L3+Kinney,+Lydia

=**UMF LESSON PLAN FORMAT**=

**Grade Level:9 Topic:Narrative Writing**

 * =**Objectives**:= ||
 * Student will understand that organizing their thoughts and ideas in a logistical sequence will enable them to develop successful narratives. ||
 * Student will know writing strategies. ||
 * Student will be able to organize ideas in a logistical sequence with effective transitions ||

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 provides students with the opportunity to exercise and practice on their skills as a narrative author. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * I will review the story outlines that students completed in lesson 2. This will not be graded as an assessment;however, this will show me that students understand how to outline a story and that they are ready to create a story of their own. ||
 * **Summative** (Assessment of Learning)
 * The finished webquest will be graded using a rubric. ||

= = Social Studies: Students will research different cultures and myths in order to retell the story in their own style. ||
 * =**Integration**= ||
 * Technology: Students will use technology to complete their webquest.


 * =**Groupings**= ||
 * Students will participate a "Think-Pair-Share" activity. Students will complete a story map on their own. They will pair together to edit and collaborate. They will then share with the class. The class will provide further feedback for each student. ||

Naturalist - Students will be able to direct their narratives with a natural theme. Visual- The graphic organizer is a great visual aid for students who need to organize that way. Verbal- Students will use their linguistic skill while writing and while working with other students. Logical- Logical students will also appreciate the graphic organizer because it will align their stories in a clear sequence. Interpersonal- Students will interact with their partner and with the entire class. Musical- Students can pair their narrative to music that they choose or write. Intrapersonal- Students will have time to think on their own during the "Think- Pair- Share" activity. ||
 * =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**// Students who are absent will need to complete this assignment. They will need to conference with me and create a calender so that they can complete the missing work and stay on schedule with current or upcoming assignments. ||
 * **Extensions**
 * Students will use the web to research stories (Type I Technology). Students will use the webquest to guide them through writing a story and finding background information (Type II Technology). ||

Graphic Organizers Computers ||
 * =Materials, Resources and Technology= ||
 * Day 1

Graphic Organizer- http://www.eduplace.com/graphicorganizer/ Group Activity- http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities YouTube-  http://youtube.com/watch?v=ESK5Wf0ye7I   ||
 * =Source for Lesson Plan and Research= ||
 * Web Quest-http://its.guilford.k12.nc.us/webquests/storyteller/storyteller.htm

This lesson meets the Maine Standards for Initial Teacher Certification because it supports a safe learning environment by grouping students in small settings. 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 demonstrates the Maine Standards for Initial Teacher Certification by pre- assessing student’s growth using story maps that were previously completed. MI theory was also used in this lesson keeping students different learning styles in mind. Backwards design was also used by incorporating concepts such as big ideas, and the MLR's.  || This lesson meets the Maine Standards for Initial Teacher Certification because it integrates many intelligences into it such as **Naturalist** students will be able to write their narratives with a natural theme. **Visual** learners will appreciate the graphic organizer because it is a great tool for students who need to organize visually. **Verbal** learners will use their linguistic skills while writing and while working with other students. **Logical** students will also appreciate the graphic organizer because it will help them to align their stories in a clear sequence. **Interpersonal** students will interact with their partner and with the entire class. **Musical** students can pair their narrative to music that they choose or write. **Intrapersonal** students will have time to think on their own during the "Think- Pair- Share" activity.  || This lesson meets the Maine Standards for Initial Teacher Certification because it has a formative and summative assessment. The formative assessment does not go toward the final grade, but is used as a means of gauging where students are at. The summative assessment is part of the final grade.  ||
 * __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:**

 Agenda Watch Youtube video Graphic Organizers WebQuest Think Pair Share  <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will be learning to organize their thoughts and ideas in a logistical sequence so that they can develop successful narratives. They will use this information so that they can have useful writing strategies. Students will watch a video of a myth being retold ( <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://youtube.com/watch?v=ESK5Wf0ye7I) <span. This is meant to be a short example of what they could do. We will then have a discussion over why the video is or is not a good example. <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 take this home for homework if they do not finish. Students will have the option to pair their story with a sound track. It will be due the next class period. After I review the assignment students will be able to revise their work. The final draft will be graded using the rubric that was given to the students at the start of the lesson. This is a good warm up for the next lesson which is writing assignment that will go toward their final grade. <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 the class room and be seated in a semi-circle. This arrangement will allow for the students to hear me better and to view the front of the room easier.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Where, Why, What, Hook, Tailor: Visual, Verbal, Logical, Interpersonal **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> (20 minute)
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will need to know what website to go to and what is expected of them from the website (http://its.guilford.k12.nc.us/webquests/storyteller/storyteller.htm). As a class we will review the WebQuest and assignment. I will hand out story maps to each student to help them spatially organize their work (see attached). Students will use the resources provided on the WebQuest to find a myth that they would like to retell. After students have found the myth they want to tell they will use the story map to sketch out their story. (40 minutes)
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Equip, Explore, Rethink, Tailor: Visual, Natural, Intrapersonal, Logical **
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will have already completed the “Think” part of the Think Pair Share activity (see attached). They will now move into pairs to share the myths that they have found and their story maps that they have filled out. After this everyone will share their ideas with the class. Students will use the feedback that they receive from their peers to start working on their story. Students will have a rubric to use while they write their story so that they know what is expected of them (see attached). (20 minutes)
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Verbal **
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Evaluate, Tailor: Verbal, Musical, Intrapersonal **

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