L6+Millette,+Megan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Millette **__Lesson #:__** 6 **__ Facet: __** Empathy
 * __ Grade Level __**** : ****9-10** **__Numbers of Days:__** 8(80)
 * __ Topic: __****Relating to a Group of Readers**


 * __ PART I: __**

Students will understand that meaning is found in writing.
 * __ Objectives __**

Students will know protagonist, antagonist, foreshadowing, flat character, round character, setting,

plot, conflict, theme, mood, etc.

Students will be able to relate their feelings to others through their writing.


 * Product:** iMovie

//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 see their own voice as well as peers through writing. They will see how a voice found in writing captures the reader and helps them to connect to both the writer and the piece of writing better. They will see how passion can be expressed in words and seen through the writer's thoughts in their writing. Without a writers voice a piece of writing seems monotone to the reader in a metaphorical sense. It lacks the ability for connection and emphasis when the writer's voice isn't present. This lesson will also allow them to relate to the reader on a more personal level. They will use mood, theme, foreshadowing, characters, setting, plot, and conflict to hook the reader into their piece.


 * __ Assessments __**


 * __ Pre-Assessment: __**

The formative assessment for this unit is Student Conference where the students will meet and discuss ideas for their final project with me before turning them into the final product. This will give me an idea of where each student is in mastery before they get started on their final project. This will be done in a way where I walk around the room to my students and talk to them at their desks. This gives me the opportunity to see if all students are on task as well as meet with each one individually.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** The pre-assessment for this lesson is interview design. The students will ask and answer questions to come to a final understanding about a topic. This will help students come up with more solid ideas of what they want to write about along with the aspects that should be in it such as plot, setting, characters, a time sequence, etc. Sometimes it helps students come up with ideas when they talk it out with others I believe by doing this pre-assessment they will be able to do just this. It will also help them discover things that another student might have grasped previously that they may have missed. I will be able to see what they know and their peers will help them realize things they may not have known before.


 * Section II – timely feedback for products (self, peer, teacher): ** They will conference with me during the writing process and we will look at grammatical errors as well as how things sound. They will receive feedback from me as the teacher. The students will then have a sharing workshop where they can get peer review. They will have two rubrics for the presentation piece of their rubric to go off of. They will also receive peer feedback sheets their fellow classmates will fill out for their piece. After all the feedback is given and they have presented they will be able to go back and fix up mistakes before handing it in the next day. However, their presentation grade will remain the same.


 * __ Summative (Assessment of Learning): __**
 * iMovie: ** This will be our final assignment and it will consist of two parts. The first part you will be doing some writing. You will be able to choose whether you want to write a book of poetry or a story. This piece, whichever you pick, must include all the many aspects learned throughout the unit such as persuasion, writer's voice, structure, POV, etc. This piece must be a minimum of five poems and a three-page story. There will be no maximum because you need to feel as though you are a real author writing something worth publishing so feel free to write as much as you want just keep in mind you will have another part. You may add more to it after the assignment is passed in. After writing your pieces you will be asked to turn it into a movie trailer using iMovie or Movie Maker. The catch is you are going to pretend that this movie trailer is your pitch to a publishing company to get them to publish your story as their next bestseller. You must create a piece your own to turn into a movie entire trailer. With your movie trailer you must have a small persuasive speech to pitch to the publishing company. This only has to be one to two minutes. For the second part of the assignment you will be put in groups of three based off which piece type you share in common with those people. For instance, people writing poetry will be paired with others doing poetry. The reason this is paired is to give you a cast to use during the filming of your trailer. Each person must have their piece represented as well as have their own individual speech for the company. The way you mix each other’s trailers together is completely up to you. This will be an exciting process. Be sure to have credits and cited sources can fit in this section. Make sure the piece itself though is all your own work. I will discuss and give a tutorial over iMovie and Movie Maker, so do not panic you will have a basic understanding of both.


 * __ Integration __**
 * Technology: ** Students will use type II technology in the form of an iMovie to show writer's voice as well as how to relate to the reader. iMovie can be considered an enhanced tool that helps connect their project to the world and media. iMovie has many other forms of technology that can be used within it; you have the traditional movie, a photo reel with many different photos flashing by, a quote can be added into subtitles, links can be added, audio or voice over’s, and video clips from already existing movies . They can pull in many other forms of Web 2.0 and describe their point in many different ways. In the end, their product will help many types of learners to learn the different techniques they will need to know when doing this lesson.


 * Content Areas: ** Science: They can incorporate science into their final story if they would like.

Social Studies: Their story for their final will need to be appropriate setting and set up for its time period. The movie trailer will also have to be this way. This will incorporate social studies into their final part because they will need to do their research to make it all fall into place correctly.

Math: They will be able to incorporate math if they wish.

Art: They will be creating movie trailers for pitches to the publishing company they will need to be creative and original, which to me seem very much like art.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** The graphic organizers they will be using Five W's Chart, Story Map 2, and Story Map 3. These organizers will help them get their thoughts together. It will also help them focus on what they want their piece to be about. This is a creative writing piece so some students struggle with that. By having them use these it will make it easier for them to think out what they want.


 * Section II – Groups and Roles for Product: ** They will be for the first section in a horseshoe shape. This will make it easy for writers’ workshops and discussions. It will also be easier for me to move from student to student when checking to see how their writing is coming along. For the second half of this lesson I will split the desks into sections of three. When the students walk in during the first day of the second part they will be given a sheet of where to sit. I will pair them in groups based off of what they did for a writing piece, and what writers are similar in writing ability and storyline. These groups will work together on the second part of the final. I choose groups of three because it makes it easier for them to fit three pieces into the final product rather than four or higher. It will also give them at least one other person to work with if someone is absent one of the days. I believe this would be a beneficial setting for this part of the lesson.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Logical:** They must think creatively about the best way to make their movie trailer to catch the viewers’ attention and make them want to read more of your pieces. This will incorporate some logical thinking that will be very helpful in understanding all that goes into the writing process.


 * Verbal:** They will be writing their own stories and poetry. It will incorporate a lot of writing activities.


 * Visual:** They will be creating a visual that will help students see the impact one's writing has on their fellow peers. They will watch the movie trailers and see the secrets of writing incorporated helping them to fully grasp the unit as a whole.


 * Musical:** there is music in the hook as well as the final pieces that will capture the viewer and help them to understand the information being listed.


 * Intrapersonal:** They will be writing on their own during this process they will learn how to rely in themselves to be the first editors and only revises of their pieces.


 * Interpersonal:** Through the group workshop and peer feedback as well as feedback from me they will have many encounters with others that could help them better grasp something they could not understand.


 * Kinesthetic:** They will be moving around during the workshop getting one another feedback allowing each a better understanding of the project as a whole. Also when they make their movie trailer moving will be involved to film scenes and such, which will help make it more understandable for a kinesthetic learner.


 * Naturalist:** They will be able to incorporate nature into their final project.


 * __ 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 an iMovie to show writer's voice as well as how to relate to the reader. iMovie can be considered an enhanced tool that helps connect their project to the world and media. iMovie has many other forms of technology that can be used within it; you have the traditional movie, a photo reel with many different photos flashing by, a quote can be added into subtitles, links can be added, audio or voice over’s, and video clips from already existing movies . They can pull in many other forms of Web 2.0 and describe their point in many different ways. In the end, their product will help many types of learners to learn the different techniques they will need to know when doing this lesson.
 * Gifted Students: ** The technology given has a variety of ways in which the students can construct a movie trailer using iMovie or Movie Maker. Those students who know the technology will be asked to get creative and have fun with the project. They will be challenged to blow my mind away along with their fellow classmates. I will try my best to encourage them to go above and beyond and to have fun with this assignment. By having the students pick what they want to write I believe they will be more passionate about the project as a whole. I hope this will encourage these types of students to experiment and go above and beyond. I will encourage all students to try and do something new with the software. They will be asked to incorporate elements they don't know how to incorporate already to challenge them. These students will also be given a chance to help teach some of the students who are struggling with the program how to be better acquainted with it. This will help challenge them and keep them entertained in the lesson.

//Materials://
 * __ Materials, Resources and Technology __**

Five W's Chart

Story Map 2

Story Map 3

Check List of what is needed for both parts of final project

Two Rubrics for final project

//Resources://

[] This will introduce a lot of the terms needed throughout the writing and movie trailer part of this lesson as well as what leads up to both.

[] This website is full of resources and tools to help them with writing their final product. It also has many terms they can use to help them throughout this lesson.

[] This link will lead them to many helpful tutorial videos and other links to help them with the creation of their movie trailer. This will be helpful for students using a version of iMovie.

[] This will help students using Movie Maker to make their movie trailer. It is packed with many great resources to help them with any problems they may be having during the process of making their project.

[] This is a helpful tool to use when you need some basic writing tips.

[] This website gives helpful hints with naming characters. A lot of people struggle with coming up with names for characters. This website gives many helpful hints for making this an easier process.

[] This website will give them many helpful ideas and tips for writing. It has many other categories under writing that are fabulous for the students.

Technology:

iMovie

Movie Maker


 * __Source for Lesson Plan and Research__**

List all URL and describe.

[] This will introduce a lot of the terms needed throughout the writing and movie trailer part of this lesson as well as what leads up to both.

[] This website is full of resources and tools to help them with writing their final product. It also has many terms they can use to help them throughout this lesson.

[] This link will lead them to many helpful tutorial videos and other links to help them with the creation of their movie trailer. This will be helpful for students using a version of iMovie.

[] This will help students using Movie Maker to make their movie trailer. It is packed with many great resources to help them with any problems they may be having during the process of making their project.

[] This is a helpful tool to use when you need some basic writing tips.

[] This website gives helpful hints with naming characters. A lot of people struggle with coming up with names for characters. This website gives many helpful hints for making this an easier process.

[] This website will give them many helpful ideas and tips for writing. It has many other categories under writing that are fabulous for the students.


 * __ 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__**

They will be for the first section in a horseshoe shape. This will make it easy for writers’ workshops and discussions. It will also be easier for me to move from student to student when checking to see how their writing is coming along. For the second half of this lesson I will split the desks into sections of three. When the students walk in during the first day of the second part they will be given a sheet of where to sit. I will pair them in groups based off of what they did for a writing piece, and what writers are similar in writing ability and storyline. These groups will work together on the second part of the final. I choose groups of three because it makes it easier for them to fit three pieces into the final product rather than four or higher. It will also give them at least one other person to work with if someone is absent one of the days. I believe this would be a beneficial setting for this part of the lesson.

//Day 1://

//First 20 minutes:// //Time spent briefly reviewing what they had learned the lesson before as well as a few note worthy aspects to take into consideration. I believe that reviewing the previous lessons is important for this lesson because it will be important for them to incorporate al that they have already learned into this lesson. (This will be done in the form of a discussion where I ask them to take all that they have learned into consideration)//

//Next 20 minutes: I will introduce the lesson by doing a hook to get the students thinking. This hook will have terms they may not have heard of before as well as some reviewed terms. They will then be split up into teams and be playing a game where I have the terms on the board and they will have to match the terms with their definitions.//

//30 minutes: We will be doing a lesson learning the terms brought forward in this lesson such as// protagonist, antagonist, foreshadowing, flat character, round character, setting, plot, conflict, theme, mood, etc.

//10 minutes: This time will be spent answering questions anyone has. I will also inform them of their homework, which is simply just thinking about writing in more of a creative way. I will have them start thinking of topics they would enjoy writing about within the fiction frame. They will be asked to email me a few of their topic ideas.//

//Day 2://

//15 minutes: This time will be spent going over the homework and sharing ideas. They will then participate in a cooperative learning activity.//

//10 minutes: This time will be spent explaining what they need to do for the first part of this lesson. They will be asked to write a piece either a story or book of poetry. By the end of class today they must have a topic and choice of writing that they want to do. It must be fictional whatever it is,//

//40 minutes: This time will be spent brainstorming and finalizing ideas as well as starting the prewriting process. I will walk around the room and see where everyone is at in their brainstorming. I will also be asking them what their final decisions are.//

//10 minutes: This time will be spent doing the graphic organizers I have for them.//

//5 minutes: This time will be spent telling them that they need to bring in a draft they have started to write. They are expected to have started writing I know the drafts will be very rough but at least they will have something started.//

//Day 3://

//5 minutes: They will be asked to get out their writing that they should have done for homework. If they have not done their writing I will have a station where they will be sent to just write.//

//30 minutes: This time will be spent having me teach them proper editing techniques as well as show them how to be respectful and such with each others pieces. Students when writing need to feel comfortable and safe so I will be sure to make sure everyone is treating everyone correctly.//

//5 minutes: This time will be spent coming up with a few things that the writer wants specific feedback on. They will be asking these questions to the reader after the reader is done with their piece. This will mean that more feed backing will be done and less random talking will take place.//

//40 minutes: This time will be spent peer feed backing and editing one another’s piece in a respectful and constructive way.//

//Day 4://

//5 minutes: This time will be introducing that they will be doing another feedback session.//

//5 minutes: This time will be spent coming up with a few things that the writer wants specific feedback on. They will be asking these questions to the reader after the reader is done with their piece. This will mean that more feed backing will be done and less random talking will take place.//

//4o minutes: This time will be spent peer feed backing and editing one another’s piece in a respectful and constructive way.//

//20 minutes: This time will be spent editing what the students got from the peer feedback session. They will be expected to work diligently and get this done. When they have finished they will be asked to read over their piece once more and make any finalizing changes. If they need to read aloud during this process I will do my best to accommodate them.//

//10 minutes: This time will be spent asking them to either print off their finalized version or if the printer is too cluttered they will be asked to email it to me. I will print them at the end of the day. If they need to add some finishing touches and such they will have till the end of the day to get them to me either by email or by printing it off and leaving it in a folder on my door that I will leave out for them.//

//Day Five://

//15 minutes: I will spend this time telling them that I had looked over all their papers from before and have split them into groups of three. I will also handout all their expectation sheets to them. I will tell them that they will have a mission to complete and introduce the webquest to them all. I will then point out the order on my board of which students I will have conferences with.//

//60: This time will be spent conferencing with students. While I am conferencing with specific students the rest will be split into their groups and working on the webquest mission. They will be brainstorming what they are going to do. I will walk to the students I conference with so while I am walking I can checkup and make sure all students are doing work.//

//5 minutes: This time will be spent having them talk out meeting times and such with their groups.//

//Day Six://

//5 minutes: This time will be spent going over what we will be doing in class that day.//

//15 minutes: this time will be spent finishing up my conferences. The students will be asked to finish brainstorming and getting ideas ready.//

//50 minutes: This time will be spent working on the filming and such of their projects. They will be asked to make sure to get all of their filming done before the next class. I will provide little camcorders to groups whose laptop camera and such is not working. They will use all this time to work on their projects and plan what will need to be done outside of class.//

//10 minutes: This time will be spent discussing where everyone is and where everyone thinks they will be by the next class. Those who think they will be done by end of next class will present first on that day.//

//Day Seven://

//20 minutes: This time will be spent doing their webquest assignments. The groups that are supposed to present this day must get ready for presentation and add any finishing touches they can. They are required to have a finished draft of their stories/poetry as well.//

//10 minutes: This time will be spent getting everyone back to their seats and giving them their task of peer review sheets and becoming the audience. The group presenting first will use this time to get their thoughts together.//

//45 minutes: This time will be spent presenting. The groups that are not presenting will be asked to peer feedback and such.//

//5 minutes: This time will be going over the order that the rest of the groups will be doing on the next day.//

//Day Eight://

//10 minutes: This time will be spent getting everyone to his or her seats and giving them their task of peer review sheets and becoming the audience. The group presenting first will use this time to get their thoughts together.//

//70 minutes: This time will be spent presenting. The groups that are not presenting will be asked to peer feedback and such.//

//They will all receive their feedback back and will be expected to change fix their projects and have a final copy done by next class.//

Students will understand that meaning is found in writing. Have you ever read something and felt like you could connect to what they are saying? The meaning behind their paper was something that caught your attention and made you connect. Meaning is important in writing who is going to want to read what you have written if there is no meaning behind it. This is to help understand text types and purpose. They will watch this video then my students will look at this site to get an overview of great examples for writing. They will be able to explore the site in groups and come up with good questions and insightful feedback for what they would like to better understand and what they enjoyed. As part of their hook, they will be split up into teams and be playing a game where I have the terms on the board and they will have to match the terms with their definitions during an allotted time.

[]

[]

**Where, Why, What, Hook Tailors:** **Visual, Verbal, Interpersonal, Intrapersonal, Logical, and Musical.**

**__Second Section__**

Students will know protagonist, antagonist, foreshadowing, flat character, round character, setting, plot, conflict, theme, mood, etc. **(See Content Notes)**The students will use the five W's chart, story map 2, and story map 3. Through this assignment they will get a better understanding of what stories entail as well as come up with ideas for their own creative writing piece such as a story or book of poetry. They will conference with me during the writing process and we will look at grammatical errors as well as how things sound. They will receive feedback from me as the teacher. The students will then have a sharing workshop where they can get peer review. They will have two rubrics for the presentation piece of their rubric to go off of. They will also receive peer feedback sheets their fellow classmates will fill out for their piece. After all the feedback is given and they have presented they will be able to go back and fix up mistakes before handing it in the next day. However, their presentation grade will remain the same.

**Equip, Explore, Rethink, Revise, Tailors:** **Logical, Interpersonal, Intrapersonal, Visual, and Verbal.**

**__Third Section__**

The students will use the five W's chart, story map 2, and story map 3. Through this assignment they will get a better understanding of what stories entail as well as come up with ideas for their own creative writing piece such as a story or book of poetry. Using the information from explore they will create their own story/book of poetry using the terminology brought up before as well as everything they learned throughout this writing unit. They will take what they know and write a story that has all the vocabulary in it, a piece of persuasion, a bit of dramatic flair and much more. They will then take their story and turn it into a movie trailer using iMovie. This will be their finished piece as well as handing in the final draft of their creative writing piece. They will be working individually at the beginning creating their own story or book of poetry. They will then be split into groups based on what they wrote and their writing style. The groups will be groups of three. These groups will have to work together to put all their pieces into a movie production to use to convince the editors that their stories are the next bestselling pieces. They will need to come up with a creatively movie trailer pitch. I expect to see them all in the filming process. They will all also have their own piece in the final product. This will help show their work. They will also be able to review pairs, which will help with this. They will conference with me during the writing process and we will look at grammatical errors as well as how things sound. They will receive feedback from me as the teacher. The students will then have a sharing workshop where they can get peer review. They will have two rubrics for the presentation piece of their rubric to go off of. They will also receive peer feedback sheets their fellow classmates will fill out for

their piece. After all the feedback is given and they have presented they will be able to go back and fix up mistakes before handing it in the next day. However, their presentation grade will remain the same.

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

**__Fourth Section__**

The pre-assessment for this lesson is interview design. The students will ask and answer questions to come to a final understanding about a topic. The formative assessment for this unit is Student Conference where the students will meet and discuss ideas and final projects with me before turning them into the final product.

They will conference with me during the writing process and we will look at grammatical errors as well as how things sound. They will receive feedback from me as the teacher. The students will then have a sharing workshop where they can get peer review. They will have two rubrics for the presentation piece of their rubric to go off of. They will also receive peer feedback sheets their fellow classmates will fill out for their piece. After all the feedback is given and they have presented they will be able to go back and fix up mistakes before handing it in the next day. However, their presentation grade will remain the same. The only homework they will need to do is writing their piece and creates their final project of the movie trailer. This will help them finish the final product. It will also help them with future assessment by allowing them to better understand writing and how to create good writing. It will help me assess how they have mastered all the lessons and the unit as a whole. This will help me see if they have understood the different parts of writing.

**Evaluate, Tailors: Interpersonal, Intrapersonal, Visual, Verbal, and Logical**

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

The end product for this lesson will be a movie trailer created in iMovie or Movie Maker. These two links will help them learn how to use this software.

[] This link will lead them to many helpful tutorial videos and other links to help them with the creation of their movie trailer. This will be helpful for students using a version of iMovie.[| http://www.windowsmoviemakers.net/Tutorials/] This will help students using Movie Maker to make their movie trailer. It is packed with many great resources to help them with any problems they may be having during the process of making their project.

They will create their movie trailers as if they were pitching the stories they have made to a publishing company. In the first part of this lesson they will be creating a story or book of poetry. This part of the project is very flexible they are free to tell their own tale within their story and poems. However, they must include all the many aspects learned throughout the unit such as persuasion, writer's voice, structure, POV, etc. This piece must be a minimum of five poems and a three-page story. There will be no maximum because they need to feel as though they are a real authors writing something worth publishing, so they should feel free to write as much as they want as long as they keep in mind that they will have another part. They will be asked to incorporate all they have learned in the previous lessons into this final project. Feel free to look back to those lessons to get a better understanding of what these expectations are.

For the movie trailer portion of the project they have many different requirements. These requirements will be presented in their checklist and rubrics. The basics of this part is that after writing their pieces they will be asked to turn it into a movie trailer using iMovie or Movie Maker. The catch is they are going to pretend that this movie trailer is their pitch to a publishing company to get them to publish their story as their next bestseller. They must create a piece all their own to turn into a movie entire trailer. With their movie trailer, they must have a small persuasive speech to pitch to the publishing company. This only has to be one to two minutes. For the second part of the assignment they will be put in groups of three based off which piece type they share in common with those people. For instance, people writing poetry will be paired with others doing poetry. The reason this is paired is to give them a cast to use during the filming of their trailer. Each person must have their piece represented as well as have their own individual speech for the company. The way they mix each other’s trailers together is completely up to them. This will be an exciting process. Be sure to have credits and cited sources can fit in this section. Make sure the piece itself though is all their own work.

They will learn protagonist, antagonist, foreshadowing, flat character, round character, setting, plot, conflict, theme, mood, etc.

Protagonist: The main character of a story. (remember this doesn't necessarily make him the good guy)

Antagonist: Character of force that goes against the main character.

Flat Character: Not a well-developed character. A lesser character that does not have as much information about him disclosed in the piece.

Round Character: Is a developed character. Much of this characters information is presented in the piece.

Point of View: The narrator’s point of view, which is 1st person, 2nd person, and 3rd person.

Author: the writer of the story.

Narrator: The person who gives the account of the story.

Setting: the time and place that the story takes place in.

Conflict: is the problem throughout the novel that the protagonist needs to take care of.

Flashback: The here and now of the story is put on pause, so one can flashback to past events to better understand what is going on in the novel.

Foreshadowing: When you introduce material to prepare the reader for a future event, action, or revelation.

Symbolism: is something that takes place or exists in the text that represents something greater.

Mood: the feelings and reactions the author sets the reader up for through word choice and the story.

Theme: the morals of the story. They are the central ideas brought forward in the writing by the author that most readers can discover by the end.

Plot: the plan of the story. The main ideas behind the story and the planning within the story.

Most of these definitions were found in the hook video.

[]

(for other vocabulary they will be expected to use look at previous lessons for help)

Many of what the students will need to know. As well as the sites that can give them the most help throughout the writing process are...

[]

[]

[]

// List the items that need to be printed out for the lesson. // Five W's Chart
 * __ Handouts __**

Story Map 2

Story Map 3

Check List of what is needed for both parts of final project

Two Rubrics for final project


 * __ 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: //** These students will have many opportunities to make lists and organize their thoughts. They will also have a checklist to make sure they have met all the requirements. They will also have two rubrics for the final product to help them understand better. They will also need to meet with me and conference before they start this assignment. For this meeting they will be required to have their thoughts organized in a nice list. This and the many other aspects of this lesson that need organization will help these types of learners.


 * // Microscope: //** There will be activities to help those students that fit in the category of microscope in my classroom. They will need to logically think of ways to incorporate all types of learning into their end product. They will also need to ask the question why would they do this and how would be the best way to do this. They will also need to strategize and think through what they want to portray in their writing. They also need to strategize the best way to turn their story/book of poetry into a great movie trailer. They will also need to work with their partners and come up with the best possible idea for their trailer and incorporating all their work together. This is important to these types of learners and also an important aspect to incorporate into the project.


 * // Puppy: //** We will have group activities during this lesson such as all discussions and the peer feedback presentation of the project. These will help these students because this is a 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 need to be flexible especially in the making their movie trailers because each member of the group will need to be added, and it will need to be done in a creative way. They will need to negotiate and work with other groups on the spot to come up with the best solutions for their assignments. They will need to balance incorporating all eight intelligences in their project while also making it not seem too cluttered. It is a project that needs students to be flexible and ready to change plans when needed. It is the perfect lesson for the beach ball types of the classroom.

Throughout this lesson each of these four learners will be addressed in certain ways.
 * // Rationale: //**


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


 * Rationale:**

This lesson helps students see their own voice. They will see how a voice found in writing captures the reader and helps them to connect to both the writer and the piece of writing better. They will see how passion can be expressed in words and seen through the voice of a writer. Without a writers voice a piece of writing seems monotone to the reader in a metaphorical sense. It lacks the ability for connection and emphasis when the writer's voice isn't present.


 * Content Knowledge:**

They will be learning vocabulary such as protagonist, antagonist, foreshadowing, flat character, round character, setting, plot, conflict, theme, mood, etc. They will also understand and learn important events and people such as characters, protagonist, antagonist, sequence of events, plot lines, setting, clarify relationships between characters, etc. They will also learn critical details such as fluency in writing, descriptions, sensory language, point of View, using literary devices, etc. This will be the content knowledge they will be learning throughout this lesson.


 * MLR or CCSS:**

Common Core Standards

Content Area: Writing

Grade Level: Grade 9-10

Domain: Literature

Standard: Text Types and Purposes


 * Facet:** Empathy


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


 * // MI Strategies: //**
 * Logical:** They must think creatively about the best way to make their movie trailer to catch the viewers’ attention and make them want to read more of your pieces. This will incorporate some logical thinking that will be very helpful in understanding all that goes into the writing process.


 * Verbal:** They will be writing their own stories and poetry. It will incorporate a lot of writing activities.


 * Visual:** They will be creating a visual that will help students see the impact one's writing has on their fellow peers. They will watch the movie trailers and see the secrets of writing incorporated helping them to fully grasp the unit as a whole.


 * Musical:** there is music in the hook as well as the final pieces that will capture the viewer and help them to understand the information being listed.


 * Intrapersonal:** They will be writing on their own during this process they will learn how to rely in themselves to be the first editors and only revises of their pieces.


 * Interpersonal:** Through the group workshop and peer feedback as well as feedback from me they will have many encounters with others that could help them better grasp something they could not understand.


 * Kinesthetic:** They will be moving around during the workshop getting one another feedback allowing each a better understanding of the project as a whole. Also when they make their movie trailer moving will be involved to film scenes and such, which will help make it more understandable for a kinesthetic learner.


 * Naturalist:** They will be able to incorporate nature into their final project.


 * // Type II Technology: //** Students will use type II technology in the form of an iMovie to show writer's voice as well as how to relate to the reader. iMovie can be considered an enhanced tool that helps connect their project to the world and media. iMovie has many other forms of technology that can be used within it; you have the traditional movie, a photo reel with many different photos flashing by, a quote can be added into subtitles, links can be added, audio or voice over’s, and video clips from already existing movies . They can pull in many other forms of Web 2.0 and describe their point in many different ways. In the end, their product will help many types of learners to learn the different techniques they will need to know when doing this lesson.


 * // Rationale: //** I utilized six different multiple intelligences through out this lesson on relating to the reader to help enhance their writing and allow them to see their writer's voice. It will also allow them the opportunity to see how their writing can impact the reader. It will also help them better understand and use meaning. It will help them with free writing and description also. This will engage the different kinds of learners that will be presented in my class in many different ways. The final project for this lesson will also help my students think about the many other types of learners in the class by requiring them to incorporate the different types of learning into their final project.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

The formative assessment for this unit is Student Conference where the students will meet and discuss ideas for their final project with me before turning them into the final product. This will give me an idea of where each student is in mastery before they get started on their final project. This will be done in a way where I walk around the room to my students and talk to them at their desks. This gives me the opportunity to see if all students are on task as well as meet with each one individually.
 * // Formative: //**
 * Section I – checking for understanding during instruction: ** The pre-assessment for this lesson is interview design. The students will ask and answer questions to come to a final understanding about a topic. This will help students come up with more solid ideas of what they want to write about along with the aspects that should be in it such as plot, setting, characters, a time sequence, etc. Sometimes it helps students come up with ideas when they talk it out with others I believe by doing this pre-assessment they will be able to do just this. It will also help them discover things that another student might have grasped previously that they may have missed. I will be able to see what they know and their peers will help them realize things they may not have known before.


 * Section II – timely feedback for products (self, peer, teacher): ** They will conference with me during the writing process and we will look at grammatical errors as well as how things sound. They will receive feedback from me as the teacher. The students will then have a sharing workshop where they can get peer review. They will have two rubrics for the presentation piece of their rubric to go off of. They will also receive peer feedback sheets their fellow classmates will fill out for their piece. After all the feedback is given and they have presented they will be able to go back and fix up mistakes before handing it in the next day. However, their presentation grade will remain the same.


 * // Summative: //**
 * iMovie: ** This will be our final assignment and it will consist of two parts. The first part you will be doing some writing. You will be able to choose whether you want to write a book of poetry or a story. This piece, whichever you pick, must include all the many aspects learned throughout the unit such as persuasion, writer's voice, structure, POV, etc. This piece must be a minimum of five poems and a three-page story. There will be no maximum because you need to feel as though you are a real author writing something worth publishing so feel free to write as much as you want just keep in mind you will have another part. You may add more to it after the assignment is passed in. After writing your pieces you will be asked to turn it into a movie trailer using iMovie or Movie Maker. The catch is you are going to pretend that this movie trailer is your pitch to a publishing company to get them to publish your story as their next bestseller. You must create a piece your own to turn into a movie entire trailer. With your movie trailer you must have a small persuasive speech to pitch to the publishing company. This only has to be one to two minutes. For the second part of the assignment you will be put in groups of three based off which piece type you share in common with those people. For instance, people writing poetry will be paired with others doing poetry. The reason this is paired is to give you a cast to use during the filming of your trailer. Each person must have their piece represented as well as have their own individual speech for the company. The way you mix each other’s trailers together is completely up to you. This will be an exciting process. Be sure to have credits and cited sources can fit in this section. Make sure the piece itself though is all your own work. I will discuss and give a tutorial over iMovie and Movie Maker, so do not panic you will have a basic understanding of both.

//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 throughout the lesson. Lastly their final project will be a summative assessment that will help them tie it all together. They will understand everything in the past lessons and bring it forward to this lesson. They will be asked to incorporate their entire prior learning into this lesson to help them master it. This will all be assessed in their summative assessment.// || ||   || 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: //**
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