L3+Hall,+Catherine

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: Current Events**
•c. Synthesize information from varied sources. •b. Make judgements about conflicted findings from different sources. •Adapt the initial research question to fit the available information. •Analyze different opinions found in the research. •Consider all opinions about the topic. •Be aware of their own opinion concerning the topic. ||
 * =**Objectives**:= ||
 * Student will understand that:following the structures and conventions of documentation strengthens an essay. ||
 * Student will know the correct way to document information in an essay. ||
 * Student will be able to do

C 1 Research Grade 9 - Diploma** Current Events
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results: English Language Arts -// C Research
 * Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.** ||
 * Rationale:** In this lesson, students are learning the proper way to document sources.


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * I will ask the class how to do several different types of citations and we will do them together. This will allow me to see what the class knows about citing sources, and it will give students who do not know much about citations the chance to ask questions. ||
 * **Summative** (Assessment of Learning)
 * I will look at the wiki where students are gathering and organizing their information to see if they have listed their resources correctly. ||

= = __**Technology**__**:** Students will use a wiki to organize their information and document the changes they make to their research questions. ||
 * =**Integration**= ||
 * **__ Social Science __**__ : __ Current Events


 * =**Groupings**= ||
 * When students walk in the room, they will receive a colored index card. They will find the students who have the same color as they do and will sit together. Each student in the group will have a role. One student will be the observer, one will be the leader, one will be the recorder, and one will be the runner. The runner will get all the materials the group will need during the class period. . ||

__**Intrapersonal**__ Students may work on their own and think about how proper documentation strengthens their essay for part of the class.. __**Spatial**__ Students may use an Inspiration diagram to help them organize their ideas and sources. __**Bodily-Kinesthetic**__ Students will be able to use laptops to do research, write, and organize their ideas and resources, and they will be the ones who get the materials for their groups. __**Musical**__ Music will be playing in the background. || Students will use a wiki to make a list of their sources in MLA format. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * __**Visual**__ Students can see their work mapped out on the wiki, or they may make an Inspiration diagram to help them get organized. __**Interpersonal**__ Students may work in groups to discover how proper documentation strengthens their essay, and to help each other learn the proper forms of documentation.
 * **Modifications/Accommodations**
 * I will incorporate as many intelligences as I can into the lesson. I will consult students' IEP's, 504's, and ELLIDEP's if there are any, and make adjustments accordingly. Students will be warned that there are some very contraversial topics, but remind them that they are free to choose their own topic. Absent students will miss out on the group work, but will be able come in before or after school if they would like help choosing their topic or forming their research questions, or would simply like access to the resources in the classroom. ||
 * **Extensions**


 * =Materials, Resources and Technology= ||
 * * Pens
 * Pencils
 * Paper
 * Laptops
 * Samples of good and bad essays
 * Samples of good documentation form and bad documentation form ||


 * =Source for Lesson Plan and Research= ||
 * I came up with this lesson plan myself. ||


 * =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:** I included differentiated instruction and the multiple intelligences in this lesson. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** In order to do well on this project, students need to know the proper way to document their resources, so they are being taught how to document their sources in this lesson. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** Students spend some time listening to and participating in a lecture, working alone, working in groups, working one on one with the teacher, and using technology to organize their thoughts and information. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** The teacher assesses students during the lesson based on their questions and the work she sees them doing. Later, the teacher looks at their wiki pages and assesses their work based on what they have done so far. ||


 * =Teaching and Learning Sequence:= ||
 * The room will be set up as usual. Desks will begin in rows, but will be moved throughout the period to meet student needs. All students will begin class facing the front of the room, where the first part of the lesson will take place. When it is time for students to work, they may rearrange the desks to work in groups, or they may leave their desks where they are to work alone.

After all students have arrived, the teacher will begin by asking how many students know how to cite and document sources and information. The students who know how to do this will raise their hands. (2 minutes) The teacher will go through examples of how to document sources such as books, magazines, and Web sites, asking students to help. (5-10 minutes) The teacher will then explain MLA format for citing sources in the body of the paper (3 minutes) and allow students to get laptops so they may begin working on their projects (2 minutes). While the students are working, the teacher will walk around making sure they know what they are doing and answering any questions they may have. By this time, the research questions should be finalized and the majority of the work should be researching the topic. (60-65 minutes) Students will be instructed to have a basic outline and a list of sources posted to the wiki for the next class. (2 minutes) Students will save their work and put their laptops away. (3 minutes)

The teacher will self assess based on the questions the students have, and the work they have posted to the wiki. If they still have lots of questions about how to document or cite sources, or if students do not have questions but the sources are documented incorrectly, she may need to explain that part of the lesson in more detail on another day and remember to be more thorough the next time she teaches this lesson. ||

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