L5+West+Simon

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: Voice**

 * =**Objectives**:= ||
 * Student will understand that diction, syntax, and tone to create voice. ||
 * Student will know the definitions of diction, syntax, and tone, and used well together they can separate a good writer from a great writer. ||
 * Student will be able to create a recorded monologue due to their previous knowledge of diction, syntax, and tone. ||

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 able to listen to their voices actually reading a piece that they have written and see that if they have been able to convey the voice they were attempting through their writing. This act of recording their writing will help them to see any changes they may want to make to their writing in order to get the voice the way they want it. Students will also be handed out rubrics on this assignment so that that they know my exact expectations. ||
 * **Summative** (Assessment of Learning)
 * This lesson will have very in depth summative assessment that leads to a highly impacting grade on the unit. When the assignment was given I handed students a rubric of my expectations and this rubric will be used to give students a grade on their garageband project. I will fill out a rubric of each student as well as review the rubrics students filled out. ||

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 * =**Integration**= ||
 * Type two technology will be integrated through the use of garageband. ||


 * =**Groupings**= ||
 * Students will work in pairs learning how to use the garageband program and the equipment that goes along with it. ||

Spatial: Students will be able to picture events or circumstances that remind them of what they are writing/speaking about. Interpersonal: This lesson starts off as the individual records their own voice over what they have written. Intrapersonal: The students must be willing, even if not asked to share their monologue with other students. Naturalistic: This monologue must involve natural surroundings and I expect that in our state many students will involve nature in their monologues. Logical-Mathematical: Students will have to think logically about what they are writing. It is very important that diction will cause all readers to interpret the writing in they way the author had intended. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic: Students will have to speak what they have written.
 * **Modifications/Accommodations**
 * I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations. ||
 * **Extensions**
 * Using garageband to create a recording of the students monologue will be the source of type two technology in this lesson. ||

paper pencil computer microphones garagband program link of how to use garageband: http://www.youtube.com/watch?v=sjtXJHylvic ||
 * =Materials, Resources and Technology= ||
 * Edward Norton: http://www.youtube.com/watch?v=mbOuU3L3bQc


 * =Source for Lesson Plan and Research= ||
 * I created this lesson plan, all the research for students is provided in the links above. ||


 * =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 less meets the standards for initial teacher certification by providing may ways in which students can learn and develop. This lesson supports the student's intellectual well being by challenging their knowledge of previous lessons, while providing for their social and cultural development by putting these students into pairs. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This less meets the standards for initial teacher certification this lesson is clearly demonstrating the curriculum goals by being the culmination of all the knowledge we have been trying to learn in order to create voice. This lesson follows the learning development theory by catering to many different types of learners and insuring that they are able to experience the goals and ideas of the entire unit. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This less meets the standards for initial teacher certification by including garageband as a type two technology into the students' learning. The instructional strategies that form the knowledge in this lesson come from many of the lessons before it. Many MI's are touched in this lesson due to the content and the project in which students are asked to complete. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This less meets the standards for initial teacher certification by handing students the rubrics they need in order to generate a perfect score on the product. The ability in this lesson for students to hear what they have written will allow them to make necessary changes due to what their recording sounds like. The rubrics I have provided will allow students a definite understanding of what my criteria is for them. The educators summative assessment should also be based on these same rubrics. After students have filled out the rubrics they have been handed and given themselves a grade they feel the deserve instructor shall review the podcasts and fill out a rubric based on the podcast and the students' idea of what they have accomplished. This product's summative assessment is very important to the students' understanding of the unit and should not only include a grade pased on this single product but include the growth and accomplishments that the student has achieved through the entire unit. These assessments will give an accurat account of what the students have been able to demonstrate. ||

WHERE, WHY, WHAT, HOOK, TAILOR MI'S Spatial Linguistic Logical-Mathematical (due to contents of clip) || EQUIP, EXPLORE, RETHINK, TAILOR MI'S Linguistic Spatial Logical-Mathematical Naturalistic || EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE, TAIOR MI'S Linguistic Spatial Logical-Mathematical Naturalistic Interpersonal Intrapersonal || EVALUATE, TAILOR MI'S Linguistic Logical-Mathematical Naturalistic Intrapersonal ||
 * =Teaching and Learning Sequence:= ||
 * Students will enter class and take their seats knowing that this will be the beginning of the last few steps of the unit. I will open the lesson by telling them directly where we are headed. Students should as a class be rewarded for their hard work, and receive that verbally from me. To hook students and relate all of this hard work to their real lives I will (with parental permission) show a clip of Edward Norton at his best. Norton is famous for his insightful monologues, wonderful voice (in a sounds sense) and a wonderful voice in literary sense. If parental permission is not granted I will still show a clip of Norton, just not this clip in particular.
 * Students will be given their assignment and shown how to use the necessary tools. I will inform students that they shall write a monologue, like the Norton clip, only not inappropriate. Students will then be handed rubrics of what my criteria for this project will consist of. Once students have looked at the rubrics and understand where we're headed with this project I will show them the garageband tutorial to help them use the program. The instructor should walk around the room and observe students brain storming about what they plan to write, and make sure they are paying attention to the video.
 * Students will have entered class with a solid grip on all of the elements to create voice, but this will be their first task at putting everything together. Students will be able to experience and explore voice by creating their own monologue and being able to practice what it really takes to create voice. Students will be able to use their knowledge of the previous literary device to distinctly create their own voice. Student will be put into pairs simply by counting off in two's. There may need to be a group of three but that is alright (obviously group size changes may need to be made due to available computers). Students will be able to explore and experience the podcasts because they will watch the ten minute tutorial on garageband, and they will be able to pause, take notes, and repeat any steps as necessary. Through their writing and recording of the podcast/monologue students will be able to show their evidence of learning by following the criteria set forth in my rubrics. Students will be able to rethink, revise, and refine their work by listening to what their writing sounds like, have peer editing time, and also plenty of time to fiddle with their podcasts so that they can get their monologue to sound the way they would like it to.
 * Students will self assess by reviewing their monologues and paying close attention to my rubrics. Students will fill out my rubric and give themselves a score they feel they have earned and I will keep a copy of this to look over when grading their final product in the next lesson. I will provide feedback to them by making comments on the copy of the rubric I do not keep and sending it back to them to make changes. This connects to the next and final lesson by this being the first step in creating their final product.

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