L3+Boulter+Elizabeth

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: Peer Editing**

 * =**Objectives**:= ||
 * Student will understand that they need to organize and present information logically, systematically, according to conventions of Standard American English, and provide feedback for revisions ||
 * Student will know how to critique and revise works of their own as well as others' according to: body language, SAE, effective persuasion, thesis, topic sentences, and closing arguments. ||
 * Student will be able to effectively and objectively critique written and oral works by self-evaluation/reflection and peer editing. ||

E2 Speaking Grades 6-8 Students adjust speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose. d. seek feedback and revise to improve effectiveness of Rationale: //**This lesson will show students how to effectively present/revise information, to a specific audience, in an organized and logical manner as it applies to SAE.**// ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results- E. Listening and Speaking

Students will be analyzing their own as well as their peers' impromptu speeches through class/partner discussion. Students will be partaking in a "sum up in one sentence" challenge to introduce them to conciseness. || students will be using the sandwich chart to formulate ideas on one of their main points. They will use this chart to organize supporting details and show progress in their 5 paragraph speech. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)
 * students will be using KWS charts to formulate ideas on what they want to know compared to what they already know and what sources to look for in order to gain that knowledge.

= = I will also be integrating videos examples of effective and ineffective uses of persuasion, topic sentences, and conciseness: ||
 * =**Integration**= ||
 * Technology- I will be introducing "Blogging Buddies" to the students. I will be walking them through sign ups for www.blogspot.com where they will be having on-going interaction with a class partner online.


 * =**Groupings**= ||
 * 3- minute- interview: The students will be partnered up with a peer based upon their favorite outdoor activity. Once in pairs the students will be interviewing their partners by asking clarifying questions about their thesis, topic sentences, and use of persuasion. Next, the partners will switch roles and ask similar questions. The last step is for students to share their partner's ideas with the class. ||

Naturalist: Students will be put in pairs according to their favorite outdoor activity. Interpersonal: students will be using cooperative learning groups to discuss and edit their own/their peers. Intrapersonal: students will have time to complete the "Sum up in 1 sentence" challenge. Visual: Students will use the graphic organizer to record their ideas. Logical: Students will be using the KSW and Sandwich charts to record and organize their thoughts. Bodily kinesthetic: students will be able to move around the room during their cooperative learning groups. || Absent students:** || Students who wish to further research this topic can come to conference with me and receive supplemental videos. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * I will review students' IEPs. 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * **Extensions**

Sandwich Chart Laptops Internet access Pens/pencils ||
 * =Materials, Resources and Technology= ||
 * KWS Chart

http://www.eduplace.com/graphicorganizer/- KWS and Sandwich charts
 * =Source for Lesson Plan and Research= ||
 * http://www.teachertube.com/view_video.php?viewkey=8db0863875a6b6711b9e - speech examples, videos

http://www.youtube.com/watch?v=F-nNIEduEOw - First presidential debate - hook stop after 5 minutes.
||

Naturalist: Students will be put in pairs according to their favorite outdoor activity. Interpersonal: students will be using cooperative learning groups to discuss and edit their own/their peers. Intrapersonal: students will have time to complete the "Sum up in 1 sentence" challenge. Visual: Students will use the graphic organizer to record their ideas. Logical: Students will be using the KSW and Sandwich charts to record and organize their thoughts. Bodily kinesthetic: students will be able to move around the room during their cooperative learning groups ||
 * =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:** This lesson meets this standard by:
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** ||


 * =Teaching and Learning Sequence:= ||
 * || Students will understand that they need to organize and present information logically, systematically, according to conventions of Standard American English, and provide feedback for revisions. Students will be engaged in the topic of critiquing the peer editing by the videos http://www.youtube.com/watch?v=F-nNIEduEOw (a presidential debate that will get students interested in making critiques. Students will participate "sum up in 1 sentence" challenge where they will have to watch a speech (http://www.teachertube.com/view_video.php?viewkey=f4fee76ba17594f070dd ) and sum up the speakers point in 1 sentence. These activities will get students thinking about getting and giving feedback. Students will be gaining knowledge of self assessment and peer evaluation to become more effective communicators. 20 minutes. (where, what, why, hook, tailor: interpersonal, intrapersonal, visual.) ||  ||   ||
 * || Students will them be broken up according to their favorite outdoor activity and placed in groups of 2. The pairs will participate in the cooperative learning group 3-minute-interview so they can begin to formulate ideas on their topic sentences and points of persuasion. They will switch roles and then share out to the class. Discussion will occur to talk about common and uncommon ideas or strategies. 30 minutes (Explore, Explain, Equip, Tailor: naturalist, interpersonal, logical, bodily kinesthetic, intrapersonal). ||
 * Students will be visiting, revisiting, revising, self evaluating, and peer editing their beginning ideas on the product speeches. They will conference with a partner to ensue effective use of persuasion, SAE, thesis, topic sentences, and closing arguments. They will have time to take notes, or make changes to their original ideas. I will be walking around the room in order to be available to assist students in any way. (already included 20 minutes) (Rethink, rehearse, refine, revise, tailor: interpersonal, intrapersonal, bodily kinesthetic, visual, logical). ||
 * At the end of class, I will be introducing their ongoing assignment of blogging buddies. I will be running them through a tutorial of how to sign up for www.blogspot.com and introduce them to the topics they will be discussing. They will be writing their first entries to their partners during class time. 20 minutes. (Evaluate, organize, tailor: interpersonal, intrapersonal, logical, visual). ||

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