. This activity will be worth 25 points as a class benchmark. (See Syllabus) The students must post their work, make comments on peer work, and respond to peer comments on their own work for full credit on the assignment. This task will give the students experience with editing and the writing process, as well as helping each student develop their narrative writing. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= =
 * =**Integration**= ||
 * __Technology__: The students will be introduced to blogs and wikis and use them in the form of a Type II technology. With peer responses and applying feedback, the students will incorporate technology into their writing assignment. ||


 * =**Groupings**= ||
 * First the students will be working as a group sharing their pieces of writing. Group feedback will be given for each student. Once the feedback is given, students will move into partners to further progress the attention on their piece of writing. Students will carefully analyze each others writing for more specific feedback and changes. Once this is completed, students will move into individual work. The students will make adjustments to their writing in relation to their peer feedback and suggestions. With application of the suggestions, students will revise their writing into the next level, where they will post their writing online for more chances to adjust and receive feedback from their peers. ||

__**Verbal:**__ Students will be working with their pieces of writing to further develop them from peer feedback. __**Logical:**__ Students will need to read two or more peer writing samples and track their comments and readings using numbers and tallies. Students will also use other logic skills in creating an outline for their piece of writing. __**Kinesthetic:**__ Students will be moving around the classroom during peer editing to help other students with their narratives and get feedback on their personal work. __**Visual:**__ Students will watch the video at the beginning of the class period. __**Interpersonal:**__ Students will be using cooperative learning groups and peer editing groups to interact with peers. __**Intrapersonal:**__ Students will individually be doing thinking for their narratives and reflecting on the personal experience they are writing about. __**Musical:**__ Students will listen to classroom music during allotted class time for writing and peer editing to help students with musical intelligence keep focus. || I will review students' IEP's, 504's or ELLIDEP's and make the appropriate modifications and accommodations. || ====**Absent Students:** 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.
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**

The Type II technology I will be demonstrating in this lesson will include student use of blogs and wikis online. Each student will post their writing stages online for peer suggestions and feedback. Each student will be required to post their writing, give feedback to their peers, and apply the majority of their peer feedback to their own writing. The students will post their updated versions of the writing as they continue to work and revise their writing. Incorporating the use of online feedback and responses will help the students make efficient and timely changes to their writing while participating in feedback with their peers. ||
 * **Extensions**

Internet connection Pen or Pencil Students' first piece of narrative writing process Worksheet: Step by Step Chart Teacher copy of Step by Step Chart Teacher Laptop Projector Projector Screen YouTube Video ||
 * =Materials, Resources and Technology= ||
 * Student Computers (Laptops)

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

Blogs & Wikis www.blogger.com www.wikispaces.com ||

This lesson was developed to include all four types of learners. For students that are beach balls, the students have the opportunity to write about any experience of their choice. The beach balls need to be supplied with choices, and room to be creative. In this lesson they have the chance to do that while interacting with others and expressing their creativity. For students that are clipboard learners the lesson will be relatively simply to follow. I will incorporate certain numbers for each task as far as how many papers in your group you must read and give feedback on, how many pieces of writing the students must feedback online, etc. With specific numbers and guidelines the clipboard learners will stay on track and focused on the lesson's goals. Also for these types of learners, I will be sure to plan out the period and give students the time amounts for each activity. For the microscope learners, the students will be able to work very closely with other student work and make changes and suggestions. This task will satisfy the microscope learners by giving them a chance to really use their analyzing skills towards progress in each students' writing. For the puppy learners, their will be enough group work for social interaction. When the puppy learners are able to interact and relay opinions and feelings about each students' writing, they will satisfy their learning needs. A comfortable classroom environment will also be incredibly important for these types of learners. || The Maine Learning Results goal for narrative writing that I chose to develop in this lesson was for students to be able to use narrative writing effectively when audience and purpose is appropriate. Students will contribute to building this knowledge by beginning the writing process of their personal narratives. By combining student perspectives in group work and partners, students will work together and experience different writing styles and narratives to enhance their knowledge of narratives and their purpose. By understanding their purpose more, students will be able to apply the proper uses and directions to their writing in a strategic way. This lesson is focused on increasing student understanding and knowledge for narrative writing and how it can be applied in many different ways. || 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 working with their pieces of writing to further develop them from peer feedback. __**Logical:**__ Students will need to read two or more peer writing samples and track their comments and readings using numbers and tallies. Students will also use other logic skills in creating an outline for their piece of writing. __**Kinesthetic:**__ Students will be moving around the classroom during peer editing to help other students with their narratives and get feedback on their personal work. __**Visual:**__ Students will watch the video at the beginning of the class period. __**Interpersonal:**__ Students will be using cooperative learning groups and peer editing groups to interact with peers. __**Intrapersonal:**__ Students will individually be doing thinking for their narratives and reflecting on the personal experience they are writing about. __**Musical:**__ Students will listen to classroom music during allotted class time for writing and peer editing to help students with musical intelligence keep focus.
 * =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 I will be demonstrating in this lesson will include student use of blogs and wikis online. Each student will post their writing stages online for peer suggestions and feedback. Each student will be required to post their writing, give feedback to their peers, and apply the majority of their peer feedback to their own writing. The students will post their updated versions of the writing as they continue to work and revise their writing. Incorporating the use of online feedback and responses will help the students make efficient and timely changes to their writing while participating in feedback with their peers. || In this lesson, I use a variety of informal and formal assessments to ensure student understanding and to monitor progress of students. __Formative Assessments__ are used in the following way: Students will swap work with partners and other classmates for peer feedback. Peer feedback will be applied to their narrative piece of writing. To receive and apply peer feedback, students will use the cooperative learning group Team Pair Solo. First the students will work on editing and feedback in a small team. From that team, the students from the larger groups that were experiencing alike setbacks will split off into pairs for more work on their pieces of writing. From pairs, students will separate and work individually on their piece of writing to continue with development. I will be assessing the feedback the students are giving throughout these cooperative learning groups. In teams, pairs, and when the students are working alone, I will be checking in for questions and to relay suggestions. Students will be using the Step-by-Step worksheets to assist in the cooperative learning groups. __Summative Assessment__ is used in the following way: The end product for this lesson will be student responses on blogs and wikis online. When the students have participated in giving and receiving feedback during class, they will post their piece of writing online in a blog or wiki for extended feedback from their classmates and myself. I will assess changes online and give each student feedback for their progression in their piece of writing. This activity will be worth 25 points as a class benchmark. (See Syllabus) The students must post their work, make comments on peer work, and respond to peer comments on their own work for full credit on the assignment. This task will give the students experience with editing and the writing process, as well as helping each student develop their narrative writing. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

On the day of this lesson, students will come into the classroom to the desks divided into groups of four or five desks. All the desks will be able to view the projector screen for the introduction to the lesson. Agenda: First, the students will be introduced to the editing portion of writing their narratives by viewing a humorous [|video] that addresses the usage of grammar in writing. This video will engage the students into the frame of mind that is helpful in the editing and revising process. The video contains an activity where the students will find the grammar mistakes within the video. I will ask them to take out a piece of paper and pencil and take down notes about the mistakes in the video. This will also help the students begin the editing process and revision of someone else’s work and mistakes. This video may or may not also bring a little excitement into editing and grammar, which is a very difficult task. By looking at editing first, students will be able to identify problems quickly and be able to focus more on the content of the narrative. During editing, students will be focusing mostly on story development. (10 Minutes) (Where, What, Why, Tailor: Next in this lesson, students will begin working in their desk clusters as groups. Each student will have their piece of writing completed and ready for edits. Students will choose within their groups whether to read their piece of writing aloud or allow each group member to read it individually. Students will use their [|Step by Step] charts to make notes and edits for the piece of writing. Each “step” box will be where the students write the portion of the writing that they are referring to, and the “details” box will be where they describe their suggestions for that particular portion. Each student will have 3 or 4 copies of the worksheet (depending on the group size) and will fill out a worksheet for each of their peers in their group. The students will receive mass amounts of feedback for their writing. Students will talk about the different suggestions and edits among their group members and be sure that each student has understandable and constructive feedback to apply to their writing. (20 Minutes) (Equip, Explore, Rethink, Tailor: Once the group portion of the cooperative learning groups is completed, students will move into partners formed from their groups. The partners can be chosen in their groups by suggestions that were similar for their writing. Students will be able to work together closely to improve each other’s writing. By working in partners, students will have the chance to move around and then focus in on the changes they are planning to make. Each student will already have plenty of student feedback, but will use their partners to help them plan out how to apply the feedback they received. In partners, a main focus will be on making sure the writing is very clear and understandable, and the students develop their story appropriately and effectively. The students will use their time with their partners to begin revising and applying their peer feedback from their step by step worksheets. I will be checking in on the pairs during this revision period to ensure each students understanding. By beginning to rework their writing with a partner, students will have someone to bounce their ideas and interpretations of the feedback off of before application. (15 Minutes) Once the pair work is finished, students will rearrange their desks into the solo portion of the cooperative learning. Students will use all of their peer feedback and partner assistance to apply their suggestions to their work on their own before using their piece of writing for the next portion of the assignment. (15 Minutes) While students are beginning to work alone on their writing, I will setup the projector to explain the use of blogs and wikis for their homework. I will take 5 or 10 minutes to show the students the blogs and wiki’s on the projector and then give them a chance to explore and get used to them themselves on individual laptops. The students will be assigned to post their piece of writing on a blog or wiki online and then give comments on 5 other student postings (of which were not already in their group). The assignment will be monitored by myself online and will be setup according to class size, etc. This assignment will help the students explore internet use for editing and suggestions, as well as deliver more feedback on their edited piece of writing. The students will be evaluated on participation in the assignment, and meeting the required amounts of suggestions and comments on other student blogs/wikis. (20 Minutes)
 * =Teaching and Learning Sequence:= ||
 * Introduction Activity (Hook)
 * Team Pair Solo Cooperative Learning groups
 * Groups of 4 or 5
 * Partners
 * Individual Work
 * Introduction and instruction on blogs/wikis
 * Student work online for assignment
 * Intrapersonal, Interpersonal, Visual, Verbal, Musical, and Logical ** )
 * , Visual, Interpersonal, Bodily/Kinesthetic, and Logical ** )
 * (Explore, Experience, Rethink, Revise, Tailor: Interpersonal, Verbal, Visual, Logical, Intrapersonal, and Bodily/Kinesthetic.) **
 * (Evaluate, Tailor: Verbal, Intrapersonal, Visual, Logical, and Interpersonal) **

= =