L2+Millette,+Megan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Millette **__Lesson #:__** 2 **__Facet__** **__ : __** Application
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 3(80)
 * __ Topic: __** Writing Structure


 * __ PART I: __**

Student will understand that they must have a strong structure when writing. Student will know meaning, structure (more in depth), fluency, point of view (briefly)
 * __ Objectives __**

pacing (briefly), etc. Student will be able to see how structure will emphasize meaning.
 * Product: ** Capzles

// Common Core Standards //
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//


 * Rationale: ** This lesson helps students understand the impact a good structure has on their piece of writing. They will see how a strong structure makes it easier for the reader to understand and connect to it. Without a strong structure their piece will not be as successful at getting their message out.


 * __ Assessments __**

The formative assessment for this class is a misconception chart, which give students common misconceptions about a concept that they must respond to and say whether they agree or disagree with it.
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** The pre-assessment that will be used in this lesson would be right angle perspective, which will help students take what they know and see whether or not it is fact or belief. This will help give me a better understanding of what my students know and need to learn. This will help me see where they are all at as well as see what I need to focus on most.


 * Section II – timely feedback for products (self, peer, teacher): ** Students will receive sheets and peer review each others' work as well as describe one idea they really enjoyed and take away from this. A group discussion will take place after they present their capzles. In this discussion the students and I will discuss which capzles were more effective the misplaced random ones or the ones that were well thought out. We will discuss how this impacted their groups as well as give the groups feedback on what to fix before handing it in.


 * __ Summative (Assessment of Learning): __** Capzles (100 points): You will be creating two capzles at [|http://www.capzles.com]. One of your capzles will be filled with information and events that are scattered and out of sequence. Then have the other capzle filled with the events and information in order. Describe how this shows you the importance of structure in writing in a paragraph attached. Be prepared to show it to your fellow peers and see how they feel about the capzles. This will be a good representation of how information put in the right order can impact people. Please remember to cite the sources you use and give credit where credit is due. If you are nervous about using capzles don't worry we will discuss it in class. If you miss class or do not understand fully come talk to me sometime after class or during office hours and I will be happy to help.


 * __ Integration __**
 * Technology: ** Students will use type II technology in the form of two capzles that show the impact a strong structure has on the full meaning of a piece. Using this form of technology they will be able to add pictures, movies, and anything else that helps get their point across. They can pull in many other forms of Web 2.0 and describe their point in many different ways.


 * Content Areas: **
 * Social Studies: **

I will incorporate social studies in my unit by having them pick a historical time and switch all the events within that time. They will then need to make a different capzle with the events in order to show how crucial a good structure is to getting the story right. They will then need to write a brief statement about how it shows this idea and what they liked and disliked about this assignment.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** Graphic Organizer is Idea Rake. Cooperative Learning activity is Numbered Heads Together.


 * Section II – Groups and Roles for Product: ** They will be grouped based off the numbers they get when they walk in the room on the first day. There will be four to a group and they will all share the same number, which will be how they know they will be working with. They will sit together during class in this arrangement in cluster of four desks.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** They need to strategize while doing their hook. This is because they must take all the ideas and thoughts and find the best way to put them all together into a piece. They must also strategize to plan the best way to put all the elements in their capzle in such a way as to get their message across to the viewers.


 * Verbal ** : They will have many discussions in thesis unit as well as times where they will need to read and verbalize thoughts.


 * Visual: ** The end product will be a visual representation thus they will be using their visual intelligence. Also the hook appeals to students with this intelligence because they will visually see each piece and need to match them together.


 * Musical: ** They will be listening to music as they do their hook activity. This will help them remember what they learned through music, since they have learned and remembered this way they will be more apt to use what they learned correctly through out the lesson. They can also have a chance to incorporate music into their capzle to add to it and help other musical learners.


 * Intrapersonal: **


 * Interpersonal: ** Through out this lesson they will have many times when they will be working with groups this adds to their interpersonal intelligence. They will learn how to work well with other members in the class through this process. They will also be able to give one another feedback, which is helpful to them as well as their fellow peers.


 * Kinesthetic: ** A lot of the activities brought forward in this lesson can be very hands on, which will certainly enhance kinesthetic intelligences. They will be asked to take sticky notes and physically paring them and ordering them. They will also be moving around to find other good ideas and this is just during the hook. They also will need to move around and find information for their final product as well.


 * Naturalist: **


 * __ 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: ** Student absences during this unit will need to be handled in the proper way. They will need to get any sheets they missed, which can be found in a green folder that will be in the same part of the room as it has been throughout the class. It will be located on the left corner of the table in the back of the room. On the right side there will be a blue folder for them to place the assignments that they did not get a chance to pass in. They will be able to talk to someone in class about what we did the day they were missing or they are free to come to me anytime during my office hours and I will be happy to explain to them what they missed.


 * __ Extensions __**


 * Type II technology: ** Students will use type II technology in the form of two capzles that show the impact a strong structure has on the full meaning of a piece. Using this form of technology they will be able to add pictures, movies, and anything else that helps get their point across. They can pull in many other forms of Web 2.0 and describe their point in many different ways.


 * Gifted Students: ** The technology given has a variety of ways in which the students can construct a capzle. Those students who know some of the information will be asked to go above and beyond what they know and add extras to their capzle to help them learn more. They will be asked to instead of add pictures into their category they should add movies. They will also be given a chance to help teach some of the students who are struggling with the program are better acquainted with it. They will then be asked to make there explanation an audio recording that will play throughout the showing of both their capzles. This will help challenge them and keep them entertained in the lesson.

// List all the items you need for the lesson. // //Materials://
 * __ Materials, Resources and Technology __**

//Idea Rake//

//Peer Review Sheets//

//Checklists of what needs to be in project//

//Their Hook idea//

//Sticky Notes//

//Technology://

Capzles

Resources:

[]and []

[]

[]

[|http://www.capzles.com]


 * __ Source for Lesson Plan and Research __**

[]and [] both of these will help my students learn the basics of how to set up a capzle and the secrets behind it. Both of the tutorials.

[] This is where I found information on pacing as well as a great definition to help my students understand the term.

[] This is where I looked up definitions for each term I will be discussing in class.

[|http://www.capzles.com] This will be the program they use to make their final piece for this lesson.


 * __ 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) //
 * First Section **

The Desks will be set up in clusters of four and the students will get a number when they walk in on the first day and that will determine where they sit. This will help the students when they need to work with their groups.

**Day1:**

//First 15 minutes: They will be doing the hook during this time becoming interactive in the learning.//

//10 minutes: this will be a discussion of what they think this all means.//

//30 minutes: will be spent going over the basic information such as//

//meaning, structure (more in depth), fluency, point of view (briefly) pacing (briefly),// //etc. This can be presented and use hyperlinks as well to help keep students engaged.//

//15 minutes: Will be spent for questions and discussions about what we have just learned.//

//Last 10 minutes: will be spent preparing them for the next day. They will know what they will be doing in order to research a bit as well as get the information needed for the next day.//

**Day 2:**

//First 5 minutes: Go over the information learned the day before.//

//10 minutes: Handout the graphic organizer that is the idea rake. They will work with their group to figure out the best ideas to fill it out with.//

//30 minutes: This time will be spent handing out their next assignment and going over what they must do. We will also go over capzles and sign them all up for an account.//

//30 minutes: This time would be spent brainstorming and deciding what they are going to use in both capzles. They will work with their groups and use this time to start on their assignment. They will also decide how they want to set it all up and such.//

//5 minutes: This time will be spent telling them how it needs to be done and give them a few minutes to talk over times to meet with their group.//

**Day 3:**

//First 10 minutes: Students will have this time for last minute putting things together and get them ready for their presentation.//

//50 minutes: They will each present both of their capzles and explain their information about it. They will then say their speech of what surprised them, what they liked, what they didn't like, and such. This could be presented as an audio at the end of their capzle, a movie interview, or a written out statement.//

//10 minutes: After this the students will be grouped into a different group of four. They will then take part in the cooperative learning activity of numbered heads together. They will come up with a final conclusion to what they have learned from this assignment as well as talk about what they concluded about the assignment as a whole.//

//Then I will ask one member from the team to summarize the team’s thoughts. I will pick a number and the student with that number will report back.//

//5 minutes: This time will be spent giving them their peer feedback sheets back so they will be able to revise based on their peer feedback.//

//5 minutes: This time will be briefly discussing what they need to do to finish their project. Then I will briefly state what the next lesson will be based on.//

Students will understand that they must have a strong structure in their writing to help people better understand what they are trying to say. You are learning this because in order to write anything you need a structure behind it. The structure helps people better understand your idea as well as the meaning in your piece. This will help you with writing in the future on papers, paperwork, documents, etc. This will help you in your future work by allowing you an opportunity to get others to understand what you are trying to get across in a business paper, meeting, etc. This will help students better understand text types and processes for writing. They will be required to make two capzles to help emphasize the fact that a structure is necessary in writing. At the beginning of this lesson, the students will be split into groups; the groups then get a topic of meaning and some sticky tabs. They must brainstorm ideas to go with the topic and put them on the sticky tabs. They then will need to decide what is the best order to put them into to get their meaning across in the most emphasized way. They will have to complete this task or get as far as they can during three songs. After this we will have a discussion about what this meant to them and what it showed them.

**Where, Why, What, Hook Tailors:** **Bodily/Kinesthetic, Interpersonal, Verbal, Visual, Logical, and Musical.**

**Second Section**

Students will know meaning, structure (more in depth), fluency, point of view (briefly), pacing (briefly), etc**.** Through the idea rake my students will be able to form basic ideas to go off their meaning from there they can do anything. You will use the cooperative learning technique of numbered heads together to break into groups and collaborate ideas. These will help you to better understand what was learned in the first lesson as well as others ideas that branch off this. The idea rake will help you come up with an idea for your final project as well as an idea of how structure works. This will be helpful in helping you complete the final project for this lesson as well as help you with future writing. The graphic organizer will help them with working with peers. It will also help you summarize all you have learned throughout the lesson and makes you able to come up with one final idea for it all. I will examine their understanding by giving their peers peer review sheets to grade the students' work that is presenting as well as describe one idea they really enjoyed and take away from this. This will help those presenting know what to revise and fix. Each group will also get a checklist to follow and I will look for all the aspects as they present and give them the paper to see what they may have missed. (See Content Notes)

**Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Bodily/Kinesthetic, Verbal, and Logical.**

**Third Section**

After they have learned more about all the terms and had a brief tutorial into capzles, the students will form groups and will take a meaning they want to express. They will make two capzles to describe this meaning one will be random support in a very unorganized manor while the other will be organized. A group discussion will take place after they present their capzles. In this discussion the students and I will discuss which capzles were more effective the misplaced random ones or the ones that were well thought out. We will discuss how this impacted their groups as well as give the groups feedback on what to fix before handing it in. Students will be able to see how structure will emphasize meaning. During this whole process they will be grouped into fours based off the numbers they were given when they walked into class on the first day of this lesson. I will be going around the room as they work on their project to make sure they are assigning people to certain parts of the assignment. I will also watch to see if they have been given equal work so one isn't stuck doing it all and another free to do nothing. They will present the project to the class and give one another peer feedback. Then they all will be split into different groups to have a discussion and summarize all that they learned through out the process. Students will receive sheets and peer review each others' work as well as describe one idea they really enjoyed and take away from this. After they have been handed their peer reviews and my comments, they get a chance to revise it before passing it in.

**Explore, Experience, Revise, Refine, Tailors:** **//Interpersonal, Verbal, Logical, and Visual.//**

**Fourth Section**

There will be both a pre-assessment and formative assessment to show how the students are learning as well as get a basic understanding of which areas each individual student is struggling in. The pre-assessment that will be used in this lesson would be right angle perspective, which will help students take what they know and see whether or not it is fact or belief. They will do this before I discuss the lesson fully but it will be after the hook. The formative assessment for this class is a misconception chart, which gives students common misconceptions about a concept that they must respond to and say whether they agree or disagree with it. This will be done after we have done the lesson and before they have to make their final product for this lesson. The feedback through both the pre-assessment and the formative assessment will be a discussion. The summative assessment for this unit will be a project using capzles. You will be creating two capzles at [|http://www.capzles.com]. One of your capzles will be filled with information and events that are scattered and out of sequence. Then have the other capzle filled with the events and information in order. Describe how this shows you the importance of structure in writing in a paragraph attached. Be prepared to show it to your fellow peers and see how they feel about the capzles. This will be a good representation of how information put in the right order can impact people. Please remember to cite the sources you use and give credit where credit is due. If you are nervous about using capzles don't worry we will discuss it in class. If you miss class or do not understand fully come talk to me sometime after class or during office hours and I will be happy to help. After they present this product you will receive peer feedback as well as comments from me to help give you feedback. This will help them with future writing assignments in this class because they will know how a strong structure in writing will help emphasize the meaning as well as help the reader to understand the writing. The self-assessment and formative assessment will also help with creating the final product, which will be helpful.

**Evaluate, Tailors:** **//Interpersonal, Verbal, and Logical.//**

Students will know… // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // The final product is to be two capzles, one with a mixed up storyline and structure, also another with everything in order. This will entail them knowing how to use capzles and create an account in order to make capzles. These are two good cites to help with this process and figure out capzles,
 * __ Content Notes __**

[]and []. During this project the students are asked to incorporate history by picking an event during a timeline making this the focus of their capzle. In one capzle the event will be in a mixed up order. In the other it will be in perfect sequence. This will show students how the structure of information is important to help people understand and get the deeper meaning. They must also describe how this shows them the importance of structure in writing in a paragraph attached. They need to be prepared to show it to their fellow peers and see how they feel about the capzles. This will be a good representation of how information put in the right order can impact people. They must remember to please cite the sources they use and give credit where credit is due. Throughout the process they should have equal amount of work as well as good peer feedback. They will also be asked to make an idea rake to help get their thoughts across. They will need to take part in a few class discussions as well.

When dealing with a great paper there are a few terms the students will need to know. By the end of this lesson students will know Structure of a paper,

fluency, point of view (briefly), and pacing (briefly).

Meaning: Something that is conveyed or signified; a sense or significance. Also something that one wishes to convey, especially by language

Structure: The action of building or constructing a piece to help emphasize a point or idea properly.

Fluency: Spoken or written language that is done with ease. Also when one is able to speak or write smoothly, easily, or readily.

Point of View: This is an opinion, attitude, or judgment that can be seen by the reader in a piece of writing. This is also a position taken often the narrator in relations to the story, as indicated by the narrator's outlook from which the vents are depicted and by the attitude toward the characters.

Pacing: is the rhythm of the novel, of the chapters and scenes and paragraphs and sentences. It's also the rate at which the reader reads, the speed at which novel events occur and unfold. It's using specific word choices and sentence structure--scene, chapter, and novel structure--to tap the emotions of the reader so that the reader feels what the writer wants the reader to feel at any given time during the story.

[]

//Idea Rake//
 * __ Handouts __**

//Peer Review Sheets//

//Checklists of what needs to be in project//

//Their Hook idea//

//Sticky Notes//


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates 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:**// //Throughout this assignment each student will have to keep things in order. They must have a basic order for one of their capzles. They will also have a checklist to fill out while making the assignment to keep them in order as well as give them something to help them make sure they have everything. I will also give them links to help them make their capzles. These tools and the other parts of the lesson will help them throughout the lesson and will personally cater to the needs of the clipboard students in my class.//

//**Microscope**////:// //There will be activities to help those students that fit in the category of microscope in my classroom. These students will be asked to look for ways to help emphasize the point that structure is needed in writing. They will also need to logically think through the hook. They will need to strategically place things in both their hook and their final capzles project. This will be a good way to help these students in the learning process in my classroom.//

//**Puppy**////:// //We will have many group activities during this lesson such as the hook, the final project, and all discussions. These will help these students because this part where they can share views and connect with other students. By doing this they will feel more comfortable in the classroom. They will also be given peer feedback in friendly, nice, constructive ways. They will also need to help one another out and organize their thoughts this will also allow them an opportunity to help them get more comfortable with their peers. This will in turn help them feel more comfortable sharing in the class.//

//**Beach Ball**////:// //These types of learners will also be addressed in my lesson. I will have many activities that will be active as well as parts in the lesson where they can add what they want. They will also be asked to make their own capzles and they will have the opportunity to get creative with this as well. This will give them the opportunity to do things without my guidance and add their own little touches. This will help these types of learners be active and learn in a way that is flexible and creatively designed by them.//

//Common Core Standards//
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//

//**Rationale:**//

//Students will know vocabulary (//// meaning, structure (more in depth), fluency, point of view (briefly), and pacing (briefly)) // //and important events and people (sequence of events and sequence of evidence). If you would like more information, please see my content notes. Students will be learning text types and processes. In this lesson, I will use the learning facet of Application. Students will be branching their learning from the basics to writing an essay to how a structure emphasizes meaning in a piece of writing. They will be learning the structure more in depth, how meaning is presenting in writing, what a good structure does to the meaning, and what the reader can grasp from the writing if both elements are present and work with one another. They will then be able to apply this through the hook and show others that structure helps meaning. This will tie into their end product, which will be two capzles one with important information out of sequence and another with it in sequence. They will see how in order to get the bigger picture across there must be an order to the information. It will also hold videos, pictures, written text, and possibly audio to help enhance the product for the viewer. By the end of this lesson, students will be able to see how structure will emphasize meaning. This will help them when writing one their own because they will remember it is important to have meaning behind their piece but also to have structure to guide their meaning.// They will see how structure will emphasize meaning.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale: **

I utilized six different multiple intelligences through out this lesson on structures help emphasize meaning to engage the different kinds of learners that will be presented in my class.


 * // MI Strategies: //**


 * Logical: ** They need to strategize while doing their hook. This is because they must take all the ideas and thoughts and find the best way to put them all together into a piece. They must also strategize to plan the best way to put all the elements in their capzle in such a way as to get their message across to the viewers.


 * Verbal ** : They will have many discussions in thesis unit as well as times where they will need to read and verbalize thoughts.


 * Visual: ** The end product will be a visual representation thus they will be using their visual intelligence. Also the hook appeals to students with this intelligence because they will visually see each piece and need to match them together.


 * Musical: ** They will be listening to music as they do their hook activity. This will help them remember what they learned through music, since they have learned and remembered this way they will be more apt to use what they learned correctly through out the lesson. They can also have a chance to incorporate music into their capzle to add to it and help other musical learners.


 * Intrapersonal: **


 * Interpersonal: ** Through out this lesson they will have many times when they will be working with groups this adds to their interpersonal intelligence. They will learn how to work well with other members in the class through this process. They will also be able to give one another feedback, which is helpful to them as well as their fellow peers.


 * Kinesthetic: ** A lot of the activities brought forward in this lesson can be very hands on, which will certainly enhance kinesthetic intelligences. They will be asked to take sticky notes and physically paring them and ordering them. They will also be moving around to find other good ideas and this is just during the hook. They also will need to move around and find information for their final product as well.


 * Naturalist: **


 * // Type II Technology: //**

Students will use type II technology in the form of two capzles that show the impact a strong structure has on the full meaning of a piece. Using this form of technology they will be able to add pictures, movies, and anything else that helps get their point across. They can pull in many other forms of Web 2.0 and describe their point in many different ways.


 * // 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 be presented and as the students go about it they will be assessed in many different ways. They will have a pre-assessment that will test what they already know and what they need to learn. They will have a formative assessment to help clear up misconceptions and see how well they understood the material they were taught through out the lesson. Lastly their final project will be a summative assessment that will help them tie it all together.

The formative assessment for this class is a misconception chart, which give students common misconceptions about a concept that they must respond to and say whether they agree or disagree with it. Students will receive sheets and peer review each others' work as well as describe one idea they really enjoyed and take away from this. A group discussion will take place after they present their capzles. In this discussion the students and I will discuss which capzles were more effective the misplaced random ones or the ones that were well thought out. We will discuss how this impacted their groups as well as give the groups feedback on what to fix before handing it in.
 * // Formative: //**
 * Section I – checking for understanding during instruction: **
 * Section II – timely feedback for products (self, peer, teacher): **

Capzles (100 points): You will be creating two capzles at [|http://www.capzles.com]. One of your capzles will be filled with information and events that are scattered and out of sequence. Then have the other capzle filled with the events and information in order. Describe how this shows you the importance of structure in writing in a paragraph attached. Be prepared to show it to your fellow peers and see how they feel about the capzles. This will be a good representation of how information put in the right order can impact people. Please remember to cite the sources you use and give credit where credit is due. If you are nervous about using capzles don't worry we will discuss it in class. If you miss class or do not understand fully come talk to me sometime after class or during office hours and I will be happy to help. || ||   || 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].
 * // Summative: //**
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC. ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **__Lesson #:__ __Facet:__**
 * __ Grade Level __**** : ** **__Numbers of Days:__**
 * __ Topic: __**


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **


 * Student will know **


 * Student will be able to do **


 * Product: **


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: **


 * __ 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): __**


 * __ Integration __**
 * Technology: **


 * Content Areas: **


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: **
 * Verbal **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **
 * Naturalist: **


 * __ 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: **


 * __ Extensions __**


 * Type II technology: **


 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

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

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**


 * __ 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: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //**


 * // MLR or CCSS: //**


 * // Facet: //**


 * // Rationale: //**
 * // 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. //**


 * // Formative: //**


 * // Summative: //**

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].
 * // Rationale: //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.