L6+Kinney,+Lydia

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**
Third person, Omniscence. ||
 * =**Objectives**:= ||
 * Student will understand that the style of the written text effects the voice present within the text ||
 * Student will know types of Narratives/Point of view: First person, Second person,
 * Student will be able to to analyze styles of writing and their components. ||

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:In this lesson students will analyze different points of view from their own experience.  ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will have previous writing assignments that will show their development as authors that I will write observations on. ||
 * **Summative** (Assessment of Learning)
 * Students will have a rubric that they will base their final paper on. This paper will be a major part of their final grade. ||

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 * =**Integration**= ||
 * Technology: Students will use their blogs as a data base of resources, deffinitions and previous work to complete their reflective essay. ||


 * =**Groupings**= ||
 * Students will use a three step interview to help compile their thoughts. Each student will interview a classmate and will be interviewed. They will have an outline of questions to use during this interview. ||

Interpersonal- Students will work in groups on their blog to critique. Intrapersonal- Students will mostly work alone and reflect on their previous writing. Visual- Students will work with a web to organize their paper. Verbal- Students with strong linguistic skills will do well in creating their reflective paper. Logical- Students with strong logical abilities will be able to organize their thoughts effectively for this paper. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

Absent Students**// Absent Students will need to find a peer to complete the three step interview. They will need to see me to complete their hand outs. Also students will need to fill out a calendar to organize how and when they will finish this assignment while keeping up with their other assignments also. ||
 * **Extensions**
 * Students will use their blogs that they created as a resource for writing their final paper. ||

 Graphic Organizers- Spider Maps Three step Interview Instructions Computers Youtube video ||
 * =Materials, Resources and Technology= ||
 * Day 1

 ||
 * =Source for Lesson Plan and Research= ||
 * Graphic Organizer- http://www.eduplace.com/graphicorganizer/ (see attached).
 * Students will use the Spider Maps to map out their essay.

This lesson meets the Maine Standards for Initial Teacher Certification by allowing students to mainly work on their own. Also this activity allows students to use the internet in a fun yet academically oriented way. This lesson provides structure and step by step instruction.  || // b. Organize ideas in a logical sequence with effective transitions. //  This lesson meets the Maine Standards for Initial Teacher Certification because it provides students with cooperative learning opportunities such as a three step interview. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">This lesson meets the Maine Standards for Initial Teacher Certification by providing learning opportunities in many of the eight MI’s for example **interpersonal** students will work in groups on their blog to critique each other. **Intrapersonal** students will mostly work alone and reflect on their previous writing. **Visual** students will work with a web to organize their paper. **Verbal** students with strong linguistic skills will do well in creating their reflective paper. **Logical-** Students with strong logical abilities will be able to organize their thoughts effectively for this paper. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">This lesson meets the Maine Standard for Initial Teacher Certification by including an informal assessment that will be based on student’s previous examples of writing. Also a formal assessment will be based on the completion of their reflective essay. This assessment will be based on a rubric given prior to the completion of the assignment. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> ||
 * =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:**
 * __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:**

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Agenda <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Hook <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Three Step Interview <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Spider Web <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Writing <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will asses their work and how the style that they used to write affected to outcome of their work. Students will learn that reflecting on their own work is difficult but in the end it will lead to stronger work. At the beginning of class we will watch an edited version of YouTube video <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">([|http://youtube.com/watch?v=HSm0Mzmh7kM)] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">that will show students none examples of quality essay writing in a humorous way. (15 minutes) <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will write a rough draft and post it on their team blog to be critiqued. I will also leave a comment on their blog. Students can re-work their essay for a final draft (**Rethink**). <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> ||
 * =Teaching and Learning Sequence:= ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will come into class and sit down. Seats will be arranged in a semi-circle; however, students will not be using the desks much today.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Where, Why, What, Hook, Tailor: Intrapersonal, Visual **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">I will then give the assignment. Students are to write a 500 word composition about which style of writing they prefer and why. Students will have previous drafts of prompts and the data base of terms that they created. Students will use a three step interview (see attached). They will have a list of questions to consider (see attached). Students will group into pairs to do this exercise. Students will draw names from a hat to pair up. Each student will interview their partner. (30 minutes)
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Visual, Verbal, Logical **
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will use a spider map for a graphic organizer to start preparing their thoughts for their essay. They will have their answers from the interview to guide them. Students will have the chance to write clarifying questions and topics that will help them develop their composition. Students will use the remainder of class to work on their papers. Students will finish their rough draft as homework. (35 minutes)
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Intrapersonal, Verbal, Logical ** ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Evaluate, Tailors: Intrapersonal, Verbal **

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