L1+Chick,+Jennifer

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Ms. Chick ** **__ Lesson #: __ 1 __ Facet: __ Explain ** **__ Grade Level __**** : 11-12 ** **__Numbers of Days:__ 2**
 * __ Topic: __ Cultural Vocabulary **

Student will understand that linguistic skills as a base can help build collegiate skills when studying literature. Student will know vocabulary; culture, ethnicity, background and diversity. Student will be able to describe what culture means to them. Product: Blog
 * __ PART I: __**
 * __ Objectives __**

Common Core Standards Content Area: Reading Grade Level: 11-12 Domain: Informational Text Standard: Integration of Knowledge and Ideas //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem//
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This will reach the standard by allowing students to use the vocabulary to build communication skills and understandings of culture.

Students will fill out two Know,Want to know, what was Learned (KWL) charts on culture and cultural literature and will decide on their similarities. Students will fill in their thoughts on how cultural vocabulary affects their understanding of culture. Students will be able to post comments on two blogs and then add a comment to their blog explaining, based on what they read, what they would like to add to their own blog post. Peer assessment is given through the two comments on the students' blogs and then a third comment will be added showing self assessment. Blog (85 points): Students will write a blog on what culture is to them and will then comment on two posts that differ in content. Blog posts are required to be 200 words and length, ans should make references to what was done in class. Blogs will always be due by 6:00 pm the night before, so that people have plenty of time to find and comment on blogs. Blogs will be used throughout the unit for reflection. Please make sure that posts are appropriate and reflect your best work.
 * __ Assessments __**
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Blogs are being used to help students track their understanding of culture and how it grows throughout the unit. Students can then refer back to their blogs for their final project to help show the important things they want other people to learn. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Science:** Students are using the words to connect and further understand the world around them.
 * __ Integration __**
 * Technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Word web will be used to introduce the similarities and differences between these vocabulary terms in groups of four doing a round robin brainstorm. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students are working individually on their blogs, but they are expected to give peer feedback to other students discussing what things that they found interesting with positive specific feedback.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif;">**Verbal**: Students will think of synonyms to coordinate with words like culture, diversity, background, and ethnicity. <span style="font-family: 'Times New Roman',Times,serif;">**Logical**: Students will use word puzzles to learn how to manipulate the vocabulary. <span style="font-family: 'Times New Roman',Times,serif;">**Spatial**: Students will create flashcards with pictures of the vocabulary definitions to help them relate the words to a real word. <span style="font-family: 'Times New Roman',Times,serif;">**Musical**: Students will use the vocabulary words to make a song that focuses on the definitions and specific examples. <span style="font-family: 'Times New Roman',Times,serif;">**Naturalist**: Students will write examples of where these words are used or seen in daily life. <span style="font-family: 'Times New Roman',Times,serif;">**Intrapersonal**: Students will reflect on how they have used these in their life with specific examples. <span style="font-family: 'Times New Roman',Times,serif;">**Interpersonal**: Students will be able to talk as a group about what words were hard for them. <span style="font-family: 'Times New Roman',Times,serif;">**Kinesthetic**: Students will play charades to the new vocabulary.

<span style="font-family: 'Times New Roman',Times,serif;">If you cannot make it in one day, for whatever reason (illness, family concerns etc.) an email or notification of any kind would be appreciated so that I can personally contact you with any details on the class. All assignments will be posted online, but if notes are needed from class, make sure to have another student who is willing to share what they wrote down. Next class that you attend we will discuss how and when you will turn in your missed assignments with an action plan sheet to keep you on track. Blogs will be due as soon as possible and students will need to find two other students to respond to their blog.
 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * Plan for accommodating absent students: **

<span style="font-family: 'Times New Roman',Times,serif;">Blogs are being used to help students track their understanding of culture and how it grows throughout the unit. Students can then refer back to their blogs for their final project to help show the important things they want other people to learn and explain how their perception changed throughout the unit. <span style="font-family: 'Times New Roman',Times,serif;">Students will be given multiple ways of approaching their blog to make it more engaging for their learning type. Some ways include, <span style="font-family: 'Times New Roman',Times,serif;">explaining a step by step process of how they've come to understand culture or how they learn vocabulary, writing the blog post in a more creative writing type of format, using pictures, song lyrics, or natural images to enhance their ideas, or, if needed or preferred, to rent a recording device to keep track of their ideas orally, instead of written. In the case of recording, students can use Garage Band or Audacity to add sound effects or music to their recording to enhance their ideas or tone. <span style="font-family: 'Times New Roman',Times,serif;">Students can also choose to find new cultural vocabulary words that they want to further explore in class. They are encouraged to develop a thorough understanding of what the word means and how to use it in daily life and then share it with the class. Students can highlight their learning strengths and weaknesses by working with the teacher and others to create a product that showcases their understanding, whether it be a journal, collage, song, or dance routine. This would tie in later to our secondary round of vocabulary and would give them a head start on that.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',Times,serif;">Laptop/charger
 * <span style="font-family: 'Times New Roman',Times,serif;">Handouts
 * <span style="font-family: 'Times New Roman',Times,serif;">Journals/Notebooks
 * <span style="font-family: 'Times New Roman',Times,serif;">Lined paper
 * <span style="font-family: 'Times New Roman',Times,serif;">Writing utensils.
 * <span style="font-family: 'Times New Roman',Times,serif;">LCD projector
 * <span style="font-family: 'Times New Roman',Times,serif;">Graphic Organizers print outs
 * <span style="font-family: 'Times New Roman',Times,serif;">Review of how to complete a blog
 * <span style="font-family: 'Times New Roman',Times,serif;">Back up plan: Journal responses

// List all URL and describe. ( // Type II technology tutorial url: and then description of each url. Content url and description. Graphic organizer, cooperative learning, checking for understanding. etc.)
 * __ Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Tutorial on Blogger: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This tutorial can be used to help students set up their blog accounts.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Tips on writing blogs: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This can help students develop their blog posts like a true blogger. They can take into consideration the 10 points that this avid blogger brings up when writing their own posts.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Word web document: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Can be used as just a template to give students ideas, encourage them to break away from the handouts original form.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Round Robin Brainstorm: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">These instructions help on creating a successful and cooperative round robin brainstorm.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Fill in your thoughts: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This explains how students are using the fill in your thoughts worksheet.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Fill in your thoughts worksheet: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This is the worksheet needed for the Fill in Your Thoughts activity.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Tailoring Learning for New Vocabulary: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This is something students can refer to for help on learning vocabulary.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Checklist for First Blog Entry <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This checklist includes everything students need for their first blog entry.


 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The class will be arranged in groups of two's but will move to groups of four on the first day.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Hook- students will view cartoon montage and start the KWL chart individually (10 mins).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">As a class we will finish filling out the KWL charts (30 mins).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will then be given the new vocabulary, the sheet on tailoring studying vocabulary to different learning styles and will work on understanding it (30 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will come together as a whole to discuss how these words will affect their communication skills. (10 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">On the second day the class will be put into a U.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Tutorial on how to make/join a blog (15 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Review how to write professional blog posts (10 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will do the fill in their thoughts activity to help prepare them for the blog (25 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Review requirements for the specific blog post (10 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Allow remainder of class to work on blogs (20 mins)

<span style="background-color: white; color: black; font-family: 'Times New Roman',Times,serif; font-size: 110%;">In this lesson students will be introduced to cultural literature by explaining their personal knowledge and building on it with related vocabulary. Students will be presented with the idea that new vocabulary and refining old vocabulary will help build communication skills that will help them outside of school. Communication skills can be built with a better understanding of what the proper vocabulary is to use and the many ways that people can communicate with each other. By learning how to use and analyze different types of media and multiple sources in each, students will develop their communication skills, their understanding of culture, and how communication skills play into culture. To provoke interest into learning more about effective communication through an understanding of these concepts students will be greeted to a cartoon montage of people directly and indirectly commenting on culture. Students will, at the same time, be asked to start filling in two KWL charts, one on culture and one on cultural literature. When the montage is over they will have an extra minute to throw in some final thoughts before we will come together as a class and fill in the KWL charts together. The students will use these chart throughout the unit as reference points to keep track of what they've learned. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Where, Why, What, Hook Tailors: ** // Verbal, Intrapersonal, Interpersonal, Naturalist //

<span style="background-color: white; color: black; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be given the vocabulary terms (culture, ethnicity, background and diversity) on a handout (See content notes). Students will receive instructions on the activity to use the vocabulary, but will have a few minutes to prepare some ideas before moving into groups. After writing down some ideas students will break into groups of four and use a round robin brainstorming session to build off of the ideas that they came up with by themselves. As students are working they will make a word web, either using a graphic organizer sheet or Inspiration to help them understand and clearly plan out what the similarities and differences are between the vocabulary terms and their definitions. Students should also explain the how the words are used in their environments and if how the words are used helps explain the similarities and differences further. Students should be working as a group of different learning styles to make sure that everyone can make connections with and distinguish each of the vocabulary words. After students have had time to complete their word webs fairly well, or at least have clear conversations about each of the vocabulary words, they will come back together as a class. Using a fill in your thoughts handout students will reflect on how cultural vocabulary, especially the terms they just worked with, affects their understanding of what culture is. Students will hand it in for a type of formative assessment. Teacher will review and hand back to students with comments and questions to help guide what the students will be writing in their blog. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Equip, Explore, Rethink, Revise, Tailors: ** // Verbal, Interpersonal, Intrapersonal, Logical, Naturalist //

<span style="background-color: white; color: black; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Once students have received their fill in your thoughts handouts back, and have had time to review their feedback, students will be able to start understanding how this material will come to play in writing their blog. Students should also be looking at their KWL charts for information, and are strongly encouraged to talk about their vocabulary word webs as well. As a class the teacher will help students set up their blog accounts and review how to use the blog to properly post, explaining how to label things, etc. Once students are all set up the teacher will explain that blogs will be used throughout the unit, and students will be given the opportunity to use it for choice assessments, but they will also be required to use it for reflection throughout the unit on various assignments. The teacher will review how blog posts should be appropriate and professional, although they will not be graded heavily on writing mechanics. Students will not be required to share their blogs with each other but will be required at some points to read specific posts for feedback and reflective purposes. With this understanding, students will then be given time to work on their first blog post, which will be describing what culture means to them. Students can use past knowledge, memories, and references, things that were discussed previously in class, and they are encouraged to tie in the vocabulary words and activities they just used. Students will be expected to create at least one solid paragraph. Students are also asked to talk about their specific learning style and some techniques they plan on using, or would like to learn more about, to help them study and learn the vocabulary better. Students will be given a sheet of techniques to help each learning type think of ways to study, but students are encouraged to come up with their own ideas and share them in the blog entry. Students will then find two other students’ blogs, looking especially for ones that point out differences in their views of culture, and will post positive specific feedback in them. Then, using the comments that were posted on their blog, and what they read in other blogs, students will go back to their own blog and leave a comment saying what they would now like to add or change about their explanation of culture. All students will be using a checklist to help determine whether or not they have all the pieces needed to consider their blog complete, but there will be options to go further in depth with their blog, if the student so wishes. These things could include explaining a step by step process of how they've come to understand culture, how they learn vocabulary, writing the blog post in a more creative writing type of format, using pictures, song lyrics, or natural images to enhance their ideas, or, if needed or preferred, to rent a recording device to keep track of their ideas orally, instead of written. In the recorded versions, students would be expected to write a note in their blog explaining that they uploaded their audio file to the wiki page for people to listen to and leave comments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Explore, Experience, Revise, Refine, Tailors: ** // Verbal, Intrapersonal, Interpersonal, Naturalist //

<span style="background-color: white; color: black; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students are using self-assessment when they go back to their blog posting and reflect on what they posted and how it compares to other students’ posts, and based on other opinions what they might want to add to their own post. The teacher will be able to provide feedback by sending the student an email about what they liked about their post, and commenting on things they’d like to hear more about. However, most of the feedback will be coming from other students or will be given with the fill in your thoughts activity before the blog is written. Students will be given the opportunity to write an additional blog entry answering any questions or clarifications the teacher asked for. Blog entries will help guide the students into thinking about their personal connections with culture, how other people view culture, and how vocabulary and words are powerful ways of expressing that. Vocabulary reflection and development will be increased throughout the unit until students have a firm grasp on all of the words necessary to effectively communicate about culture, in a variety of ways. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Evaluate, Tailors: ** // Intrapersonal, Verbal, Interpersonal, Naturalist, Logical //

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

Students will know vocabulary; culture, ethnicity, background and diversity.

<span style="font-family: 'Times New Roman',Times,serif;"> Vocabulary: (Provided by [|dictionary.com]) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Background: <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">one's origin, education, experience, etc., in relation to one's present character, status, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">2. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">the social, historical, and other antecedents or causes of an event or condition <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">3. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">the complex of physical, cultural, and psychological factorsthat serves as the [|environment] of an <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">event or experience; the [|set] of conditions against which an occurrence is perceived.

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Culture: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1. the total of the inherited ideas, beliefs, values, andknowledge, which constitute the shared <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">bases of social action <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">2. <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">the total range of activities and ideas of a group of people with shared traditions, which are transmitted and reinforced by members of the group <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">3. particular civilization at a particular period <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">4. the enlightenment or refinement resulting from these pursuits <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">5. the attitudes, feelings, values, and behaviour thatcharacterize and inform society as a whole or any social group within it

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Diversity: <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The state or fact of being [|diverse]; difference; unlikeness.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Ethnicity: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1. relating to or characteristic of a human group having racial,religious, linguistic, and certain other traits in common <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2. relating to the classification of mankind into groups, especially on the basis of racial characteristics <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3. denoting or deriving from the cultural traditions of a group of people <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4. characteristic of another culture

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">RoundRobin Brainstorming (Kagan)- Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * <span style="font-family: 'Times New Roman',Times,serif;">Graphic Organizers print outs
 * <span style="font-family: 'Times New Roman',Times,serif;">Outline of tutorial
 * <span style="font-family: 'Times New Roman',Times,serif;">Fill in your thoughts
 * <span style="font-family: 'Times New Roman',Times,serif;">Tailoring Vocabulary Study Tips Sheet
 * <span style="font-family: 'Times New Roman',Times,serif;">Checklist for first blog post


 * __ 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. //**
 * //__ Learning Styles __//**
 * // Clipboard: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Clipboard learners are being supported in this lesson through the structure in a variety of techniques. They will be supported by the use of graphic organizers, like the word web and KWL charts, and the checklist of things they need to write a blog. The blog posts will also have a certain process involved that uses titling, ordered writing, and labeling to keep structure and help support student understanding. Students will also be able to refer to and review the agenda for each day by viewing the wiki. All objectives of the lesson will be explained briefly at the beginning of class, more in depth as the lesson is happening, reviewed at the end, and the objectives for next class or the following classes will be mentioned at the end of every class.


 * // Microscope: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Because students are being given a little freedom on utilizing their learning styles and are given graphic organizers to help them support their thinking, microscope students will be allowed to go into as much depth as they wish with each activity. These learners will also be supported when asked to analyze the similarities and differences between the vocabulary words, comparing and contrasting the KWL charts, and synthesizing the information into their blogs. They will be working to uncover what they already know about topics, and analyzing how they plan on learning more about things they haven't mastered. Students will also be involved in multiple types of discussions and will be encouraged to analyze and record what happens during these to help develop their own personal understanding of the topic.


 * // Puppy: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"><span style="font-family: 'Times New Roman',Times,serif;">Students of this learning style are being supported most in this lesson, because it is an introduction, and the ideal atmosphere is to make everyone comfortable. Everything, even the criticism given, will be light and helpful. All assignments will either be without grading or allow the student to do several drafts before a grade will be determined. Students are engaging in helpful, varied, but supportive groups to find ways to work together on the new material, like the round robin brainstorming session. The grouping for this activity will be random, based on a difference of learning styles between the students. Also, with the teacher's prompting, students will be guided through filling out the KWL charts, the word webs, and the fill in your thoughts activity with clear and useful examples. Only positive specific feedback will be used in the comments from their peers, so students won't have much criticism on their personal thoughts.


 * // Beach Ball: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Although there isn't as much freedom in this lesson, beach ball learners are still being supported. The most obvious reason is because they are given a variety of resources to work with for their blog posting, and are encouraged to learn of and use their preferred learning styles. Students are also going to be given opportunities to contribute as much information or as little information as they'd like to their blog, as long as they meet the basic requirements. Students will be working with their personal understandings and will get to use them through a variety of fast paced learning activities, like the round robin brainstorming session.


 * // Rationale: //** Students are using each variety of techniques to learn the new vocabulary, and to get an introduction into the cultural literature unit. Students have opportunities to work on their own and to work in groups, especially with those of different learning styles and strategies than their own. There will be some variety in learning techniques, multiple pieces of information to analyze, a supportive and accepting atmosphere, and a structured process to several parts of the lesson. Overall the activities together create a helpful environment for all learning types.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know the vocabulary terms culture, ethnicity, background and diversity through a variety of personal and group exploration techniques. These words will be focused on especially through the round robin brainstorming activity, the word web organizer, and an explanation of their learning strategies in their blogs (See content notes).
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Common Core Standards// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Content Area: Reading// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Grade Level: 11-12// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Domain: Informational Text// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Standard: Integration of Knowledge and Ideas// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem//
 * // MLR or CCSS: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The communication skill development, through the understanding of new vocabulary, will help support the Common Core State Standards, focusing especially on their goal to help further explain college and career expectations, as mentioned under the reading standards for informational texts. Students will be working with common terminology that is often used in synonymous ways, and will learn how to correctly use them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Students will be able to describe what culture means to them.// Because students will be building on this idea throughout the unit, starting with it gives them a base to build from. As they continue they will add more resources, information and perspectives to support or, even more importantly, help change, their descriptions of culture.
 * // Facet: //**


 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">This lesson is showing a clear understanding of the standard because the choice of the actual standard itself was made by changing the perception of what the definition of information texts really are. This entire unit is about changing perceptions of cultural material, whether it be through literature or vocabulary. In this part of the unit, students are using common vocabulary and are defining it properly and finding connections between the words, to not only become more effective communicators, but to also help develop new understandings of what these vocabulary terms mean and how they are used, properly or otherwise.

<span style="font-family: 'Times New Roman',Times,serif;">**Verbal**: Students will think of synonyms to coordinate with words like culture, diversity, background, and ethnicity.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif;">**Logical**: Students will use word puzzles to learn how to manipulate the vocabulary.

<span style="font-family: 'Times New Roman',Times,serif;">**Spatial**: Students will create flashcards with pictures of the vocabulary definitions to help them relate the words to a real word.

<span style="font-family: 'Times New Roman',Times,serif;">**Musical**: Students will use the vocabulary words to make a song that focuses on the definitions and specific examples.

<span style="font-family: 'Times New Roman',Times,serif;">**Naturalist**: Students will write examples of where these words are used or seen in daily life.

<span style="font-family: 'Times New Roman',Times,serif;">**Intrapersonal**: Students will reflect on how they have used these in their life with specific examples.

<span style="font-family: 'Times New Roman',Times,serif;">**Interpersonal**: Students will be able to talk as a group about what words were hard for them.

<span style="font-family: 'Times New Roman',Times,serif;">**Kinesthetic**: Students will play charades to the new vocabulary.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">It is the norm to use blogs to develop a resource of personal thoughts and developments throughout a period of time, and students will be utilizing blogs this way during this unit. Blogs will be more of a place for students to reflect on and analyze their own thinking as they learn more about culture through literature, media and vocabulary. They will also have several opportunities to view other students' blogs and thinking, and will engage in commenting positive feedback with their peers in the process. Students will be able to express their individuality by choosing the appearance of their blogs, how they put information in, and what information they put in. Students will understand that the purpose of their blog is to help become a resource for their final projects, so the amount of effort that is put in could reflect in their final grade. Students will also understand that if the purpose of the blog is to be used as a documentation device, they are responsible for how much or how little they put in based on what they think they will need for their final project.
 * // Type II Technology: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Although the MI strategies are mainly being used as a guide to help students learn how to study in a variety, they are not being diminished. Supporting a student's personal learning type when studying can be extremely beneficial because it helps them internalize the information through personal connections. Then, having them use these ideas and connections to help write their blogs helps make the blogs more interesting and engaging. They can apply their own needs through a blog, by using less text and more pictures, music, and symbols, or by ordering their information more specifically. They are using the blogs for themselves, and therefore personal learning strategies should be applied so that they get the most out of them.
 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: small;">There are a couple of different types of formative assessment in this lesson. However, the KWL charts and the fill in your thoughts activities are part of the guiding process to developing the first blog entry, so it all really falls under the concept of the blog. The KWL charts, which are being used as a pre-assessment, allow the teacher to assess what the students know coming into the class, and who knows what. This can help the teacher tailor assignments for individual students and can help lead everyone to the same starting point by sharing everyone's ideas in an open forum brainstorm. The fill in your thoughts activity allows students to assess what they've learned in the first lesson, what didn't fully understand, and what methods worked best for them. The teacher will read the sheets, make note of the specific and generic answers of the class, and will comment back, allowing for feedback. Were there questions they wanted to see more written on? Were there things that were interesting and unique to an individual student? Now the students will know through the teachers comments. The students will then be able to take this information and to move on to creating their blog.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**

<span style="font-family: 'Times New Roman',Times,serif;">**Blog (85)**: Students will write a blog on what culture is to them and will then comment on two posts that differ in content. Blog posts are required to be 200 words and length, and should make references to what was done in class. Blogs will be used throughout the unit for reflection, and although they reflect some of what would be considered a formative assessment, this is the graded piece of the lesson. This product will be graded using a checklist, which the students will be given in advance to help guide them through creating their first blog posts and the ones to follow as the lesson continues. The idea behind this assignment is to track what the students are getting from each lesson, how they learn from their peer feedback and occasional teacher feedback, and can be used to understand what content needs to be reviewed or talked about in more depth.
 * // Summative: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Formative and summative assessment are meshed together in this lesson to create a better understanding of the unit as a whole, and the specific activities and vocabulary the students are working with in this lesson. The activities are being used as a base to help build the rest of the unit on, so assessing and making sure that everyone is at a similar starting point will help the teacher know how to continue through the rest of the lesson. Because students are given some choices in the way they are presenting their information, these assessments also help the teacher better understand their students individually. About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Rationale: //**
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