L2+Rines,Kyle+Jacob


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


 * Teacher’s Name:** Mr. Rines **Date of Lesson:** Lesson 2 - Empathy
 * Grade Level:** 9-Diploma **Topic:** Use of Diction in Narrative Writing

__**Objectives**__
Students will understand how to use diction in their writing. Students will know how to use good diction in their writing, not repetitive writing and a good variation of words. Students will post an alphabetical sequence online in a blog to share with the class. Students will be able to role play in order to identify showing, not telling in their writing.

__**Maine Learning Results Alignment**__
Maine Learning Results - English Language Arts A. Reading B2 Narrative Writing Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose.
 * Rationale:** It is most important to use good diction in narrative writing. The choice of words in a narrative can make all the difference.

__**Assessment**__
Students will be evaluated on their Alphabetical Sequence that they will post on their blog. Students are asked to write the sequence down on a Four-Column Chart prior to posting online. The sequence is designed for the students to create a list of words, and each word starts with corresponding letters of the alphabet (A - awesome, B - belligerent, C ...). During the Think/Pair/Share activity where students will share the alphabetical sequences, I will walk around to each group and approve their work and that they fully understand the assignment.
 * Formative (Assessment for Learning)**

Students are to create a blog in which they will post their alphabetical sequence. The catch is that students must re-create their alphabetical sequence in a media type way. Use such things as a Prezi, XtraNormal, create a powerpoint, iMovie, podcast, ComicLife, or any other program that the students find and are familiar with. The use of the interactive blog will aid students by revising their own work through my comments on the blog and their own self-assessment. A checklist will provided to the students so they know what is expected in the blog.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology - The use of the interactive blog and the use of another technology to show/create their alphabetical sequences. Mathematics - The logical organization used in the Mad Lib, Four-Column Chart, and alphabetical sequence could be seen as mathematical (logical).

__Groupings__

 * Cooperative Learning** - Students will then use the Think/Pair/Share method to evaluate each others understanding of diction in their alphabetical sequence. They will compare graphic organizers and will be able to revise their alphabetical sequences based on their knowledge and use of diction. The Think/Pair/Share method involves a three step process. During the first step individuals think silently about a objective proposed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

__**Differentiated Instruction**__
Verbal-Linguistic - Using the graphic organizer and alphabetical sequence game to produce good use of diction. Logical/Mathematical - Posting in the blog and filling out the graphic organizer for the alphabetical sequence. Visual/Spatial - The use of the graphic organizer and think/pair/share activity for the alphabetical sequence and comparing graphic organizers. Bodily/Kinesthetic - Think/Pair/Share partner activity to compare graphic organizers. Musical/Rhythmic - Intrapersonal - Filling out the graphic organizer on the alphabetical sequence and blog activity on. Interpersonal - Think/Pair/Share method, and producing a blog for the alphabetical sequence. Naturalist - The use of the alphabet to learn good use of diction.
 * Strategies**

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


 * Absent**: If you are absent for this activity, please come see me or e-mail me. Please let me know that you missed class, because we will work something out. I will get you caught up and aware of the project that is due.

Technology - The use of the interactive blog and the use of another technology to show/create their alphabetical sequences. Mathematics - The logical organization used in the Mad Lib, Four-Column Chart, and alphabetical sequence could be seen as mathematical (logical).
 * Extensions**

__**Materials, Resources and Technology**__
• Pen or Pencil • Laptop/Internet • Blogger • Four-Column Chart • Mad Lib • Another media representation

__Source for Lesson Plan and Research__
[] Think/Pair/Share cooperative learning activity. [] This is the Four-Column Chart graphic organizer. [] This is the blog website in which they will post their work. [] This is the Mad Lib site used for the hook.

__**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:** The beach ball learners will benefit from having a wide variety of choices for this assignment. Students are asked to create a blog and post an alphabetical sequence in another media type. It is up to the student to choose how they will re-create their sequence. Clipboard learners will benefit from the organized learning that is used in this lesson. Students are asked to use a Four-Column Chart and then use the sequence to practice diction. This is very organized and to the point. Microscope learners will benefit from the analysis and discussion parts of this lesson. They will analyze their own alphabetical sequence and Four-Column Chart by themselves, and then with peers in the Think/Pair/Share activity. Lastly, puppy learners will benefit from this lesson because working in groups will help secure a good, safe learning environment and will provide them with good feedback for their sequences and blogs.

See content notes.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will learn how to use narrative writing tools such as imagery, diction, syntax, and tone to establish a distinctive voice in their writing. These tools are important devices when giving characters a distinctive voice. Students will also be able to use effective transitions when necessary and organize ideas in a logical sequence. To write effectively you must use proper transitions and be able to organize ideas in a logical sequence. These tools of writing will aid in the student’s ability to show and not tell in their writing, which is another important aspect of narrative writing.

Maine Learning Results - English Language Arts A. Reading B2 Narrative Writing Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose.

Verbal-Linguistic - Using the graphic organizer and alphabetical sequence game to produce good use of diction. Logical/Mathematical - Posting in the blog and filling out the graphic organizer for the alphabetical sequence. Visual/Spatial - The use of the graphic organizer and think/pair/share activity for the alphabetical sequence and comparing graphic organizers. Bodily/Kinesthetic - Think/Pair/Share partner activity to compare graphic organizers. Musical/Rhythmic - Intrapersonal - Filling out the graphic organizer on the alphabetical sequence and blog activity on. Interpersonal - Think/Pair/Share method, and producing a blog for the alphabetical sequence. Naturalist - The use of the alphabet to learn good use of diction.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

I used Type II technology when the students were asked to post their alphabetical sequence in a blog and re-create their sequence in another media type. The blog is also interactive, so they will be able get feedback from me.


 * //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 evaluated on their Alphabetical Sequence that they will post on their blog. Students are asked to write the sequence down on a Four-Column Chart prior to posting online. The sequence is designed for the students to create a list of words, and each word starts with corresponding letters of the alphabet (A - awesome, B - belligerent, C ...). During the Think/Pair/Share activity where students will share the alphabetical sequences, I will walk around to each group and approve their work and that they fully understand the assignment.

__Teaching and Learning Sequence__
My classroom will be in a U-shaped formation. This formation is very useful for an English classroom, because there are many important aspects of learning that can be utilized in the U-shape formation such as discussion and peer advice/assessment.
 * Day 1:**
 * (15 minutes)** The students will do the Mad Lib activity to practice their use of diction in writing. This should hook them into the assignment, especially the **visual** and **verbal** learners.
 * (5 minutes)** I will introduce the assignment of the alphabetical sequence.
 * (20 minutes)** Students will begin to write their alphabetical sequences on paper using the Four-Column Chart. **Logical**
 * (30 minutes)** Students will get into their Think/Pair/Share groups and will share what they have for an alphabetical sequence and revise their work through peer assessment and obtain ideas for the homework assignment project. **Interpersonal, Intrapersonal, Kinesthetic**
 * (10 minutes)** I will assign the homework project which is due next class in which the students must create their blog and post their alphabetical sequences in another media type (Prezi, XtraNormal, create a powerpoint, iMovie, podcast, ComicLife, or any other program that the students find and are familiar with). I will provide a checklist for self-assessment and give feedback during the day between classes and as much as possible on the blogs. We will share the sequences next class. **Intrapersonal, Musical, Interpersonal**


 * Day 2:**
 * (5 minutes)** I will introduce the class into what we are doing, which is sharing our alphabetical sequences. Give me checklists. **Interpersonal**
 * (70 minutes)** Sharing the blogs and representations of the alphabetical sequences. **Interpersonal, Kinesthetic, Verbal**
 * (5 mintues)** Close class, give back checklists.

Students will understand how to use diction in their writing. It is most important to use good diction in narrative writing. The choice of words in a narrative can make all the difference**. //Students embed narrative writing in a written text when appropriate to the audience and purpose.//** Students will play Mad Lib games to practice good use of diction.

Students will know how to use good diction in their writing, not repetitive writing and a good variation of words. Students will post an alphabetical sequence online in a blog to share with the class. Students will use a Four-Column Chart graphic organizer to their alphabetical sequence on paper first. Students will then use the Think/Pair/Share method to evaluate each others understanding of diction. Compare graphic organizers. The students will be presented the criteria verbally and all students will understand the assignment(s) and the cooperative learning groups will provide aid. The graphic organizer will aid the students in organizing their alphabetical sequences and collaborating with other students. I will check for understanding through the feedback I get from the cooperative learning groups and the checklists for the assignments.

Students will use a Four-Column Chart graphic organizer to their alphabetical sequence on paper first. This will give them a rough outline of what the objective is and what they need to accomplish. Students will then use the Think/Pair/Share method to evaluate each others understanding of diction. Compare graphic organizers. This group cooperative learning activity will aid students when creating their alphabetical sequences and learning how to form a good variety of words (diction). Students will be able to illustrate their use of good diction in their narrative writing (Empathy). I will facilitate this process by using Mad Libs, an alphabetical sequence and using a cooperative learning method Think/Pair/Share. Students will then use the Think/Pair/Share method to evaluate each others understanding of diction in their alphabetical sequence. They will compare graphic organizers and will be able to revise their alphabetical sequences based on their knowledge and use of diction. The Think/Pair/Share method involves a three step process. During the first step individuals think silently about a objective proposed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. Students will be able to rethink and revise their work through the Think/Pair/Share groups and through my feedback on the blog. Students will also have a checklist to refine their work on the blog.

Students will have the opportunity to self-assess by using the checklist provided for the alphabetical sequences on their blogs. I will have two days to observe the blogs and provide feedback through the interactive blogs and this will enable the students to revise their work. This work connects with the overall impact of the unit. The unit is to refine the students knowledge of narrative tools such as diction as well as syntax, imagery, and tone.


 * Content Notes**
 * diction** - style of speaking or writing as dependent upon choice of words


 * Handouts**
 * - Four Column Chart [[file:4column.pdf]]**
 * - Checklist [[file:lesson2checklist.doc]]**