L1+Hersom,+Abigail

**__ Teacher’s Name __**** : ** Ms. Hersom **__Lesson #:__** 1 **__Facet:__** Explanation **__ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 2 **__ Topic: __** Voice
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **


 * __ PART I: __**

Student will understand that each piece of writing or speech has its own unique voice and that this voice has a purpose. Student will know terms such as voice, tone, bias,audience, perspective, satire, and persuasive speech and how these relate to the overall concept of voice. Student will be able to write a blog detailing what they think voice is so that I can have a better understanding of their prior knowledge on the topic. Product: Blog
 * __ Objectives __**

Common Core State Standards Content Area: English Language Arts Grade Level: Grade 11-12 Domain: Speaking and Listening Standard: Comprehension and Collaboration This will be an effective lesson for meeting this standard because it allows the students to explore their ideas of what voice is and learn the terms associated with it.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **

**Section I –** **checking for understanding during instruction** Students will write their first blog and this will be the way that I check for understandin g. Students will watch Sarah Kay's //A Love Letter// and Rudy Fransisco's love poem and then write a blog response comparing and contrasting the two different speeches and address how these could be so different when they are on the same subject. They will look to see if they can identify any techniques that are used and how these made an impact or distinguished one poem from the other. The blog should address questions regarding each author’s individual voice as well as what the student thinks voice is. After these blogs are written we will have a class discussion where the students will be given actual terms associated with voice and we will have a class discussion over what different people wrote. The students will then be asked to write another blog reflecting their new understandings.
 * __ Assessments __**
 * __ Pre-Assessment: __** Students will be given a quick write prompt asking them to define voice and explain what it entails.
 * __ Formative (Assessment for Learning) __** My formative assessment will be their revised blogs.
 * Section II – timely feedback for products (self, peer, teacher) ** We will have a class discussion about what voice actually is, including terms and ideas. This way they will get peer and teacher feedback before writing another blog that shows their new understanding
 * __ Summative (Assessment of Learning): __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a blog as my Type II technology and this enhances the lesson because it allows students to put their initial ideas of what voice is in a place that allows it to be easily shares this with the whole class as well as me and edit it to show their growth in knowledge. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Writing:** Students will be using writing because they must express their ideas on voice through writing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Listening:** They will also practice listening as they listen to and pick out different voices in the hook videos. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use a describing wheel to map out their ideas about what voice is. They will use face to face sharing to explore these ideas with a partner. Students will be writing their own individual blogs however students will read each other's blogs and offer feedback and ideas in groups of three (These groups will be randomly assigned because this unit will be taking place at the very beginning of the unit and I will not know yet which students should be in what groups) and then taking these ideas into consideration for their final blog which will be submitted for review. <span style="font-family: 'Times New Roman',Times,serif;">
 * __ Integration __**
 * Technology: **
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Throughout the lesson we will be having class discussions on how voice changes the dynamic of voices as well as group discussions on what the students themselves think voice is. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logical:** The describing wheel graphic organizer used to prompt the group discussions because it takes the abstract concept of voice and causes it to become more concrete. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** The visual learner's needs will be met by the two videos used in the hook as the movement and stances contribute to the voice and are engaging as well as by the graphic organizer which allows them to take the abstract idea of voice and again put it into a format the can see. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical/Rhythmic:** The rhythmic or musical learner's needs will also be met by the hook videos because the poems both have a unique rhythmic patter to them and are engaging. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** The intrapersonal learners will benefit from the self reflection exercises on what voice is as well as the personal blog entries on what they think voice is. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** There are going to be both class discussions on voice and what students think it is and group discussions on voice that allow students to work together and bounce ideas off one another.


 * __ 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. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">To accomodate absent students I will have the two hook videos on the wiki as well as a PDF file of the voice terms sheet. They will be required to email or come talk to me about possible due dates for their voice blog.
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a blog as my Type II technology and this enhances the lesson because it allows students to put their initial ideas of what voice is in a place that allows it to be easily shares this with the whole class as well as me and edit it to show their growth in knowledge.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted students will also be asked to explain their ideas regarding voice through comparing and contrasting the two poems. This will allow them to be more challenged because they actually need to back up their ideas about voice and use specific examples instead of simply just explaining what they think voice is.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptop
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Screen
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Describing Wheel
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Links to 2 videos
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Make sure the blogs are already up and running
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Checklists
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Voice Handout

// List all URL and describe. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rudy Fransisco's love poem [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Sarah Kay's //A Love Letter// [] <span style="background-color: initial; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Literary Devices List: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Definitions: [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Voice Definition: []
 * __ 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) //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The classroom will be set up in clusters of three desks a piece because there will be a lot of group discussions as well as class discussions.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 1: **


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 1: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">When the students come in we will take attendance and collect homework (10 min)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">We will then watch the 2 hook videos (Rudy Fransisco's love poem [] Sarah Kay's //A Love Letter// [] ) (20 min)
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will then write a quick write blog about what they think voice is and discuss with others. (15 min)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will then give out a handout on Voice and have a class discussion over this idea of voice. (20 min)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will then be given the opportunity to revise their blogs (15 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that each piece of writing or speech has its own unique voice and that this voice has a purpose. This will help you in both your writing and your speaking because voice is what causes our writing to be effective, our speeches to be powerful, and our arguments to be strong. Where do you see voice in the real world? How about in the media? Students will understand //Comprehension and Collaboration.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">At the beginning of the lesson students will watch two videos. They will watch Rudy Fransisco's love poem and Sarah Kay's //A Love Letter//. Students will be asked to quickly organize their ideas on this on a describing wheel while watching the videos. We will then discuss the two poems as a class. We will discuss questions such as: What the theme of both poems is? How could two very different poems be about the same thing? Why are the poems so different? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know terms such as voice, tone, bias,audience, perspective, satire, and persuasive speech and how these relate to the overall concept of voice. Students will use a describing wheel to map out their ideas about what voice is. They will use face to face sharing to explore these ideas with a partner.Students will them be asked to write a quick response blog detailing what they think voice is so that I can have a better understanding of their prior knowledge on the topic. They can use any of the ideas we have already discussed as well as any personal opinions on the matter. They will then be given a handout explaining voice and defining the different terms associated with it. I will explain it briefly and the students will be asked to reflect on how this changes or reinforces their previous idea of voice. We will then have a class discussion on what voice actually is and students will write a new blog that reflects their new understanding. I will check for understanding by looking at their original blogs during their group discussions as well as by guiding conversation during class discussion. See content notes for more information. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//**Equip, Explore, Rethink, Revise, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will explore this idea of voice through our class discussion. The adding of actual terms to their pre-conceived ideas of voice will allow them to contemplate the actual depth of what voice is and why it is so important to both writing and speaking. By the end of the lesson students will be able to write a blog that shows their understanding of what voice is as well as know the terms that are associated with it. They will be able to do this because of the discussions that we will have in regards to voice and the handout explaining the different terms. Students will be able to work in groups and bounce ideas off one another, but students will also have to show their own understanding of the ideas by writing their own blog. This blog will help them to show evidence of learning because their first blog will simply be their ideas of voice in regard to the two hook videos, but their final blog will incorporate the proper terms as well as the ideas that they have picked up from their peers. This will allow them to show this growth from a minimal understanding to a more concrete definition of voice. Students will be able to rethink and refine their ideas during these group discussions before they actually write their new blogs and present their final products. //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal **// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will receive two formative assessments during this lesson to make sure that they are on the right track for their summative assessment that will consist of their final blog entry. The first will be the describing wheel because it allows me to see what they pick up, from the videos, in regards to voice. The second will be their first blog entry, where they describe their idea of what voice is. This allows me to see whether they have any previous understanding of the topic. We will then discuss these in group and as a class to allow students to get peer and teacher feedback that will help them to refine their ideas before they are asked to think about this idea of voice again and write a new blog as their summative assessment. Also, while they are having their group discussions I wll be looking at and commenting on their blogs with my own feedback. This lesson will help prepare the students for the more intensive study of voice by allowing them to all start on the same level. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal//**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Where, Why, What, Hook, Tailors: Verbal, Logical, Visual, Musical/Rhythmic, Intrapersonal, and Interpersonal// **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 2 **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 3 **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 4 **

Students will know….. // 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%;">Students will be asked to create a blog to show their understanding of the idea of voice. To be able to do this they will need to learn what voice is and other terms that will help them to express this idea. Student will need to know terms such as voice, tone, bias,audience, perspective, satire, and persuasive speech and how these relate to the overall concept of voice. After they have a firm grasp on what these terms mean and how they connect, they will be able to write a blog describing voice and how it connects to them.
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Terms that students must understand in able to fully understand the basic idea of voice: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Tone:** The tone of any literary work can be understood to be the perspective or attitude that the author adopts with regards to a specific character or place or development in his/ her writing. The tone can portray a variety of emotions ranging from solemn, grave, and critical to witty, wry and humorous. The tone helps the reader ascertain the writer’s feelings towards a particular topic and this in turn influences the writer’s understanding of the story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Persuasive Speech:** A speech that intends to or has the power to induce action or belief. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Bias:** a particular tendency or inclination, esp. one that prevents impartial consideration of a question; prejudice. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Audience:** the persons reached by a book, radio or television broadcast, etc.; public. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Perspective:** one's mental view of facts, ideas, etc., and their interrelationships <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Some Possible Definitions of Voice:** // List the items that need to be printed out for the lesson. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Describing Wheel <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Checklists <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Voice Handout
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Satire: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The use of satire in literature refers to the practice of making fun of a human weakness or character flaw. The use of satire is often inclusive of a need or decision of correcting or bettering the character that is on the receiving end of the satire. In general, even though satire might be humorous and may “make fun”, its purpose is not to entertain and amuse but actually to derive a reaction of contempt from the reader.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Expression in words or by other means
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">An expressed opinion, choice, will, or desire
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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.
 * __ 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. //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The students will be given the describing wheel graphic organizer to organize their thoughts and we will move sequentially through learning as we go from the basics to the more in depth. For example starting with the writing down of ideas, discussing, compiling these two activities to help create a blog, learning the actual facts, discussing these more in depth, and then ultimately applying these in the blog. The lesson is set up in a very structured way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be able to analyze and deeply think about the concept of voice and what they think it means as well as have class and group discussions that allow them to pick up new perspectives and go even more in depth into the idea of voice. Students will be working in groups several times throughout the lesson as well as sitting in small clusters that allow them to interact with one another and help each other out. There will be constructive feedback and the lesson will be run in a way that allows students to come together and get to know one another. Students will be given the opportunity to work with others, work alone, organize their ideas, and blurt them out during discussion. Their blog also allows them to approach this idea of voice in any way they want.
 * //__ Learning Styles __//**
 * // Rationale: //**
 * // Clipboard: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know terms such as voice, tone, bias,audience, perspective, satire, and persuasive speech and how these relate to the overall concept of voice. For more information, please refer to my content notes. Students will be learning about the basics of voice and how it affects both writing and speaking. I will be using the learning facet of explanation. Students will be learning the basic ideas and terms associated with voice. They will be able to identify when different voices are used and the importance of this when making a point. Students will be able to vocalize these ideas in both small and large groups as wells as be able to express these ideas through writing as shown in their final blog. They will be able to comphrend these ideas as well as collaborate with others to expand on their understandings. This will give them a base for all of the other lessons and make sure that students are all on the same page when it comes to this idea of voice.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Through this lesson I will be able to utilize six of the intelligences to offer diverse ways of looking at and exploring voice as well as meet the needs of different learners in my class.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** Throughout the lesson we will be having class discussions on how voice changes the dynamic of voices as well as group discussions on what the students themselves think voice is. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** The describing wheel graphic organizer used to prompt the group discussions because it takes the abstract concept of voice and causes it to become more concrete. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** The visual learner's needs will be met by the two videos used in the hook as the movement and stances contribute to the voice and are engaging as well as by the graphic organizer which allows them to take the abstract idea of voice and again put it into a format the can see. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical/Rhythmic:** The rhythmic or musical learner's needs will also be met by the hook videos because the poems both have a unique rhythmic patter to them and are engaging. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** The intrapersonal learners will benefit from the self reflection exercises on what voice is as well as the personal blog entries on what they think voice is. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** There are going to be both class discussions on voice and what students think it is and group discussions on voice that allow students to work together and bounce ideas off one another.
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a blog as my Type II technology and this enhances the lesson because it allows students to put their initial ideas of what voice is in a place that allows it to be easily shares this with the whole class as well as me and edit it to show their growth in knowledge.
 * // Type II Technology: //**

This lesson incorporates a formative and a summative assessment. As a teacher I will be able to see what prior knowledge students hold on this idea of voice. By not having the first blog graded and by allowing the students to discuss these ideas with both each other and me and get feedback on their ideas I am helping them to grow and start considering voice on a more in depth level. This formative and summative assessment will help the students and I to all be on the same page before diving more deeply into these ideas.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The describing wheel as well as the first quick write blog will be used as both a pre-assessment and a formative assessment. Because it is a one day lesson there is no need for many formative assessments but rather the describing wheel gives me a brief glimpse into their thinking before we discuss anything and the quick write blog shows me their preconceived idea of what voice is with a bit of guidance from our class discussion about what types of things should be considered.
 * // Formative: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Blog: (50) Students will watch Sarah Kay's //A Love Letter// and Rudy Fransisco's love poem and then write a blog response comparing and contrasting the two different speeches and address how these could be so different when they are on the same subject. They will look to see if they can identify any techniques that are used and how these made an impact or distinguished one poem from the other. The blog should address questions regarding each authors individual voice as well as what the student thinks voice is. After these blogs are written we will have a class discussion where the students will be given actual terms associated with voice and we will have a class discussion over what different people wrote. They will then write new blogs that more accurately reflect what voice is. This final blog will be what the students are actually graded on. || ||   || 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.
 * // Summative: //**
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