L3+Ricker,Kassaundra+Margaret


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

** Teacher’s Name  ****  : Miss Ricker  ** ** Lesson 3: Self-Knowledge ** ** Grade Level  ****  : 10th grade  ** ** Topic: Appropriate evidence/examples ** ** Objectives  ** ** Student will understand that  ** there are appropriate types of example/evidence and appropriate ways to use them to support a logical argument/analysis. ** Student will know  ** terminology (example/evidence), structures of writing (where to use evidence) and critical details (how to find credible sources). ** Student will be able to  ** self-assess themselves on appropriate examples/evidence. ** Maine Learning Results Alignment  ** Maine Learning Results: English Language Arts- B.Writing B3 Argument/Analysis Grades 9-Diploma Students write academic essays that structure ideas and arguments in a sustained and logical fashion. Rationale: I am showing the students what credible evidence is and how to find it because accurate evidence directly contributes to a logical argument/ analysis. ** Assessment  ** ** Formative (Assessment for Learning)  ** Students will use a Venn Diagram to help understand what kind of characteristics embody credible evidence as well as share their justifications with other classmates. Then students will show me a storyboard of their comic sometime during classwork time so that I can make sure that they are on the right track. The students will be provided with the rubric they will be graded on for their final project and can self-assess at anytime during the process. ** Summative (Assessment of Learning)  ** Comiclife: You will use the program ComicLife to create a comicbook where a "hero" of your choosing (please be appropriate) explains how to find and decipher appropriate evidence. You will need to include all of the aspects of an action/adventure story, including an antagonist, which I will highlight in class. Your comic will need to be at least 5 pages long and needs to include the characteristics of credible evidence that we discuss in class. Also, if you use any images that are not your own you will need to give them proper credit also you need to make sure that you have permission to use these images. I suggest using images found in the Creative Commons if you are not going to use your own images. Note: You can take comicbook like pictures using photobooth. ** Integration  ** ** Technology:  ** Students will be using the program ComicLife to create a comicbook where a hero of their choosing explains how to decipher appropriate evidence/examples. I will show a tutorial on how to use ComicLife to the students before they begin this project. ** Statistics  ** : Students will be introduced to the idea of finding and deciphering credible and appropriate evidence using statistics and with a discussion of how statistics can be formed. ** Groupings  ** Students will be paired up with the student next to them and perform a 3-step interview. First, the students will take the examples they have been given and put them into one of the three categories in the Venn Diagram (Credible, Not Credible, Not Sure) by themselves. Then they will get with their partners where they will assume equal participation for most of the time. One student will question the other on why he/she put the specific piece of evidence in the certain category on the Venn Diagram. During this time the student will be the recorder and take notes on the other student's justification. Then the roles will be reversed and each student will be expected to report back to the class their partners ideas and justifications for why they put each example in the specific categories. Besides this activity, students will be put into groups of 3 to create a ComicLife that includes a "hero" who explains how to find credible sources and evidence. All students will be expected to take on equal participation in this group and each member of the group will be given a partner contract that will be partially filled out before the project starts and then each individual will finish the contract after the project is done so that I can see what each member contributed. ** Differentiated Instruction  ** ** Strategies  ** ** Logical-Mathematical:  ** We discuss statistical computations in the hook of the lesson that introduces the idea of credible evidence. ** Intrapersonal:  ** Students will be given time alone to figure out which pieces of evidence go where in the Venn Diagram. ** Interpersonal:  ** Students will share their ideas for why certain pieces of evidence go in certain spots on the diagram. ** Visual:  ** Students will use a Venn Diagram to organize evidence. ** Linguistic:  ** Students will have to decipher if the provided sentences are credible or not. ** Naturalist:  ** Examples of evidence that relate to nature (with naturalist vocabulary) will be included in the activity with the Venn Diagram. ** Modifications/Accommodations  ** I will review student's IEP or ELLIDEP and make appropriate modifications and accommodations. Absent: Students will get the graphic organizer and the example handout from the appropriate folder in my classroom the first day they come back to school. I will post my notes and the directions for the graphic organizer activity on the class website so that the student can fill out the graphic organizer. The student will then compare their organizer with another student who was absent and explain their justifications to eachother when there is some quiet working time in class. If there was only one absent student for that day, the student can explain the Venn Diagram to me during class or after school and explain why they put each example where they did. If the student is struggling with the concepts I will invite them to see my after or before school so that I can answer further questions and explain concepts more thoroughly. If a student is absent on the day that I give the ComicLife tutorial I will post a link to the tutorial on the class website and if students need more help then can see me during an appropriate time during the class period or right after school. ** Extensions  ** Students will be using the program ComicLife to create a comicbook where a hero of their choosing explains how to decipher appropriate evidence/examples. I will show a tutorial on how to use ComicLife to the students before they begin this project. ** Materials, Resources and Technology  ** · Graphic Organizer Handouts · My Laptop · Personal Laptops/Laptop cart · Examples of Evidence handout · LCD Projector · Whiteboard/markers/eraser · Rubric handouts · ComicLife Tutorial ** Source for Lesson Plan and Research  ** · Venn Diagram Graphic Organizer: http://www.eduplace.com/graphicorganizer/ this organizer will be used for students to decide whether a piece of evidence is credible or not. · 3-Step Interview activity: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities his website outlines and explains different cooperative learning groups, such as the 3-Step Interview, that can be utilized in the classroom. · Statistic hook activity: http://www.mathfail.com/2010/04/the-average-person-has-one-testicle-and-one-ovary.html This is one source for the statistic that I use to introduce this lesson. · Rubric Handouts: http://rubistar.4teachers.org/ This website gives an outline to help make rubrics. · Credible Sources Blog: http://gdwjr.blogspot.com/2009/03/credible-vs-non-credible-sources.html This blog gives definitions of credible and non-credible sources. · "Use valid, credible sources for information" website: http://plagiarism.umf.maine.edu/valid.html This UMF website goes over how to evaluate a source so that one can know if the information they are getting is credible. · "Find Credible Sources or References" website: http://www.suite101.com/content/find-credible-sources-or-references-a125751 This website would be good for a further information on the topic that students can reference after the initial lesson. · "How to Know What Research Is Credible for Essays" website: http://www.ehow.com/how_5859645_research-credible-essays.html This website gives tips for finding credible print sources. · "Evaluating Sources" document: This document can be found at http://www.law.siu.edu/lawlib/guides/eval.htm. This document is utilized by Sam Dunbar who teaches at Mount Blue High School and recommended it for this lesson. · "Evaluation Criteria" website: http://lib.nmsu.edu/instruction/evalcrit.html This website gives links to example of credible and non-credible websites that I can show the students · "Five Criteria for Evaluating Web Pages" website: http://olinuris.library.cornell.edu/ref/research/webcrit.html This website deals with how to interpret each piece of advice to help understand what a credible site looks like. · “Bogus websites” page: http://publish.uwo.ca/~floyd/general/boguswebsites.htm This page gives a list of websites that looks professional but are totally made up and I will use a couple of these in my hook activity. ** 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:  // ** Beach Ball: Students will be welcomed to volunteer their ideas or experiences when discussing how to find and use credible evidence. Also, students will be directed to many resources that will help them decipher appropriate evidence versus inappropriate evidence. Not all of these resources will be discussed in detail in class so students will have a chance to explore them on their own. Clipboard: Students will be given a graphic organizer that will be used to categorize evidence and sources as credible or not and this organizer can be used as a reference point when deciding if the evidence is credible. I will present all instructions before starting any activity, such as the "3-Step Interview", so that all students will have a clear idea of what they suppose to be doing. Also, students will be given the rubric they will be graded with for their ComicLife before they start working on the project so that they can ask questions and be clear on what my expectations are. Microscope: Students will be engaged in many discussions on how to know if a source or piece of evidence is credible and appropriate. This will happen with both partners and the whole class. Also, there are many critical details that help someone know if a source is credible and this lesson will help to uncover their strategies. Puppy: Since there will be a lot of discussion and group work I will strive to make a safe and comfortable environment. This means that students will be expected to be supportive in their groupings as well as during whole class discussion, listen to all of their peers. Along with their peers, I will help to encourage students. ** // Rationale:  // ** Students will know terminology (example/evidence), structures of writing (where to use evidence) and critical details (how to find credible sources). Please refer to my content notes. Students write academic essays that structure ideas and arguments in a sustained and logical fashion. In this lesson I will be utilizing the learning facet of self-knowledge. Students will be learning how to decipher credible and appropriate evidence/examples. They will then use this knowledge to create a ComicLife that shows how one can find credible evidence. Also, students will need to self-assess their abilities to find appropriate evidence when the write their essay for their performance task at the end of this unit. ** // Rationale:  // ** I utilized six different multiple intelligences when putting together this lesson on finding and deciphering appropriate examples and evidence to engage the different kinds of learners that will be present in my classroom. ** Logical-Mathematical  ** : We discuss statistical computations in the hook of the lesson that introduces the idea of credible evidence. ** Intrapersonal  ** : Students will be given time alone to figure out which pieces of evidence go where in the Venn Diagram. ** Interpersonal  ** : Students will share their ideas for why certain pieces of evidence go in certain spots on the diagram. ** Visual:  ** Students will use a Venn Diagram to organize evidence. ** Linguistic:  ** Students will have to decipher if the provided sentences are credible or not. ** Naturalist:  ** Examples of evidence that relate to nature (which naturalist vocabulary) will be included in the activity with the Venn Diagram. Students will be using the program ComicLife to create a comicbook where a hero of their choosing explains how to decipher appropriate evidence/examples. I will show a tutorial on how to use ComicLife to the students before they begin this project. ** // Rationale  // ** : The following formative and summative assessments for this lesson will provide me, as a teacher, valuable information on the students understanding of how to find credible evidence because each student will need to explain how to find credible evidence or how to decipher if a piece of evidence is credible at some point during the lesson. By giving feedback to my students and providing them with the rubric that they will be scored from I will clearly set my explanations. ** Formative (Assessment for Learning)  ** Students will use a Venn Diagram to help understand what kind of characteristics embody credible evidence as well as share their justifications with other classmates. Then students will show me a storyboard of their comic sometime during classwork time so that I can make sure that they are on the right track. The students will be provided with the rubric they will be graded on for their final project and can self-assess at anytime during the process. ** Summative (Assessment of Learning)  ** Comiclife: You will use the program ComicLife to create a comicbook where a "hero" of your choosing (please be appropriate) explains how to find and decipher appropriate evidence. You will need to include all of the aspects of an action/adventure story, including an antagonist, which I will highlight in class. Your comic will need to be at least 5 pages long and needs to include the characteristics of credible evidence that we discuss in class. Also, if you use any images that are not your own you will need to give them proper credit also you need to make sure that you have permission to use these images. I suggest using images found in the Creative Commons if you are not going to use your own images. Note: You can take comicbook like pictures using photobooth. The classroom will be arranged with desks in twos with possibly a group of three depending on the number of students in the class. This will allow students to be easily grouped for the 3-step interview and also it will take minimal movement of desks to create a larger group for the ComicLife projects. Day 1 The class will come in and I will share the opening statistic with them that relates to finding credible evidence and sources. I will explain the relevance to the lesson. (5 minutes) I will ask the students to brainstorm a list of characteristics that they think would constitute a credible source or evidence (5 minutes) I will take these ideas and begin to discuss what characteristics actually constitute a credible source and I will show real world examples of why students should know how to find a credible source (current events, political campaigns etc) examples. I will take this time to also explain the creative commons so that students can utilize this in their comiclife project and also with other tasks. (25 minutes) I will put students into groups of two (2 minutes) Students will receive the examples handout and Venn Diagram and they will first be asked to put each of the examples in the category that they think they go into individually. Then they will perform a 3-step interview with their partner and report back to the class. If there are large misunderstandings I will bring the class together to discuss them. (25 minutes) I will explain the ComicLife project and my expectations as well as pass out the rubric that students will be graded from. I will let students pick their groups and start discussing what they are going to do and also so that they can exchange contact information. (15 minutes) I will remind students that we will be working on these the next class but they are more than welcome to start them outside of class if the group so chooses. (3 minutes) Day 2 I will start the class with the whole class together and I will explain that they will be working on their comicbooks for the whole period. I will see if any students have questions. I will request that groups show me their storyboard during this time. (10 minutes) Students will work with their groups on the project (60 minutes) I will bring the class back together to remind them that the comicbooks are due at the beginning of the next class and that any groups that would like to present theirs will be more than welcome to at the beginning of the next class. (10 minutes) Day 3 Students will be given time at the beginning of the class to present their comics. (25 minutes) Student will understand that there are appropriate types of example/evidence and appropriate ways to use them to support a logical argument/analysis. ** Students write academic essays that structure ideas and arguments in a sustained and logical fashion. ** Statisticians, news reporters, politicians as well as many other influential individuals can make you believe something using evidence that is not very credible. I will tell the class that I want to share a statistic with them. I will have the statistic, "The average American has one testicle and one ovary." written on the board. I would explain that this statistic actually appears in textbooks and technically is a true statistic because the way it was computed was correct but I will explain that there is obviously a disconnect from reality with this statistic and I will begin to explain that we are going to be doing a lesson on finding credible evidence and this statistic is a warning because it is helpful to know how others arrived at their conclusions or where they got their information from. We will also take a look at some websites thatThen I will open up the discussion to other statistics or examples that students know of that are good "non-examples". Students will then brainstorm what they think constitutes credible sources and evidence. ** Where, Why, What, Hook, Tailors: Logical-Mathematical, Linguistic. **   Student will know terminology (example/evidence), structures of writing (where to use evidence) and critical details (how to find credible sources). ** See Content Notes **. As I am teacher, I will use the LCD projector, my laptop and also the whiteboard to show students the characteristics that make up a credible source or piece of evidence as well as give them examples from the internet and print. Real world examples of needing to know how to find credible sources will be given to the students as well as they will be asked to volunteer real world examples. Students will be reminded before this discussion that they need to listen to everyone’s ideas and not be negative toward any suggestion. Students will then fill in their graphic organizers (1) and we will discuss what everyone put so that I can check for understanding and clear up any misconceptions. I will ask students to participate by volunteering their experiences with credible/not credible sources and evidence as well as encouraging them to ask questions and to seek out their own examples. ** Equip, Explore, Tailors: Visual, Linguistic, Intrapersonal, Interpersonal. **   Students will be able to self-assess themselves on appropriate examples/evidence. Students will be paired up with the student next to them and perform a 3-step interview. First, the students will take the examples (2) they have been given and put them into one of the three categories in the Venn Diagram (Credible, Not Credible, Not Sure) by themselves (examples that use nature will be incorporated for more naturalistic learners). Then they will get with their partners where they will assume equal participation for most of the time. One student will question the other on why he/she put the specific piece of evidence in the certain category on the Venn Diagram. During this time the student will be the recorder and take notes on the other student's justification. Then the roles will be reversed and each student will be expected to report back to the class their partners ideas and justifications for why they put each example in the specific categories. When students report back to the class I will get a sense of what they understand and I can take time if necessary to clear up any misunderstandings with the whole class as a discussion. Then students will be put into groups of 3 to create a ComicLife that includes a "hero" who explains how to find credible sources and evidence. Students will be able to pick their own groups for this project. All students will be expected to take on equal participation in this group and each member of the group will be given a partner contract that will be partially filled out before the project starts and then each individual will finish the contract after the project is done so that I can see what each member contributed. Since there are multiple ways to decipher credible sources each group will be assigned one to vary the products. Students will create a storyboard of their ComicLife and show it to me sometime during the class period so I can make sure they are on the right track. They will also receive the rubric to reference while making the actual comic so that they can self-asses their product. Students will receive feedback on their storyboards from me and will be allowed to rework their concept if necessary before they continue their work. ** Explore, Experience, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Lingusitic, Naturalist, Visual ** Students will have a chance to self-assess their ideas on what constitutes as credible evidence or sources when I am discussing the characteristics during whole class instruction and also when they are working with their partner in the 3-step interview. Also, students will be able to self-assess during the ComicLife project because they will be provided with the rubric that they will be graded from when it is turned in. I will provide feedback to the students once they show me their storyboard for their ComicLife and also I will be able to provide feedback during class time because they will have time to work on the project in class. After giving the students a chance to present some of the comicbooks, I will have students upload the files to the class website so that I can better assess them and so that absent students or family members can see their work. I will return a rubric to each student the next class after the comicbooks are due or the class after that so that they can reflect on their work and clear up any lingering misconceptions before moving too far into the next lesson. By giving students a lesson on credible evidence and sources I will begin to teach the evaluating skills that they will need when we discuss evaluating thesis statements in the proceeding lesson. Also, these strategies will help when the students start their research for the essay they have to write for their performance task for the unit. ** Evaluate, Tailors: Interpersonal, Intrapersonal, Visual. **  Some Criteria for evaluating web sources: Authority o Who are the author and publisher? o What are the author's expertise and other credentials? o What is the publisher's authority to publish the information? o Is the web page on which you found the information part of a larger governmental, educational, or scholarly site? Objectivity o Does the author or publisher have a bias that could affect the reliability of the information? o Is that point of view clearly stated? Accuracy o Is the information accurate? o Is it complete? o Does the source provide citations so you can verify the information? Coverage o Does the source include all the information you need? o What time period is included? o Does the source only include information since a certain date? Timeliness o When was the information written? o When was it last updated? (taken from http://www.law.siu.edu/lawlib/guides/eval.htm) Some criteria for evaluating all sources: Who? Who is the author? What are his/her credentials? What? What information is available from this resource? Where? Where did the author(s) get the information? Are citations provided? When? When was the resource produced? (For books, check the copyright date. For articles, check the publication date. For websites, look for a "created on" or "last updated on" date.) Why? Why does this resource exist? Is the purpose to entertain, persuade, inform, etc.? Is the resource biased? How? How comprehensive is the resource? Does it go into the depth you need? (taken from http://plagiarism.umf.maine.edu/valid.html) Further Criteria to take into consideration: * Find primary sources. Primary sources are ones that document first-hand research and information. They might include articles and notes about research a person has conducted. * Find secondary sources. Secondary sources analyze existing research and information; they include articles by authors discussing someone else's research or thesis. * Use print resources that have been published within the past five years, whenever possible. These sources include encyclopedias, anthologies and journal articles. If you search for journal articles, find them in professional or academic journals rather than popular magazines. * Use Internet sources carefully. Websites owned by professional or academic institutions are acceptable; these might include university websites or foundation websites. You can also usually trust sites owned by hospitals or medical research facilities, established scholars and government agencies. * Avoid personal websites, blogs, and all written material meant to sell something. (taken from http://www.ehow.com/how_5859645_research-credible-essays.html) 1) Graphic Organizer (Venn Diagram) 2) Examples of Evidence 3) Rubric for ComicLife 4) Group contract
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * Teaching and Learning Sequence ****  :  **
 * Content Notes **
 * Handouts **