L1+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 consider feeling and tone in personal narratives. ||

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 students' personal feeling and tone expressed through narrative writing to express the importance of audience and purpose.//** ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: English Language Arts B.Writing

Students will be sharing their progress with the class and myself as they work on their collages. Students will use Think Pair Share to get and give peer feedback. In this cooperative learning activity, students will be given feedback by their partner for any ways they could enhance their collage. Once that peer feedback is applied, students will express all of their collage ideas to the class for reactions and suggestions. First, the student will show the class the collage without speaking about anything on the collage. I will go around the class asking each student to identify a tone or feeling in the collage and to explain what created that feeling. This type of assessment has no wrong answers, but is strictly for myself to see if the students understand how to identify tone. When we've gone all around the room, I will have the student that created their collage give an overview of the different ways they intended to create tone and other questions involving their collage. Students will be allowed to share feedback for the presenting student before their presentation ends. This feedback may be applied before the student has their collage displayed in the classroom. This activity gives me an opportunity to see how well students are comprehending the current concepts we are working on in the classroom. || The final product of the collage will be the piece of work the students did with all of their peer feedback applied. On the back of their collage will be a list of everything they included in their collage and why. The students need to explain the ways they were attempting to create tone and feeling in their collage. This list gives me proof that the students were working towards the class goal of creating tone and feeling for others to recognize without explanation. This collage will be graded as a benchmark in the class. (See Syllabus) I will be checking to see how much peer feedback was evaluated and applied. This activity and presentation will gain the students participation points if I felt they put an honest effort towards the feedback portion of the class, which would include giving feedback along with receiving and applying feedback. The final product will be displayed in the classroom for students to practice their recognition of tone and feeling. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Social Science: Students will be presented with common social issues that will create emotional reactions that they can express through their collages. Art: Students will be able to use artistic elements to include into their collages and Inspiration products. ||
 * =**Integration**= ||
 * Technology: First I will demonstrate Type II Technology by showing the students an Inspiration collage example for student reaction and response. Then the students will be using the same program to create a collage to share with the class. These collages will demonstrate tone and feeling for analysis by the class.


 * =**Groupings**= ||
 * First, students will think individually about their ideas of feeling and tone and how they could be represented through collages. The students will create a list of ideas that they feel are strong ideas for showing tone and feeling through pictures to put in their collages. This list could include colors or themes, anything the students come up with on their own. Then the students will be paired by idea progress status, meaning students will little amounts of ideas, they will be paired with students with many ideas. Each student will be responsible for recording the suggestions for his or her own collage from the partners. Without copying ideas, students will use the help of their partners to brainstorm more ideas for each students' collage. Once students have received their feedback on their ideas and continued brainstorming, they will apply their new ideas before sharing with the class. When the feedback is applied, the students will share their current collage with the class, whether it is just ideas or they have able to begin the picture portion, and explain the suggestions that their partner had made for their collage, along with the direction they intend to take with their collage. ||

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. In this meeting I will demonstrate how to use Inspiration if the student is unfamiliar. 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 brainstorm their ideas through a smaller version of Think Pair Share. By getting their ideas flowing, I will help them begin their understanding of tone and feeling and give them the equal partner interaction that the class had. The student and I will set a deadline for his or her work together, and create a contract that agrees 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 I will be demonstrating in this class is the program Inspiration. This program provides many resources for students who are brainstorming. By beginning the students in this program, they will have the chance to think deeply about how they can apply tone and feeling into their collages and they can map this thought process out. Each bubble will be a new idea, and the students can have a visual idea of their collages. The program itself will be used in a type I technology way, and the student feedback is what brings this technology to type II. When the students meet with their partners, and also when they share their Inspiration creations with the class, they will be receiving more ideas as feedback, and possibly editing their old ideas. These changes and efforts will create better projects for each student. By using Inspiration, their ideas are quickly edited and added onto in a timely manner. Inspiration is fun and exciting for creating maps of ideas, getting students engaged in the classroom and in interaction with the program and also with their classmates. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * __Verbal:__** Students will be making lists of words of their personal expression and examining how to express those words, along with examining how others are using words of expression.
 * __Logical:__** Students will use numbers to assist in the organization of their ideas and collage pieces.
 * __Kinesthetic:__** Students will be using hands on activities to piece together their collages.
 * __Visual:__** Students will be using visual images to express words and create an overall visual project.
 * __Interpersonal:__** Students will be using interactions with their peers and their Think Pair Share groups to gather suggestions and ideas for each others' projects.
 * __Intrapersonal:__** Students will have time to do personal reflective thoughts on the feelings they intend to express in their personal project. ||
 * **Modifications/Accommodations**
 * Absent Students**
 * **Extensions**.

Inspiration program on each computer Pen or Pencil Paper Worksheet: Narrative Writing Terms Teacher copy of Narrative Writing Terms Worksheet: [|Cluster/Word Web 1] Teacher copy of [|Cluster/Word Web 1] [|Collage Example 1] for Hook Activity [|Collage Example 2] for Hook Activity Teacher Computer Dongle Projector Screen (To show students how to use the Inspiration program in front of the class) ||
 * =Materials, Resources and Technology= ||
 * Student computers (Laptops)

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

Glossary Of Literary Terms http://www.gale.cengage.com/free_resources/glossary/glossary_de.htm#d

Engagement Assistance for Teacher/Students http://changingminds.org/disciplines/storytelling/telling_stories/four_es.htm ||

This lesson meets the Teacher Certification standards by using different teaching methods and classroom activities that accommodate each learning style. For the learners that are beach balls, the collage activity gives the choice of any pictures, themes, or tones to work with for creating the product. Beach ball learners are supplied with plenty of choices and resources to choose from to create their product. For the learners that are clipboard learners and require more structure and organization, we will be using the Inspiration program which will organize the students' thoughts into whatever kind of chart they choose. They can structure their own collage using this program and it's organizational features. At the beginning of the class, I will give a plan for the class period so that these learners can understand my established plan and will know what is coming next. For the learners that are Microscopes, we will be doing plenty of analysis and deep thinking. When the students are beginning to create their own projects, they must analyze the different ways to express tone and feeling through elements that are not words. The microscopes will thrive in the analysis portion of the class where we are deciding on which tone each students' collage is showing, and how it is expressing that particular tone. For the puppy learners we will be using a support system in building the collage product. Each peer feedback will be positive in someway, keeping the puppy learners comfortable and supporting their ideas. The comfortable environment will be present when the students are relying on each other for feedback and opinions. || 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 develop this knowledge by gaining more and more understanding for what narrative writing is used for, and when it would be appropriate. This lesson gives students an idea of how to use narrative writing in a way that would be useful and effective. By analyzing tone and feeling in pieces of artwork, or collages, students will begin to understand how to portray feeling and tone in their writing. Out of the Six Facets of Understanding, this lesson uses empathy. By developing empathy when reading and writing, students will think deeper about the author's intentions for how they wanted to readers to feel, and what they want the readers to see. This will help students develop that sort of thinking in their own 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 making lists of words of their personal expression and examining how to express those words, along with examining how others are using words of expression. __Logical:__ Students will use numbers to assist in the organization of their ideas and collage pieces. __Kinesthetic:__ Students will be using hands on activities to piece together their collages. __Visual:__ Students will be using visual images to express words and create an overall visual project. __Interpersonal:__ Students will be using interactions with their peers and their Think Pair Share groups to gather suggestions and ideas for each others' projects. __Intrapersonal:__ Students will have time to do personal reflective thoughts on the feelings they intend to express in their personal project.
 * =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 class is the program Inspiration. This program provides many resources for students who are brainstorming. By beginning the students in this program, they will have the chance to think deeply about how they can apply tone and feeling into their collages and they can map this thought process out. Each bubble will be a new idea, and the students can have a visual idea of their collages. The program itself will be used in a type I technology way, and the student feedback is what brings this technology to type II. When the students meet with their partners, and also when they share their Inspiration creations with the class, they will be receiving more ideas as feedback, and possibly editing their old ideas. These changes and efforts will create better projects for each student. By using Inspiration, their ideas are quickly edited and added onto in a timely manner. Inspiration is fun and exciting for creating maps of ideas, getting students engaged in the classroom and in interaction with the program and also with their classmates. || In this lesson I use a variety of formative and summative assessments to ensure student understanding and monitor progress of students. __Formative Assessments__ are used in the following way: Students will be sharing their progress with the class and myself as they work on their collages. Students will use Think Pair Share to get and give peer feedback. In this cooperative learning activity, students will be given feedback by their partner for any ways they could enhance their collage. Once that peer feedback is applied, students will express all of their collage ideas to the class for reactions and suggestions. First, the student will show the class the collage without speaking about anything on the collage. I will go around the class asking each student to identify a tone or feeling in the collage and to explain what created that feeling. This type of assessment has no wrong answers, but is strictly for myself to see if the students understand how to identify tone. When we've gone all around the room, I will have the student that created their collage give an overview of the different ways they intended to create tone and other questions involving their collage. Students will be allowed to share feedback for the presenting student before their presentation ends. This feedback may be applied before the student has their collage displayed in the classroom. This activity gives me an opportunity to see how well students are comprehending the current concepts we are working on in the classroom. __Summative assessment__ is used in the following way: The final product of the collage will be the piece of work the students did with all of their peer feedback applied. On the back of their collage will be a list of everything they included in their collage and why. The students need to explain the ways they were attempting to create tone and feeling in their collage. This list gives me proof that the students were working towards the class goal of creating tone and feeling for others to recognize without explanation. This collage will be graded as a benchmark in the class. (See Syllabus) I will be checking to see how much peer feedback was evaluated and applied. This activity and presentation will gain the students participation points if I felt they put an honest effort towards the feedback portion of the class, which would include giving feedback along with receiving and applying feedback. The final product will be displayed in the classroom for students to practice their recognition of tone and feeling. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

Agenda: · Collage Analysis (Intro activity, Hook) · Narrative Writing Worksheet · Demonstration of Inspiration · Questions about Inspiration · Think, Pair, Share (Rearrange pieces of the classroom) · Back to individual work time, with options for any questions or help · Group Sharing of project progress for student feedback. Students will end up understanding that creating distinctive voice requires the use of diction, tone, syntax, and imagery because these elements will help create a more clear and effective narrative with development of feeling. To get the students engaged and interested in this lesson, I am first going to show them a really intriguing collage that has great amounts of emotion and tone in its pieces. The students will be asked to explain how it makes them feel and why. By analyzing the tone, the students will demonstrate their understanding for tone and how it is expressed in writing, and in other creative ways. The understanding of development of tone is essential for helping the students create this sort of tone and depth in their own writing. (10 Minutes)
 * =Teaching and Learning Sequence:= ||
 * On the day of this lesson, students will come into the classroom where the desks will be split into two sides, both facing one another with a space in the middle. My desk will be facing the divide between the student desks where the projector will display images on the plain wall at the back of the classroom. This will be the normal classroom arrangement.
 * (Where, What, Why, Tailor: Visual, Verbal, Interpersonal, and Intrapersonal)** ||
 * After this lesson is complete students will need to know the proper usage of the terms syntax, diction, tone, imagery, plot, point of view, narrative, falling action, rising action, resolution, and climax. Because the next lesson is the beginning of the actual writing process for the students, I want them to have a thorough understanding of these words, and why they are important to narrative writing in particular. In order for students to know these terms, as a class we are going to develop the meanings and uses of each of them. The students' basic knowledge of storytelling should include plot, setting, rising action, climax, falling action, and resolution. (See Narrative Writing Terms Worksheet) Therefore, these terms will be reviewed and tied into the collage project, but will not be the main focus on the lesson. I will give them their Narrative Writing Terms worksheets and briefly define the terms most related to the collage projects. Tone, imagery, syntax, and diction will be the larger parts of the lesson. By giving the students the collage to analyze, they will be able to observe tone and imagery creating emotion. This analysis will help the students make the connection to how these elements are used in writing. Diction and syntax will come into the lesson when the students are beginning to brainstorm for creating their own collages. Students will need to identify words through their collages and therefore will be focusing on the correct diction and syntax choices. An explanation of the terms will begin this demonstration, and from there it will be an active learning process while they use words and tie the terms into their creations. In the beginning I will lead the discussion, but let the students express their thoughts about the collage without trampling them with terms. When the class moves onto brainstorming I will give them the overview of terms and then I will interact with each student to be sure they are following the lesson and the progression of learning I am shooting for. I will ask each student a few questions about the ideas they have come up with and see if they tie them into the terms I reviewed. I want to be sure all the students are making the connection before I am diving into the next lesson. I know I will really be able to see the connections being made during the collage presentations. (20 Minutes)
 * (Equip, Explore, Rethink, Tailor: Verbal, Visual, Interpersonal, Intrapersonal, and Logical)** ||
 * Students will begin exploring this new knowledge through a graphic organizer titled Cluster/Word Web 1. This organizer will get them thinking about different words and feelings they want to convey in their collages. After discussing these ideas in cooperative learning groups using Think Pair Share, the students will transpose their new and improved ideas onto the Inspiration program. In groups they will be working towards developing the ideas into feelings and into images that can be used on the collages to convey those feelings. When students can do this successfully, they will also be able to consider feeling and tone in personal narratives. Once they have penetrated into a deeper thinking of the meaning behind the words and the tone, students will have a more in depth understanding of how to analyze narrative writing. Because the groups play such a big role in this outcome, it will be important to group the students in an effective way. For this particular piece I will be grouping students by quantity of ideas. If one student has only come up with a few ideas then he or she would be grouped with a student who had brainstormed a much larger number of ideas. This way, if the lack of ideas is coming from the lack of understanding, the student with more ideas will be able to guide the student with fewer ideas to the frame of mind they need to be in for the project. The students will have equal roles in the groups and partnerships. Each and every student will be sharing their ideas and also giving feedback to the other group members or partner. An equal amount of feedback is necessary for development. Students will shift from individual thinking to thinking and brainstorming with a partner, to thinking and brainstorming with a group. Each step will help the students receive and apply feedback for the final product. Because I think the brainstorming and peer work is so important in this lesson, the evaluation will be after those steps. Each step will also help the students to revise and refine their ideas into the perfect ideas for the final product. When students create the final collage I will be able to recognize whether or not it demonstrates an in depth understanding of the writing elements. (10 Minutes for individual thinking, 10 Minutes with partners, and 10 Minutes with groups; 30 Minutes)
 * (Explore, Experience, Rethink, Revise, Tailor: Interpersonal, Verbal, Visual, Logical, Intrapersonal, and Bodily/Kinesthetic)** ||
 * In this particular lesson, students will be constantly self assessing their work. With the refining and revising of their work by themselves, with a partner, and then with a group, they will be receiving plenty of feedback for their work. I will be sure to remind the students to assess themselves and their progress by asking themselves if they fully understand the concepts they are working with. If at any time the student asks themselves that question and find they feel as if they do not fully understand, I will ask them to come to me for a little extra guidance. I think it is important for students to realize their own progress in this lesson. With that being said, I will also be taking notes and paying close attention to the classroom activities for each step of the way. While the students are individually brainstorming I will be having a quick conference with each to be sure they understand the goal of the project and to check to see if each student is on the right track. I will also be participating in the feedback sessions with the class. With all of the feedback the students will be taking home their ideas and fully developing their ideas into a collage. For the remaining 20 minutes of class, the students will be putting all of their ideas into collages on the program Inspiration. They will work this program to clarify their own ideas and establish the goals for their final products. This homework assignment will be due the next class and will lead into our first piece of actual narrative writing. The next portion will help the students experiment with their new writing element skills and begin creating a narrative piece of writing. (20 Minutes)
 * (Evaluate, Tailor: Verbal, Intrapersonal, Visual, Logical, and Interpersonal)** ||

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