L6+Petroska,+Kirsten

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

Teacher’s Name:** Ms. Petroska **Date of Lesson:** Lesson 6 (Self-Knowledge)
 * Grade Level:** 9th Grade **Topic:** Styles and Genres: fiction vs. nonfiction, personal narrative, reality-based, fantasy/sci-fi, mystery, historical, humor, etc.

__**Objectives**__
Student will understand that a narrative can be told in different ways. Student will know about different styles and genres: fiction vs. nonfiction, personal narrative, reality-based, fantasy/sci-fi, mystery, historical, humor, etc. Student will be able to do realize how they can use the narrative to convey a story or message.

__**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

Through this final lesson, students will have an opportunity to view themselves as people with stories to tell, taking on the role of journalists who are working to save a newspaper. Students will truly be living up to the MLR of embedding narrative writing when appropriate to audience purpose, because they are using narrative writing to draw in a dwindling audience and recapturing their attention.
 * Rationale:**

__**Assessment**__
Students use of the 5 W's chart and their rough drafts of articles will serve as checkpoints for me in my students understanding of narrative writing and of the assignment.
 * Formative (Assessment for Learning)**

Students will create a sample online newspaper writing five news stories all told in the narrative form. They will also present their sample newspaper to the class. The five news stories will come from different sections of the paper, allowing students to explore different topics with different versions of the their literary voice.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be using Google sites to create an online newspaper. They will have to include photos as well as at least one video clip of their own making and one audio recording.

Other Content Area(s): Students will use media arts, because they will have to pick appropriate subjects to either photograph, record, or video tape. They will also have to have these photos, recordings, and video clips come out to a reasonable quality since they will be presenting the sample newspaper to a board of newspaper editors (their peers) and the sample paper will be available to view online.

__Groupings__
Students will be working independently except to partner with seasonal partners for peer editing.

__**Differentiated Instruction**__

 * Strategies**
 * **Verbal**- Students will be doing a great deal of writing as they create their newspaper articles.
 * **Music**- Students will be able to add music to their online paper if they choose (i.e. A student writes an article on a new band and includes their music--with permission--on the newspaper).
 * **Intrapersonal**- Students will be working alone on the articles, which will evolve from their interests or what they think is important to talk about.
 * **Bodily/Kinesthetic**- Students will have to create short clips for at least one article, giving them the oppurtunity to act a scene out.
 * **Visual**- Students will be required to add photos or some sort of accompanying artwork to at least one of their articles.
 * **Naturalist**- Students may choose to write articles that focus on nature and/or conservation.

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

Absent Students: Students will be starting this lesson by using a WebQuest. An absent student will be able to start the WebQuest regardless if he/she is in class. If during a day we are doing writing workshop and I do a mini-lesson, I will put the content of the mini-lesson on the class wiki-space. If a student is absent for a day where students are presenting, he/she will present their newspaper on a different day.

Students will be using Google sites to create an online newspaper that features multimedia. Students will have to create audio recordings and video recordings to supplement at least one of their news stories, and every news story will have to incorporate a picture. Students will be able to go beyond the usual newspaper or even the usual website by including extensive graphics, video, and audio.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops 5 W's Chart Rubrics for product and presentation

__Source for Lesson Plan and Research__
This is a [|link] to my WebQuest, which has all the links and information I'm using with the students.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** A variety of students will be able to interact with this lesson. Beach ball learners will have a variety of sources to go to as they decide how they want to form their newspaper. They will also have a number of choices on what they would like to write. Because the students are creating a newspaper, there are clear guidelines one might follow. A clipboard learner may choose to do a more traditional newspaper and follow a more logical format than other students. There are also clear instructions and sequence in how things are to be done in the webquest. Microscope learners will benefit from this lesson because it is a culmination of everything they have been working on over the course of the unit. They will have complete ownership over the project as well, because they will choose the sections the want to write within, the stories they want to write about, and it will be their voice that shines through. Puppy learners will be able to work with others in order to shape their stories. They can work with their seasonal partner to fine tune a story and to comiserate through the writing process. The puppy learner will benefit from the fact that he or she will not be the only one in the boat, but everyone will be working to write something.
 * //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:** As this will be a major writing assignment, students will be working to discover who they are as writers. They will begin to see their literary voice as well as their strengths and weaknesses in writing. They will come to discover what they enjoy to write and what they struggle with as well as what they think sounds good versus what other people think sounds good. Also, in the process of choosing which articles to write, students will see a picture of who they are as a person and what interests them as a person and writer. I believe the writing process can open windows into people's minds, and that is as much the purpose of teaching writing as is giving students a valuable skill.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Technology: Students will be using Google sites to create an online newspaper. They will have to include photos as well as at least one video clip of their own making and one audio recording.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * **Verbal**- Students will be doing a great deal of writing as they create their newspaper articles.
 * **Music**- Students will be able to add music to their online paper if they choose (i.e. A student writes an article on a new band and includes their music--with permission--on the newspaper).
 * **Intrapersonal**- Students will be working alone on the articles, which will evolve from their interests or what they think is important to talk about.
 * **Bodily/Kinesthetic**- Students will have to create short clips for at least one article, giving them the oppurtunity to act a scene out.
 * **Visual**- Students will be required to add photos or some sort of accompanying artwork to at least one of their articles.
 * **Naturalist**- Students may choose to write articles that focus on nature and/or conservation.

Rationale:** Students use of the 5 W's chart and their rough drafts of articles will serve as checkpoints for me in my students understanding of narrative writing and of the assignment.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will create a sample online newspaper writing five news stories all told in the narrative form. They will also present their sample newspaper to the class. The five news stories will come from different sections of the paper, allowing students to explore different topics with different versions of the their literary voice.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Desks will be arranged in individual rows as much of the work in this lesson is done individually.

I don't see the value in giving an agenda for this lesson, as it will be very free flowing. The hook is within the WebQuest students will be accessing on the first day of class and will give them all their directions. If students need further clarification, I will be there. The class will last for about seven days. On the second day I will begin confrencing with students for about two minutes each to see where they're headed with their newspaper. After that they will workshop while I look over rough drafts and hand them back to students for work. During this time, students will also be able to film for the newspaper and take pictures. On the 6th day I will conference with students again to see where they are. If a majority of the class is still unfinished, then I will extend the time they have to work on the papers. **(Hook, Tailors: Visual, Bodily/Kinesthetic)**

Students are going to understand that a narrative can be told in a multitude of ways, through their writing and looking at the writing of their peers. Some people may choose to write about the same or similar topic, but how they approach it may be completely different. Students will also see that narrative writing can be imbedded in places one might not expect, like a newspaper. This just reinforces the goal of students realizing that they can embed narrative text when appropriate to auidence purpose. **(Where, Why, What)**

Through working with the newspaper format and having to write for different sections of the newspaper, students will see different genres and writing styles in action, through their own writing and the writing of their peers. I will deliver instruction by doing a writing workshop. Students will work individually on their projects (with some opportunity to peer review) while I conference with them and work with them on their rough drafts for the newspaper. I feel as though this is both a very hands-on approach, being available for questions at any time, rather than at a predetermined time at the end of class, as well as letting students be independent and work on things that they have personal investment in. This periodic checking in is also how I'll check for understanding. For any other content information, feel free to look at my [|webquest]. **(Equip, Tailors: Intrapersonal, Interpersonal)**

By using the 5 W charts and doing peer reviews, students will have a chance to explore their own writing and experience others. Students are going to working within the highest form of communication, storytelling. They are going to have to learn how to tell stories rather than reporting them as journalists do. There will be an emotional attachment the prevades through their articles. Successful news articles will show that students able to realize that they can use narrative writing to convey a story or message, and more importantly, they can use it to convey their story or message. Students will show evidence of learning through their final product. When I look at their newspapers I expect to see not only articles that express their interests (may it be music, nature, sports, current events, the arts, etc.), but fluent writing and story telling. I think the whole idea of telling a story rather than reporting will allow students to rethink the whole idea of writing and what it can mean. They will also revise their writing and refine it into a polished newspaper through the writing process. **(Explore, Experience, Rethink, Revise, Refine, Tailors: Naturalistic, Musical)**

Students will self-assess through the writing process. They will have to look at their writing through objective eyes and decide if they are meeting the criteria or not. I will give timely feedback by being available during the writing process to questions and to give feedback on rough drafts. This hands-on approach will make looking at their final products easier, because I'll know what to expect. This assignment will help with students' writing and give them an chance to improve this skill which will be necessary in almost every assessment they have in the future.

This is a [|link] to my WebQuest, which has all the links and information I'm using with the students.
 * Content Notes**


 * Handouts**