L5+Brown+Ryanne

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that organization of ideas is key for reader understanding and logical sequence. ||
 * Student will know how to clarify ideas, which is necessary in many professional situations. ||
 * Student will be able to design an organized plan of ideas with logical sequence and effective transitions. ||

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.
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: English Language Arts B. Writing

Rationale: **//I will be using techniques for// //organization of ideas to help students create clear narrative writing.//** ||

Students will be informally assessed throughout this lesson. By participating in group discussions and working closely with partners, I will be noticing student effort and understanding of the key points of the lesson. During the initial discussion following the introduction to the lesson, the students will be focusing on how they could possibly apply visual elements to their garageband products. The discussion of these ideas and suggestions will help me see whether or not students understand the purpose of using effects for their projects outside the actual literary portion. The student responses will be good indicators of understanding throughout the lesson. While the students are reviewing their story sequences and building on their previous ideas, I will also be paying attention to their efforts and progress. I will constantly be available for student questions and assistance, to help with any problem students may come across. || Within this lesson their will be a couple different summative assessments. If the students choose to share their garageband products, those will be displayed as a summative assessment of their previous lessons. Seeing the students' ideas for building on this assignment will help determine the progress between this particular assignment and their other summative assessment, the mini digital story. Each of these assignments will display the students' understanding and knowledge of organization and purpose. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Art: Students will be able to use creative and artistic techniques to complete their mini digital story. Music: Students will be working with musical inspirations to add more elements into their products. Health: The introduction into this lesson brings health to life through a story about cancer within a family. The lesson will not directly relate to health, but students will see the connection between real health issues and writing expressed verbally. ||
 * =**Integration**= ||
 * Technology: Students will be using technology in a few different ways throughout this lesson, which helps diversify the lesson for different types of learners.


 * =**Groupings**= ||
 * The students will be participating in the cooperative learning technique knows as the Three Step Interview. In this grouping activity, students will choose a partner that they feel comfortable about expressing ideas with and begin by choosing who will ask the clarifying questions first. One student will ask the questions while the other student gives responses. In the second portion of this activity, the roles of the students will reverse and the student that was asking questions will now answer questions. The questions the students will use will be relative to their progression of thier projects on garageband, and how they plan to turn those projects into mini digital stories. When both students have answered their questions, the class will return to discussion, and the students will share each others responses. This activity will improve listening and understanding for both students and also help give feedback for each student's project. ||

__**Verbal:**__ Students will use their piece of writing and their garageband verbal presentation in this lesson. __**Kinesthetic:**__ Students will be giving a physical presentation of this product. __**Visual:**__ This product will include a visual piece as one of the essential elements. __**Interpersonal:**__ Group reflections and evaluations will be discussed among the class, using communication among the students and teacher. __**Intrapersonal:**__ This product will require much personal evaluation, thinking, and introverted work. __**Musical:**__ The digital presentation may also include a musical portion as one of the essential elements. || 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. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * Absent Students:**

In this particular lesson, the type II technology being incorporated is a variety of software programs that create digital presentations that will assist in student understanding of literary elements and present their current knowledge of digital narratives. The technology used on the student laptops will become type II technology when it is responded to and used by students for progression of the lessons. Students will use different programs to piece together a mini digital story in which they will present their current personal narrative writing. The programs will be used to enhance the use of literary elements in writing, such as tone, imagery, and even diction. The students will use their current knowledge and apply it to the digital stories, relaying their understanding through the use of this type II technology. When the projects are finish, students will most likely use a laptop and a projector to display their work to the class for peer responses and feedback. ||
 * **Extensions**

Teacher Copy Worksheet: Flow Chart Graphic Organizer Student Laptops [|Introduction Activity] ||
 * =Materials, Resources and Technology= ||
 * Student Copy Worksheet: Flow Chart Graphic Organizer

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.pdf] ||
 * =Source for Lesson Plan and Research= ||
 * Tutorials for Students (If Needed)

This lesson demonstrated my understanding of diverse learners and learning opportunities by including activities for all learning styles. The students that learn the best when they feel comfortable and emotionally satisfied, known as puppy dog learners, will be at ease with the response and discussion portions of the lesson. When students have the chance to respond and participate they will feel most comfortable and at ease in the surroundings. For clipboard learners, who enjoy and learn best when things are planned out and specific, will have a few portions of the lesson that will help them thrive; the agenda on the board will accommodate them along with the direct work with story organization and flow charts. The students that are considered microscopes because of their need for deep analysis will enjoying processing and re-processing their stories by mapping them out on paper and analyzing their effectiveness. || This lesson was made to reinforce the students' learning and understanding of the use of narrative writing elements and the importance of organization and sequence in narrative writing. The application of these specific ideas to a digital presentation will help students make the proper connections between the actual narrative writing, and its many uses and purposes. By gaining student understanding for the application of narrative writing, they will further understand the importance of the depth and content of their pieces of writing. The entire unit is based on students have a good understanding of the purpose of narrative writing and the concept of knowing when audience is appropriate. By bringing more depth into the writing through the use of type II technology, students will broaden the audience and the purpose of their personal narratives to serve a greater amount of purposes. || 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 use their piece of writing and their garageband verbal presentation in this lesson. __**Kinesthetic:**__ Students will be giving a physical presentation of this product. __**Visual:**__ This product will include a visual piece as one of the essential elements. __**Interpersonal:**__ Group reflections and evaluations will be discussed among the class, using communication among the students and teacher. __**Intrapersonal:**__ This product will require much personal evaluation, thinking, and introverted work. __**Musical:**__ The digital presentation may also include a musical portion as one of the essential elements.
 * =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:**

In this particular lesson, the type II technology being incorporated is a variety of software programs that create digital presentations that will assist in student understanding of literary elements and present their current knowledge of digital narratives. The technology used on the student laptops will become type II technology when it is responded to and used by students for progression of the lessons. Students will use different programs to piece together a mini digital story in which they will present their current personal narrative writing. The programs will be used to enhance the use of literary elements in writing, such as tone, imagery, and even diction. The students will use their current knowledge and apply it to the digital stories, relaying their understanding through the use of this type II technology. When the projects are finish, students will most likely use a laptop and a projector to display their work to the class for peer responses and feedback. || In this lesson, I use a variety of informal and formal assessments to ensure student understanding and to monitor progress of students. __Formative Assessments__ are used in the following ways: Students will be informally assessed throughout this lesson. By participating in group discussions and working closely with partners, I will be noticing student effort and understanding of the key points of the lesson. During the initial discussion following the introduction to the lesson, the students will be focusing on how they could possibly apply visual elements to their garageband products. The discussion of these ideas and suggestions will help me see whether or not students understand the purpose of using effects for their projects outside the actual literary portion. The student responses will be good indicators of understanding throughout the lesson. While the students are reviewing their story sequences and building on their previous ideas, I will also be paying attention to their efforts and progress. I will constantly be available for student questions and assistance, to help with any problem students may come across. __Summative Assessments__ are used in the following ways: Within this lesson their will be a couple different summative assessments. If the students choose to share their garageband products, those will be displayed as a summative assessment of their previous lessons. Seeing the students' ideas for building on this assignment will help determine the progress between this particular assignment and their other summative assessment, the mini digital story. Each of these assignments will display the students' understanding and knowledge of organization and purpose. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

Agenda: For the introduction activity, I will play a podcast from YouTube (without showing the video) for the students to listen to the use of tone and imagine the story being told by the speaker. The story told is a really emotional story, and therefore will make the point of truly reaching the audience with a digital presentation of a story. This introduction will be relative to the garageband products the students created, and will make the connection between lessons 4 and 5. Once the story is finished, I will ask the students to write down ways they would enhance that story with pictures or graphics, or any other visual ideas. As a class we will discuss the student ideas and talk about the ways the author already brought more intensity to the story, (i.e. music, tone of voice, etc.). I will introduce the students to the product they will be creating at the end of the lesson by saying they will be adding these types of images and structures into their garageband products to create a more in depth and relatable digital presentation. (15 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.
 * Hook Activity (Introduction)
 * Discussion of Narrative Organization / Response to the Introduction Activity
 * Flow Chart Graphic Organizer and Analysis of Personal Narrative Organization
 * Three Step Interview Cooperative Learning
 * Garageband Presentations for peer feedback
 * Working with the student laptops to develop mini digital stories from their garageband products.
 * (Where, What, Why, Tailor: Musical, Intrapersonal, Interpersonal, Logical, and Verbal)** ||
 * For the next portion of the lesson, students will be given the Flow Chart Graphic Organizer to explore the new ways to enhance their garageband presentations. Students will focus on the organization of their main parts of their narratives, as they did with their storyboards. The students will asked to consider the best way possible to present the events they are writing about. They have previously worked on enhancing the events with avid details, and have created their garageband products with those details. Now, the students must assess their work and make notes in their Flow Chart Graphic Organizers about different visual aspects that will enhance their stories significantly. Any organizational questions the students may have can be directed towards myself or the other students for peer advice. Students will also use this time to decide whether or not they would feel comfortable sharing their garageband products with the class for peer feedback before they begin their creation of digital stories. I will stress encouragement for each student to recieve feedback on their products from the previous lessons. Students will also have the option of taking a laptop to review thier product to help with thier decisions for presentations. (15 Minutes)
 * (Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Verbal, Visual, Logical, Kinesthetic, Musical)** ||
 * While the students are working on filling out their Flow Chart Organizers by themselves or with partners, I will be checking on student progress and understanding. Once the students are through with their worksheets they will pair up with a partner of choice and ask each other about their progress. The first step of the Three Step Interview cooperative learning technique is one partner asking the other clarifying questions. The second step is the partners reversing roles, and the final step is sharing each others responses with the class. The students will help each other assess their progress and their ideas for their digital stories. As a class the students will talk about and share each ideas as well as use the class discussion to display their garageband products. The students that share their garageband products will get feedback from their classmates and will make a personal decision to record the feedback onto their Flow Chart Organizer or not. (15 Minutes)
 * (Explore, Experience, Rethink, Revise, Tailor: Visual, Verbal, Kinesthetic, Musical, Logical, Interpersonal, Intrapersonal)** ||
 * The students will use the remainder of the period to work on student laptops to develop their mini digital stories. During this time, students will have the opportunity to work together and collaborate, as long as they remain on task and progressive in their assignment. Each student will need to have a product from garageband turned into a digital stories (their will not be group projects). The product will help me assess each student's understanding of literary elements for narrative writing, and how they are supplemented by visual and musical effects. The students will use type II technology to create and respond to the projects and ultimately master the ideas of story organization and sequence. (35 Minutes)
 * (Evaluate, Tailor: Logical, Interpersonal, Intrapersonal, Musical, Naturalistic, Kinesthetic, Visual, Verbal)** ||

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