L3+Brown+Ryanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that organization of ideas is the key for reader understanding and logical sequence. ||
 * Student will know how to use a proper organization of ideas and story sequence when narrative writing is appropriate. ||
 * Student will be able to illustrate creative ideas into narrative forms of 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 be using techniques for// //organization of ideas to help students create clear narrative writing.//** ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: English Language Arts B. Writing

Throughout this lesson, students will be working together, and on their own, to review and revise their pieces of writing to ensure they have used a proper sequence to tell the story. Organizing their ideas will be one of the key points in this lesson. With their previous lesson they worked on editing their piece of narrative writing with partners and groups. Through those edits, the students should have made adjustments to their work. In this lesson, students will be analyzing those adjustments to be sure they have effective sequence and organization in their work. In a class discussion, we will have students share what they have worked on and whether or not they feel their sequence is correct. I will be assessing their understanding by their participation in the class discussion. Students will be participating in the cooperative learning group Three Step Interview. Throughout this group activity, I will be checking on student interactions and how well they understand the purpose of sequence in writing and how they are helping and advising their classmates that may be having problems with this particular focus. || For a summative assessment of this lesson, I will have the students use their piece of writing to create a visual storyboard of the events in their story. Each student will illustrate their creative ideas into a proper sequence to demonstrate their understanding of the importance of order in their writing. This assessment will also help me focus on which students are currently not understanding the purpose of sequence in writing, and help them rearrange their story before we move on as a class to further develop the piece of writing. The storyboard is a benchmark worth 40 points (see class syllabus). The students must have some sort of visual piece included in their storyboard along with the text of their story. The storyboards will be put on display throughout the classroom for analysis by the other students. Storyboards must be digital, but every storyboard must have a copy to hand into me for proper grading and displaying. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = __Art__: Students will have the option of creating their storyboard by hand and scanning it into a digital form of a storyboard. Art will be incorporated in this way, and also by the use of digital art through computer technology. ||
 * =**Integration**= ||
 * __Technology__: Students will be using technology to create their digital storyboards. There will be a variety of program options for the students to choose from, all of which will help them incorporate more technological knowledge into the lesson.


 * =**Groupings**= ||
 * Students will begin by choosing a classmate they are comfortable with for sharing, but have not yet worked with in this particular unit. Students will utilize the Three Step Interview cooperative learning technique. Using this technique, they will ask one another about their story sequence and review each before the class discussion. The students will have a chance to analyze each others' use of sequence and be prepared to share their findings with the class. This type of grouping is class the Three Step Interview because for the first step one student will ask questions to their partner, for the second step, they will reverse the roles, and then the third step will prepare them to share their findings with the class. The group activity will help students understand where they stand with their sequence development, and their partner can help them progress until their sequence makes sense to the story. ||

__**Verbal:**__ Students will be analyzing words in the song and also using verbal skills for revising and beginning their storyboard projects. __**Logical:**__ Students will be using sequencing and numbering with their storyboard projects. __**Kinesthetic:**__ Students will be moving to the front of the class for presenting their ideas, and also being kinesthetic for group work. __**Visual:**__ The students will be using their storyboards as a visual and verbal project, with the majority being in visual forms. __**Interpersonal:**__ Students will be using group interactions throughout the class period. __**Intrapersonal:**__ Students will also be using personal thought and reflection during the class period and idea designing process. __**Musical:**__ The song in the beginning of the class serves the musical intelligence. || 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 I am demonstrating in this lesson is any programs that will help the students create a digital storyboard. Each student will be provided with a laptop to work on transforming their piece of writing into a digital storyboard. Any programs available to them can be used to present their story in a more visual form. Comic Life, iMovie, Windows Movie Maker, PowerPoint, etc. are all programs that the students can choose from to use in a Type II Technology way to create a storyboard. The students will be analyzing each others' final products to give feedback on their story sequence if it needs improvement. The digital forms of the storyboards will help students map out the sequence to better understand the breakdown it requires. When students respond and analyze each others' digital work, the type II technology will be fully recognized. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * Absent Students**
 * **Extensions**

Teacher Laptop or MP3 Player (for Hook activity) Pen or Pencil Piece of Narrative Writing with applied edits from blog/wiki assignment Worksheet: [|Story Map 1] Teacher Copy: [|Story Map 1] [|Hook Song (That tells a full story)] Digital Storyboard Presentation Grading Sheet ||
 * =Materials, Resources and Technology= ||
 * Student Laptops

http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf
 * =Source for Lesson Plan and Research= ||
 * **Graphic Organizer**

Tutorials for Student Use (if needed)** || iMovie Tutorials:http://www.apple.com/ilife/tutorials/#imovie Windows Movie Maker Tutorials:http://www.microsoft.com/windowsxp/using/moviemaker/create/default.mspx Microsoft PowerPoint Tutorials:http://www.bcschools.net/staff/PowerPointHelp.htm Garageband Tutorials: http://www.apple.com/support/garageband Comic Life Tutorials: //www.uen.org/Lessonplan/downloadFile.cgi?file=20299-2-26408-**ComicLife**.// //pdf&filename=**ComicLife**.pd//f
 * Content Notes** **for Story Organization**
 * [[file:StoryMap.pdf]][[file:Sequencing.pdf]][[file:FactsChart.pdf]]

This lesson accommodates the four different types of learners in different ways along with using multiple intelligences in the classroom in congruity with the Maine Learning Standards. The students that are puppy learners and learn better within certain comfort levels will be able to satisfy their learning preference through small group work, student interactions, and discussions. These types of classroom activities give the student security in the classroom to speak in front of the class and share their ideas and suggestions when they feel comfortable. The clipboard style of learning is satisfied by a given agenda at the beginning of the class. The students will have allotted amounts of time for each activity, which will keep the clipboard learners on track throughout the lesson. Learners that are microscopes will be able to plan out their storyboards very elaborately which will accommodate their need for structure throughout the lessons. For beach ball learners, the lesson is based on creative elements being used digitally. This will be really helpful for the beach ball learner by giving them the chance to make choices about their projects. Keeping all different elements in the classroom to satisfy the different types of learners satisfies the needs of the students in each and every lesson. || 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. This lesson develops that lesson by giving the students a better idea of how to create a more intriguing story for all purposes. By focusing on sequence and clarity, students will improve their ability to create a better understanding of their story and it's purpose to the audience. When the students create a clearer and more effective narrative by using perfect sequence and development, the audience will broaden, teaching students the many uses for narrative writing. || 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 analyzing words in the song and also using verbal skills for revising and beginning their storyboard projects. __**Logical:**__ Students will be using sequencing and numbering with their storyboard projects. __**Kinesthetic:**__ Students will be moving to the front of the class for presenting their ideas, and also being kinesthetic for group work. __**Visual:**__ The students will be using their storyboards as a visual and verbal project, with the majority being in visual forms. __**Interpersonal:**__ Students will be using group interactions throughout the class period. __**Intrapersonal:**__ Students will also be using personal thought and reflection during the class period and idea designing process. __**Musical:**__ The song in the beginning of the class serves the musical intelligence.
 * =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 am demonstrating in this lesson is any programs that will help the students create a digital storyboard. Each student will be provided with a laptop to work on transforming their piece of writing into a digital storyboard. Any programs available to them can be used to present their story in a more visual form. Comic Life, iMovie, Windows Movie Maker, PowerPoint, etc. are all programs that the students can choose from to use in a Type II Technology way to create a storyboard. The students will be analyzing each others' final products to give feedback on their story sequence if it needs improvement. The digital forms of the storyboards will help students map out the sequence to better understand the breakdown it requires. When students respond and analyze each others' digital work, the type II technology will be fully recognized. || In this lesson I use a variety of formative and summative assessments to ensure student understanding and monitor progress of students. Throughout this lesson, students will be working together, and on their own, to review and revise their pieces of writing to ensure they have used a proper sequence to tell the story. Organizing their ideas will be one of the key points in this lesson. With their previous lesson they worked on editing their piece of narrative writing with partners and groups. Through those edits, the students should have made adjustments to their work. In this lesson, students will be analyzing those adjustments to be sure they have effective sequence and organization in their work. In a class discussion, we will have students share what they have worked on and whether or not they feel their sequence is correct. I will be assessing their understanding by their participation in the class discussion. Students will be participating in the cooperative learning group Three Step Interview. Throughout this group activity, I will be checking on student interactions and how well they understand the purpose of sequence in writing and how they are helping and advising their classmates that may be having problems with this particular focus. For a summative assessment of this lesson, I will have the students use their piece of writing to create a visual storyboard of the events in their story. Each student will illustrate their creative ideas into a proper sequence to demonstrate their understanding of the importance of order in their writing. This assessment will also help me focus on which students do not currently understand the purpose of sequence in writing, and help them rearrange their story before we move on as a class to further develop the piece of writing. The storyboard is a benchmark worth 40 points (see class syllabus). The students must have some sort of visual piece included in their storyboard along with the text of their story. The storyboards will be put on display throughout the classroom for analysis by the other students. Storyboards must be digital, but every storyboard must have a copy to hand into me for proper grading and displaying. ||
 * __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:

Agenda: Day 1: Day 2:
 * =Teaching and Learning Sequence:= ||
 * This lesson will be a two day lesson. On the first 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.
 * Playing a song that tells and develops a story (Hook, Intro Activity)
 * Three Step Interview Cooperative Learning Groups
 * Class Discussion
 * Individual Computer Work

Throughout the lesson, students will be developing the proper use of sequence in narrative writing to create more effective pieces of writing. To strike the students interest in story sequence, I will begin the lesson by playing them Taylor Swift's song, [|Love Story], that displays the use of sequence by telling a story in a certain order for audience understanding. When the students can hear the sequence, it will assist in the understanding of it's importance. The students will work on their own personal narrative's sequence and how to improve it to enhance the effectiveness of the narrative. Students will work together and separately to help each other recreate any sequences that may not be as effective as possible. (10 Minutes) During class 1, students will use the information they gathered during class discussions and partner work to begin working on their digital stories on individual laptops. I will help the students each decide on a good presentation for their particular story and get them each started on using the appropriate program for their presentation. The students will have the choice to use the following programs: iMovie, Windows Movie Maker, Microsoft Powerpoint, or Comic Life. The students will be reminded that later on in the unit (for the WebQuest) they will only have the option to use iMovie or Windows Movie Maker, but can include the other programs into their presentation; this could be a good opportunity for them to practice these particular programs. It would be very helpful to them to use a couple different programs and combine them for the presentation (i.e Garageband audio combined with PowerPoint slides in an iMovie Presentation). Students will use this time to explore their different options on the student laptops and revise their story sequences to create more effective digital storyboards. Students will be able to help each other and interact in order to make progress with their stories. The goal of the last 30 minutes of class will be to begin applying their stories to the digital story, and having the sequence of events fully understood by all students. (30 Minutes)
 * (Where, What, Why, Tailor: Visual, Verbal, Interpersonal, Intrapersonal, Musical)** ||
 * In the next portion of the lesson students will use the worksheet Story Map 1 to begin analyzing their own story sequence. They will write out the major events in their narratives for further analysis with their partners. When the students have completed their own worksheets (about 10 minutes) they will begin working in their cooperative learning groups for the Three Step Interview activity. Students will get into pairs and share their story sequence. The students will use their piece of writing with edits applied from the blogs/wikis assignment. Together as partners the students will discuss their story sequences and make decisions about whether or not to alter any of their story sequences. The students will begin by analyzing one students' and then switch roles asking questions about the sequence. Once both students have discussed their worksheets, we will move back into the regular class formation and discuss the ideas as a class. Each pair of partners will discuss what they found within their worksheets and whether or not they decided to make changes to their story before creating their storyboards. During this activity students will begin rethinking their stories to fit into digital storyboards. (10 minutes individual, 15 minutes in partners, 15 minutes in class discussion)
 * (Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Logical, Kinesthetic)**

During class 2, students will have the first 20 minutes to finish constructing their projects on the student laptops. The students will have had the assignment as homework, and should only be putting finishing touches on their projects in this period of time. For the remainder of the 80 minutes, students will be presenting their projects to the class. If the period runs out without all of the students presenting, the remainder of the projects will be shown in the beginning of the next class period, but all students should have a completed project with them on this day. Each project should be under 5 minutes, leaving enough time for the students to complete the presentations. (80 Minutes) ||
 * **(Explore, Experience, Rethink, Revise, Tailor: Visual, Verbal, Kinesthetic, Logical, Interpersonal, Intrapersonal)** ||
 * The students will be evaluated on their final product, which is the digital presentation of the storyboard. The evaluation for this project will be an analytic grading sheet with requirements and allotted points for each important element to be included in the presentation. Participation in the lesson for both days will also play a part in their development, and therefore in their summative portion of their grades. The final products will be the main product for determining student understanding of sequence importance and effectiveness. If the students do not do well on this portion, I will consider spending more individual time with students that are struggling with proper story organization.
 * Evaluate, Tailor: Logical, Visual, Verbal)** ||

= =