L2+Petroska,+Kirsten

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

Teacher’s Name: Kirsten Petroska Date of Lesson: Lesson 2 (Apply) Grade Level: 9th Grade Topic: How imagery, tone, syntax, and diction to form voice

Objectives Student will understand that word choice and order are crucial in developing a unique voice. Student will know how to use imagery, tone, syntax, and diction. Student will be able to do describe what components are necessary to create a unique 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: Once students have learned the meanings and uses of diction, syntax, imagery, tone, and voice, they will learn how to apply these terms in their writing, which directly addresses part "a" of the MLR.

Assessment

Formative (Assessment for Learning) Students will organize a song I will play in class by where the song utilizes syntax, imagery, tone, and diction. Students will also complete four blog entries where they search for a song or poem that fits each term and explains why. They will then be paired up and asked to look at their partner's blog, comment on the entries, then leave a comment on the class wiki discussion page about what they found on their partner's blog, doing a virtual think-pair-share. They will then revise the way they organized the song I played in class. Students will fill out notecards at the end of class to tell me how confident they feel using the terms. Depending on the results, I will move on to the next lesson, extend the lesson another day, or work with individuals at the beginning of the next class.

Summative (Assessment of Learning) Students will find their favorite song's lyrics and label the parts that have the terms using Word commenting and highlighting tools. They will then go and create a virtual poster using Glogster for the song lyrics to be posted to their blog. Product: Word document and a Glogster poster Assessment Tool: Checklist

Integration Technology: Students will create blog posts and a Glogster poster to document their learning.

Other Content Areas: Students will be incorporating music (listening to songs, looking up song lyrics) and graphic arts (creaing Glogster posters)

Groupings Students will be in "virtual pairs" where they are assigned to look at a partner's blog and leave comments about the poems/song lyrics they chose to examplify a particular term. The pairs will be chosen by seasonal partners, which we will be predetermined.

Differentiated Instruction

Strategies: Logical: Students will be classifying parts of a song. Verbal: Students will write blog entries. Visual: Students will be creating Glogster posters. Musical: Students will use songs and lyrics to learn about the terms. Intrapersonal: Students will do a self-evaluation at the end of class about their efficiency on the topic. Interpersonal: Students will participate in think-pair-share.

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

Absent Students: If a student misses this class they will be able to access all the information on the wikispace and should be able to complete the activities before the next class. I will post an MP3 of the song we listened to along with a link to the music video, I will post the PDF file for the 4-column chart. I will post the links to the sites where the student can choose which poems/song lyrics he/she would would like to use in his/her blog entries, and I will post instructions about how to disect his/her favorite song using Word and I will post instructions on how to use Glogster and how to post it to his/her blog.

Extensions Students will be able to explore what types of songs and poems really show the terms and will be able to use sites like Glogster to get their creative juices flowing and be able to use another medium to show how they feel their favorite songs show imagery, diction, syntax, and tone. They will also have the opportunity to see other ways songs/poems can examplify the terms by looking at their partners’ blogs.

Materials, Resources and Technology Laptops Glogster Blogs Four-Column organizer MP3 file of a popular song The music video for that song Handout with directions on how to use Word commenting/highlighting tools and Glogster Checklist for what is required/expected in Word document and Glogster poster Checklist on what is required/expected regarding blog posts

Source for Lesson Plan and Research This site and this site both provided me with examples of how I can set up a checklist for grading, since I'm choosing to do this rather than a rubric to grade my students' summative assessments.

Students' Links: Poets.org- A site featuring many poems which you can search by poet (also includes poet biographies) Lyrics Search Engine- a search engine for lyrics; type in the musician or song title (or part of a title or some of the lyrics) Song Lyrics- song lyric search engine that allows you to search lyrics based off music genre or artist or popularity Poetry Archive (need RealPlayer to listen)- recordings of modern poets reading their poetry Children's Poetry Archive (need RealPlayer to listen)- recordings of modern poets reading their children's poetry ReadPrint Poems- a free online library where you can access a number of poets' work Lyrics Freak- another lyric search engine where you can search based on song title; it also provides links to other lyric-based websites

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 do a variety of activities ranging from creating a poster online, to searching for songs and poems, to posting blog entries. They will also be able to choose what kinds of poetry and songs they explore and want to use to examplify the terms. The lesson also works with Clipboard learners. The activity using the four-column chart allows Clipboard learners to have an chance to organize information in the way they see most fit. There will also be clear expectations to follow in the work by the use of a checklist to assess their work. I have also covered the Microscope learners. There is a heavy focus on details in this lesson, because students will be analyzing poems and song lyrics to discover what songs or parts of the songs fit in what categories. As for the Puppy learners, I will give them the opportunity to tell me in a private way (via notecards) if they feel comfortable or not with the material we've covered. If some students feel a need to continue working on understanding the terms, then we'll work together so everyone is on the same page. Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Students are continuing with their knowledge of the terms they learned in the previous lesson. Now that they have an understanding of what each term means (Explain), they will have the opportunity to apply them. Through searching for songs and poems that fit each term, students are analyzing songs for certain features, applying what they know about the terminology we have been working with. This activity should solidify students understanding of the terms and will allow them to apply them in their own writing in the future. Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Students will create blog entires and a Glogster poster to document their learning.


 * Verbal- Students will write blog entries.
 * Logical- Students will be classifying parts of a song.
 * Visual- Students will create a Glogster poster for their favorite song.
 * Bodily/Kinesthetic- The use of the music video will show physical movements that would help bodily/kinesthetic learners interpret the song.
 * Music- Students will use songs and lyrics to learn about the terms.
 * Intrapersonal- Students will do a self-evaluation at the end of class about their efficiency on the topic.
 * Interpersonal- Students will participate in think-pair-share.

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: Students will organize a song I play at the beginning of class using the following four terms: imagery, diction, syntax, and tone. They will also search for songs and poems that they feel examplify those terms and will explain why on a blog entry. I will comment on these blog entries and they will receive points for completing the entries, but they will not be graded on whether or not they're "wrong" or "right". Students will also fill out notecards regarding their comfort level with the material.

Teaching and Learning Sequence: When students come into the class room, the desks will be arranged in a circle. While there won't be a great deal of group work going on during this class, I feel a circle will encourage conversation about what students are doing and will invite ideas to be bounced around and passed on to each other.

Agenda:

Day One:


 * Students come in, take a seat, a sheet with song lyrics will be on their desks and the song will be playing in the background. When everyone is seated, I'll have them read along as I play the song and then watch as I play the music video. (10 min.) (Hook)
 * I will hand out the 4-column sheet and the students will take the parts of the song they think best exemplifies each term (labeled at the top of a column). (10 min.)
 * Students will search for poems/song lyrics they think examplify each of the terms and then write a short (1-2 sentence) explination of why. (40 min.)
 * Students will do a "virtual" think-pair-share with their seasonal partners. (15 min.)
 * Students will fill out a notecard describing their comfort level with the terms. (5 min.)

Day Two:


 * Depending on the responses on the notecards, I'll either take the time to work with the whole class or a group of students to review what we've learned so far about the terms and see what I can do to help students feel better about them. (10-20 min.)
 * Students will go back to their four-column chart and see if they can change or rearrange any of the parts of the song from the day before. (10 min.)
 * Students will then search for the song lyrics of their favorite songs and label the parts they feel best exemplify the terms using Word. (45 min.)
 * Students will go on to create a Glogster poster to be completed by 9pm that evening and posted to their blogs.
 * Note: Students will be encouraged to bring in MP3 players or discmans (if anyone still uses those then) to listen to their favorite song or other music, especially as they create their posters. Also, I will be working individually with students as they do these activities, if they need the extra help.

By completing these activities, students will further understand that word choice and order are crucial in developing a unique voice. They will also see that having a unique "voice" is seen in popular culture, like in music or poetry. We've been learning all this so students will learn to embed narrative writing in a written text when appropriate to audience purpose. (Where, Why, What, Tailors: Music, Bodily/Kinesthetic)

Students will have been equipped with the knowledge of diction, syntax, tone, and imagery with the previous lesson. This lesson is meant to further and refine that knowledge. While students are working with the material, which I will deliver via spoken and written instruction, I will work with individual students to see where they are at with the material. This, in addition to notecards, blog entries, and students' Word documents and Glogster posters, I'll be able to see where my students are in their learning. See Content Notes for the rest... (Equip)

Students will begin to explore using tone, syntax, imagery, and diction by taking the "hook" song from the beginning of class and organizing it into the four-column chart. After they do that, they'll find four poems, one for each term, and will write two or three sentences about why they chose the poem they did. By exploring the poems using the terms, they will be analyzing the content of the poetry and making a judgment about what exemplifies the terms. Students will then do a think-pair-share "virtually" (explained above) to see what other students have chosen to use to exemplify the terms. Afterwards, they will revise their four-column chart and see if there are parts of the "hook" song that can be moved to a different column or can assign different parts of the song to a column. Their summative assessment will be a dissection of their favorite song (assigning parts of it to the terms) by using the comment and highlighting features on Word and then creating a Glogster poster for the song. The poster will feature the song and students will have to highlight the four terms in some way on the poster. Through all of this, students will better understand and be able describe what components are necessary to create a unique voice. (Apply, Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Verbal, Visual, Interpersonal)

Students will join me in the assessment of their work by writing down on a notecard how they feel they've mastered the material after the first day of the lesson. The next day I will try to help with any troubles students may be having. I will provide timely assessment by having students post their work online so I can access it quickly and provide comments quickly. The following lessons and assessments will continue with narrative writing, and the use of voice are crucial in narrative writing. (Tailors: Intrapersonal)

Content Notes This site and this site both provided me with examples of how I can set up a checklist for grading, since I'm choosing to do this rather than a rubric to grade my students' summative assessments.

Students' Links: Poets.org Lyrics Search Engine Song Lyrics Poetry Archive (need RealPlayer to listen) Children's Poetry Archive (need RealPlayer to listen) ReadPrint Poems Lyrics Freak

Handouts Handout with directions on how to use Word commenting/highlighting tools and Glogster Checklist for what is required/expected in Word document and Glogster poster Checklist on what is required/expected regarding blog posts Four Column Organizer