L4+Millette,+Megan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Millette **__Lesson #:__** 4 **__ Facet: __** Self-Knowledge
 * __ Grade Level __**** : **** 9-10 ** **__Numbers of Days:__** 3(80)
 * __ Topic: __**** Developing A Writer's Voice **


 * __ PART I: __**

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

Students will know meaning, plot, descriptions, and writer’s voice.

Students will be able to recognize their voice through writing.


 * Product: **** Tumble Blogs **

// 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 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.


 * __ Assessments __**


 * __ Pre-Assessment: __**

The formative assessment will consist of observation where they work and I walk around and see how their work is going. This will give me an idea of where they are as well as allow me an opportunity to help students that may need it.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** The pre-assessment my students will be given is Carousel Brainstorming where they will move from one chart of information about writing to another. While at each station they will be asked to discuss with the people there about the subject and take notes on the paper there. They will rotate until the original group is back on their original spot they will then have to summarize what the class thought of their subject.


 * Section II – timely feedback for products (self, peer, teacher): ** Student will look to their checklist to make sure they have everything and check it off as they go. This will also allow them to edit how they wish. I will read over their tumbleblogs and leave comments with feedback. They will take this into consideration and edit it and post final copy.


 * __ Summative (Assessment of Learning): __**
 * Tumbleblogs: ** For this section you will be given journal entries to write. However, instead of writing in a journal you will be posting them on a tumbleblog. This tumbleblog will be your own space to write and let the creativity flow. Though your peers will be asked to read and give feedback as well as you will present these so please make sure that the information on the page is thing you don't mind others seeing. Also you will be able to add links and movies that go with what you are discussing to help students better understand your writing. In this section you will be developing a writer's voice in your work. You must share at least three entries in the class that show that you developed a writer's voice. Each blog entry must have at least two extras whether they are sights, movies, music, pictures, etc. Please get creative and don't forget to cite sources. We want everyone to be safe and follow plagiarism rules very carefully.

Students will use type II technology in the form of tumbleblogs that show a few different types of genres of writing while also showing the students developing a voice. Tumbleblogs can be considered scrapbooks in a way. It means that tumbleblogs are an easier, faster and fun way of blogging. Tumbleblogs have six types of posts; you have the traditional blog post, a photo post, a quote post, link, a conversation post (IM chats) and video post. 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.
 * __ Integration __**
 * Technology: **


 * Content Areas: **
 * Art: ** During this project the students are asked to incorporate art by adding visual interpretation to their tumbleblogs. It can be in the form of drawing, painting, comics, etc. As long as, they use one form of art for at least two of their tumbleblogs. The art can be a well-known piece or something they created themselves.

**Science:** They will need to find a representation of genes from biology. They will then need to write about themselves using this concept of genes and how they are passed to describe themselves in a creative way. This will count as one of their tumbleblogs.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** They will be using Five W's, Describing Wheel, and Story Map 1 for their graphic organizers during this lesson. They will be asked to use these to help them learn how to write a story or narrative. It will also allow them the opportunity to think about using a voice and will help them find their voice. The Cooperative Learning is Round Robin Brainstorming where they must divide 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. It will help them get all their thoughts about the terms brought forward in this unit. It will also help them develop a voice and opinion about each topic.


 * Section II – Groups and Roles for Product: ** For this unit students will be asked to sit in groups of four. The desks will be set up into pods of four. This will help students stay on task and keep up with the many activities that deal with this lesson.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Visual: ** They will need to visually see others pictures, writing, and such. They will be given pictures in the

beginning of the hook. They will relate these pictures to what they know and will learn making it easier for them to grasp important information.

**Verbal:** They will need to read their product as well as others. They will need to verbalize with fellow peers when taking on certain task such as the hook and product.

**Naturalist:** They will be able to relate what they are learning in class to their naturalistic views through the hook they will be doing in class. This will help them throughout the lesson, as they will remember certain parts of the lesson because they can relate it to what they know.

**Musical:** They will be required to listen to music in one of their stations to help them relate to the material and understand it. It will help them grasp the lesson and fully master it.

**Intrapersonal:** They will need to first decide in their small stations during the hook what they need to do and how to do it. They will also need to make their tumbleblogs on their own which incorporates this intelligence.

**Interpersonal:** They will need to work in their small stations during the hook, which will make them interpersonal.

**Logical:** They will need to strategize during the hook as well as to find the best way to do their blogs in a way that they can master the lesson.
 * Kinesthetic: **


 * __ 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. //

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.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** Students will use type II technology in the form of tumbleblogs that show a few different types of genres of writing while also showing the students developing a voice. Tumbleblogs can be considered scrapbooks in a way. It means that tumbleblogs are an easier, faster and fun way of blogging. Tumbleblogs have six types of posts; you have the traditional blog post, a photo post, a quote post, link, a conversation post (IM chats) and video post. 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 their tumbleblogs. Those students who know some of the information will be asked to go above and beyond what they know and add extras to their tumbleblogs to help them learn more and other students learn more. It will help them enhance their blogs too with extra visuals or audios. They 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.

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

Five W's

Describing Wheel

Story Map 1

Checklist for final product

//**__ Resources: __**//

[] this will help my students make their tumblr. It will be a tutorial we can use.

[] where some of the definitions of words were found.

[] this cite has many good descriptive words my students can use in their writing.

[] found some definitions on this cite.

//**__ Technology: __**//

[] this is the site they will be making their tumbleblogs on.

// List all URL and describe. // [] this is the site they will be making their tumbleblogs on.
 * __ Source for Lesson Plan and Research __**

[] this will help my students make their tumblr. It will be a tutorial we can use.

[] where some of the definitions of words were found.

[] this cite has many good descriptive words my students can use in their writing.

[] found some definitions on this cite.


 * __ 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 __**

For this unit students will be asked to sit in groups of four. The desks will be set up into pods of four. This will help students stay on task and keep up with the many activities that deal with this lesson. It will also give them others to talk to when they don't understand.

//Day 1://

//First 5 minutes:// Time spent briefly reviewing what they had learned the lesson before as well as a few note worthy aspects to take into consideration.

//Next 10 minutes: I will introduce the lesson by doing a hook to get the students thinking.//

//5 Minutes: will be spent going over what they did in the hook as well as have a discussion over it all.//

//40 minutes: We will be doing a lesson learning the terms brought forward in this lesson such as meaning, plot, descriptions, and writers voice. I will also help them set up their tumblr accounts and get them started on this. We will watch the tutorial//.

//5 minutes: spent for anyone who has questions.//

//15 minutes: this time I will give them their homework. They will then have the rest of class time to work on it. Their homework will be to do three tumbleblog entries on three prompts I have for them.//

//Day 2://

//10 minutes: this time will be spent going over the homework and sharing ideas.//

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

//30 minutes: I will then present what they need to do with all their tumbleblog entries and introduce the project.//

//10 minutes: will be spent having them ask any questions they need me to answer.//

//20 minutes: I will give them their next three tumbleblog assignments and give them class time to work on it. I will walk around the room observing them and talking with students that may be struggling.//

//Day 3://

//5 minutes: this time will be spent getting their projects ready.//

//55 minutes: they will split into groups of two and share their blogs with one another. They will then switch again to another set of two and share blogs with them. They are supposed to comment on the others blogs that constructive and positive. I will also be looking over the students blogs and leaving comments.//

//10 minutes: this time will be spent discussing blogs and what we all thought of them. It will also be when I tell them that their finished blogs are due the next class period.//

//10 minutes: this time will be spent working on fixing their projects.//

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. I will hook my student to this lesson by having each student come in and pick a station at that station there will be pictures, music, nature noises or a list of words they will then free write for ten minutes about what is at their station.

**Where, Why, What, Hook Tailors:** **//Musical, Naturalist, Visual, Intrapersonal, and Interpersonal.//**

**__Second Section__**

Students will know meaning, plot, descriptions, and writer’s voice. **(See Content Notes)** Through the five W's chart the describing wheel, and story map 1 worksheet my student will have an easier time finding their voice and adding meaning to their piece. They will be in groups and brainstorming, which will help them cooperatively learn together. The students will take what they have learned through these three worksheets and make blog entries on tumbleblogs (tumblr) that will show they have a writer’s voice. There must be at least six blog entries. These blogs will not only help them find their voice, but also help them learn meaning and how to describe aspects of life better. I will be sure to observe the activities they do and keep an eye on their mastery. Student will look to their checklist to make sure they have everything and check it off as they go. This will also allow them to edit how they wish. I will read over their tumbleblogs and leave comments with feedback. They will take this into consideration and edit it and post final copy. They will use this cite to help them learn the secrets about tumblr. []

**Equip, Explore, Rethink, Revise, Tailors:** //**Interpersonal, Intrapersonal, Visual, Naturalist, Logical and Musical.**//

**__Third Section__**

Through the five W's chart the describing wheel, and story map 1 worksheets my student will have an easier time finding their voice and adding meaning to their piece. They will be in groups and brainstorming, which will help them cooperatively learn together. The students will take what they have learned through these three worksheets and make blog entries on tumbleblogs (tumblr) that will show they have a writer’s voice. There must be at least six blog entries. These blogs will not only help them find their voice, but also help them learn meaning and how to describe aspects of life better. Students will be able to recognize their voice through writing. I will group them in groups of four for half of the lesson and then in pairs for the second half of the lesson. They will be assigned the role of peer feedback to their partners, as well as collaborators during the opening activities. I will be sure to walk around whenever they are working on assignments to help make sure everyone is doing the work they should be. I will be using brainstorming ideas such as round robin brainstorming and carousel brainstorming to help assess my students. I will also use observation methods to see their progress. For the final project, student will look to their checklist to make sure they have everything and check it off as they go. This will also allow them to edit how they wish. I will read over their tumbleblogs and leave comments with feedback. They will take this into consideration and edit it and post final copy.

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

**__Fourth Section__**

The pre-assessment my students will be given is Carousel Brainstorming where they will move from one chart of information about writing to another. While at each station they will be asked to discuss with the people there about the subject and take notes on the paper there. They will rotate until the original group is back on their original spot they will then have to summarize what the class thought of their subject. The formative assessment will consist of observation where they work and I walk around and see how their work is going. This will be the homework they get during this lesson so it will help them with their final product.

**Evaluate, Tailors:** **//Interpersonal, Intrapersonal, 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 a set of six tumbleblogs, where each student will write about the prompts they have been given in a creative and fun way. They will share these with other student on the presentation day. The prompts are as follows one prompt is about a piece of artwork tell the story from inside the picture. Another is that they will need to find a representation of genes from biology. They will then need to write about themselves using this concept of genes and how they are passed to describe themselves in a creative way. They will need to write about them self from the perspective of someone else. They will need to pick two completely unique careers that do not go together and talk about how someone does both. For instance, they are a teacher by day and an alternative rock star by night. They will pick a line randomly from a book and start their piece with that and branch off of the idea brought forward. The last assignment will be write about an emotion without stating that emotion at all in your piece. During this project, they must make sure to incorporate all of the eight intelligences into their final presentation. You may also include movies, pictures, and anything else you believe will help your fellow classmates understand the information better. This cite, [], can be used as tutorials to help my students learn how to use tumblr. During this project, the students are asked to incorporate art by adding visual interpretation into their final product. It can be in the form of drawing, painting, comics, etc. The other content area they will need to include is science. They will do this by adding the study of genes into their final project and writing about it. 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 fill in a Five W's chart, Describing Wheel, and Story Map 1 to help get their thoughts across. They will need to take part in a few class discussions as well.
 * __ Content Notes __**

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

meaning, plot, descriptions, and writers voice. As well as be able to determine aspects in their writing such as their message, meaning, and voice.

**Meaning:** what is intended to be, or actually is, expressed or indicated; signification; import: the three meanings of a[| word]. 2. the end, purpose, or significance of something: What is the meaning of life? What is the meaning of this intrusion?

**Plot:** Also called storyline. The plan, scheme, or main story of a literary or dramatic work, as a play, novel, or short story.

** Writer's Voice: **
 * Voice is the author's [|style], the quality that makes his or her writing unique, and which conveys the author's attitude, personality, and character; or
 * Voice is the characteristic speech and thought patterns of a [|first-person] narrator; a persona. Because voice has so much to do with the reader's experience of a work of literature, it is one of the most important elements of a piece of writing.

**Also Known As:** persona

Definition found on:[| http://fictionwriting.about.com/od/glossary/g/voice.htm]

**Descriptions:** a statement, picture in words, or account that [|describes]; [|descriptive] representation.

Beneficial cite for descriptive words would be:

[]

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

Describing Wheel

Story Map 1

Checklist for final product


 * __ 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. 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. 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 blogs because each writing assignment will be broad. They will need to negotiate and work with other groups on the spot to come up with the best solution to their problem. 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. //

// Through out 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. //**

// Students will know vocabulary such as meaning, plot, descriptions, and writer’s voice. They will also learn how to use critical details such as fluency in writing and descriptions. If you would like more information on either subject please look to my content notes. Students will be learning text types and processes. In this lesson, I will use the learning facet of self-knowledge. Students will be taking their learning to a whole new level, from the basics of writing to a level where they put things together to show their voice. This lesson on writer’s voice will help enhance their writing and add to their style. This will tie into their end product, which will be a set of tumble blogs that shows meaning and voice. The final project for this lesson will help my students show the many other types of learners in the class their voice, and it will also help all of the writers find things they have in common. This means they will have visuals, music, nature aspects, as well as text. All of this will help the many students in the class better understand writing and how a voice can be seen throughout one’s writing. //
 * // Content Knowledge: //**

// Common Core Standards //
 * // MLR or CCSS: //**

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//

Self-Knowledge
 * // Facet: //**


 * // 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 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.


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


 * // MI Strategies: //**
 * Visual: ** They will need to visually see others pictures, writing, and such. They will be given pictures in the beginning of the hook. They will relate these pictures to what they know and will learn making it easier for them to grasp important information.

**Verbal:** They will need to read their product as well as others. They will need to verbalize with fellow peers when taking on certain task such as the hook and product.

**Naturalist:** They will be able to relate what they are learning in class to their naturalistic views through the hook they will be doing in class. This will help them throughout the lesson, as they will remember certain parts of the lesson because they can relate it to what they know.

**Musical:** They will be required to listen to music in one of their stations to help them relate to the material and understand it. It will help them grasp the lesson and fully master it.

**Intrapersonal:** They will need to first decide in their small stations during the hook what they need to do and how to do it. They will also need to make their tumbleblogs on their own which incorporates this intelligence.

**Interpersonal:** They will need to work in their small stations during the hook, which will make them interpersonal.

**Logical:** They will need to strategize during the hook as well as to find the best way to do their blogs in a way that they can master the lesson.


 * Kinesthetic: **

Students will use type II technology in the form of tumbleblogs that show a few different types of genres of writing while also showing the students developing a voice. Tumbleblogs can be considered scrapbooks in a way. It means that tumbleblogs are an easier, faster and fun way of blogging. Tumbleblogs have six types of posts; you have the traditional blog post, a photo post, a quote post, link, a conversation post (IM chats) and video post. 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. // 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. //
 * // Type II Technology: //**
 * // Rationale: //**


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


 * // Formative: //**
 * Section I – checking for understanding during instruction: **

The formative assessment will consist of observation where they work and I walk around and see how their work is going. This will give me an idea of where they are as well as allow me an opportunity to help students that may need it.


 * Section II – timely feedback for products (self, peer, teacher): **

Student will look to their checklist to make sure they have everything and check it off as they go. This will also allow them to edit how they wish. I will read over their tumbleblogs and leave comments with feedback. They will take this into consideration and edit it and post final copy.


 * // Summative: //**
 * Tumbleblogs: ** For this section you will be given journal entries to write. However, instead of writing in a journal you will be posting them on a tumbleblog. This tumbleblog will be your own space to write and let the creativity flow. Though your peers will be asked to read and give feedback as well as you will present these so please make sure that the information on the page is thing you don't mind others seeing. Also you will be able to add links and movies that go with what you are discussing to help students better understand your writing. In this section you will be developing a writer's voice in your work. You must share at least three entries in the class that show that you developed a writer's voice. Each blog entry must have at least two extras whether they are sights, movies, music, pictures, etc. Please get creative and don't forget to cite sources. We want everyone to be safe and follow plagiarism rules very carefully.

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 * // 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 // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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