L3+West+Simon

=**UMF LESSON PLAN FORMAT**=


 * Mr. West: Lesson # :3**

**Grade Level: 9-Diploma Topic: Tone**

 * =**Objectives**:= ||
 * Student will understand that tone is a literary device similar to diction in syntax in that they are fundamental creating voice. ||
 * Student will know the definition of tone and how it is used in writing. ||
 * Student will be able to relate to their audience through using tone in their writing. Students will be able to show to me that they not only understand what tone is but that they can apply it to their own writing. ||

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)
 * Like the last two exercises formative assessment will come in the form of peer and teacher feedback. This assignment will be on a class wiki and similar to the blog from lesson one students shall provide feedback on their peer's work. I will also be able to provide feedback in a similar way as the students. I will use the wiki space to provide insight into whether the students have written in a natural way, as if they were talking, and I want to ensure that they have made substantial and appropriate changes in their diction and syntax between each audience member, which then will show that they have understood tone. ||
 * **Summative** (Assessment of Learning)
 * Summative assessment will not come until the end of the entire unit. Summative assessment will be based on student growth within the unit. By this lesson students already have a grasp of what diction and syntax are like as individual literary devices but this lesson shows how both of those are used to create tone. In the formative assessment portion of this assignment students have recieved comments from their peers as well as myself. Instuctor should grade according to student's honest effort to improve their writing based on these comments. My summative grading will strictly pertain to the growth each student has demonstrated from their first draft of their multi-audience essay, to the one that is submited by the end of the unit. ||

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 * =**Integration**= ||
 * The use of a wiki space will come as this lessons integration to technology. In this lesson the wiki space will be used so that students can all post their work on the same page in order to allow for easy access to each of the four audience stories from every student. The use of a wiki page is powerful because not only will every students' work be place in one spot, but students will be able to comment on each other and use the history function of the wiki page to make edits and revisions that allow me to see exactly what the students have done to make changes. ||


 * =**Groupings**= ||
 * Students will work in pairs as they learn how to run the wiki space and develop their stories. This group work of pairs will become more individualized as each student begins to put their own story up on the class wiki. To try and decide how groups should be formed I will ask students if they have had any experience with a wiki page before. Ideally I will be able to pair inexperienced users with experienced users. If this is not the case, in that on an extreme level everyone has experience with a wiki, or no one has experience with a wiki I will revert to lessons one and two and make groupings based on pairing students with a high grasp of diction and syntax with students who seem to be behind in the curriculum. My agenda is not to make the experienced student suffer through doing all of the work, but to allow learning to facilitate between peer effort. ||

Spatial: Students will have to remember and visualize what they did the past weekend. Naturalistic: I can bring in a pet and discuss how they were a part of my last Friday night. Intrapersonal: Students will begin the writing process by telling each other what they did on Friday night. Musical: Students will be encouraged to play an appropriate music that they listened to over the course of the night. Linguistic: This piece involves a lot of writing. Logical-Mathematical: Students will have to think logically about their audience and how they would change their tone for each of the times they configure their story. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Interpersonal: This lesson is a reflection on the students.
 * **Modifications/Accommodations**
 * I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations. ||
 * **Extensions**
 * This lesson involves type two technology by allowing students to create their own wiki account and having them work cohesively to generate peer feedback on each others work. This technology is type two by being a very interactive form of learning. ||


 * =Materials, Resources and Technology= ||
 * Personal computers, computer lab, and library computers. Students will also receive handouts on tone giving them the definition and literary usage.

Hook: http://www.youtube.com/watch?v=cNW39wAyQ88 Tone:http://www.buzzin.net/english/tone.htm Importance of wiki pages: http://www.youtube.com/watch?v=-dnL00TdmLY Deep Thoughts: http://www.deepthoughtsbyjackhandey.com/weekly.html Link to class wiki: http://lavoice.wikispaces.com/Simon+West ||


 * =Source for Lesson Plan and Research= ||
 * This lesson plan is of my own creation, all of the research and planning are provided in the links above. The hook link will be what I show at the beginning of class to gain student interest and settle the classroom atmosphere. I hope to capture their interest and at least gain their focus. After showing the hook there will be a brief discussion on the clip, and then the link on tone will be shown to give some insight on what tone is. Students will also be shown a clip about wiki pages and how they are a very efficient way to organize information. ||


 * =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 directly involving the learning results criteria and enriching student's intellectual development. The nature of this assignment also reaches the students emotional and social development by writing a story about themselves and focusing on how they realistically interact with other people. Student's physical and cultural development is enriched through this lesson by the use of group work and having to deal with a partner and to review the entire classes work. The more cultural diversity in the classroom the greater the affect on cultural development this assignment will have. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson meets the standards for initial teacher certification by instructing students on the subject matter. This lesson opens up with a review of their previous knowledge of Diction and Syntax, which will help us to focus on tone and bring the class curriculum on track with the learning results criteria. This lesson is very direct on the curriculum goals as well as unit goals and my review of previous knowledge before this lesson in the unit formally starts will help me to focus on student needs. This lesson also satisfies the learning and development theories by accommodating several styles of learners such as spatial, interpersonal, intrapersonal, and physical. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meets the standards for initial teacher certification by hosting several instructional strategies such as formative assessment, in that I will assess student knowledge on Diction and Syntax before the lesson truly begins so that I know where they are at. Students will have a chance to work alone and in pairs, as well as have technology integrated into the lesson though video clips, the wiki page they will post their stories on, and the deep thoughts by Jack Handey if the chance occurs. ||
 * __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 meets the standards for initial teacher certification by providing a variety of assessment. My first form of formative assessment will arise in the discussion before I begin the lesson. I will use the information I gather from this discussion to learn where my class stands as a whole in comparison to our ending goals for the unit. This assessment will also help me target students who may need some scaffolding to grip the concepts more tightly as we begin. The next formative assessment will come from the wiki page as students and myself discuss the stories and the elements of tone within them. These discussions will be for student benefit and it will allow the students to understand what they did right as well as give them some helpful insight on where they can improve. These discussion will be directed primarily on the tone of the stories. Even though tone helps in the richness of plot, character development, and setting, we will shy away from those factors and try to push ourselves toward a better understanding of how to write with a mastery of tone. ||

WHERE, WHY, WHAT, HOOK TAILOR MI'S Logical-mathematical Spatial Linguistic Musical || EQUIP, EXPLORE RETHINK, TAILORS MI'S Linguistic Logical-mathematical Spatial || EXPLORE, EXPERIENCE, RETHINK, REFINE, TAILORS MI'S Interpersonal Spatial Naturalistic Intrapersonal Musical Linguistic Logical-mathematical || EVALUATE, TAILORS: Interpersonal Spatial Intrapersonal Musical Linguistic Logical-Mathematical ||
 * =Teaching and Learning Sequence:= ||
 * The classroom is split into two sections. A large gap is made in the middle for me to walk around. Students will take their seats and the gap in the room also leads to a blank spot on the wall where an overhead projector can be put into use. My agenda is to begin introducing my students to tone and how it applies to writing. We will use our previous knowledge of diction and syntax. Students will be hooked through a video clip from "second hand lions". Students will be introduced to their assignment as the educator begins asking hypothetical questions about how Robert Duvall's character may have used a different tone if he had been talking to another person. Rather than a teenage punk, stranger, how might he have told the story about his life if he were talking to a friend, wife, or grandchild? This step should take about 7minutes, including the film clip and short discussion.
 * Instructor should begin by doing a short overview of diction and syntax to refresh memories and reinforce those ideas. Educator should introduce assignment after having asked the hypothetical questions from the introduction to the lesson. The assignment will be given as the students needing to write a short story about their past Friday night's events (or any interesting night) and tell the same story to four different audiences (best friend, significant other, parent, and total stranger). Tell students to keep in mind that their tone should be changing in an appropriate conjunction with their directed audience. This should take a maximum of 10 minutes.
 * Students after being asked to create this story will group into pairs and try to brainstorm ideas of what they did on their Friday night (or make up interesting events encase they had an uneventful weekend. Instructor should be walking around the room touching bases with each group and making sure they keep in mind the audiences they are directing to. Students will be able to experience this lesson by writing the story, and they will be able to rethink and refine their ideas after having received feedback from their postings on the wiki page. During the introduction of the assignment students will should be shown the link that explains the importance of wiki pages. Once students have been given time to brainstorm ideas instructor should use the overhead projector to direct them to the section of our class wiki that pertains to this assignment. This can be found by going to the site, clicking on AGENDA's, then click under UNIT's, scroll down to VOICE, and then finally click on LESSON 3. The wiki page has good direction on what is expected so once students have arrived they should not need a large amount of direction as far as getting their story onto the wiki. Between the brainstorming, video clip, and wiki explanation from the instructor this step should take about 40 minutes.
 * Students will be able to self-assess by viewing feedback from their peers via the wiki page. This self-assessment will give students the opportunity to view their peers' work, and to get an understanding of how their use of tone and the four different audiences is similar or different from their classmates. When students receive feedback on their work they will be able to choose which changes or comments they feel to be most appropriate. Students are under no obligation to make peer corrections. I will provide timely feedback by making comments in a similar fashion as my students. Students will be able to see their feedback immediately as it is completed, they will be able to load the wiki page as apposed to waiting for my class and having their stories passed back to them. With the help of the history page on the class wiki I will be able to show students how their assignments have changed and improved as they've considered comments from the educator and their peers. This assessment will relate to the next lesson because students will gain a further understanding where their knowledge stands at this point as well as helping provide them with the tools needed for the next lesson in our voice unit. Other handouts and work in this lesson will be done in class, it will be placing the story on the wiki and revising comments in between class periods that will be the bulk of this lessons homework. With an overview of the lesson and an explanation of the assignment and how they will need out of class time to accomplish what needs to be done this portion should take about 15 minutes. These time frames add up to roughly 72 minutes leaving lets say 10 minutes at the end of class for students to either choose to get into their groups and work on the assignment, or experience some deep thoughts by Jack Handey.

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