L5+Stubbs,+Catherine

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Stubbs **__Lesson #:__ 5 __Facet:__** Self-Knowledge
 * __ Grade Level __**** : 9-10 ** **__Numbers of Days:__** 3
 * __ Topic: __ Know and understand what it is they are trying to say using clauses and phrases. **


 * __ PART I: __**

Students will understand that using different types of clauses and phrases in writing will help to bring more understanding and meaning to the writing. Students will know independent clauses, dependent clauses, phrases, nouns, verbs, and sentence structure. Students will be able to write in more detail and will help others to understand what it is that they are trying to say. Product: iMovie
 * __ Objectives __**

Common Core State Standards Content Area: Language Grade Level: Grade 9-10 Domain: Conventions of Standard English Standard: Demonstrate command of the conventions of standard English grammar and usage when speaking Rationale: Students will meet this standard by demonstrating that they know and understand how to speak properly and use correct English grammar through the use of an iMovie.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

I will be using the think-pair-share activity in class to be sure that students will understand what they have already learned about grammar thus far and are able to do what is expected of them in this project. Students will be given a question and will need to be partnered up with another classmate. They will then talk about the question they have been given about sentence structure and what makes a sentence work. Once they have discussed the question and come up with a valid answer, we will come back together as a class and go over everyone's question and what they believe the answer is. I will be checking that all students understand everything that is being covered in order for them to complete their iMovie project.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will need to fill out an Exit ticket that will ask them how they feel about what was taught to them such as sentence structure and complex sentences and what specific parts of grammar make up a sentence. Once students fill out their exit tickets, I will then collect them and read what students understood and might have had difficulty with. If many students had a difficult time with one aspect of grammar, I will go over it as a while group. If a certain student is having trouble, I will ask their iMovie group to focus on that type of grammar that that student had difficulty with.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**


 * •iMovie (100 points)**: Students will create their own rules for how they want to teach grammar and they then will act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases. Students will act out scenarios where good grammar is important in the real world. They will be in groups of 3 or 4 and will each have a different part in the movie and each student will be an actor in the movie so as they all understand the idea and what is being taught.


 * __ Integration __**
 * Technology: ** Students will create their own rules for how they want to teach grammar and they then will act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases. Students will act out scenarios where good grammar is important in the real world. They will be in groups of 3 or 4 and will each have a different part in the movie and each student will be an actor in the movie so as they all understand the idea and what is being taught.


 * Movie Making:** students will need to understand how to use a video camera in order to create their iMovie product.
 * Social Studies:** Students can use a real world scenario to explain how they understand parts of grammar in order to present it in the form of a movie. They will need to know about what is going on in society to know why people need to use correct grammar and sentence structure.

Students will use the sandwich graphic organizer charts in order to put what is going to happen in their movie from beginning to end. They will need to organize their movie before they start to film it, so that they will be able to show me and then I can see if they are on the right track. The think-pair-share exercise will be used before the students create their iMovie in order for them to gain a total understanding of what makes a complete sentence and what components are needed in a complete sentence. Each student will be given the same question about the general rules of sentence structure. Students will then meet up with a partner and share their own ideas about the question that was given to them. We will all then meet back as an entire group and go over what everyone thought.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be grouped into teams at random. There will be four students in a group. One student will need to edit the video, one will need to videotape, and at least two of them will need to be actors in the video. All students will need to help the editor/designer of the movie in order to pick out music if they want it and to create the credit reel.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Naturalist:** We will compare what makes up a ecosystem to what makes up a sentence because although both ideas are different, they both require certain components to make them work.
 * Musical:** We will listen to music and describe the drums as the subject of a sentence, the bass guitar as the verb of a sentence, etc. to help students understand what is in sentence structure.
 * Intrapersonal:** Students will write a quick thought down on paper and will then write a quick complete thought down on paper. Students will then compare the two and how they are different.
 * Logical:** Students can make a sequence of words that make a sentence and rearrange them in order to create a complete thought.
 * Verbal:** We will each come up with a fragment and write it on the board and then come up with a sentence and write that on the board. We will write multiple different types of fragments and compare them to the correct sentences.
 * Visual:** We will draw what we are thinking about, but do not finish the drawing. The create another drawing about a different thought and completely finish it. Students will then explain what the difference is between the complete thought drawing and the incomplete thought drawing


 * __ 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: ** Students who are absent will have to read online what I posted about the lesson that was taught on the day that they missed or will need to check the folder for their class where I will put photocopies of the lesson plans for that day as well as worksheets and handouts for that class. They will be responsible for the work that they missed and will need to complete it as soon as possible. They will need to come see me before class the next day they are back in the school so I can help them to explain tell them what it is that the project is that they missed and have them get caught up to speed with the rest of the class.


 * __ Extensions __**
 * Type II technology: ** Students will create their own rules for how they want to teach grammar and they then will act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases. Students will act out scenarios where good grammar is important in the real world. They will be in groups of 3 or 4 and will each have a different part in the movie and each student will be an actor in the movie so as they all understand the idea and what is being taught.


 * Gifted Students: ** For this project, gifted students will be asked to add some graphics to their movie such as music or pictures and excerpts that can make their video more intriguing to the person who is watching it.


 * __ Materials, Resources and Technology __**
 * iMovie application
 * Laptops
 * LCD Projector
 * Rubric for iMovie

http://www.eduplace.com/graphicorganizer/pdf/sandwich.pdf Sandwich graphic organizer students will use in this lesson. http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Cooperative Learning activity (think-pair -share directions) http://www.youtube.com/watch?v=zOnUgt6ePRo iMovie tutorial for students that need to know how to use it
 * __ 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) //

Day 1
 * Go over the hook (the poem Make the Pie Higher!). (10 minutes)
 * Discuss and point out what grammatical issues are present in it. (10 minutes)
 * Think-pair-share exercise (30 minutes)
 * Break into teams and hand out rubrics. Discuss project. (30 minutes)

Day 2 Day 3
 * Recap over independent clauses and dependent clauses. (20 minutes)
 * Meet with teams. (5 minutes)
 * Sandwich Organizers (check in with me when completed). (50 minutes)
 * Exit tickets. (5 minutes)
 * Discuss exit tickets. What students may have had a difficult time with. (10 minutes)
 * Work on movies with groups. Come to me if needing help. (70 minutes)

Students will understand that using different types of clauses and phrases in writing will help to bring more understanding and meaning to the writing. This will help students to write in more detail and will help others to understand what it is that they are trying to say. After this lesson students will demonstrate command of the conventions of standard English grammar and usage when speaking. For the hook for this lesson, I am going to tell my students to go to the website[| http://www.snopes.com/politics/bush/piehigher.asp] where they will look a the poem tilted "Make the Pie Higher!". This poem someone put together from pieces of George W. Bush's speeches and demonstrates all the uses of incorrect grammar that he used. We will discuss the poem by figuring out what is wrong with the grammar that he uses and how we would be able to make it better. This will be an interactive part of the lesson as I will have students come up to the board and write out what they believe the correct grammar is for the piece of the poem they would like to demonstrate. This hook will be showing students that correct grammar and correct usage of clauses and phrases helps to gain more understanding of why grammar is important outside of the classroom.
 * Where, Why, What, Hook Tailors:** //Visual, Verbal, Intrapersonal//

Students will know independent clauses, dependent clauses, phrases, nouns, verbs, and sentence structure (see content notes). Each one of these parts of grammar will have already been taught to them before this lesson is given. We will be using the think-pair-share activity in order to get students thinking about sentence structure and to gain more understanding of what sentence structure is. In the think-pair-share activity, each student will be given the same question about the general rules of sentence structure. Students will then meet up with a partner and share their own ideas about the question that was given to them. Once the students have shared with their partner their ideas about the question that was given to them, we will all then meet back as an entire group and go over what everyone thought about the question they were given and discuss whether they were right or wrong. We will also go over every question just to be sure that every student understands what is being taught to them. Once they have found their teammates for their movie, the teams will all receive the sandwich graphic organizer. With this organizer, students will need to work with their team members to organize their movie with what they want to happen in it and what they want the problem in the movie to be. They will be given class time to organize their movies and will need to check their sandwich handouts with me before the end of the period so that I can check that they are on the right track. After the teams are finished with their graphic organizers, they will have 5 minutes at the end of the class to fill out an exit ticket that will ask them if they understood what is being asked of them in this project. They will tell me what they learned today and what questions they may still have so that I can address these questions before the project is due. I will collect the tickets at the end of the period and will look over them in time for the next class.
 * Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Verbal//

Students will use a sandwich organizer in order to organize their thoughts between a correct way to write a sentence and an incorrect way to write a sentence based off of the use of independent and dependent clauses.They will use sandwich organizer to organize their thoughts with not only themselves, but also with their teammates in order to figure out how their iMovie is going to play out. This organizer will help students to work with teams and help to organize their thoughts together on what they want to create as an iMovie product.The think-pair-share exercise will be used before the students create their iMovie in order for them to gain a total understanding of what makes a complete sentence and what components are needed in a complete sentence. Each student will be given the same question about the general rules of sentence structure and they will meet up with a partner and share their own ideas about the question that was given to them. Students will be able to collaborate with one another about the questions over sentence structure and what it is. Once they have finished talking with their partners, we will all meet back as an entire group and go over what everyone thought about the question they were given to answer. Students will be gaining a self-knowledge over what grammar is and how they have learned it as a group and what their interpretation is about it. This iMovie that students will create is their chance to show others how it is that they understand the importance of good grammar in society outside of school. As the teacher, I will be watching and facilitating as students make connections with what they have learned about grammar. For their iMovie, I will group the students at random based on what their favorite color is just to see if I can get a different assortment of students working together on this project. Students working on the iMovie will need to work together by having one person video tape, two people act, and one person work out the details of the movie such as costumes or special effects during the editing. At the end of the project, I will have students fill out a self evaluation telling me whether they felt everyone in their team worked equally on the project or not. Teams will be working on their movies during class time in order for me to see what it is that they are planning and if it is acceptable. Students will be able to go back through and change their sandwich graphic organizers or their movies in general. They will have this opportunity during class time and also outside of class while meeting with their groups. Students will use their understanding of sentence structure and independent and dependent clauses and they will create an iMovie where they create their own rules for how they want to teach grammar and they then act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases.
 * Explore, Experience, Revise, Refine, Tailors:** //Intrapersonal, Interpersonal, Verbal, Visual//

Students will be able to self-assess when they are working on their sandwich charts with their teams and when they are working on their movies with their team. They will be given class time to organize their thoughts with their classmates and self-assess themselves based on knowing what they already do about grammar and building off of that with the help of their teammates. I will also be providing feedback through the use of the exit tickets and when they are working on their sandwich charts and their iMovies in class. With their sandwich charts, students will need to bring them up to me when they have finished so that I can check that they are on the right track. Students can also come up to me while they are working on their iMovies in class in case they have questions or need help with something. This project connects to the final project where students will need to create a simple version of a cartoon T.V.show and they have to teach people through the use of their own song about one piece of grammar.
 * Evaluate, Tailors:** //Interpersonal, Intrapersonal, Verbal//

**Independent clause:** a clause in a complex sentence that can stand alone as a complete sentence. Example: **He was cute.** //He was cute,// only in a tough looking way //-//- complex sentence.
 * __ Content Notes __**

**Dependent clause:** a clause that cannot stand alone, is not a complete thought. Example: **Only in a tough looking way** He was cute, //only in a tough looking way//. -- complex sentence. "Only in a tough looking way" leaves the reader wondering who or what is only in a certain way.

**Noun:** A person, place, thing, or idea.

**Verb (action and linking)**: Action verb such as "run", "jump" "fly" which all involve movement. Linking verb such as "is" links together phrases of a sentence. Example: **Keila is a shopaholic.** Ising  isn't something that Keila can do. Is  connects the subject, Keila <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">, to additional information about her.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Complex Sentence: ** A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as //because, since, after, although,// or //when// or a relative pronoun such as //that, who,// or //which//.


 * A Simple Sentence:** A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought


 * A Compound Sentence:** A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: //for, and, nor, but, or, yet, so//. (Helpful hint: The first letter of each of the coordinators spells //FANBOYS//.) Except for very short sentences, coordinators are always preceded by a comma.

**Sentence Structure:** The use of nouns, verbs, and parts of a sentence arranged in grammatically correct order.

Questions for each pair of students for the think-pair-solo activity Rubric Sandwich graphic organizer
 * __ 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://** Students with a clipboard style of learning will be able to organize their groups movie using the sandwich chart. They will be able to organize it based upon what they think the plot should be and what the characters are going to do and etc.


 * // Microscope: //** Students with a microscope learning style will be able to explore the material of grammar by figuring out how they may be able to make a movie about the part of grammar that they are given. They will be able to go into a higher order of thinking when they have to look up the part of grammar they were given for this project and fully understand it in order to make a movie over it.

//**Puppy:**// Students who have a puppy learning style will be able to interact with their groups for the iMovie project as well as with their peers during the think-pair-share exercise.


 * // Beach Ball: //** Students who learn best when they are given choices will be able to decided who is going to do what in their iMovie. They will be able to help choose the setting of the movie as well as the characters and the plot.


 * // Rationale: //** All of these learning styles will be addressed in this lesson because students will be able to use all of the learning styles when they make their iMovie.

Students will know independent clauses, dependent clauses, phrases, nouns, verbs, and sentence structure.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** These topics will be covered with the use of blogging, peer collaboration, and self assessment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Content Area: Language <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Domain: Conventions of Standard English <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Standard: Demonstrate command of the conventions of standard English grammar and usage when speaking.
 * // MLR or CCSS: //**


 * // Facet: //** Students will gain self-knowledge of the material when they make their iMovie which they will have to tell others how they learned and remember a specific part of grammar.


 * // Rationale: //** This standard will be represented when students use the knowledge they know about the parts of grammar that they are learning and use it to create their blog entries. Students will also use this standard when they go to interpret what they have learned into an iMovie to show their own self-knowledge that they gained over the material.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Naturalist:** We will compare what makes up a ecosystem to what makes up a sentence because although both ideas are different, they both require certain components to make them work.
 * Musical:** We will listen to music and describe the drums as the subject of a sentence, the bass guitar as the verb of a sentence, etc. to help students understand what is in sentence structure.
 * Intrapersonal:** Students will write a quick thought down on paper and will then write a quick complete thought down on paper. Students will then compare the two and how they are different.
 * Logical:** Students can make a sequence of words that make a sentence and rearrange them in order to create a complete thought.
 * Verbal:** We will each come up with a fragment and write it on the board and then come up with a sentence and write that on the board. We will write multiple different types of fragments and compare them to the correct sentences.
 * Visual:** We will draw what we are thinking about, but do not finish the drawing. The create another drawing about a different thought and completely finish it. Students will then explain what the difference is between the complete thought drawing and the incomplete thought drawing

Students will create their own rules for how they want to teach grammar and they then will act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases. Students will act out scenarios where good grammar is important in the real world. They will be in groups of 3 or 4 and will each have a different part in the movie and each student will be an actor in the movie so as they all understand the idea and what is being taught.
 * // Type II Technology: //**

All of the MI strategies can be addressed in this lesson and will be if a student seems to be having a difficult time learning the material.
 * // Rationale: //**


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

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 * // Formative: //** I will be using the think-pair-share activity in class to be sure that students will understand what they have already learned about grammar thus far and are able to do what is expected of them in this project. Students will be given a question and will need to be partnered up with another classmate. They will then talk about the question they have been given about sentence structure and what makes a sentence work. Once they have discussed the question and come up with a valid answer, we will come back together as a class and go over everyone's question and what they believe the answer is. I will be checking that all students understand everything that is being covered in order for them to complete their iMovie project.
 * // Summative: //** Students will create their own rules for how they want to teach grammar and they then will act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases. Students will act out scenarios where good grammar is important in the real world. They will be in groups of 3 or 4 and will each have a different part in the movie and each student will be an actor in the movie so as they all understand the idea and what is being taught.The teacher will be making sure that each student understands the part of grammar that they have been given for their iMovie and also that they understand what the other parts of grammar are by watching their classmates presentations.
 * // Rationale: //** This lesson involves different types of assessments that will demonstrate what students will know with the knowledge they are given. The assessments will be able to let students assess their own work with their peers with the use of the think-pair-share activity. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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