L2+West+Simon

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that syntax is a very important literary tool for helping to create voice. ||
 * Student will know that syntax is sentence structure, and that there are many different types of sentences and ways to phrase words together. ||
 * Student will be able to express themselves as writers by forming many different types of sentences and use syntax in a strategic manner to create voice. ||

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)
 * Word document tracking will be used for students to give feedback on each others work. ||
 * **Summative** (Assessment of Learning)
 * A grade for this assignment will be given at the end of the entire unit. ||

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 * =**Integration**= ||
 * Word document tracking will be used for students to give feedback and to easily see where changes have been made to their assignment over time. Word tracking will work as a type two technology because it is an interactive program that brings a much greater depth into the writing process. ||


 * =**Groupings**= ||
 * Students will work in pairs to peer edit. ||

Interpersonal: Students will work in pairs to provide each other with feedback. Linguistic: This assignment is based on syntax and properly structured sentences, a very basic literary skill. Bodily-Kinesthetic: There will be times for movement and stretching at designated intervals to avoid strain from being buried in a computer screen for too long of a period. Naturalistic: Student's writing must at least partially involve being outdoors, or some nature theme. Musical: Students may quietly listen to music during pair work, but only during pair work. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Intrapersonal: First drafts will be written alone.
 * **Modifications/Accommodations**
 * I will review student's IEP, 504, or ELLIDEP, and make appropriate modifications and accommodations. ||
 * **Extensions**
 * Type Two technology will be brought into the classroom via Word Document's tracking tool. Students will use this to record their progress, make corrections, and give feedback within their pairs. ||

Hook: http://www.youtube.com/watch?v=YUCWYuIKEPo Syntax, dictionary definition: http://dictionary.reference.com/browse/syntax ||
 * =Materials, Resources and Technology= ||
 * Since any computer with word will have the tracking device, this technology will come from students' personal computers, our schools computer lab, and the library.

Syntax, dictionary definition: http://dictionary.reference.com/browse/syntax ||
 * =Source for Lesson Plan and Research= ||
 * I created this lesson plan, all research needed will be found under sources.


 * =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 lesson meets the standards for initial teacher certification by supporting their intellect and stressing new ideas. The students' emotional, social, and cultural development is supported by group work and freedom of expression. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson meets the standards for initial teacher certification by being a direct link to the subject matter and a step toward curriculum goals that cannot be overlooked. This assignment also structures their development by giving them the ability to construct sentences with purpose, and therefore have a greater grasp on what they are trying to accomplish as writers. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meets the standards for initial teacher certification by including many MI's into the lesson and providing a type two technology that gives students direct and informative feedback while allowing them to witness every step of change in their pieces. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson meets the standards for initial teacher certification by giving students informal feedback through the tracking device. This tracking device will allow students to see what corrections to their paper they wish to make without making a mess of what they have already written. The tracking device is also unique in that it allows the editor to demonstrate to the writer the major differences between what was originally written and what changes have been made. The formal assessment will be decided over whether or not the assignment has been completed on time. This lesson is important to the curriculum goals, yet is only one step in the right direction. ||

WHERE, WHY, WHAT, HOOK Linguistic Bodily-Kinesthetic || EQUIP, EXPLORE, RETHINK Linguistic || EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE Linguistic Bodily-Kinesthetic Naturalistic Musical || EVALUATE Linguistic Bodily-Kinesthetic Naturalistic Musical ||
 * =Teaching and Learning Sequence:= ||
 * Hook should be playing in the background as students enter the room and take their seats. Since song will have started at the ending bell from the last period there will be plenty of time to let it run through in its entirety. Educator should question students on whether they liked the song and tell them that it is called "Pardon" by Syntax. Letting them know that the band's name is syntax will be the time to segway into the new lesson about syntax. Educator should proceed to pass around handouts and go over the information with them. Students must have a solid knowledge of syntax for the assignment and upcoming lessons to run smoothly.
 * Students will be given handouts on syntax that will hopefully jog their memory on previous knowledge. Students should have a grasp on sentence structure such as simple, complex, compound. The basis of this lesson will be to help students understand that they should be using a variety of these sentence structures in their work. We will discuss how syntax is very important in creating tone. Once students and educator have gone over the handouts students will receive their assignment for the lesson.
 * Educator will inform students that they shall be writing a short story where they must include at least one of every type of sentence structure, and color code those sentences according to my instructional handout. Students will work alone to put their stories on to a word document, but they will then break into pairs and use the "tracking" device to revise each others work and provide feedback pertaining to the sentence structures. Students will be able to demonstrate their knowledge of syntax and apply it to their writing. Students will be asked to keep in mind their new knowledge of diction and think of this as a way to practice those skills as well. This suggestion should be made in a way that does not remove syntax from the focus of this assignment.
 * Students will self assess by using tracking in peer editing groups to ensure that they not only have quality writing, but to also guarantee that they have met the criteria of having all sentence structures and color coding them appropriately. After the peer editing tracking has been done students will submit those documents (with the tracking) to me in a hard copy form and I shall review students work and give feedback where necessary to ensure student learning. The only homework in this assignment will be the actually writing process before the group work begins. Students will have time to start their short stories in class but they may need to take their work home in order to have it ready for the group work the next period.

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