L4+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 explore word choice as well as textual structures in the form of graphic organizers. They will explore word choices by expanding their vocabulary with a thesaurus online. They will explore textual structures by watching a PowerPoint and filling in the graphic organizer. Lastly they will be graded on the dialogue they create for the imovie. All of these processes will ultimately enhance their remembrance of the writing differences. They will also show the importance of formal rules.     <span style="font-family: 'Times New Roman','serif';">Students will form groups by using their spring seasonal partners. They will work with these partners for the entire lesson. When it is time to start working on the imovie I will pair up two sets of seasonal partners that are just close to each other. That way there will be four students working on the dialogue and movie. <span style="font-family: 'Times New Roman','serif';"> <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__:** <span style="font-family: 'Times New Roman','serif';">Lesson 4: //Empathy// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * __<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;"> <span style="font-family: 'Times New Roman','serif';">mechanics are dependent on the purpose or context. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student will know **<span style="font-family: 'Times New Roman','serif';">differences in dashes, word choices, and textual structures. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student will be able to **<span style="font-family: 'Times New Roman','serif';">consider audience, purpose, or context during the writing process.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Maine Learning Results Alignment __**
 * Rationale:** <span style="font-family: 'Times New Roman','serif';">Students will take the other perspectives one step further when they study how to persuade different people by using different kinds of sentence and paragraph structures. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * __<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) **
 * imovie (30) **<span style="font-family: 'Times New Roman','serif';">: Groups will create a script and video tape their script. When they are editing the movie they will add subtitles that show the grammar used. They will focus on their audience when writing the script. Students will be graded on their creativity, proof of audience knowledge, and effort. If a student does not help with the project then they will receive a zero for the days they worked and for the final project; However, this should not be a problem since I will be constantly checking in with the students. These processes will give students a memorable experience so that they will always be aware of audience.
 * __<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';"> I will use technology in the lesson by making a PowerPoint for the students to watch to give them the information for textual structures. Students will use technology in making their imovie and looking up words using an online thesaurus.
 * Other content areas:**
 * Art: **<span style="font-family: 'Times New Roman','serif';"> Students will be able to use photography to create their imovie presentations.
 * Music:** Students can create songs for their imovie presentations: jingles.
 * Business:** Selling the product the class chooses is a great lesson for future business workers. Knowing the consumers is important in being a successful seller.
 * __<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';">
 * Verbal:** The students will make subtitles for the dialogue, and they will explore word choice, which are both directed towards the verbal intelligence.
 * Visual:** The movie is a great visual element for visual learners. And the comparison to food is using pictures.
 * Kinesthetic:** The students can get up and move in their movie.
 * Musical:** Since the product is a movie, students can create a jingle for the imovie.
 * Intrapersonal:** The students are analyzing their own word choice.
 * Interpersonal:** The students are involved in teamwork to make the imovie. They are also exploring the difference in audiences. They are thinking about the differences.
 * Naturalist:** The graphic organizer is actually styled after nature.

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

For absent students, the empty and completed graphic organizers and PowerPoint will be available online for them to use. Students will be able to contact each other using the phone numbers or email. They can divvy up workloads on the project.
 * Absent Students**

This lesson will test the perspective understanding that we talked about in Lesson 3. They will be free to use the Garageband of their classmates when making the video. Students will put a test to their persuasive skills. They will need to be able to explain every aspect of their movie and how it is directed towards their audience. They will all especially need to be able to explain the grammar aspect of their movie and why they wrote in a certain way. They will use imovie and hopefully learn a lot about this program for later use. <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;"> I will need the individual laptops and PowerPoint technology on each computer so that each student can be involved in the process of the PowerPoint. I will also require that they send each other the project version of the PowerPoint at the end of each class period so that if one student is missing then their grade will not suffer. Students will also need the ability to research and work nonstop instead of switching on and off of the computers. If I will not have the choice of working in the classroom with everyone with their own laptops then I will have to sign up for the computer lab during the days we work on the PowerPoints. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> [] [] []
 * 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;">projector
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">PowerPoint
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">PowerPoint presentation
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">pencils
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">graphic organizer for word choice
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">graphic organizer for textual structures
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">PowerPoint Tutorial
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">imovie planning graphic
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Source for Lesson Plan and Research __**
 * Word Choice **<span style="font-family: 'Times New Roman','serif';">:

[]
 * Textual Structures:**

Contractions: []

Word choice graphic organizer []

imovie Rubric []&

imovie tutorial []

imovie planning graphic organizer [] <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">PowerPoint Tutorial <span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif';">There are four different classifications for how students learn: Beach-balls, Puppy-dogs, Clipboards, and Microscopes. The Beach-balls like choices; because of this I have allowed students to have complete creative freedom with the commercials and they can choose their intended audiences. Puppy-dogs need to know that it is okay to make mistakes; because of this I have made it so that students will pass in their dialogue first and allow me to make changes to it or referrals before they record their movie. Clipboards need clear objectives and directions; because of this I have made rubrics that are understandable and easy for the students to know what I expect before they even start making their commercial. Lastly, Microscopes need to be able delve into the topic they are learning. I will give them the chance to really work on their knowledge of the audience when making the video. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif';">The lesson is focusing on students being able to have empathy for other’s perspectives. The perspectives were started off in the previous chapter, so lesson is really just an extension. The project is very hands on; students will have a memorable experience with the lesson so that they will always remember the differences with audiences. I am not just teaching them the grammar and the rules that change with each formal or informal piece of writing (which are located in the content notes). Instead, they are exploring and seeing the differences first hand. Mistakes can be made and a redo is optional. I just want the students to go away from the project with a complete understanding of how to manipulate their writing to create a different response from their audience. <span style="font-family: 'Times New Roman','serif';"> I will use technology in the lesson by making a PowerPoint for the students to watch to give them the information for textual structures. Students will use technology in making their imovie and looking up words using an online thesaurus. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will explore word choice as well as textual structures in the form of graphic organizers. They will explore word choices by expanding their vocabulary with a thesaurus online. They will explore textual structures by watching a PowerPoint and filling in the graphic organizer. Lastly they will be graded on the dialogue they create for the imovie.
 * __<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';"> The students will make subtitles for the dialogue, and they will explore word choice, which are both directed towards the verbal intelligence.
 * Visual:** The movie is a great visual element for visual learners. And the comparison to food is using pictures.
 * Kinesthetic:** The students can get up and move in their movie.
 * Musical:** Since the product is a movie, students can create a jingle for the imovie.
 * Intrapersonal:** The students are analyzing their own word choice.
 * Interpersonal:** The students are involved in teamwork to make the imovie. They are also exploring the difference in audiences. They are thinking about the differences.
 * Naturalist:** The product will relate to nature.
 * //<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';">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will come into the classroom and sit at any of the tables. The desks will be in clumps of four. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> I will help students understand that mechanics are dependent on the purpose or context. The grammar you use for your friends, siblings, and boss should differ for easier comprehension. **//Students demonstrate the use of the structures and conventions of// Standard American English //in their communication.//** I will discuss restaurants and the way food is delivered to people. There is McDonald's burgers delivered all squashed and wrapped up. Then there is a diner's burger. This is big and a little dressed up on a plate with fries. Next is the fancy restaurant's burger. This burger is served separated with herbs and exotic sauces draped over the burger with beauty, not simple in any way. This is how we will look at grammar usage. (15 min) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif';">I will help students understand the differences in dashes, word choices, and sentence styles for formal and informal writing. Students will use a graphic organizer to explore word choice between friends, bosses, and little kids. Students will compare graphic organizations and see if they understood the differences. They can even add other’s word choices and examples. I will lead a discussion about which words portray a different picture or feeling, even though they technically mean the same things. Also, we will discuss which words are better for different audiences. (30 min)
 * Summative (Assessment of Learning)**
 * imovie (30)**: Groups will create a script and video tape their script. When they are editing the movie they will add subtitles that show the grammar used. They will focus on their audience when writing the script. Students will be graded on their creativity, proof of audience knowledge, and effort. If a student does not help with the project then they will receive a zero for the days they worked and for the final project.
 * __<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 start the class off discussing the podcasts students made the night before and giving them their grades. I will take this discussion further and use pictures of hamburgers from different places to show that the same item can be delivered in different ways. We will discuss how a child wouldn't know how to handle the fancy burger and a snobby business man would turn his nose from the Fast Food Burger. (15 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will give students the worksheet for word choice. Students will pick an object to talk about: a united object. Students will then write the object in the center of the wheel. Next, students will describe the object. They will write one describing word in each of the wheels. Students will then use a thesaurus online and write down several different examples of the same meaning of their word that they could or should have used. They will circle their favorite. (20 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will help conduct the sharing of their favorite describing words with their peers. Students are free to add other words to their graphic if they wish. We will discuss how each word, though meaning a similar thing, invoke a different feeling or picture in someone’s mind. We will discuss how different audience would be affected by the different words. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will give students a continuation of notes that we had started in the previous lesson on correct and incorrect ways of formal writing (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will pick a new object with the sole guideline that it could be linked to nature. I will prevent objects from being decided upon that are too difficult to make a commercial for. (5 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will join their fall seasonal partners and sit anywhere. The partners they sat with at their tables will join a team. There will be four people to each team (if there are an outliers then I will deal with them separately). I will give the students the planning graphic organizer and explain the commercial to the students. Each group will have to sell the product to a different audience type. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will use the rest of class to begin their commercial planning.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For homework, students will write a script and communicate online. When the script is complete they will email it to me. I will edit the script before class.(for students who do not have this computer access I will deal with the situation separately)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will come to class and begin working on their edited scripts and story board right away. Students will be able to ask me for assistants at any point. I will ask them to have it completely filmed by the end of class. (80 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For homework students will be able to edit the video.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For the third day, students will come in and finish editing the video. Students will have the first half of class to finish anything they need to complete. (40 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lastly, students will watch each other’s videos. (40 min)
 * Where, Why, What, Hook Tailor: Visual, Intrapersonal, Interpersonal, Verbal, logical**
 * Equip, Explore, Rethink**, **Tailor: Visual, Intrapersonal, Interpersonal, Verbal, logical**

Students will use a graphic organizer to explore word choice between friends, bosses, and little kids. Students, as a group, will create a commercial selling a product. The product will be a class decision; they will decide on a nature product before they know that they’ll be selling it. They need to sell the same product to different audiences; each team has a different audience. They will create a commercial appropriate for the different audiences. (95 min)
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** **Visual, Intrapersonal, Interpersonal, Verbal, logical, musical, Naturalist, kinesthetic**

Students will make graphic organizers so that I can check to see their understanding. These graphic organizers are a step into the commercials they will create. Imovie subtitles will show grammar they used; I will grade their imovies based upon the showing of the perspective of the audience. I will give them feedback about every single thing that could or should change. (95 min) <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;">
 * Evaluate, Tailors: Visual, Intrapersonal, Interpersonal, Verbal, logical, musical, Naturalist, kinesthetic**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Content Notes __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">There are words that SHOW and there are words that just tell. An example of this would be the difference between saying "there was a creepy man walking behind me in the store" and saying "There was a middle-aged man with skin falling off his bones and eyes sagging down his face that followed behind me as I walked down the frozen-food isle of Hannaford. He was so close that if I stopped he would have run into me--clearly not obeying the three second rule of personal space."
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use words that aren't common to make your piece more interesting and unique; for instance, instead of saying "laugh," chose from the following words: chortle, chuckle, grin, guffaw, crow, titter, cackle, hoot, giggle, and snicker. Each of these different words paints a different picture in the readers mind.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Instead of saying kid, say child; guy, say man/boy; awesome, say wonderful; etc. Don't use cool, cute, dude, yeah, humungous, etc.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Avoid contractions in formal writing. They are considered by some as sloppy or as a colloquial speech. Can't is cannot, won't is will not, She'd is she would or had... etc.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The difference between writing in first, second, and third person is that in formal writing, only third person should be used.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Avoid imperative speech: don't demand anything. This can sound rude to some people. "One should not demand anything." or "some could infer" instead of "You infer from this..."
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">State points confidently, don't show difficulty or wavering in formal writing. Readers should be confident in your writing; they should not be nervous of the information.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Handouts __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Word Choice Graphic Organizer **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Imovie Presentation Planning Organizer **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Project Rubric **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">PowerPoint Tutorial **