L1+West+Simon

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**
•Critical details: The understanding of diction and why it is important. •Application: Students will be able to apply their knowledge of diction into their own writing. || tell to the class, through a blog, infer to their audience specific moods or emotions due to word choice. ||
 * =**Objectives**:= ||
 * Student will understand that: Diction is a literary term that helps to create voice. Diction is the practice of specific word choice to improve writing. ||
 * Student will know:•Vocabulary: Diction
 * Student will be able to do:•a) use diction.

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)
 * Due to student and teacher feedback students will be able to see where there ideas do or do not line up with classmates. Students will be given ample opportunity to change their definitions and thoughts on the blog. Students will be able see how their thoughts on diction have changed over the coarse of the unit. ||
 * **Summative** (Assessment of Learning)
 * The finalized feedback from myself will allow students to assess how their thoughts on diction accurately align with the true definition. Students will not be graded but my feedback will allow them to see where they are on track, and where they seem to be confused on. My feedback will provide any necessary clarification on what diction is. They will then be able to set the future goal of successfully using diction in a piece of literature. ||

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 * =**Integration**= ||
 * Technology integration will come from the blog space that I will provide in order for students to give their input on what voice means to them. This blog space will also provide opportunity for students to provide feedback on their peers ideas, as well as allowing me to give direct and efficient feedback to students on the blog space. This technology will be used mostly so that I can provide immediate feedback as we anticipate the next lesson. ||


 * =**Groupings**= ||
 * This lesson will have group work based on senses. Students will be going outside in pair or in a group of three (depending on class size) and they will be asked to focus on a certain sense as a group. When it comes time for the blog each group will have ample time to view what was written down by groups who were assigned other senses. This will be an interesting conversation to see because every group will have had the same atmosphere because of everyone being in the same place, but the sense that they are focusing on will change their experience and how they viewed where they were. ||

Naturalistic: Being outside and using the natural world as a means for learning how to use description and how to carefully choose the right words to convey our message. Interpersonal: Peer feedback through the blog lessons. Intrapersonal: Students use a blog to express their own feelings and ideas on what diction is and how it is used in literature. Musical: Students will be shown some samples of music and see how musicians carefully pick notes in the same way authors pick words (i.e. flats convey a sad emotion and sharps convey a positive emotion.) Spatial: Having been outside spatial learners will be able to visualize the details of what being outside was like. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Bodily-Kinesthetic: Going outside and exploring smells, colors, and touch, and applying how we describe these things to our knowledge of diction.
 * **Modifications/Accommodations**
 * I will review student's IEP, 504 or ELLIDEP, and make appropriate modifications and accommodations. ||
 * **Extensions**
 * This lesson extends into a type two technology by allowing students to create their own blog space, as well as creating a blog within groups. This will be a blog that students shall feel free to reference and participate in through out the entire unit. ||

Hook: http://www.youtube.com/watch?v=Mj6QqCH7g0Q Diction, dictionary definition: http://dictionary.reference.com/browse/diction Student sample of blog: http://simonsspaces.blogspot.com/ ||
 * =Materials, Resources and Technology= ||
 * The technology will be provided by the computer lab, library, or any personal computer the student may posses. The only materials needed will be a paper and pencil/pen to record thoughts, and a computer with internet access to participate in the blog.

Hook: http://www.youtube.com/watch?v=Mj6QqCH7g0Q Diction, dictionary definition: http://dictionary.reference.com/browse/diction Student sample of blog: http://simonsspaces.blogspot.com/ ||
 * =Source for Lesson Plan and Research= ||
 * I have created this lesson plan and all of the research is provided in the links above that students should reference for back ground information.


 * =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 intellectual intelligence by asking students to think deeply about the material and bringing them outside to explore all of the sensations in the world around them. This will also help with cultural development by students being asked to express feelings, thoughts, and sensations. ||
 * __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 the assignment allowing the instructor it quickly view and comment on student knowledge of the subject matter, making it easy for me to view any deficiencies or answer any questions. This lesson is key step in achieving curriculum goals because diction is a large portion of voice, and voice is our final goal. This lesson appeases the learning and development theory because it is constructed in a way that many different types of learners can grasp the concepts. ||
 * __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 being constructed in a way that meets the needs of many different types of learners, and the integration of a blog site will teach some students how to use this technology, and it will allow other students to express their previous knowledge of it. ||
 * __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 providing students with a lot of helpful informal assessment through the blog page, and allowing students to thoroughly explore the concepts of this lesson before any formal assessment occurs. ||

linguistic, naturalistic, spatial, bodily-kinesthetic, intrapersonal. WHERE, WHY, WHAT, HOOK, TAILOR MI'S || linguistic, intrapersonal, spatial, bodily-kinesthetic, naturalistic. EQUIP, EXPLORE, RETHINK, TAILOR MI'S || linguistic, intrapersonal, naturalistic. EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE, TAILOR MI'S || linguistic, intrapersonal, naturalistic. EVALUATE, TAILOR MI'S ||
 * =Teaching and Learning Sequence:= ||
 * Students will arrive in class and take their seats. Once all necessary materials are prepared students will be shown the hook and become engaged while also realizing that this next unit is going to involve linguistics and grammar, they just won't be sure of the exact details yet. The agenda here is to get students to understand that we are going to talk about linguistics, and then they will be introduce the first literary tool diction. Let students know we will be going outside and put them into pairs or larger groups depending on class size. Allow students to know they will be going outside and assign them (in their groups) one of the five senses to concentrate on. Students should know they will need a pen/pencil and some paper to record their thoughts. Give students the handout on diction and allow them to gain and understanding of what this is. After students have been given their introduction and have a grasp on diction, lead them outside in their groups and ask them to focus on their certain sense.
 * Walk around with each group and discuss the specific sentences. The instructor should make sure the groups are pertaining to their own senses and using the diction handout as a reference. Instructor should ask to view notebooks to get a look at students understanding. Instructor could as hypothetical questions like "this lesson is about word choice, can you think of a better word to serve the same purpose?". Students should be encouraged to seek teacher's assistance if they have any questions. Instructor should reassure students by letting them know that this is their first of several lessons on voice and evidence of absolute mastery is not required at this point in the game.
 * At this point students should be told of their assignment and walked through the steps of creating a blog page. Students will be required to create their own personal account as well as having group accounts. Their job will be to transfer the information they had written in their notebooks during the outside activity onto their blog page so that the entire class can easily access information from groups of different senses. Students will be asked to read from each of the blog groups and make at least one comment on each group's work. Educator should be able to check for understanding due to student comments and the depth that the groups have put into their blogs.
 * Students will be able to self assess because their peers will be able to provide feedback on their work, and students will also be able to view the work other groups of completed. Students will be able to explore the rich words written down by both their partners and classmates from other groups, allowing them to see the big picture of what this lesson has been all about. Students will receive timely feedback from me in the same form of feedback from their students. I will be putting in my own comments on each groups work via the blog. Educator should not try to individualize any single student but focus on each groups work, and give a synopsis of the great points on the blog, and possibly provide some alternative words to each, as if educator becomes extra member in each group. This blog assignment will connect to a very short worksheet I will hand out the next class meeting. The worksheet will cover diction and be of my own creation. Worksheet will be found as a handout. This lesson on diction will come back as useful information in lesson three, and remain a key part of what we are doing until the end of the unit.

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