L6+Chick,+Jennifer

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

** LESSON PLAN FORMAT **

**__Teacher’s Name__****:** Ms. Chick **__Lesson #:__** 6 **__Facet:__** Self-Knowledge **__Grade Level__****:** 11-12 **__Numbers of Days:__** 2 **__Topic:__** Cultural Literature

**__PART I:__** **__Objectives__** **Student will understand that** multiple sources give a better understanding of culture as a whole. **Student will know** key factual information: War in the Middle East, Pakistan/Afghanistan history overview, Hispanic/American integration, North Dakota Ojibwe tribe etc. as well as critical details: setting, author's point of view, first v. third person, tone, voice, conflict, climax. **Student will be able to** be aware of how differences in culture change their understanding of their own culture. **Product:** Glog

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** Common Core Standards Content Area: Reading Grade Level: 11-12 Domain: Informational Text Standard: Integration of Knowledge and Ideas //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Rationale:** A variety of resources can help present the information in a reinforcing way for any type of learner.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Assessments__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use an exit ticket to write how beneficial they thought the final project was, and the unit as a whole. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will also include on the exit ticket what they would have changed about the unit, how they went through the unit, or both. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__ **Glogster (200 pts.)** __: Students will use resources from the class wikispace and make a Glog explaining what they personally learned about culture using the task descriptor instructions. This is the final project of the unit and should show reflection from everything discussed so far. Although students are expected to focus on one particular culture, there should be references to their personal culture as well as culture as a whole. In the Glog students should be analyzing the effectiveness of the novel they focused on at portraying what culture really means. Students are expected to use multiple sources including articles, videos, and cultural vocabulary. For help, students can refer to the wikispace and use sources off of that, but their product must contain at least one source that they came up with that reflects their feelings on culture and how it's portrayed. This product will be graded using a rubric.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Glogster is being used to expose students how to create an easy multimedia presentation, that can be shared to be information for a broad audience. Students will be using all of their content knowledge from the previous lessons in the unit and will be asked to focus on their own personal preference of a culture they've been studying. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Content Areas:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Social Studies:** Students are researching the world around them and are presenting their findings to the online social world. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Science:** Students are using multiple pieces of technology to complete their multimedia project.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use a revised planning chart to map out the content they will include in their Glog. Students will then combine the planning chart with a project plan to make sure that their goals are clearly outlined in concordance with the rubrics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will create a Glog individually that shows what they've learned about culture through literature and the various media sources covered in class, as well as things they find that personally connect them to the culture they've chosen.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Differentiated Instruction__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__MI Strategies__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Verbal **: Students will review how word choice affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Spatial **: Students will review how images/imagery affect presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Logical **: Students will review how problem solving affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Musical **: Students will review how music/sound affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Naturalist **: Students will review how environment affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Intrapersonal **: Students will review how self/personality affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Interpersonal **: Students will review how others/audience affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Kinesthetic **: Students will review how movement affects presenting skills/the presentation itself.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//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.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">All assignments are expected to be turned in on the due date, but, if for any reason, the assignment can't be turned in on time, students will be expected to talk to me about a plan regarding when it will be passed in. For homework, late work will not be counted against you, as long as the assignment is in at the end of the quarter. For projects, late work will result in loss of points unless an absence occurred preventing work turn in or other issues outside of the classroom. In this case, please speak with me and we will set up a time to review the project together. It should be noted that although smaller assignments are allowed to be late, due dates are there for a reason, and most assignments are due to keep you on track for the next class. For the wikispace assignment students will be expected to complete it before the final project.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Extensions__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Type II technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are going one step further in this final lesson, and are compiling a variety of media resources into a multimedia presentation to explain what they've learned about culture in this unit. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Gifted Students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">As with the wikispace lesson, gifted students can challenge themselves with using collegiate level sources and advanced vocabulary. If students are already familiar with the Glogster website, they also will have the opportunity to work with a new technology, and compare the two in a short blog, explaining which one works best for them, and what they learned from using the new technology.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Materials, Resources and Technology__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//List all the items you need for the lesson.//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">LCD projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptors/Chargers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic Organizers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Tutorials
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Samples of wiki and Glog

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//List all URL and describe.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> - Wiki http://krstudentsample.wikispaces.com/ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> -Glog []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The graphic organizer needed for this lesson is a revised planning chart. [[file:Planning Chart.docx]]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will also need to refer to their ISP charts for this lessons. [[file:ISP Chart.pdf]]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will need to watch to watch this tutorial to help build their Glog. []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will also have a tutorial on how to give a strong presentation. []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students should refer to the student samples of the wiki and the Glog.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This link helps explain project plans which will be used to help with the planning charts.[]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This link helps explain what an exit ticket is. []


 * __ PART II: __**


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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will enter the class with the desks in U facing the projector and will move to clusters.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hook- Students will look at a sample of a Glog and play around with the media on it to get a better understanding of how it work. (15 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will review the expectations of the Glogs, and will recognize that all of the wikis from their peers have been posted on the class wiki for resources. (20 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students refer to their blogs and the reflections they've made throughout the semester to help choose a culture from one of the books. (25 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be presented with the idea of project plans and will work for the remaining of the class with their peers on filling them out. They will need to finish these for homework. (20 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will enter the class with the desks in clusters but will be allowed to separate their desks if they wish to work alone.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will receive back their project plans, which the teacher has written some feedback on. (15 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will work on their planning chart, using all of the resources they have collected throughout the unit, including blog entries, their ISP chart, and the other presentations they've completed before now. (25 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will have the teacher review their planning chart before starting to work on their Glog presentation. There will be lots of time to work on it in class throughout the next few classes. (40 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this lesson students are wrapping up the unit by using all of the projects they've made thus far, the information they've taken from the books, the research from the resource wikis of the whole class, and the reflections in their blog entries. They will be tying all of these ideas into one with a multimedia presentation using Glogster. Students will view a student sample at the beginning of class to better understand what is expected of them, as well as how the new technology works. Students will benefit from doing this presentation because it uses all the gathering of information they've done throughout the unit and helps them present their reflection using their personal preference. This is also a really great piece of technology to use for formal presentations because it serves as a guide, while also being interactive for viewers. Students can benefit in many ways from learning how to bring a lot of resources together because it helps increase the understanding of their findings and allows them to present it in a variety of ways, so it will be useful to a broader range of audiences. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Where, Why, What, Hook, Tailors: **//Spatial, Linguistic, Intrapersonal, Interpersonal, Naturalist//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be expected to have a well rounded knowledge of, not only all three cultures they are working with, but also the analytic part of exploring the literature. Students will be working mainly on in individual basis throughout this whole lesson, because they are doing a final reflection for the entire unit. For that reason, students will create a personal project plan and a planning chart. Students will need to use all of the content knowledge they've developed through the unit and focus on making it a reflection to show what culture means to them. Students will be using cultural vocabulary, knowledge of what they've analyzed and researched about the specific culture they chose, and will need their analytic skills of literature and of media to create a multimedia presentation. The planning chart will be used to help map out the physical research they will incorporate into their project. The thought process behind making the presentation will be handled in the personal project plan, because throughout the unit students have been learning the best ways that they master material. Students will fill out their personal plans and turn them in at the end of class. In order to fill them out they will work in clusters with their peers, bouncing ideas off one another to help the class function better as a whole. Students will understand that they may be grouped the next class based on their project plans to help them get the support they need from their peers. In order to make sure that students are on the right track, they will check in with the teacher on a daily basis of what they've completed, how it fits into their personal project plan, and will decide if their personal project plan needs to be revised accordingly. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Equip, Explore, Rethink, Revise, Tailors: **//Linguistic, Spatial, Logical, Intrapersonal, Interpersonal, Naturalist//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will receive their project plans back and will be seated differently daily based on how the previous class grouping worked. Students will start in clusters of people who have similarities in their project plans. For example, students who need to listen to music while they work will all be working in a cluster together. As the project work progresses students will develop the ability to work and learn from students with different approaches to their projects, and will have informal peer feed-backing sessions where they get each other's opinions on how to strengthen their presentations for different types of learners. From working with people of a similar mind set, and from working with those of a different one, students will <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">be more aware of how differences in culture change their understanding of their own culture. Students will gain a more in depth understanding of their own culture by not only creating the final product, but also by working with peers, and analyzing other methods compared to their own. Students are turning in their planning charts before they start on putting together their Glog. Because there is so much information to sort through for the reflection, the teacher will help get the student organized, and based on both of their charts will help come up with ideas on how to make the project easier to put together. Students will complete their projects over a week span or more with multiple check ins with the teacher, and their peers with the teacher's guidance. After each student finishes their presentation they will fill out an exit ticket on how beneficial they thought the final project was, and the unit as a whole. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will also include on the exit ticket what they would have changed about the unit, how they went through the unit, or both. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Explore, Experience, Revise, Refine, Tailors: **//Linguistic, Spatial, Logical, Intrapersonal, Interpersonal, Naturalist, Kinesthetic, Musical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students have been self-assessing through the whole unit, and in this lesson are just refining and enhancing their ideas to create a final product. Student will show their self-assessment when they fill out their personal project plan explaining in detail how they plan to complete their project, and why those methods work best for them as a learner. Students are also showing self-assessment when they work with the teacher to refine their personal project plan. Students will meet regularly with the teacher to make sure that they are following their project plan and that it is being modified when needed. Students will also be receiving feedback from their peers on what they might change to help highlight other interests, or just to understand how other students think. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Evaluate, Tailors: **//Linguistic, Spatial, Interpersonal, Intrapersonal, Naturalist, Logical//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Content Notes__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know….. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Because this a student reflection lesson, there really isn't much for a teacher to do. The most important part of this lesson is getting students motivated by using the personal planning charts and multiple check ins on how that's working for the student. The best thing to do to end the unit is to fuel students creativity with probing questions on what they should be reflecting on.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">For example:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What is your learning style? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How has this class supported your learning style or how have you adapted to master the material? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What type of media have you found works best for your learning style? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What was your favorite way of learning the material we covered in class? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What could have been done to make learning the material more engaging? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What is something you wish we had done in this unit? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What is the most important thing you learned from this unit? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How do you feel about this class and your peers after this unit? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How do you feel about the world around you after this unit?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">These are all questions that they should be answering on their personal project plan, and the teacher should be working with the students to find sources and other ways of incorporating these ideas into their final presentation.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Handouts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//List the items that need to be printed out for the lesson.//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Personal project plan
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Planning chart
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Exit Ticket

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__Maine Standards for Initial Teacher Certification and Rationale__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//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.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//__Learning Styles__//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Clipboard://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clipboard learners are being supported in this lesson through the structure in a variety of techniques. They will be supported by the use of graphic organizers, like the planning chart, and the checklists of things they need to fill out their exit ticket. The Glog sources will also have a certain process involved that uses titling, ordered writing, and labeling to keep structure and help support student understanding. Students will also be able to refer to and review the agenda for each day by viewing the wiki. All objectives of the lesson will be explained briefly at the beginning of class, more in depth as the lesson is happening, reviewed at the end, and the objectives for next class or the following classes will be mentioned at the end of every class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Microscope://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Because students are being given a little freedom on utilizing their learning styles and are given graphic organizers to help them support their thinking, microscope students will be allowed to go into as much depth as they wish with each activity. These learners will also be supported when asked to analyze the effectiveness of the learning throughout the unit, and synthesizing their personal ideas of each into their Glog. They will be working to uncover what they already know about topics, and analyzing how they plan on learning more about things they haven't mastered. Students will also be involved in multiple types of discussions and will be encouraged to analyze and record what happens during these to help develop their own personal understanding of the topic.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Puppy://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students of this learning style are being supported a lot in this lesson, because multiple check-ins are encouraged, and the activities and products are designed to help guide the students with as much help as they need. Everything, even the criticism given, will be light and helpful. All assignments will either be without grading or allow the student to do several drafts before a grade will be determined. Students are engaging in helpful, varied, but supportive groups to find ways to work together on the new material, like the clusters they will be researching in, or the discussions between the whole class. The grouping for this activity will be random, based on a difference or similarity of learning styles between the students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Beach Ball://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Beach ball learners will thrive in this lesson because students are expected to tailor their assignment to their personal learning goals. The most obvious reason is because they are given a variety of resources to work with for their Glog, and are encouraged to learn of and use their preferred learning styles. Students are also going to be given opportunities to contribute as much information or as little information as they'd like to their Glog, as long as they meet the basic requirements. Students will be working with their personal understandings and will get to use them through a variety of fast paced feed-backing sessions.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using a variety of media and learning how to organize, present and use it in helpful ways. Students have opportunities to work on their own and to work in groups, especially with those of different learning styles and strategies than their own. There will be some variety in learning techniques, multiple pieces of information to analyze, a supportive and accepting atmosphere, and a structured process to several parts of the lesson. Overall the activities together create a helpful environment for all learning types.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Content Knowledge://** Student will know key factual information: War in the Middle East, Pakistan/Afghanistan history overview, Hispanic/American integration, North Dakota Ojibwe tribe etc. as well as critical details: setting, author's point of view, first v. third person, tone, voice, conflict, climax.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//MLR or CCSS://** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Common Core Standards <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Area: Reading <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Grade Level: 11-12 <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Domain: Informational Text <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standard: Integration of Knowledge and Ideas <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Facet://** Students will be able to be aware of how differences in culture change their understanding of their own culture.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This lesson is showing a clear understanding of the standard because students finally have enough self-knowledge and resources to answer the question; How does learning about new cultures, help me understand my own? This entire unit is about changing perceptions of cultural material, whether it be through literature or vocabulary. In this part of the unit, students are using all of the skills they've built up through the unit to create a focused conclusion to their understanding of the material.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Verbal **: Students will review how word choice affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Spatial **: Students will review how images/imagery affect presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Logical **: Students will review how problem solving affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Musical **: Students will review how music/sound affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Naturalist **: Students will review how environment affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Intrapersonal **: Students will review how self/personality affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Interpersonal **: Students will review how others/audience affects presenting skills/the presentation itself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Kinesthetic **: Students will review how movement affects presenting skills/the presentation itself.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Type II Technology://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are going one step further in this final lesson, and are compiling a variety of media resources into a multimedia presentation to explain what they've learned about culture in this unit.Glogster is being used to expose students how to create an easy multimedia presentation, that can be shared to be information for a broad audience. Students will be using all of their content knowledge from the previous lessons in the unit and will be asked to focus on their own personal preference of a culture they've been studying.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Each activity is designed to support various learners. Although this lesson mainly targets intrapersonal learners, students are also encouraged to use the support of their peers in creating their product, but will be where the line is drawn between being supportive and giving away ideas. Students of all learning types will have the opportunity to tailor these activities to their personal needs because the point of the product is to focus on the individual student's interest. All of this is happening while students are summarizing what they know and using a new technology to help show what they know to a larger audience.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Formative://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students are using personal project planning charts as a way for recording their personal ideas. Teachers will be able to consistently assess their growth throughout the unit and provide feedback and references as needed. Students will also be using a different style of planning chart as means of an outline for how their Glog will be designed and will be asked to justify why that organization is the best suited for their presentation. This justification process helps the students also individually assess the pieces of media in their resource centers and decide which pieces are quality sources and help the students focus on what they want to in a reflective way. Any concerns from the teacher about quality will be addressed, and as long as the student can justify their choices, their work will be approved.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Summative://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__ **Glogster (200 pts.)** __: Students will use resources from the class wikispace and make a Glog explaining what they personally learned about culture using the task descriptor instructions. This is the final project of the unit and should show reflection from everything discussed so far. Although students are expected to focus on one particular culture, there should be references to their personal culture as well as culture as a whole. In the Glog students should be analyzing the effectiveness of the novel they focused on at portraying what culture really means. Students are expected to use multiple sources including articles, videos, and cultural vocabulary. For help, students can refer to the wikispace and use sources off of that, but their product must contain at least one source that they came up with that reflects their feelings on culture and how it's portrayed. This product will be graded using a rubric.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Formative and summative assessment are meshed together in this lesson to create a better understanding of the unit as a whole, and the specific activities and media the students are working with in this lesson. The activities are being used as a base to help build the rest of the unit on, so assessing and making sure that everyone is at a similar point will help the teacher know how to continue through the rest of the lesson. Because students are given some choices in the way they are presenting their information, these assessments also help the teacher better understand their students individually. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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