L3+Hersom,+Abigail

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : ** Ms. Hersom ** __Lesson #:__ ** 3 **__ Facet: __** Empathy
 * ** UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Grade Level __**** : ** 9-10 **__ Numbers of Days: __** 4
 * __ Topic: __** Importance of the Author's Background


 * __ PART I: __**

Students will understand that the background, culture, and biases of the speaker create their unique voice. Student will know that time period of the piece, the speaker's background, intended audience affect the author's voice. Student will be able to create a mock interview considering the aspects of life that go into shaping a person. Product: Podcast
 * __ Objectives __**

//Common Core State Standards // //Content Area: English Language Arts // //Grade Level: Grade 11-12 // //Domain: Speaking and Listening // //Standard: Comprehension and Collaboration //
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

This lesson will be beneficial in teaching voice as well as the importance that the speaker/author/person's background has on their individual voice. They will then have the opportunity to explore these ideas as they conduct their own mock interview, working with one another to further develop these ideas.
 * Rationale: **

Students will be asked to keep a data notebook which will hold all of the research that they do as they look into their author. This will help me to see what information they find important and the types of things that they believe defines a person's voice. Students will receive peer feedback through the Facebook faux exercise. The students will fill out the Facebook faux with information about themselves and peers will evaluate whether the other students put in the most important information or whether things have been left out. **Radio Interview: (150)** After watching the interview of J.K. Rowling, students will be asked to work in pairs to create their own interview. They must pick and research a writer or public speaker who interests them and use this information to create a mock radio interview. Throughout this process of collecting information students will be asked to keep a project notebook that contains all of their sources, possible questions, information, and ideas. This notebook will be checked regularly by me to make sure that students are on track. When the research is finished students will start the actual interview process. They must ask questions to learn more about the writer or speaker's background and beliefs and how these come together to affect their writing or speaking. They will need to record their interview and then publish it as a podcast.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

<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%;">Students will be using type II technology in the form of a podcast. I chose this form of technology because it will allow students to play around with the idea of background in a fun and engaging way. Recording an interview and publishing it as a podcast allows students to see a real world connection. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Research:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will develop and practice their researching skills. They will be required to find pertinent background material on their chosen celebrity and record this. They will need to keep track of their sources as well as figure out what information is most important and keep this information well organized in their data notebooks.
 * __ Integration __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using a Facebook faux as my graphic organizer. Students will have the opportunity to fill out a fake Facebook portfolio where they include important background information about themselves (whether true or not) and explore this idea of background shaping who we are and thus our unique voices. The students will also be doing a three step interview process for their cooperative learning. This allows them to collaborate and work with others as well as practice their interview skills. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There will be two times that groups are used in this lesson. The first time students will be arranged into groups of three for their Facebook faux and three-step interview. These groups will be assigned by me and I will make sure that there is at least one self reflecting person and one extremely outgoing person in each group to help focus the group on self reflection but also allow for good communication. For the interview they will also be in groups but this time they will only have a partner. I will allow students to choose their partners because I think that it is important for them to work with someone that they feel comfortable with since this is such a big part of their grade. For the final product, I will allow students to decide who wants to be the interviewer and who wants to be the celebrity.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will discuss the idea of writer's/speaker's background and biases and how this affects their voice as well as the actual podcast themselves. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Again the video hook is beneficial to the visual learners as they can see an actual interview and figure out how they would set up their own interview. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logical:** The logical learners needs are met by the facebook graphic organizer that allows them to concretely lay out who a person is in an organized way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** The kinesthetic learner's needs will be met by the process of actually getting up and conducting an interview. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will be asked to reflect on their own personal lives when filling out the faux facebook graphic organizer. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students are asked to work together on the interview project as well as during the three step interview.
 * __ Differentiated Instruction __**
 * __ MI Strategies __**


 * __ 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%;">Students will be required to come and see me to find out what they have missed. If they miss the introduction day, the JK Rowling Interview video and the interview handouts will be on the wiki for them to look at. They will have to do the Facebook faux and turn it in next class. If they miss any of the other classes they will need to check in with their partner to see what they have missed.
 * Plan for accommodating absent students: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using type II technology in the form of a podcast. I chose this form of technology because it will allow students to play around with the idea of background in a fun and engaging way. Recording an interview and publishing it as a podcast allows students to see a real world connection. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted Students will be asked to pick an author as their celebrity interviewee and while conducting the interview ask specific questions about how their background shaped one of their books. I want to be able to see if they can make the deeper connection of how background actually shapes the piece of writing.
 * __ Extensions __**
 * Type II technology: **
 * 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: 16px;">Laptop
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Screen
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Scheduled time for library use
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Asked Librarian to give her library talk
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">JK Rowling Interview Video http://www.youtube.com/watch?v=EVfD3LMk6Fw
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Facebook Faux
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Background Handout
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Interview Format Handout

// List all URL and describe. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">JK Rowling Interview Video http://www.youtube.com/watch?v=EVfD3LMk6Fw
 * __ 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) //

The Classroom will be set up in clusters of three to allow for more privacy during the three step interview process.

<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: 120%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">JK Rowling Hook Video & Discussion (20 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Facebook faux work sheet & Discussion (15 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Importance of Background Explained (25 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Partners Picked and Assignment Explained (They will need to bring in a celebrity idea for next class) (15 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 2: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Topics Approved (10 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Library Explanation by Librarian (20 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Background Research (40 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Check in and wrap up (5 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 3: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Last Minute Library Research and scrip writing (30 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Recording of Interview (40 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Check in and Wrap up (5 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 4: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Interview Presentations (70) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Wrap up (5 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 5: <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attendance (5 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Interview Presentations (70) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Wrap up (5 min)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that the background, culture, and biases of the speaker create their unique voice.You will be better able to judge the credibility of a person's writing or speaking as well as be better able to understand why the speaker/writer might hold the point of view that they have.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 a video. They will watch an interview with JK Rowling about her personal life and the impact that it has had on the writing of the Harry Potter series. During the video they will take notes on what sort of questions were asked. We will then discuss the video and how this changes out thinking about the importance of background in the developing of one's voice
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//Where, Why, What, Hook, Tailors: Verbal, Visual, Musical/Rhythmic, and Interpersonal// **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know the importance of looking at the time period of a piece as well as the writer/speaker's background, beliefs, biases, and intended audience. They will then rethink these ideas as they fill out the Facebook faux graphic organizer that allows them to think back on their own lives and write down the things that they think have impacted them in becoming who they are. They will then discuss these ideas in groups of three during the three step interview process. One student will interview the other while the third student records the conversation. After they finish they all switch roles. This exercise along with the notes they took on the JK Rowling interview will give them some ideas on how to conduct their mock interview. They will then be able to revise their ideas on the importance of background through my lecture on background's impact on an author's voice. See content notes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Equip, Explore, Rethink, Revise, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal**//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will explore this idea of background affecting voice through their research on the celebrity. They will be split up into pairs and research their chosen celebrity. These pairs will be determined by the heads and tales exercise. They will keep track of all of this information in a data notebook revising what they have found and the aspects of background that they think have affected this celebrity's voice as they continue to do research. They will be able to experience this idea of background's impact on voice through their final product mock interview podcast. Students will be able to take on the perspective of either the celebrity or the interviewer and look at the impact of background on a person's voice in a more life like situation. I will be looking at their data notebooks throughout the process and giving them feedback allowing for them to refine their understanding of background's impact before actually making their final product. //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal **//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will receive two formative assessments during this lesson to make sure that they are on the right track for their summative assessment mock interview podcast. These will consist of the Facebook faux and the data notebook. I will use the Facebook faux to see if they can recognize the importance that their own backgrounds have on them as individuals and how these circumstances can impact their voices. I will also be looking at the data notebooks periodically to make sure that students are on the right track and that they are gathering background information that is actually pertinent to who that celebrity has become. Both of these formative assessments will allow me to give the student feedback before they actually make their final product. The mock interview podcast will be the students' final product. This is a good indicator of their understanding of the importance of background because I will be looking to see what background information each pair has chosen to include and how they think that this has shaped who the celebrity has become. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal, Kinesthetic//**

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: 16px;">Students will be asked to create a mock interview podcast showing their understanding of the importance of background on an individual's voice. To be able to do this they will need to learn how background affects voice. After they have a firm grasp on this they will better be able to figure out what background information to include in their interview.
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Here is the information that I want them to have in regards to background:


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Look for experiences in a person's life that might have had a huge impact on who they are (Examples: Has anyone close to them died, have they ever done something most people haven't?)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What are their beliefs or values (Are they religious? Did they come from a strict family? Political views)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What does their family background look like? (Siblings, Absent parent, raised by someone else, orphan?)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where are they from?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What time period did they live in and what was going on during that time that might affect their voice?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Do they know what they are talking about? What makes them an expert on the topic they are discussing?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What type of schooling, job, hobbies do they have?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What other pieces of writing or speeches are they known for?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The list goes on and on, but these are important things to consider when looking at an author/speaker/person.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">These things are also important to remember when developing your own voice. What is special about you? What does your background look like and how does that impact who you are and what you write about?

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Facebook Faux
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Background Handout


 * __ Maine Standards for Initial Teacher Certification and Rationale __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using their data notebooks to organize their research and ideas and be able to arrange this into a comprehensive interview that reflects their selected celebrity's background. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be given an opportunity to look deeper into their own personal background and what has shaped who they have become. They will do this through the Facebook faux worksheet. They will also be able to more deeply look into what makes their chosen celebrity who they are through their research as well as how this celebrity's background affects his or her voice. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to work with one another on several different occasions. They will work in pairs during their actual interview and research process as well as in groups of three during their Facebook faux discussion and three step interview process. This will allow them to bounce ideas off of one another as well as gain new perspectives on their idea of background influencing who we become and thus our individual voices. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will have an opportunity to get up and role play during the interview process. They will be able to choose a character and bring him/her to life. They will also have many different types of learning opportunities with the Facebook faux personal reflection, group work, movie hook, and research time.
 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**
 * // Clipboard: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**

Student will know <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">how to look at important background information and find connections on how this affects who the person is and thus their individual voice. Please see content notes for more information. Students will be expanding on this idea of voice and how it is affected by the speaker/author/person's background. I will be using the learning facet of empathy. Students will be learning the basics of voice background. They will be able to identify how different aspects of a person's life, their beliefs, and the time period he or she lived in can affect that individual's voice. Students will be able to convey their understandings through their mock interviews. 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 the more in depth study of voice that we will do.
 * // 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%;">**Verbal:** Students will discuss the idea of writer's/speaker's background and biases and how this affects their voice as well as the actual podcast themselves. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Again the video hook is beneficial to the visual learners as they can see an actual interview and figure out how they would set up their own interview. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logical:** The logical learners needs are met by the facebook graphic organizer that allows them to concretely lay out who a person is in an organized way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** The kinesthetic learner's needs will be met by the process of actually getting up and conducting an interview. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will be asked to reflect on their own personal lives when filling out the faux facebook graphic organizer. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students are asked to work together on the interview project as well as during the three step interview.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be using type II technology in the form of a podcast. I chose this form of technology because it will allow students to play around with the idea of background in a fun and engaging way. Recording an interview and publishing it as a podcast allows students to see a real world connection. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be able to incorporate six multiple intelligences as well as a type II technology into my lesson. This will allow students to connect with the material on several different levels and be able to relate it to their own lives.
 * // Type II Technology: //**
 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will be using two formative assessments. First students will keep a data notebook throughout their research and drafting stages. This will allow me to see if they are grasping the importance of background in the shaping of a person's voice and allows me to give some feedback before their actual mock interview podcast is made. The other formative assessment will be the Facebook faux which allows me again to see if students are understanding the background piece and how that relates to their own lives. They will also get the feedback of their peers, allowing them to expand on their ideas. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Radio Interview: (150)** After watching the interview of J.K. Rowling, students will be asked to work in pairs to create their own interview. They must pick and research a writer or public speaker who interests them and use this information to create a mock radio interview. Throughout this process of collecting information students will be asked to keep a project notebook that contains all of their sources, possible questions, information, and ideas. This notebook will be checked regularly by me to make sure that students are on track. When the research is finished students will start the actual interview process. They must ask questions to learn more about the writer or speaker's background and beliefs and how these come together to affect their writing or speaking. They will need to record their interview and then publish it as a podcast. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This lesson incorporates two formative assessments and a summative assessment. As a teacher I will be able to see if students are understanding the importance of background to voice. The data notebook helps students to process and organize the information that they are gathering and decide what is important and what should be included in the interview which would most likely be the things that would affect the person's voice. The Facebook faux worksheet is good because it helps the students to connect these ideas to their own lives. Because we are moving into an age of technological importance I believe that the students would relate well to this exercise and it will allow them to focus their attention on things in their own lives that might affect their voice. The summative assessment enables the students to take these ideas they have been exploring and apply it in a real life scenario as well as display their understanding to me. These formative and summative assessment will help the students and I to all be on the same page before diving more deeply into these ideas and their own personal voice. || ||   || 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.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //**
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