L4+West+Simon

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that diction and tone are powerful tools in writing. ||
 * Student will know the definitions of both tone and diction, and how they apply to writing. ||
 * Student will be able to recognize key elements of diction and tone in other author's 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)
 * Students will receive formative assessment through their blog work and seeing how other students interpreted portions of the articles. Groups will post their articles on the blog page so that other groups will not only be able to see the synopsis of groups, but they will be able to see the actual article as well. A lot of the formative assessment will come in the form of peer commentary, as well as instructor comments. ||
 * **Summative** (Assessment of Learning)
 * Summative assessment will be a bit more in depth then the past three lessons. Like the others the main of the grade will be simply based on completion and that the assignment is done before the last formal assignment of the unit has been graded. For this lesson I will also be grading on content to see whether the students have grasped the key ideas behind diction and tone, and to see if they truly were able to pinpoint where these literary tools could be found in the articles. This grade will not have a large impact on the unit, but this lesson is a good place to start giving out grades that will factor into my gradebook. ||

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 * =**Integration**= ||
 * This lesson will integrate type two technology by reinstating the blog page from lesson one. ||


 * =**Groupings**= ||
 * Students will work in groups of no less then two but no more than four during the course of this lesson. ||

Spatial: Students who are gifted with images and depicting pictures will be able to include the images shown in articles as a portion of their diction/tone argument. Intrapersonal: Their original work of finding and reading the article will be done individually. Students will have to be able to decide how they feel about the article in order to create an argument for a byes or neutrality. Interpersonal: Students will review each others work, and whether or not they agree on the article's neutrality or byes they are able to experience group work. Bodily-Kinesthetic: News papers always have sports articles, students will be able to use their knowledge of tone and diction to determine if the reporter has a byes, and even make the claim that the reporter is a fan of one of the teams depicted in the chosen article. Linguistic: This assignment involves a lot of reading and it also requires a great deal of interpretation and understanding. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Naturalistic: With our time periods global issues students who enjoy nature will easily find articles that involve global warming and other natural issues.
 * **Modifications/Accommodations**
 * I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations. ||
 * **Extensions**
 * This lesson will involve type two technology by opening a new topic on the blog space that we created during lesson one. Many of the same approaches to this blog will be enacted for this lesson. ||

Paper Computer News/Magazine articles The New York Times: http://www.nytimes.com/?adxnnl=1&adxnnlx=1225723562-4qIm1vI3nFeoIylPdckQ6g The Wall Street Journal: http://online.wsj.com/public/us The Morning Sentinel: http://morningsentinel.mainetoday.com/news/ Link to class blog: http://simonsspaces.blogspot.com/ ||
 * =Materials, Resources and Technology= ||
 * Pencil


 * =Source for Lesson Plan and Research= ||
 * Current News/Magazine articles. Either hard copies or internet sources. This lesson has been created by me, there is no source for the plan. ||


 * =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:** ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** ||

Linguistic, Naturalistic (depending on if the discussion reaches global issues). WHERE, WHY, WHAT, HOOK, TAILOR MI'S || Linguistic, Naturalistic, Intrapersonal, Spatial EQUIP, EXPLORE, RETHINK, TAILORS MI'S || Linguistic, Intrapersonal, Naturalistic, Spatial EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE, TAILORS MI'S || Spatial, Naturalistic, Linguistic, Intrapersonal EVALUATE, TAILORS MI'S. ||
 * =Teaching and Learning Sequence:= ||
 * Students will walk into class and take their seats. As the period begins instructor will hook students by creating a discussion about byes in the media. The teacher should ask questions about articles in magazines and newspapers, ask about news shows, and talk about commercials. Instructor should point out that in some cases byes is very easy to find in the media, but in other times it can be very subtle and can only be found if the article is read deeply or the news broadcast is watched carefully. Students will begin to understand where this is going as the teacher says that by searching for syntax and diction in articles they will discover a certain tone that the author has created. With this tone the author of a piece of writing often creates a byes whether purposefully or not. Students should know from this discussion that their previous knowledge of diction and syntax from our unit are going to come into play in this lesson.
 * Educator should have time set aside in the library to move students into an area where they have access to newspapers, magazines, and computers. Students will also be given reference to some good online papers so that they will be able to search the web in order to find what they want as well. Students will be told that their job is to act like a filter and try to discover articles that show a byes through the author's tone. Students should be made to understand that though they are filtering for byes this is very different form censorship. Censorship hides truth while reporting without a byes helps facilitate truth. Once students have been moved to the library, they will have been put into pairs and begin their search for an article. Once they have found the article they will be instructed to point out all the areas that either indicate the author's byes, or show that they author was able to write without a byes. Students will be allowed to print off/photo copy their article so that they may underline and high light as much as the article calls for. Instructor should walk around looking for productivity and being prepared to answer any student questions.
 * Once the student pairs have gathered the information they need to create an argument for or against the author having a byes they will be instructed to return to the blog space from lesson one and create a new blog topic so that they can put an article review online and all of the groups will be able to see each others work. Students will then be able to make comments about the article and discuss how their fellow students were able to see the byes in the articles. This will help students explore the articles and how the tone was used in each. The greatness of this assignment is that students will be able to see the work of many different authors who've already mastered voice so students will be able to explore tone from fairly experienced writers. I will also leave comments on the pairs blogs. As the instructor my hope is that most comments from the class are based on the content and writing styles of the articles as apposed to the article review each group blogged. My expectation is that at this point (especially in pairs) students will be grasping a very large portion of the desired outcome from this unit.
 * Students will self assess through this blog by being able to see how their blog compares to the other groups and to explore and view several other articles that other pairs have reviewed. Pairs will be able to see how other groups focused their attention on writing styles and this will give them a chance to see how their understandings of the assignment lines up with the rest of the class. Along with this my comments will also be helpful in providing students with the information they need to understand how far along they are in mastering the ideas in this particular lesson.

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