L4+Hall,+Catherine

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: Current Events**

 * =**Objectives**:= ||
 * Student will understand that ** finding the answer to research questions requires the use of a variety of primary and secondary sources.
 * Student will know ** the difference between opinion and fact.
 * Student will be able to ** make judgments about conflicted findings from varied sources. ||
 * Student will be able to ** make judgments about conflicted findings from varied sources. ||

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:** ||

Any questions students may have, and the work they have done will be used as a formative assessment. . || The students will indicate which sources state opinions and which state facts on the list of sources on the wiki. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Type II Technology: Wiki that students will use to organize their information ||
 * =**Integration**= ||
 * Social Science: Current Events

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. . ||
 * =**Groupings**= ||

__**Intrapersonal**__ learners can work alone. __**Musical**__ There will be music playing in the background. __**Visual**__ and __**Spatial**__ Students can use the wiki to organize their information. __**Logical/Mathematical**__ learners can use the time to put their thoughts in an order that makes sense to them. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * __**Interpersonal**__ Students can work in groups.
 * **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**
 * Students will use a wiki to list their resources and indicate which are opinion and which are fact. ||


 * =Materials, Resources and Technology= ||
 * * Pens
 * Pencils
 * Laptops
 * Paper ||

The lesson was created by Catherine Hall. [|http://www.dictionary.com] http://umfresources.wikispaces.com/EDU221WebQuestResourcesTips ||
 * =Source for Lesson Plan and Research= ||

This lesson meets this standard by allowing students to work one on one with the teacher and have access to classroom resources while they are working. Students are also allowed to work according to their multiple intelligences. The goal of this lesson is to prepare students to meet the MLR this unit was designed around. || This lesson meets this standard because the teacher uses lecture, group work, individual conferences, and individual work to help the students learn about refining research questions. Students will be using a wiki to post their refined research question and to organize their sources and ideas for their final project. || The formal assessment will be the final product. The teacher will evaluate the refined research question as an informal assessment. The teacher will also look at any resources the students have listed on their wikis to see how effective the research question is. ||
 * =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:** This lesson meets this standard by allowing students to carefully examine their research questions, and to use specific steps to refine their research questions. Although specific steps are used, they do not need to be in any specific order. A safe, comfortable atmosphere has been established in the classroom. ||
 * __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:**

The room will be set up with desks in groups of four. Students will sit in their groups, but each group may choose which group of desks where they would like to sit. Students may move the desks around as necessary. All students will begin class facing the front of the room, where the first part of the lesson will take place. Agenda: Students come in and receive their group assignments (before class begins) Explain the difference between opinion and fact (5-10 minutes) Show students how to analyze sources, especially Websites, to see if they are reliable. (20 minutes) Answer questions (10 minutes) Students will work in groups to find resources and make a list of resources in MLA format. They will also begin writing the first drafts of their final projects. (35 minutes) Students will put their materials away (5 minutes) Students will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources. Only using one or two sources often only gives the researcher one opinion or side of an argument. Using a variety of sources will give the student a variety of perspectives and opinions to consider when answering the question. This lesson addresses //Maine Learning Results: English Language Arts -// C Research C 1 Research Grade 9 -Diploma Current Events 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. b. Make judgments about conflicted findings from different sources. To hook the students, the teacher will make two statements. One will be fact, one will be opinion. The teacher will use the same tone of voice to make the statements and will ask the students which is fact and which is opinion. **What, Where, Why, Hook, Tailor: Verbal** The class will be divided evenly between group work and lecture. The teacher will use the first half of class to explain the difference between opinion and fact, and to show students how to determine the reliability of a source. Students will use the Internet to find Websites that may or may not be reliable. As a class, the students will determine if the Website is reliable and why. The rest of class time may be used to look at the sources students have already found and determine how reliable they are. Students may find more sources and may begin writing the first draft of their final project. Students may work together and alone during class, but they must work together for part of the time. Teacher content notes are attached. **Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal** Students will work in groups to decide how reliable the Websites they found are. They may decide to use Websites that contain opinions rather than facts, as long as they use Websites that contain facts instead of opinions as well. They may work alone for part of the time, but they must work together for at least part of the time. By the end of this lesson, students will know the difference between opinions and facts and how to determine the validity of a source. The groups will be assigned as students walk in the door. Each student will be handed a colored index card. Students will sit with other students who have the same colored card. **Rethink, Refine, Revise, Tailor: Verbal** Students will be evaluated based on the work they do in class. They will pick one Website and decide if it is reliable or not. They will also be evaluated on their list of Websites. They will mark each resource in their list as reliable or unreliable and the teacher will look to see if they are right. **Evaluate, Tailor: Verbal, Spatial** ||
 * =Teaching and Learning Sequence:= ||

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