L1+Petroska,+Kirsten

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Kirsten Petroska **Date of Lesson:** Lesson 1 (Explanation)
 * Grade Level:** 9th grade **Topic:** How imagery, tone, syntax, and diction form voice

Objectives Student will understand that word choice and order are crucial in developing a unique literary voice. Student will know about imagery, tone, syntax, diction, and how those create voice. Student will be able to describe what components are necessary to create a unique literary voice.

Maine Learning Results Alignment Maine Learning Result: English Language Arts- B. Writing B2 Narrative Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose. a. Use diction, syntax, imagery, and tone to create a distinctive voice

Rationale: This lesson works specifically with diction, syntax, imagery, tone, and voice, teaching students what each term means and how it works.

Assessment

Formative (Assessment for Learning) Students will be presenting lessons to the class and will receive feedback from both their peers and teacher on how the lesson could be improved or what information should be changed (inaccuracies) before they create podcasts. Following the presentations, students will do quick-writes, one for each term, evaluating their personal knowledge of the terms and figuring out what needs to be reviewed. (Handout for student feedback on lessons, handout on quick-writes)

Summative (Assessment of Learning) In a group, students will create lessons to teach their classmates about the use one of the following terms: imagery, diction, syntax, tone, and voice. After presenting the lesson to classmates and the teacher, students will receive feedback and refine their lesson, record it as a podcast and release it on the class wiki for others to reference throughout the year. Product: Podcast Lesson Assessment Tool: Rubric

Integration Technology: Students will create lessons and turn them into podcasts to make available to the other students on the class wikispace to reference.

Other Content Areas: Students will be asked to incorporate music (I will provide selections for them to choose from) into their lessons to aid supermemory music.

Groupings Students will work in groups to research one of the terms and then create a lesson to teach to the class. Students will form groups according to their predominant MI (there will be four students per group and two MIs must be represented). Each student in the group will go to a link provided by the teacher, read the information, then report back to their group members. Then each student will assume one of the following roles: facilitator, recorder, timekeeper, and process observer. They will then create their lesson.

Differentiated Instruction

Strategies: Logical: Students will participate in discussions about the terminology and voice. They will also do quick-writes. Verbal: I will use Socratic questioning by asking students about they think the terms mean and how they're used (kind of like an informal formative assessment). Visual: As a part of their lesson presentations to the class, students will create a logo to visually represent their term. This will serve as the cover art to their podcast. Musical: I will assign each group a piece of music to incorporate into their lesson to use for Supermemory Music. Intrapersonal: The quick-writes not only allow for some individual work, but also for personal reflection. Interpersonal: Students will be working in groups to learn more about the terms and to create lesson plans. Kinesthetic: The presentation for the lesson will give these types of learners the opportunity to be up and physically engage the class if they choose during their lesson. Naturalist: Before I ask students to share a story about themselves, I'll have us all go on a nature walk. It might even be a good time to explain how writers like the Wordsworths (William and Dorothy) often used nature for inspiration in their poetry and journals (both forms of narrative writing).

Modifications/Accommodations I will review student's IEP, 504 or ELL/DEP and make appropriate modifications and accommodations.

Absent Students: If a student is absent for a portion of the class where they are being grouped and starting research, I will assign them to be in a group and either e-mail or call them (which ever is most prompt) to give them their group information and the links he/she needs to look at to participate in the research. If a student is absent for one of the presentation days (either for teaching the lesson to the class or for creating the podcast), I will still give them credit for participation as long as they participated in at least one presentation and were active in the groups creation of the lesson that will be presented. If a student is absent on both presentation days, then I will ask that student to meet with me outside of class to give me a mini-presentation, just an informal summary of what their topic was about, showing their knowledge of the subject. This will only be accepted if I've observed that the student actively participated in the portions of the lesson they were present for.

Extensions Students will create a podcast collaboratively where they will create a lesson teaching their fellow students about a piece of terminology they'll be using in class. The podcasts will be posted to a class wiki (for students who don't have a MP3 players) to be referenced throughout the year.

Materials, Resources and Technology Laptops Garage Band software Blogs Tree Graphic Organizer (one for each student) Peer and Teacher Feedback Checklist Handout explaining quick-writes Links for students on terminology (see below) Handout explaining what is required for the lesson and podcast (make note of changes from class presentation to podcast, like if students do activities as part of the lesson, they need to be modified for the podcast) Rubric for the podcast lesson Music for the students to use in their lessons and podcasts to aid supermemory music

Source for Lesson Plan and Research I plan on having my students do quick-writes using the terms they had learned about during the peer lessons. This lesson plan gave me a more concrete idea of how the quick-writes can look. The teacher asks her students to write about three things that irritate them ("irritate" is one of the vocab words) and why. To modify this idea to my lesson plan, I could have my students about the same subject (their choice) five different ways, focusing on a different literary device each time. Or I could have students use each literary term three different ways.

Students' Links: Syntax: Definition of Syntax- Merriam-Webster dictionary definition How to use and examples of Syntax- this site gives a student friendly definition of syntax and how to do it along with examples Syntax Quiz- This is a quiz from the above site that gives students an opportunity to apply their knowledge syntax. It also provides good examples of how students can "quiz" each other when they create a lesson for the class. Syntax in the Real World- This is a blog that discusses the nuances of syntax as it appears in the real world Literary Definition of Syntax- This site gives a slightly different definition of syntax from the literary perspective

Diction: Definition of Diction- Merriam-Webster dictionary definition Diction for Dummies- An article on dummies.com explaining diction and how it's used in writing Four Levels of Diction- This site mentions and briefly explains what the four levels of diction are Four Levels of Diction Explained- This site goes into more depth over the four levels of diction Diction in Action- Gives detailed examples of diction in use

Imagery: Definition of Imagery- Dictionary.com definition of imagery How to use Imagery- Gives examples of imagery in writing Step-by-step use of imagery- Gives step-by-step instructions on how to use imagery in writing; also good way to help students think of an activity to do with class as they teach them about imagery Imagery and Creative Writing- A blog that gives several in-depth examples of how to use imagery Opportunities to use Imagery- Gives multiple ways to use imagery by using literature

Tone: How Tone is Used- Article explaining how and why tone is used Examples of Tone- Examples of how tone is used in various pieces of literature Tone for Dummies- Article from dummies.com explaining how tone is used in writing Definition of Tone- Wikipedia article on tone explaining what it is and it's background and uses Lesson on Tone- Blog entry on how to teach a lesson on tone; good material for students to use for teaching their lesson

Voice: Finding Your Voice- A blog entry on how on can "find" their literary voice Lesson on Voice- A lesson on the Scholastic website on how to add voice to your writing; good for students teaching the lesson on voice Blog on Finding Voice- Blog entry on how a writer found their voice

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: Many different kinds of students will have many opportunities to demonstrate their knowledge during this lesson. For example, a person with a Beach Ball learning style will be able to explore multiple links and examples of the term he/she will be researching with their group. A Beach Ball leaner can also choose how he/she will present the lesson with their group. The lesson also works with Clipboard learners. Through the clear explanations on the rubric and the handout describing quick-writes, students will know exactly what is expected of them. I have also covered the Microscope learners. By having students research a term and create a lesson to teach it to others, the students must "own" the information they are presenting by gaining a deep understanding of the material. And because students will be learning together and teaching each other, a supportive and respectful environment should be formed, making this lesson work well for Puppy learners. They will all be in the same boat, because they will all have an opportunity to be student and teacher, depending on the term being presented. Students will be able to empathize with each other and what they are going through as they research their terms and create lessons they feel will best get the information across. Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: In order to competently write a narrative, students need to understand what goes into a narrative. In this lesson students will learn about each term (imagery, voice, syntax, diction, tone, and voice), either through participating in a lesson or creating their own, then creating podcasts which will make the information available for students to reference throughout the year. Students will also use each term in quick-writes explaining through their writing what the terms mean. Because students are using the information several times in a few different ways, they will get a 360-degree view of each term. We will be able to see how well a student can explain the terms through their podcasts and quick-writes, but also with the understanding that the mastery of these terms comes with further use over time. After this lesson they should have a solid idea of what each term means, though it will be understandable if the use of each term is a bit shaky. Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Students will create a podcast collaboratively where they will create a lesson teaching their fellow students about a piece of terminology they'll be using in class. The podcasts will be posted to a class wiki (for students who don't have a MP3 players) to be referenced throughout the year.


 * Verbal: Students will participate in discussions about the terminology and voice. They will also do quick-writes.
 * Logical: I will use Socratic questioning by asking students about they think the terms mean and how they're used (kind of like an informal formative assessment).
 * Visual: As a part of their lesson presentations to the class, students will create a logo to visually represent their term. This will serve as the cover art to their podcast.
 * Music: I will assign each group a piece of music to incorporate into their lesson to use for Supermemory Music.
 * Naturalist: Before I ask students to share a story about themselves, I'll have us all go on a nature walk. It might even be a good time to explain how writers like the Wordsworths (William and Dorothy) often used nature for inspiration in their poetry and journals (both forms of narrative writing).
 * Bodily/Kinesthetic: The presentation for the lesson will give these types of learners the opportunity to be up and physically engage the class if they choose during their lesson.
 * Interpersonal: Students will be working in groups to learn more about the terms and to create lesson plans.
 * Intrapersonal: The quick-writes not only allow for some individual work, but also for personal reflection.

Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Students will be assessed in multiple ways throughout the lesson using both informal and formal assessments.

Informal Assessments: As students prepare to learn about the terms, they will use a tree graphic organizer to organize what ideas they have about the term their group has been assigned. This will work almost like a pre-assessment of each group’s knowledge. When students present their lessons to the class, they will receive feedback from both their peers and teacher to see how they can improve upon the lesson (either presentation or content). After the students present the terms, we will do some Socratic questioning to get students to think more deeply about the terms and to give me the opportunity to see how well the class understands the terms. For the remainder of the class and to finish up as homework, I will have the students do a series of quick-writes using each of the terms. This will help me see how well the students can explain each term and if they're on their way to interpreting them.

Formal Assessments: Students formal summative assessment for this lesson will be a podcast. The podcast will be a final version of the lesson they taught to the class after having been given the chance to refine the lesson based on feedback from their peers and teacher.

Teaching and Learning Sequence: When students walk into the classroom they will be sitting in clusters of four and five. Who sits with whom for the lesson will have already been determined based on their MI groups--MI groups will have been determined at the beginning of the year. The cluster arrangement makes the most sense because students will be working in groups for a majority of the lesson. There will be less time wasted if students automatically know where to sit and with whom; even if every aspect of the lesson is not done with groups (like the hook--which isn’t even meant to be in the classroom).

The agenda for the lesson is as follows:

Day One:

 The class will meet outdoors where we will each share (in two minutes or less) a story from our lives (students will have been asked to think of one the night before, but to not write it down). We'll then discuss how everyone has a voice and a story to tell and explore the ideas behind telling a story (Why do we tell stories? To whom do we tell stories?) and what it means to write a story in our own voice. This will be the hook to the lesson and will include both the verbal and naturalist intelligences, as students will have an opportunity to sit outside and use nature as inspiration for their story if they choose and they will be telling a story to others, using the verbal intelligence. (50-60 min.)  For the remainder of the class the students, in groups, will be assigned one of the following terms: imagery, syntax, diction, tone, and voice. They will fill out the tree graphic organizer with the information they already have about whatever term they have been assigned. (20-30 min.)  For homework, students will be asked to investigate the links their group has been given for their term and compile information to share with their group members.

Day Two:

 Students will work with their groups to create a 2-3 minute lessons on their term to present in the second part of the class. (50 min)  Students will present their lessons and receive written feedback from peers and teacher. (30 min)  Students will start a series of quick-writes for homework.

Day Three:

 We will start the class by doing Socratic questioning to help students look more deeply into their terms. (20 min.)  Students will refine their lessons using peer and teacher feedback as well as taking in the morning’s discussion over the terms. (20 min.)  Students will volunteer the order in which they will work with the teacher to finish refining their lesson and create their podcasts. Students who are not working on their podcasts will either continue to work on their lessons or complete their quick-writes.  Students will go and listen to each podcast (other than their own) and leave a comment on the wikispace (where the podcasts will be posted) regarding either the improvements made or the information given. No one can repeat what another student has said. After the lesson is finished, students should understand that word choice and order are crucial in developing a unique literary voice. This is important for students to learn because if one is able to write with a unique voice, things like cover letters for job applications, applying to college, or making a written require you to stand out from the crowd. This all relates the MLR result that says, “Students will embed narrative writing in a written text when appropriate to audience and purpose.”

Students understand that word choice and order are crucial in developing a unique literary voice. Having a distinct voice is important when applying for a job, writing a letter (particularly to someone important who has never met you), or making a written request, because you have to stick out and convey your message in a positive and clear way. Students will embed narrative writing in a written text when appropriate to audience and purpose. (Where, Why, What, Hook)

Students will be “equipping” themselves, for the most part. When we have our first discussion about voice during the first part of the lesson, I will introduce the five terms they will be looking at and give them some basic information and explain to them what they need to find out. They will discover more in-depth information by exploring what they and their peers already know about the term their group has been assigned by filling out the tree organizer together. To be sure that each student is on the same page, I will go from group to group, providing more individualized instruction as needed. If someone has a question, they can call me over and ask. I will observe the groups as they fill out their tree organizers and clarify any major misconceptions. At this point, if students are a bit off base in their ideas of what a term means, it’s okay. Students who have an interpersonal proclivity will be very comfortable working with groups to discover new information. (Equip, Tailors: Interpersonal)

When students return to class the next day, they will begin to create their lessons, which they’ll present at the end of class. The lessons are meant to be short and give a basic overview of the term and perhaps allow the class to quickly work with the term. As students create lessons and later use them in quick-writes, they will be experiencing the information by analyzing it. They will have to determine what pieces of information about the term they should use in the lesson, and when they do the quick-writes, they will have to decide how to write to best exemplify the term. As I have students work directly with the terms by creating and participating in lessons and doing quick-writes, students will be able to describe what components are necessary to create a unique literary voice. They will have been given two vantage points to come to understand the terms--by defining them and then by beginning to use them. Students will have a chance to exhibit their musical, bodily/kinesthetic, and intrapersonal skills here as they must incorporate music at some point into their lesson (as super memory music) and they may choose to use physically engage the class during the lesson or create a skit to explain the term. Intrapersonal learners will be able to use the quick-writes as short reflective pieces as they exhibit their knowledge of the terms. (Tailors: Music, Bodily, Intrapersonal, Experience/Explore)

As students work on their lessons they will be grouped based on predetermined MI combinations. When they work to put together their lesson, they will take on the roles of facilitator, timekeeper, recorder, and process observer. They will also have to work collaboratively to create a logo for the term (this will be particularly fun for visual learners). At the end of the class they will present their lesson to the class. After the presentations are completed, students will begin to do a series of quick-writes for homework, using each of the terms, an informal way for me to observe how much they understand the terms (I will ask them to do one for each term on their blogs by a certain time that night--9pm or so--and then leave a comment to help them write two more for each term). (Tailors: Visual)

On the last day of the lesson, we will begin the class by doing Socratic questioning to help students think more deeply about the terms and to hopefully give them a more full view of what they mean. Students will also have the opportunity to look at teacher and peer feedback regarding their lesson from the previous day and begin to revise their lesson with the new information (feedback, Socratic questioning). Finally, students will be able to refine their lesson with me as we create their podcast to post to the class wiki. Students with a logical intelligence will enjoy the systematic questioning involved with Socratic questioning and it may help them come to a more full understanding of the terms. (Rethink, Revise, Refine, Tailors: logical-mathematical)

Students will be able to self-assess by completing quick-writes and by listening and commenting on each others podcasts. Students will be asked to listen to all the podcasts and comment on either the content or presentation of each lesson and they can’t repeat what others have already written. I will provide students with timely feedback by speaking with them during class and working with individuals and small groups. By using blogs, I will be able to quickly access their quick-writes and leave quick and (hopefully) helpful comments. I will be using a checklist (along with their peers) during the class lesson to provide them with quick feedback to revise their lesson, and then grade their podcast with a rubric.

The information in this lesson directly connects to the following lesson where the students must identify the terms within pieces of writing. In future assessments, students will have to employ imagery, tone, syntax, and diction in order to create voice in their narrative writing, which is a key part in the unit’s final project.

Content Notes I plan on having my students do quick-writes using the terms they had learned about during the peer lessons. This lesson plan gave me a more concrete idea of how the quick-writes can look. The teacher asks her students to write about three things that irritate them ("irritate" is one of the vocabulary words) and why. To modify this idea to my lesson plan, students will do a quick-write for each term we covered in class, illustrating it’s meaning.

Students' Links: Note to sub: All of these links are meant for the students to use to learn about the term they’ve been assigned and to properly define, explain how it’s used, and make examples of that use to the class.

Syntax: Definition of Syntax- Merriam-Webster dictionary definition How to use and examples of Syntax- This site gives a student friendly definition of syntax and how to do it along with examples Syntax Quiz- This is a quiz from the above site that gives students an opportunity to apply their knowledge syntax. It also provides good examples of how students can "quiz" each other when they create a lesson for the class. Syntax in the Real World- This is a blog that discusses the nuances of syntax as it appears in the real world Literary Definition of Syntax- This site gives a slightly different definition of syntax from the literary perspective

Diction: Definition of Diction- Merriam-Webster dictionary definition Diction for Dummies- An article on dummies.com explaining diction and how it's used in writing Four Levels of Diction- This site mentions and briefly explains what the four levels of diction are Four Levels of Diction Explained- This site goes into more depth over the four levels of diction Diction in Action- Gives detailed examples of diction in use

Imagery: Definition of Imagery- Dictionary.com definition of imagery How to use Imagery- Gives examples of imagery in writing Step-by-step use of imagery- Gives step-by-step instructions on how to use imagery in writing; also good way to help students think of an activity to do with class as they teach them about imagery Imagery and Creative Writing- A blog that gives several in-depth examples of how to use imagery Opportunities to use Imagery- Gives multiple ways to use imagery by using literature

Tone: How Tone is Used- Article explaining how and why tone is used Examples of Tone- Examples of how tone is used in various pieces of literature Tone for Dummies- Article from dummies.com explaining how tone is used in writing Definition of Tone- Wikipedia article on tone explaining what it is and it's background and uses Lesson on Tone- Blog entry on how to teach a lesson on tone; good material for students to use for teaching their lesson

Voice: Finding Your Voice- A blog entry on how on can "find" their literary voice Lesson on Voice- A lesson on the Scholastic website on how to add voice to your writing; good for students teaching the lesson on voice Blog on Finding Voice- Blog entry on how a writer found their voice

Handouts Handout of requirements for class lesson Peer and Teacher feedback checklist for class lesson Rubric for podcast lesson Handout explaining quick-writes Tree Chart