L5+Kinney,+Lydia

=**UMF LESSON PLAN FORMAT**=

**Grade Level:9 Topic: Narrative Writting**

 * =**Objectives**:= ||
 * Student will understand that organizing their thoughts and ideas in a logistical sequence will enable them to develope succsessful narratives. ||
 * Student will know writing strategies. ||
 * Student will be able to reflect critically on their own and others work. ||

B2 Narrative Grades 9-Diploma Students embed narrative writing in a written text when appropriate to the audience and purposes.** a. Use diction, syntax, and tone to create a distinctive voice. b. Organize idea in a logical sequence with effective transitions.
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: English Language Arts B Writing

Rationale:This lesson gives students the chance to critique and reflect critically on their own writing as well as others. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will have critiqued work in the previous class. This will be an excellent indicator for where they are at with their communitcation and critiqing skills. Students will not recieve a grade for this, it is for gauging purposes only. ||
 * **Summative** (Assessment of Learning)
 * This assignment will be graded by using a checklist. I will have a check list to review individual students work. Also students will have the same check list to self assess. ||

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 * =**Integration**= ||
 * Technology: Students will use teamblogs to give and recieve constructive critisim. ||


 * =**Groupings**= ||
 * Students will be working with their blogging team members. They will also be interacting with the other teams' blogs. ||

Verbal- Linguistic skills are important in conveying a helpful critique. Kinesthetics- Kinesthetic learners will appreciate the time on the internet. Interpersonal- Students will work in groups communicating with their teammates. Intrapersonal- Students will have time on their own to reflect on their comments before posting them. Logical- Logical students will be helpful in clarifying critiques. Visual- Visual students will benefit from the graphic organizer prior to posting on the blog. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

Absent Students**// If students are absent they will need to complete any missing work. Students who are absent will need to confrence with me during or after the next class. They will need to complete a schedule to show how they are going to complete work that was missed while keeping up with new work. || Students will show their growth as critics via their online blog. Students will use their team blogs as a way to communicate with other classmates ways that they could improve upon their writing. (Type II Technology). ||
 * **Extensions**

Graphic Organizers- Problem Solution Charts Groups Assigned Checklist ||
 * =Materials, Resources and Technology= ||
 * Day 1

Graphic Organizer- http://www.eduplace.com/graphicorganizer/ YouTube.com- http://www.dailymotion.com/video/x1obzb_american-idol-worst-simon-cowells_music   ||
 * =Source for Lesson Plan and Research= ||
 * Blogs- Blogger.com

This lesson meets the Maine Standards for Initail Teacher Certification because it supports a safe learning enviroment by requiring revisions of critiques before they are posted. Also it supports a structured learning environment by providing step by step instructions. || //b. Organize ideas in a logical sequence with effective transitions.//
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**

This lesson meets the Maine Standards for Initial Teacher Certification because it provides students with cooperative learning opportunties by grouping them in teams and then having the teams interact with each other. || This lesson meets the Maine Standards for Initial Teacher Certification by incoporating **Linguistic** skills which are important in conveying a helpful critique. **Kinesthetic** learners will appreciate the time on the internet. **Interpersonal s**tudents will work in groups communicating with their teammates.**Intrapersonal** students will have time on their own to reflect on their comments before posting them.**Logical** students will be helpful in clarifying critiques.**Visual** students will benefit from the graphic organizer prior to posting on the blog. || This lesson meets the Maine Standards for Initial Teacher Certification. Students critiques from the previous class will serve as a formative assessment. This informal assessment will be used for me to gain an understanding of where each individual student is at. I will take notes on each students work and use them in the formal assessment. The formal assessment will be a checklist of goals to be met. Each student will recieve this checklist prior to the start of the lesson. At the end of the lesson the student will complete the checklist and pass it in with the rest of the work. I will use the students self evaluation, the informal assessment, and the checklist when grading the formal assessment. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

When students enter the room they will sit in clusters with their team blog members. Students will be working alone and in groups today.
 * =Teaching and Learning Sequence:= ||
 * **Day One**

Assign Team Pairs Make Critiques Use Graphic Organizers- Problem Solution Charts
 * Agenda**

Students will be working organizing their thoughts and ideas in a logistical sequence. They will be peer reviewing other students work. By completing this process they will learn what makes a good transition. If they come across a poorly organized paper they will need to discribe to their peer what will make it better. This is a learning process for both the author and the editor. At the start of class students will need to have their laptops closed on their desk. Together we will watch a clip of Simon Cowell and listen to his poor critiques of people ( http://www.dailymotion.com/video/x1obzb_american-idol-worst-simon-cowells_music) . Then we will start a discussion of what is considered right and wrong in the peer editing process. (20 minutes)
 * Where, Why, What, Hook, Tailor:Logical, Verbal, Interpersonal, Musical, Visual ** ||
 * Teams One and Two will be paired together. Teams Three and Four will be paired together. Each member of team one will edit a blog from a member of team two. Each member of team two will edit a blog from a member of team one (the same goes for teams three and four). Students will use their problem-solution charts to prepair critiques for their own work. Students will then view their comments and see how they could make them more insightful or more "user friendly". (30 minutes)
 * Equip, Explore, Rethink, Tailor:Interpersonal, Intrapersonal, Visual, Verbal, Kinesthetic, Logical ** ||
 * Students can then use the graphic organizer to make critiques for their peers.Students will post their critiques so that their peers can review their work. Students will have a chance to make changes to their work using the information from the peer review exercise. (20 minutes)


 * Explore,Experience,Rethink,Revise,Refine, Tailors: Interpersonal, Intrapersonal, Visual, Verbal, Logical ** ||
 * Students will be able to self assess their own work. They will aslo assess their peer's work. Each student will recieve this checklist prior to the start of the lesson. At the end of the lesson the student will complete the checklist and pass it in with the rest of the work. I will use the students self evaluation, the informal assessment, and the checklist when grading the formal assessment. (10 minutes)
 * Evaluate,Tailors: Intrapersonal, Visual, Verbal, Interpersonal, Logical ** ||

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