L3+Rodrigue,+Cassandra

                **UNIVERSITY OF MAINE AT FARMINGTON** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **      Maine Learning Results: English Language Arts- D. Language D2 Mechanics Grades 9- Diploma Students demonstrate the use of the structures and conventions of //Standard American English// in their communication. a. Use appropriate punctuation, spelling, and sentence and paragraph structure to suit purpose, situation, and audience   Students will change my text email into formal writing. After taking notes on formal writing, students will make needed changes to email in another color. They will share their letters with a partner and then make any more wanted or needed changes in yet again another color. Students will also form an "ice-cream" about characteristics that could affect an audience's susceptibility to understanding different grammar uses.    <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The students will pair up with their fall seasonal partners. They will work with these partners for the graphic organizer. From there I will pair them up with another group, that way there are four people to one group. These groups will create the podcast together. Each student will be participating in the research and the final product: podcast. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teacher’s Name __****<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Mrs. Shepherd ** __Date of Lesson__:** Lesson 3: //Perspective//
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Grade Level __****<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> 11 ** __Topic__:** Mechanics
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Objectives __**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student will understand that **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> mechanics are dependent on audience and context.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student will know **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">the different perspectives of the audiences and how punctuation can change to fit different needs.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student will be able to **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">compare the differences of audience perspective.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Maine Learning Results Alignment __**
 * Rationale:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be given a chance to explore their writing from another set of eyes; they will learn the different scenarios that affect their writing.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Assessment __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Formative (Assessment for Learning) **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Summative (Assessment of Learning) **
 * GarageBand **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: Students will make a podcast from the audiences’ point of view that tells classmates what the audience wants to hear/ what the audience can read/ etc. It will be a group effort involving a little research. They will be graded on proper grammar in their dialogue, creativity, and proof of audience knowledge. The audiences will differ, as will the scenarios. They will have a chance to earn 20 points for this assessment. Students will use these podcasts in Lesson 4 as a basis for their imovie commercials.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Integration __**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> I will use examples of text messages in the hook to explore informal uses of grammar. Students will use Garageband to make their podcasts and to listen to each other's.
 * Music:** Students will be supported in using background music in their podcast.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Groupings __**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Differentiated Instruction __**
 * Strategies **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Verbal**: Students will be involved in discussions and make a Garageband.
 * Visual**: The graphic organizers allow visual learners to see the different relationships.
 * Logical**: The graphic organizers allow logical learners to make a formula for audience perspective.
 * Naturalist**: The topic of the sentence examples are based on the Naturalist Intelligence.
 * Interpersonal**: There is a ton of teamwork in this lesson. Students will work on the graphic organizer together and the Garageband is a group project. Also the entire lesson is based on seeing from another person's point of view.
 * Intrapersonal**: The students can work on individually to fill out the first step of the graphic organizer. They are also always reflecting on what they personal grammar habits are.
 * Musical**: The Garageband can include music or be in the form of a song they wrote for the assignment.


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

The graphic organizer for the differences in informal and formal writing along with a few of my notes about the text messages will be only for the students to use. Also, students can contact each other either by phone or by email to work on their Garageband projects.
 * Absent Students**

I want students too actually //see// from the perspectives of their audience. They will step in the shoes of their intended audience to explore the educational influences, cultural influences, belief influences, and interest influences that affect their reading. These will include attention span, interest, comprehension, and their own writing styles. Students will also use Garageband to practice the oral speech and give them a chance to hear how their sentences sound. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> I will need every student to have computer access, if they cannot have the access by personal computers then I will have to sign up for the computer room for the days we work on this lesson. They will need the computers for research of their audience and to create the final Garageband. The rest of the materials are materials needed for the graphic organizer work. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Text messaging graphic organizer: [|abbrev.pdf (application/pdf Object)]
 * Extensions**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">individual laptops
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">my laptop
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">graphic organizer for audience
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">pencil
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">notepaper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">links on audience
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Garageband
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">class wikispace for posting podcasts
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Garageband tutorial
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Source for Lesson Plan and Research __**

audience [] []

Garageband Tutorial []

Garageband Rubric []&

audience details graphic organizer: [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The four classifications for students: beach-balls, clipboards, puppy-dogs, and microscopes. Beach-ball students love choices, because of this, students can choose which perspective to make their garage band from. Clipboards need clear guidelines, which are available in the rubric for the podcasts. Puppy-dogs need a comfortable classroom where they are free to make mistakes. The group work allows them to grow in their answers and their final result that is shared with others will be the work of many, not just one student. Microscopes need to be able to delve into the topics deeper. The podcasts can be as deep as the students wish. They can really focus on their audience type and explore the way that person would 1) read, 2) stay interested, 3) chose reading material, and 4) make a podcast. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students usually have a hard time seeing other's perspectives. The issues arise when they are writing a persuasive piece. However, this is not the only time that people need to be aware of their audience. Books don't sell, movies don't sell, people don't get jobs, and work isn't understood without the proper understanding of audience. For students to later on focus on their audience whilst writing, they need practice. While learning about audience, I will teach them how to write to the audience. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">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. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Rationale: //**
 * Verbal **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: Students will be involved in discussions and make a garageband.
 * Visual**: The graphic organizers allow visual learners to see the different relationships.
 * Logical**: The graphic organizers allow logical learners to make a formula for audience perspective.
 * Naturalist**: The topic of the sentence examples are based on the Naturalist Intelligence.
 * Interpersonal**: There is a ton of teamwork in this lesson. Students will work on the graphic organizer together and the garageband is a group project. Also the entire lesson is based on seeing from another person's point of view.
 * Intrapersonal**: The students can work on their own to fill out the first step of the graphic organizer. They are also always reflecting on what they personal grammar habits are.
 * Musical**: The Garageband can include music or be in the form of a song they wrote for the assignment.

I will help students use text messaging to learn about informal grammar, and help students use Garageband to make their podcasts. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will first fill out a graphic organizer that explores the differences of grammar use in formal and informal writing. They will work on these first on their own and then later on with a partner. Students will also form a list of characteristics that could affect an audience's susceptibility to understanding different grammar uses.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Rationale: //**
 * Formative (Assessment for Learning) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Desks will be set up in pairs when the students first come to class. The students can sit wherever they choose. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> I will teach students to understand that mechanics are dependent on audience and context. When writing a formal letter, article, or essay students need to use different mechanics then when they are writing stories or casual texts. **//Students demonstrate the use of the structures and conventions of// Standard American English //in their communication.//** I will show students an example of text messaging abbreviations used in a formal letter. Students will compare and contrast text messaging and formal writing. They will answer questions about whether or not grammar used in texts is okay for that situation. (5 min) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will teach students the different punctuation changes and word choices for the different scenarios. Students will use a graphic organizer that explores the different uses of punctuation dependent on formal or informal writing. They will also take a look at their own word choice/ grammar used in all sorts of situations. I will teach students the list of grammatical changes in formal writing, students will be able to further think about the letter to the principal. (30 min) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will give students the chance to redo the email with the list of grammatical changes. Students will then hand this in to me for feedback. Students will use a graphic organizer that explores the different perspectives of people. They will pair up and explore characteristics that influence reading skills. I will give students the link to the Garageband tutorial. Students can watch this and make a plan for their own Podcast. Students will make a podcast fake interviewing their stereotype of a reader. (110 min) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students’ first try at filling out the Graphic Organizer shows me where they are in relation to the content. Students will then make a list of characteristic differences that affect reading/listening skills. This shows me what their preconceptions are of audience. Lastly, I'll see their final knowledge on the subject when I grade the Garageband presentations. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Examples of changes with audience: Formal and Informal differences are not the only examples of changes. There are many differences whether your audience is made up of young children, peers, parents, people who are educated or uneducated, bosses, teachers, and business members. You will want to sound different to all of these people. You will want to be simple for children, relaxed with friends, and respectful with parents. The difference is in the person you wish to portray to your audience. It is the same way that you change your manner when talking to your boss to when talking to a child. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Summative (Assessment of Learning)**
 * GarageBand**: Students will make a podcast from the audiences point of view that tells classmates what the audience wants to hear/ what the audience can read/ etc. It will be a group effort involving a little research. They will be graded on proper grammar in their dialogue, creativity, and proof of audience knowledge. The audiences will differ, as will the scenarios. They will have a chance to earn 20 points for this assessment.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will give students an example of a txt message letter that would be to my boss. This message would be in mostly texting. I would ask someone to translate the letter. (5 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will ask students to fill out the graphic organizer for text messaging. They will try to fill out the graphic organizer to the best of their ability. We will use the graphic organizer to explore how one abbreviation could mean two different things. I will also give the examples of FBI and CIA. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will transform the text message letter into a formal letter. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will teach the students about changes that are possible when changing into a formal letter. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will rewrite the letter using information. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will pass out the graphic organizer for audience. Students will pair up with their summer seasonal partners and share their letters. (5 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will chose an audience "type" and write their name on the ice-cream cone of the graphic organizer. They will then fill in the ice cream with details that could interfere with their reading comprehension, interest level, and any other relation to reading. (20 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will watch the Garageband tutorial and make a plan for their podcast. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For homework students will finish plan for the tutorial.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will come in and sit with their partners again. Students will begin their work on the Garageband. They will be able to work in the hall with their laptops when they are recording their podcasts. Students will also post their final podcast on the class wiki. (80 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For homework students will listen to each other’s podcasts and be ready to discuss each podcast.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Where, Why, What, Hook Tailor: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> ** Intrapersonal, Interpersonal, Verbal, Logical, Visual **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Equip, Explore, Rethink**, **Tailor: Verbal, Intrapersonal, Interpersonal, Naturalist, Visual**
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal, Logical, Visual**
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal, Musical**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Content Notes __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Addressing a reader in a letter: use a colon for a business letter and a comma when it is informal. Commas reflect an informal relationship.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Only use a dash in informal writing.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Don't use abbreviations- abbreviations can be misunderstood. CIA= Central Intelligence Agency or Culinary Institute of America; PHD= Philosophiae Doctor, Push Here Dummy (point & shoot cameras), Portable Handheld Device, or Player Hater Degree; FBI= Food & Beverage Institute (Culinary Institute of America), Federal Bureau of Investigation.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Punctuation matters- For all the reasons we have mentioned in the previous two lessons, punctuation can either help the understanding of a piece or make it hard to read.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(remember pet peeves from Lesson 1)- People who know how to use grammar correctly will become irritated when they are reading something full of mistakes.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Overusing first person- This is much like when talking to a friend who uses "I" too much. Listening to them become more of a chore than an actual conversation.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Using too many words- Putting fluff in sentences or paragraphs to sound intelligent has the opposite effect. For someone who actually understands the information, this makes them think the writer is stupid.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Avoid clichés and slang- Instead of saying "I'm in over my head" say "I cannot handle all of the pressure my job has put on me." Some examples are using contractions instead of spelling out the words separately, using gonna instead of "going to" and wanna instead of "want a."
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Handouts __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Blank Text message worksheet **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Text message email **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Completed Text message worksheet **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">GarageBand Rubric **