L1+Millette,+Megan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Miss Millette **__Lesson #:__** 1 **__Facet__** **__ : __** Explanation
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 3(80)
 * __ Topic: __** Writing Structure


 * __ PART I: __**

Student will understand that they must have a strong structure in writing to help the reader understand where they are going. Student will know thesis, topic, transitions, styles, and structures. Student will be able to do synthesize an idea based on structure.
 * __ Objectives __**
 * Product: ** Wikispaces page

// Common Core Standards //
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//


 * Rationale: **

This lesson helps students learn the basics of writing such as thesis, structure, etc. This will help them understand writing better.


 * __ Assessments __**


 * __ Pre-Assessment: __**

Students will use the One Minute Essay as a formative assessment. This essay must contain a thesis statement and have a structure behind it. This will be based off the topic the students have been assigned and will help them get a basic understanding of what they want to say.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** Students will use card sort to rank the terms they will be learning. This process is a basic understanding piece where students must rank the terms being presented in order of how they understand the parts of the lesson and is familiar with it. The cards will go in order from 1 to 5. The 1 will be the one they are most comfortable with and they will go to 5, which they are not comfortable with. As well as writing on the card a sentence about what they think it is about.


 * Section II – timely feedback for products (self, peer, teacher): ** They will split into groups; the members will read their peers projects on the wiki and leave comments. I will also give feedback to the student, and the student will then make changes if they wish.


 * __ Summative (Assessment of Learning): __** Wikispaces: Students will use wikispaces.com to create a wikispace page of their first written paper. Throughout their writing process they will constantly post on their page starting with a thesis statement and supporting facts. It will then change into a full rough draft. Throughout the process we will be able to look in your history and see your progress throughout the writing process and to give you feedback. Please include at least 2 hyperlinks with relevant information that your classmates could use while putting together an essay, persuasive piece, or story in the future. Please also include two links that describe the history even you choose for a topic and wrote about. This will help your classmates as they read your work. This project will be done individually but you will break into groups for constructive feedback before editing and passing it in. Please feel free to include more resources if you believe they will be helpful. If you have never used a wikispace before I will take you through how to get a username and also how to utilize a wikispace. Keep in mind your wikispace should be easy to navigate and easy to understand because your fellow students may be using it as a resource. Also, please give proper credit to any ideas, written, visual or auditory information you take from other websites or resources. Always remember to look at the plagiarism policy brought forward in the syllabus.


 * __ Integration __**
 * Technology: ** Students will use type II technology in the form of wikispaces that is a basic essay with a thesis and structure. Using this form of technology they will be able to add hyperlinks and get comment feedback for their product.


 * Content Areas: **
 * Social Studies: ** I will incorporate social studies in my unit by having them pick topics based off important events in history. They will then need to write a paper with a thesis statement and structure based on the event they have.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** They will be using a planning chart to help them form basic ideas for their writing as well as to help them come up with a thesis statement. They will then use the cooperative learning idea of team-pair-solo to help get thoughts together and make a final idea on their own.
 * Section II – Groups and Roles for Product: ** They will be grouped into teams based off of the group of four desks they are sitting at. They will then break into pairs, which will be their seasonal partners. After they have discussed with them they will have a few minutes on their own to compose their thoughts and come up with a final idea.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Logical: ** In the hook and throughout they will need to logically think about how to incorporate structure into your writing as well as

trying to see how it all fits better.


 * Verbal ** : Throughout the whole piece you will be discussing as well as looking into the writing pieces of others and your own.


 * Visual: **


 * Musical: **


 * Intrapersonal: ** You will need to work by yourself to create your own piece of writing that has a thesis statement followed by examples

placed in a strong structure to help get your thesis across.


 * Interpersonal: ** You will receive peer review as well as give it. In the hook you will be able working together to find which statements fit together.


 * Kinesthetic: ** They will be moving around when doing the hook where they move around to find their basic structure.


 * Naturalist: ** They will be listening to nature sounds to help them think while doing their hook.


 * __ Modifications/Accommodations __**
 * // From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * Plan for accommodating absent students: ** Student absences during this unit will need to be handled in the proper way. They will need to get any sheets they missed, which can be found in a green folder that will be in the same part of the room as it has been throughout the class. It will be located on the left corner of the table in the back of the room. On the right side there will be a blue folder for them to place the assignments that they did not get a chance to pass in. They will be able to talk to someone in class about what we did the day they were missing or they are free to come to me anytime during my office hours and I will be happy to explain to them what they missed.


 * __ Extensions __**


 * Type II technology: ** Students will use type II technology in the form of wikispaces that is a basic essay with a thesis and structure. Using this form of technology they will be able to add hyperlinks and get comment feedback for their product.

//Handouts://
 * Gifted Students: ** These students that are gifted will be asked to add a movie to their page. This will give them a chance to help the class better understand the lesson by adding videos to their wikispaces page that will help everyone that checks it out better understand the lesson. They will be asked to figure out how to put these videos on as well as research for the best video they can find then they will fill out a paragraph summary on why that video is important to the lesson and their page specifically.
 * __ Materials, Resources and Technology __**

The Papers for the Hook game

Planning Chart

Cards for their card sort pre-assessment

Checklist Requirement Sheet: for product

//Technology://

//A page on// //Wikispaces.com//

Resources:

[] This is where I looked up definitions for each term I will be discussing in class.

////Wikispaces.com//// this will be where they will construct their final project.
 * __ Source for Lesson Plan and Research __**

[] This is where I looked up definitions for each term I will be discussing in class.
 * __ 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 synthesis 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) //
 * // Section 1: //**

// This first lesson the classroom will be arranged in clusters of four. This will help the students with the team-pair-solo reflection as well as any discussions. //

//Day 1://

//First 15 minutes: They will be doing the hook during this time becoming interactive in the learning.//

//10 minutes: this will be a discussion of what they think this all means.//

//30 minutes: will be spent going over the basic information such as thesis, structure, sequence, etc. This can be presented and use hyperlinks as well to help keep students engaged.//

//15 minutes: Will be spent for questions and discussions about what we have just learned.//

//Last 10 minutes: will be spent preparing them for the next day. They will know what they will be doing in order to research a bit as well as get the information needed for the next day.//

//Day 2://

//First 10 minutes: This time will be spent going over the information they have discovered the night before that will help them and their fellow peers on their project and the class.//

//15 minutes: They will be given their planning chart to start thinking about their writing pieces. They will be asked to spend time to figure out what they want in each section of this chart.//

//5 minutes: They will discuss their charts with those sitting around them.//

//30 minutes: They will be going over wikispaces and be given the assignment that must be put on the wiki. They all will also create a wikispaces page and send me the link to their page.//

//20 minutes: They will start brainstorming and putting the information from their planning chart onto their wiki page. They will be asked to finish their essay for the next class time and post on their wiki.//

//Day 3://

//First 10 minutes: Students will be paired into partners when they enter the class based on their seasonal partners. They will read their partners wiki and leave comments.//

//10 minutes: They will be split again with a different partner also based on their seasonal partners. They will then read over each other’s wiki and leave comments.//

//50 minutes: They will each present a basic of their wiki and show us what they found most important. I will give them feedback as they present as well as when I read it over later and add comments for them.//

//10 minutes: Group discussion about what they thought about this lesson as well as how they think it will help throughout the rest of the unit. I will also have them revise their wiki pages for homework based off the feedback given in class.//

Students will understand that they must have a strong structure. Students will be learning this in my class because it will be the introduction to writing papers. This is important because in order to write anything there needs to be a structure behind it. This will help students with writing in the future on papers, paperwork, documents, etc. It will help them in future occupations because they will be asked to write a professional document and using a strong structure will help them do so. This project will help students understand the text types and purposes of writing. They will be required to write a strong structured essay with a thesis and important evidence to back it up. At the beginning of this lesson, students will receive a piece of paper with a thesis they then must go and find the examples that go with their thesis that will be placed on other students desks. They can use one another for support and help. They will go as long as the nature sounds go, but as soon as they hear the rooster call they will have to get seated. After they have found the supporting facts for their thesis statement and are back in their seat they will have a few minutes to find the best order for their supporting facts to fall after the thesis. This is crucial to how to make the emphasis be on their topic and strong thesis.

**Where, Why, What, Hook Tailors:** **//Naturalist, Interpersonal, Intrapersonal, Logical-Mathematical, and Kinesthetic.//**


 * // Section 2: //**

Students will learn thesis, topic, transitions, styles, and structures. Through the planning chart my students will see how they can use structure to get a better idea of what they want to say to form a good thesis. They will use the cooperative learning idea of team-pair-solo sharing to help them understand what they want to write about as well as come up with supporting ideas and facts for their topic of choice. They will take this information from the group assignment and use it as they write a practice essay. This will occur after I teach them about the many facets of a good essay. In order to teach them I will use a sample essay to show them where the thesis will be located as well as how to fit every aspect in perfectly. During this I will assess the students by asking them questions and also having them take notes on their copy of the sample essay. (See Content Notes)

**Equip, Explore, Rethink, Revise, Tailors:** **Interpersonal, Intrapersonal, Verbal, Logical-Mathematical, and Visual.**


 * // Section 3: //**

Students will take what they learned from the planning chart and use the thesis to create a well-structured paper on their topic. Through the formation of this essay the students will post the steps on a wiki page where peers and me as the teacher can comment to give help and guidance. After doing all this, Students will be able to synthesize an idea based on structure. I will walk around the room as they work on this project to give them guidance and help by answering any questions they might have for me. After they have finished making their final piece on their wiki page checking off their steps on the requirement sheet I gave them, They will be split into groups of two based off their seasonal partners. The members will read their peers projects on the wiki and leave comments. They will then split into another set of pairs, which will give them another perspective as they read over one another's essays and comments. As they are doing this, I will also be reading the students wiki pages and giving feedback. At the end of the day before the students leave I will inform them to go on their wiki and edit their page based off the creative criticism they the student will then make changes if they wish to fix.

**Explore, Experience, Revise, Refine, Tailors:** **Interpersonal, Intrapersonal, and Verbal.**


 * // Section 4: //**

They will receive two assessments during this unit before the finished product is due to get them on the right track the first is a pre-assessment that entails a card sort where they will rank the terms they will be learning. The 1 will be the one they are most comfortable with and they will go to 5, which they are not comfortable with. As well as writing on the card a sentence about what they think it is about. The other assessment will be a formative assessment where they will be asked to briefly write a one minute essay to see where they are and see if they are understanding the terms and such. For this assessment, they will write about their topic for one minute and try to get all their thoughts out on a piece of paper. After finishing their final rough draft, they will be paired off for group feedback on their wikispaces page. They will read their partners piece and give them constructive peer feedback meaning ideas that will be useful to help them edit their assignment to improve it. While they are doing this I will also be checking the students wikispaces page and leaving them comment on the page of aspects they can improve to help make the finished piece more beneficial. They will then have a chance to edit and revise anything on their page they wish to do. After this we will move into our next lesson, so I will probably give them a sheet with the vocabulary for the next lesson to look up.

**Evaluate, Tailors:** **//Interpersonal, Intrapersonal, Verbal, and Kinesthetic.//**

Students will know… // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // The final product is to be in essay format. This means the student must have a topic they will be discussing throughout the paper. Their topic has to deal with an important event in history. They will have the main idea of this topic they want to bring forward in the introduction paragraph. This main idea sentence is known as the thesis. They must have body paragraphs that follow the introduction. They can have as many body paragraphs as they need to state all they want about their topic as long as it is relevant to the thesis statement. These body paragraphs should consist of evidence to support your idea/thesis about the topic. These paragraphs must be strategically placed in an order that catches the reader’s eye. The evidence should be arranged in a strategic sequence that makes up a strong paragraph structure. Throughout this process the body paragraphs should range from good evidence, to better evidence, to the best evidence the students can find to back up their thesis. They will end their paper with a conclusion that will tie the whole paper together and help prove the thesis statement in such a way that it blows the reader away.
 * __ Content Notes __**

When dealing with a great paper there are a few terms the students will need to know. By the end of this lesson students will know Structure of a paper, sequence, thesis, topic, body paragraph, introduction, conclusion, writing style, and transitioning.

Structure: The action of building or constructing a piece to help emphasize a point or idea properly.

Sequence: A set of elements in a certain field that are arranged and ordered correctly to bring across a point.

Thesis: A point or position one takes on a matter then supports or backs up with evidence.

Topic: The subject of an argument, or a heading in an outlined argument or exposition

Body Paragraph: Is a section of writing found in the middle of a paper normally consisting of examples or evidence to help back up the ideas brought forward in the piece.

Introduction: It is the first paragraph in an essay and it normally introduces the topic and main idea about it.

Conclusion: This paragraph goes at the end and normally wraps up the paper. It brings everything to an end point where all points come together to help prove the main idea brought forward through out the paper.

Writing style: This is the particular way in, which something is written or created. It is they way in, which something should be written. Such as if you were going to write a story you would make sure you had characters and such.

Transitioning/ Transition: To move from one section in a piece to another in a way that doesn't make the text awkward to the readers but flows nicely so as to not distract the reader from the main idea.

// List the items that need to be printed out for the lesson. // There Papers for the Hook game
 * __ Handouts __**

Planning Chart

Cards for their card sort pre-assessment

Checklist Requirement Sheet: for product


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

//**Rationale:**//
 * // Standard 3 – Demonstrates knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**

//**__Clipboard:__**////Students will be given a graphic organizer to help them write their thoughts down in a neat organized way. The emphasis of this unit is on structure meaning they will learn how to keep their essays organized in the right structure and fit for them. Students will also be given a checklist to check off all the requirements in the product so that way students will be able to stay organized and not forget a step in the writing process. These techniques will help my students stay organized as well as have a basic understanding of what is going on.//

//**__Microscope:__**////Students will be asked to think in many different ways in this class. During the hook they will need to strategize and find a solution to the problem. They will also need to think about the best possible way to structure their piece. They will also need to research their topic to find helpful evidence to back up their idea. All of these activities will cause students to think out of the box and get inventive. This will keep all my students better engaged in the lesson at hand.//

//**__Puppy:__**////Students will be in many groups through out this project. They will be doing the team-pair-solo activity, which consists of groups of four, partners and on their own work. They will also need to go to partners when discussing their product. They will also have to work in-group discussion settings with others. All these activities will help in giving students feedback as well as getting them better acquainted with their fellow peers. Through this process they are able to feel more comfortable in the classroom setting.//

//**__Beach Ball:__**// //Students will be constantly on the move during the hook looking for ideas and clues. They will also be active and moving around when taking part in the pre-assessment of card sort. This will keep students active in my class so they can be alert and pay attention.//

//Common Core Standards//
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

//Content Area: Writing//

//Grade Level: Grade 9-10//

//Domain: Literature//

//Standard: Text Types and Purposes//

//**Rationale:**// //Students will know vocabulary (thesis, topic, structure, introduction, conclusion, style, and transitions) and important events and people (sequence of events and sequence of evidence). If you would like more information, please see my content notes. Students will be learning text types and processes. In this lesson, I will use the learning facet of explanation. Students will be learning about the basics to writing an essay. They will be learning the basic essay structure, how to write a paper, what a good thesis statement is, how to make a thesis statement, how to make good transitions in writing, as well as how to back up idea in writing. They will then be able to explain the basics of a good essay while also being able to write one. This will tie into their end product, which will be a wikispaces page that maps out the whole writing process through step-by-step projects the students complete. It will also hold insightful hyperlinks that bring students to writing cites to help enhance their learning. By the end of this lesson, students will be able to synthesize an idea based on structure. This means they will be able to write a well-structured essay to support their idea.//


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale: ** I utilized six different multiple intelligences through out this lesson on basic structures of essays to engage the different kinds of learners that will be presented in my class.


 * Logical/Mathematical: ** In the hook and throughout they will need to logically think about how to incorporate structure into your writing as well as

trying to see how it all fits better.


 * Verbal ** : Throughout the whole piece you will be discussing as well as looking into the writing pieces of others and your own.


 * Intrapersonal: ** You will need to work by yourself to create your own piece of writing that has a thesis statement followed by examples

placed in a strong structure to help get your thesis across.


 * Interpersonal: ** You will receive peer review as well as give it. In the hook you will be able working together to find which statements fit together.


 * Bodily/Kinesthetic: ** They will be moving around when doing the hook where they move around to find their basic structure.


 * Naturalist: ** They will be listening to nature sounds to help them think while doing their hook.

Students will use type II technology in the form of wikispaces that is a basic essay with a thesis and structure. Using this form of technology they will be able to add hyperlinks and get comment feedback for their product. During class there will be a tutorial over wikispaces, and we all will create our own wikispaces account.

//** Rationale: **//// In this lesson, there will be a formative assessment along with a summative assessment. These assessments will help me, as a teacher; see their progress and understanding in the area of writing essays and the content that goes into them. Through these two assessments I will be able to tell where they may be struggling, what I can do to help them, see how well they are mastering the lesson, and much more. By allowing my students feedback from their peers and me I am helping them see what they need to work on. I will also be giving them a checklist of the requirement, which will make sure I am clearly setting my expectations for this lesson and their final product. //
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

//** Formative: **// Students will use the One Minute Essay as a formative assessment. This essay must contain a thesis statement and have a structure behind it. This will be based off the topic the students have been assigned and will help them get a basic understanding of what they want to say.

//** Summative: **// Wikispaces: Students will use wikispaces.com to create a wikispace page that is their first written paper. Throughout their writing process they will constantly post on their page starting with a thesis statement and supporting facts. It will then change into a full rough draft. Throughout the process we will be able to look in your history and see your progress throughout the writing process and be able to give you feedback. Please include at least 2 hyperlinks with relevant information that your classmates could use while putting together an essay, persuasive piece, or story in the future. Please also include two links that describe the history event you choose for a topic and wrote about. This will help your classmates as they read your work. This project will be done individually but you will break into groups for constructive feedback before editing and passing it in. Please feel free to include more resources if you believe they will be helpful. If you have never used a wikispace before I will take you through how to get a username and also how to utilize a wikispace. Keep in mind your wikispace should be easy to navigate and easy to understand because your fellow students may be using it as a resource. Also, please give proper credit to any ideas, written, visual or auditory information you take from other websites or resources. Always remember to look at the plagiarism policy brought forward in the syllabus || ||   || 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].
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