L4+Chick,+Jennifer

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

** LESSON PLAN FORMAT **

**__Teacher’s Name__****:** Ms. Chick**__Lesson #:__** 4 **__Facet:__** Perspective **__Grade Level__****:** 11-12 **__Numbers of Days:__** 2 **__Topic:__** Cultural Literature

**__PART I:__** **__Objectives__** **Student will understand that** linguistic skills as a base can help build collegiate skills when studying literature. **Student will know** vocabulary; diffusion, cultural hearth, acculturation, enculturation, race, subculture, ethnocentrism, socialization and previously studied vocabulary. **Student will be able to** analyze how multiple sources develop linguistic skills. **Product:** iMovie

**__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:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This will reach the standard by allowing students to use the vocabulary to build communication skills and understandings of culture.

<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 participate in a poll about which vocabulary they understand, and which they need more instruction on. <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 find those words added on to the Quizlet list for help in further studying and will also work as a class to make examples and connections to how those words are used in their life. <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%;">** __iMovie (25)__ **: Students will focus on one vocabulary word and make it a visual representation explaining how it effects a specific culture. Groups will make sure that each person is using all the technology, like filming, and editting. Students will also be sure to run their video by me, either using a story board, or an outline. This will ensure that all videos are appropriate. Videos can be anywhere from 2 to 6 minutes. All sources must be cited properly with the MLA format. 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%;">iMovie is being used to help students focus on the importance that vocabulary plays into their understanding any subject, but particularly literature based classes, and how fully understanding and using vocabulary plays an important role in presentations later in life. <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%;">**Science:** Students are learning the official terms for parts of the world around them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Social Studies:** Students are making connections with the world around them through clear communication.

<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%;">An ISP chart will be used throughout the unit to help map out vocabulary found that needs to be addressed. Then students will use a jigsaw grouping method to go through and help explain certain vocabulary words to each other. <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 be working in groups of either two, three or four depending on their preference. They are expected to get peer feedback after presentation, to complete a self evaluation about their work in the group, and will need to submit their idea for a presentation for approval of the teacher before starting to record.

<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 find ways to break down the words by using the word bases, and thinking of anagrams. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Spatial **: Students will create flashcards (Like lesson 1) with pictures of the vocabulary definitions to help them relate the words to a real word. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Logical **: Students will solve how to practically teach younger students these words easily. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Musical **: Students will tap out rhythms to the words and their meanings to try and make connections through the beat. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Naturalist **: Students will find ways these vocabulary words help them further connect to the world around them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Intrapersonal **: Students will reflect on what other words, thoughts, ideas, and memories come to mind with each word. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Interpersonal **: Students will share ways with each other on how to learn new words. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Kinesthetic **: Students will use objects around them to model the vocabulary as a whole and the words individually.

<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%;">If you cannot make it in one day, for whatever reason (illness, family concerns etc.) an email or notification of any kind would be appreciated so that I can personally contact you with any details on the class. All assignments will be posted online, but if notes are needed from class, make sure to have another student who is willing to share what they wrote down. Next class that you attend we will discuss how and when you will turn in your missed assignments with an action plan sheet to keep you on track.

<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%;">iMovie is being used to help students focus on the importance that vocabulary plays into their understanding any subject, but particularly literature based classes, and how fully understanding and using vocabulary plays an important role in presentations later in life. <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%;">Gifted students will be expected to first of all, choose a well suited group to work with to help reach their goals. They are encouraged to use more than one vocabulary word, make the definitions and representations clear in the video, and they are expected to keep it within the designated time limit. These students are expected to use an outside media source to help model their desired effect, and to help give something to base their product off of.

<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="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptop/charger
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Handouts
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">LCD projector
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic Organizers print outs

<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%;"> Pre-made Quizlet 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%;">This list will help students understand how Quizlet works and how easy it is to share using it.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Vocabulary 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%;">Students will have this to compare to the Quizlet list and will find words to use in their jigsaw activity and in their presentation.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ISP Chart <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be expected to use this to help find new vocabulary as they read, and will refer to it for this activity.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Jigsaw grouping technique <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will perform this action over their blogs and outside of class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clickers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use the clicker technique with their cell phones in order to help the teacher understand which vocabulary words need more instruction.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__PART II:__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**__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 first day students will be seated in a perimeter fashion so everyone can view the projector.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hook- Students will play around with a pre-made list on Quizlet, learning about the website. (20 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be presented with the new vocabulary words and will have a few minutes to review them (5 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will participate in a polling activity to determine which of the words need more coverage. (25 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will work as a class to come up with definitions and connections to the world around them on the new vocabulary. (25 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will receive the blog entry for homework on which words they think relate to the novels and why they're using an ISP chart for guidance and will share their opinions with others of different ideas like in a jigsaw. (5 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The second day students will work in clusters.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will review the words that were added to the Quizlet list and report out what their groups for the jigsaw found. (10 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will choose one word that they would like to work with and learn more about. (5 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will find groups to work with who chose the same word as themselves (for those who are trying to exceed the standard they will look for people who chose different words and form a group). (15 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will receive the iMovie assignment and will work to design their projects and will be approved by the teacher. (45 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When done, students will begin working on their projects. (5 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The third day students will be seated in a perimeter fashion so everyone can view the projector.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will present their projects. (60 mins)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will fill out and turn in their peer feedback forms and their self evaluations for a grade based on the rubric. (20 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this lesson students will understand that an expansion of vocabulary will help them develop their linguistic skills and their analysis of other sources, other words and things related to other pieces of cultural literature. These analysis skills of language will help prepare students for communication in life and help them figure out unfamiliar vocabulary, which appears often outside of school. To help students explore a good tool for learning new vocabulary, they will come into class and review a pre-made Quizlet list, familiarizing themselves with the new technology. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Where, Why, What, Hook, Tailors: **//Linguistic, Spatial, Intrapersonal, Interpersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know vocabulary; diffusion, cultural hearth, acculturation, enculturation, race, subculture, ethnocentrism, socialization and previously studied vocabulary. Students will understand that they are responsible for vocabulary, and that if they have a different way to study it or learn it they should use it. However, for the class activity students will need to identify which vocabulary words they personally need to focus on. As a class the students will do a polling activity that helps identify which terms the class as a whole needs to focus on. An ISP chart will be used throughout the unit to help map out vocabulary found that needs to be addressed from the novels, as well. Then students will use a jigsaw grouping method to go through and help explain the vocabulary words they've mastered to each other. Students are expected to be working with a random variety of classmates to better understand how mastering vocabulary affects your thinking. Students will work in their groups and record the terms they discussed, what methods they talked about in learning the new/old words, and what connections they made, as a group or individually, to the world around them. The students will use these discussions to write a blog entry explaining what terms helped them think more in depth about the novels and what connections they made with the literature. They will also write about the effectiveness of using the ISP chart and explain why they think they are using one. Then students will explain what they talked about in their group and will share one connection or mastering method they suggested to their group. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Equip, Explore, Rethink, Revise, Tailors: ** //Linguistic, Intrapersonal, Interpersonal, Naturalist, Spatial, Logical //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to analyze how multiple sources develop linguistic skills. Students will be doing this by making an iMovie with a group of their peers. Grouping will be left up to the students. Students are only expected to be grouped with students who chose the same words as them to further investigate. However, if wanted, students can group with students who picked different words, and this will help students exceed the standard by working with more than one word in their presentation. Students will be expected to each participate in every aspect of making the iMovie, including, filming, acting, and editing. Students are being graded mainly on how well they work with their peers, since their peers are their most valuable resource for this project. Therefore, the product should reflect uniform ideas, clear examples, and, if their is a conflict of opinion, students are encouraged to speak up to their peers, and ask for help. The teacher can be included in decision making if desired. The iMovie should also have a huge say on how well the students are understanding the books, since they should be relating the examples back to the literature. Every students should make some show of how they personally understand how vocabulary strengthens the understanding of the novels. When finished, students will be evaluated using a rubric, and if the individual students feels that changes should be made or would like to improve their grade, they will reflect on how they would have done that. This can be done in a variety of ways including editing the actual video, writing a storyboard of the desired video, or writing an email to the teacher simply explaining why. Specific questions will need to be answered in any response, like, What could have been changed to make this better in your opinion? Why wasn't that mentioned in the original product? What can you do next time to make sure that all the requirements are met? What about this project was good/how could you have expanded on that? What is one tip you have for future students doing this project?. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Explore, Experience, Revise, Refine, Tailors: **//Linguistic, Interpersonal, Intrapersonal, Naturalist, Logical, Spatial, Musical, Kinesthetic//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The jigsaw activity is helping the student self assess on what vocabulary terms they know and to explore with their peers better ways of remembering and using the ones that might not come easily. After they feel confident on all of the new terms, and the old ones, students will use the Quizlet testing tool, and will show the teacher their score when they are finished, so that the teacher can assess how well each student is doing. Students will be allowed to take the test as many times as needed to feel confident with the vocabulary, or, they are welcome to come up with a better testing method, like perhaps a class spelling bee, to better suit their individual needs as a learner. These methods will help the teacher assess where each student is at. The teacher will also be assessing the group projects using a rubric to help understand how students are using each other as resources in coming to terms with the information. The students will be graded on the iMovie using a rubric by the teacher. They are also using peer and self evaluations so that the teacher has a better understanding of how well the students worked together and to impress upon the students that using each other as resources is important. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Evaluate, Tailors: **//Interpersonal, Linguistic, Kinesthetic, Logical, Naturalist, Spatial, Intrapersonal//

<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%;">Students should be able to find all the links on the class wikispace under the proper date. However, if students are having problems accessing the sites, using the projector will be helpful and print offs of the links should be available.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In the above links (located under sources) students will be accessing two websites. The first one will be a [|pre-made Quizlet set of flashcards] that the students will be experimenting with, just to see how the site works. The second site is the [|actual source] for the vocabulary words. Students should be asked which list is more effective for them, and then the polling activity will take place to allow the teacher to determine which words out of the two lists need to go on the class' personal Quizlet.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will pick a word that they know. Ask them to define the word and make connections to the class, the literature, and their own personal life in a blog entry. Students should be prepared to share, and will be grouped with people that didn't pick the same word. Students will discuss their strategies for learning new vocabulary and the connections they made with their personal word and the literature. Students should be taking notes to use for their blog entry.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will share what they did in their groups and will acknowledge that the Quizlet page has been added for studying and as a helpful resource for the iMovie presentations. Students will split into groups after picking a word from this specific lesson (diffusion, cultural hearth, acculturation, enculturation, race, subculture, ethnocentrism, socialization). Students are expected to work in groups of students with the same word as themselves, but they are encouraged to work in mixed groups to exceed the standard. Students can refer to the Quizlet for definitions, but should be making their own, as well as connections personally and based on the literature to help create their 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%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">All items can be found on the class wikispace, but, students without laptops, or students who prefer paper, may need the following.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Additional ISP charts
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Storyboards
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rubrics
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Peer/Self Evaluations

<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 ISP chart, and the storyboards. The blog posts 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 asked to show their learning styles in the jigsaw activity 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 using multiple sources to learn new vocabulary, as well as each of the pieces of literature, and synthesizing their personal ideas of each into their blogs and contributions to the iMovie presentations. 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 largely 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 also using a lot of self and peer evaluation techniques in this lesson to help make them more comfortable communicating their expectations, and allowing them safe opportunities to speak out. Students are engaging in helpful, varied, but supportive groups to find ways to work together on the new material, like the jigsaw groups they will be discussing in, or the anonymous polling between the whole class. The grouping for this activity will be random, based on a difference 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 studying, the creation of their projects, and other activities like the blog entries. Students are also 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 blog, and their groups, as long as they meet the basic requirements, although in this lesson, it has a large affect on their grade. Students will be working with their personal understandings and will get to use them through a variety of fast paced learning activities, like the jigsaw activity.

<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. Although the students don't have many opportunities to work on their own, they are still getting lots of reflection time. Students will also 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://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know vocabulary; diffusion, cultural hearth, acculturation, enculturation, race, subculture, ethnocentrism, socialization and previously studied vocabulary.

<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%;">Students' understanding of vocabulary terms, connections they can make with them, and how they relate to the literature will encourage students to further their learning, and to learn how to use multiple source, including their peers, to help master new terms.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Facet://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to analyze how multiple sources develop linguistic skills. This supports the standard because students are working closely with their peers and other technology to help support their learning of new vocabulary, which enables them to have a greater perspective on why multiple sources make a difference in analyzing literature and real world situations, whether it is through vocabulary or not.

<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 find ways to break down the words by using the word bases, and thinking of anagrams. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Spatial **: Students will create flashcards (Like lesson 1) with pictures of the vocabulary definitions to help them relate the words to a real word. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Logical **: Students will solve how to practically teach younger students these words easily. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Musical **: Students will tap out rhythms to the words and their meanings to try and make connections through the beat. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Naturalist **: Students will find ways these vocabulary words help them further connect to the world around them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Intrapersonal **: Students will reflect on what other words, thoughts, ideas, and memories come to mind with each word. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Interpersonal **: Students will share ways with each other on how to learn new words. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Kinesthetic **: Students will use objects around them to model the vocabulary as a whole and the words individually.

<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%;">iMovie is being used to help students focus on the importance that vocabulary plays into their understanding any subject, but particularly literature based classes, and how fully understanding and using vocabulary plays an important role in presentations later in life. In addition to presentations it also helps students relate and connect to the world around them by presentation their information in a fun and engaging way.

<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. Students of all learning types will have the opportunity to tailor these activities to their personal needs by contributing to the product is to from creating, editing, and evaluating perspectives.

<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 blog entries, again, 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 story boards and ISP charts as means of an outline for how their iMovie will be designed and will be asked to explain which ideas were their personal ones in the group. Students will be asked to check in with the teacher when needed and make sure that their idea is approved by the teacher before starting. Finally, students will be asked to peer/self evaluated the work done in groups so that the teacher has a better idea of how fairly the groups worked together.

<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%;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> __iMovie (25)__ **: Students will focus on one vocabulary word and make it a visual representation explaining how it effects a specific culture. Groups will make sure that each person is using all the technology, like filming, and editting. Students will also be sure to run their video by me, either using a story board, or an outline. This will ensure that all videos are appropriate. Videos can be anywhere from 2 to 6 minutes. All sources must be cited properly with the MLA format. 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%;"> <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 support the mastering of new material. 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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