L6+Boulter+Elizabeth

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: 6-8 / Tone, gestures**

 * =**Objectives**:= ||
 * Student will understand that effective speaking is made by tone changes and body language. ||
 * Student will know tone, body language, eye contact, audience, familiar speech. ||
 * Student will be able to infer using volume, tone, eye contact, clear enunciation, and clear gestures. ||

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 communication. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results- E. Listening and Speaking

This lesson will use Think-pair-share cooperative group learning where students will discuss key speeches. Students will use the sense chart to record their thoughts on the positive and negative uses of tone and gestures on MLK Jr.'s Speech. Students will use the Describing Wheel to record their thoughts on body language, tone, and eye contact in Hitler's Speech. These types of assessment allow for students to self-assess and peer evaluate. T || Students will be creating an i movie silent film based upon their product. Using only body language and gestures, they will have to persuade an audience to purchase this product. This will be graded according to the Product Rubric. This type of assessment will allow for students will compile the information they have learned and turn it into a type II technology where they can explore deeper into the content. They will show their understanding of the lesson and use their knowledge to be more effective communicators. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Theater: students will be giving impromptu speeches in pairs. History: students will be taking a look at speeches throughout history and their positive and negative aspects. ||
 * =**Integration**= ||
 * Technology: Students will be using iMovie to create a persuasive silent film that focuses on their product. They will be graded using the Product rubric (see materials).


 * =**Groupings**= ||
 * This lesson will be using Think-Pair-Share. Students will be using Think-Pair-Share to combine ideas on positive and negative aspects of the historical speeches they viewed earlier in the lesson. Using that knowledge they will be listening to partner impromptu speeches and using the Sense chart to peer evaluate. After their performances, students will use this time to share their thoughts with their partners so they each can make change to become more effective communicators. ||

Interpersonal: students will be discussing as groups and in partners. Intrapersonal: students will be given time to thin individually and record their thoughts by themselves. Visual: students will be shown multiple videos as well as handed graphic organizers. Logical: students will be using graphic organizers to record and keep track of their thoughts. Verbal: students will be discussing as groups and in partners, as well as giving impromptu speeches. Bodily Kinesthetic: students will be performing speeches in front of partners || I will make reasonable accommodations for any student. The class discussion and partner sharing also gives students the opportunity to work through weaknesses and support their strengths. Through this they are given the opportunity to contribute in ways they feel comfortable. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * I will review students' IEPs. 504s or ELLIDEPs and make the appropriate modifications and accommodations. **** Students who miss a class are asked to get caught up with a peer from the class and/or see me directly. Once they have touched base with a classmate they can meet with me to collect what they have missed and to recap the absent class. If the student knew of the absence in advance (i.e. vacation, appointments, etc.) they are asked to hand in/ e-mail the assignments. If it is an unexcused absence the student is asked to stay after school with me until they are at the same level as the rest of the class. ** ||
 * **Extensions**

Sense Chart Product Rubric Laptops Wireless Internet Pens Pencils ||
 * =Materials, Resources and Technology= ||
 * Describing Wheel

__ http://www.youtube.com/watch?v=_Q-6H4xOUrs __ – Hitler Speech http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html - iMovie tutorial ||
 * =Source for Lesson Plan and Research= ||
 * __ http://www.youtube.com/watch?v=Y4AItMg70kg&feature=related – __ MLK Jr. Video

This lesson meets this standard by giving students opportunities to support their strengths and improve their weaknesses. They will be discussing, sharing, presenting, reflecting, evaluating, moving, thinking, and organizing. Having this amount of opportunity for student development in every area includes all students and challenges them in all areas. || Interpersonal: students will be discussing as groups and in partners. Intrapersonal: students will be given time to thin individually and record their thoughts by themselves. Visual: students will be shown multiple videos as well as handed graphic organizers. Logical: students will be using graphic organizers to record and keep track of their thoughts. Verbal: students will be discussing as groups and in partners, as well as giving impromptu speeches. Bodily Kinesthetic: students will be performing speeches in front of partners ||
 * =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:** See teacher notes. See materials. See Sources. Using a combination of videos and print sources, I will be teaching students how to organize and present more effective speeches. Giving them sources, videos, and graphic organizers will help them to absorb and later use their knowledge. ||
 * __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:** This lesson will meet this standard by using self assessments, the describing wheel, as well as the sense chart, peer evaluation, to give students an opportunity for quick feedback and also to show their understanding. I will also be walking around the room to check for mastery during their impromptu speeches and the Think-Pair-Share activity. ||

37. Students will listen to Martin Luther King Jr's "I have a dream" speech and discuss positive and negative body language and will use the Describing Wheel to record their thoughts, individually. **(Hook)** 38. Students will know tone, volume, gestures. **(Equip)** Students will use Sense Charts to peer evaluate body language. **(Explore)** Students will use Think-Pair-Share to focus on positive and negative characteristics of body language and its corresponding effectiveness. **(Experience)** 39. Students will discuss as a group. **(Rethink)** Students will evaluate their own body language and how it affects their speech. **(Refine)** Students will make changes to their speech. **(Revise)** Students will practice the newly learned body language. **(Rehearse)** 40. Students will students will present their speech with the effective body language. **(Evaluate)** 41. Kinesthetic: students will be constantly moving alone and with partners learning new gestures. Visual: students will be able to watch other students' performances. Auditory: Students will be able to listen to others' tone in their speeches. Interpersonal: students will be conversing with partners to improve their effectiveness. Logical: students will have to conclude and problem solve to pair the correct gestures with the appropriate words. Musical: students may use music to begin to interpret effective movements that enhance their speeches. 42. Students will be able to infer using volume, tone, eye contact, clear enunciation and clear gestures. Students will be creating an iMovie silent film. ||
 * =Teaching and Learning Sequence:= ||
 * 36. Students will understand that effective speaking is made by tone changes and body language. **(Where)** Students will understand that without these, they may not reach their audience. **(Why)** Students will know how to adjust volume, tone, eye contact, and gestures to suit the audience. **(What)**

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