L4+Cook,Shila+Jo


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


 * Teacher’s Name:** Ms. Cook **Date of Lesson: 4 Perspective**
 * Grade Level: 8** **Topic: How to find and use relevant evidence in their persuasive essays**

__**Objectives**__

 * Student will understand that** academic essays are supported with relevant evidence.
 * Student will know** how to make and arguable opinion, how to add in supporting evidence, what makes a thesis.
 * Student will be able to** relate information from the reading to their argument**.**

__**Maine Learning Results Alignment**__
// Maine Learning Results: English Language Arts- B. Writing // // B3 Argument/Analysis // // Grade 6-8 // // Students use a writing process to communicate for variety of audiences and purposes //


 * Rationale:** Students must know how to find evidence to support their arguments.

__**Assessment**__

 * Formative (Assessment for Learning)**
 * Students will be pre-assessed as to their knowledge of relevant evidence, what is it, how do you find it, how do you incorporate it into an essay. This will be done by means of giving out index cards where the students will actually write the answers down on it. ** I will also give my students a blank idea wheel. This is so when they collect information from the difference sources they will be looking at they can fill in the information around the topic bubble in the very center of the wheel. This will show me if they are looking up the correct types of things to support their ideas.

I will have my students make a glogster comparing an opinion and relevant evidence with a partner. Students will be given a checklist of what is included on the glogster. I will give feedback by means of the same checklist as I gave my students after they present their glogster.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** For this lesson my students are going to be using their individual apple laptops that are provided by the state of Maine in pairs. My students are going to use this technology to create an interactive poster on a website called glogster.com. This can be saved on the website, or posted to their blogs depending on what I'd like them to do with it at the time.

__Groupings__
I will put the kids into groups of two for their glogster projects. Before this there will be no need for groupings, just individual work. The reason that I will put them into groups is because they only have a limited amount of time to complete the project, and I would like them all to complete it in class so that they don't have to bring it home and I feel like if I allow them to get into their own pairs work will not get done in a timely fashion.

__**Differentiated Instruction**__
Verbal/Linguistic- Students will have to read and discuss about the important information in their texts that are supporting their argument. Logical/Mathematical- The chart itself is very logical, as well as the information needed from the readings. Visual/Spatial- The chart gives a very visual understanding of how to use information from text to support a topic. Interpersonal- I will have my kids move around and get into groups to talk about the chart. Bodily/Kinesthetic- I will have my kids move around and get into groups to talk about the chart. Naturalistic- The chart looks like a flower, so I would even rename the chart from a wheel chart to a flower chart to connect it to nature.
 * Strategies**


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


 * Absent:** If you are absent, or you are aware that you are going to be absent, you need to take the initiative to come to me to get the handouts that I passes out or will pass out. In addition to this the student is going to have to make the glogster by them self if they miss day one, and if they miss day two they will have to make an appointment to come in and present their presentation to me like their partner would have had to do.


 * Extensions**

For this lesson my students are going to be using their individual apple laptops that are provided by the state of Maine in pairs. My students are going to use this technology to create an interactive poster on a website called glogster.com. This can be saved on the website, or posted to their blogs depending on what I'd like them to do with it at the time.

__**Materials, Resources and Technology**__

 * Handouts
 * Laptops
 * Whiteboard
 * Internet Access
 * Projector/Interactive White Board
 * Pair Groups
 * Writing Utensils
 * Assignment book
 * Checklist

__**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 able to move around to get into pairs and find a comfortable place to work on their glogsters. They will also have the opportunity to talk and throw around ideas during the introductory activity.
 * Clipboard:** Students will be filling out the graphic organizer that is made to help organize all of their relevant information which will assist these learners in grasping the concept of relevant information. There is also a checklist for the glogster which will help them create an effective product.
 * Microscope:** Writing on the flashcards during the introductory activity will help these learners because they get to go as in depth as they would like to convey what I would like them to convey as long as they stay within the alloted time period.
 * Puppy:** This lesson is a very low stress lesson. They will only be working in pairs, and when they present their other partner can do most of the talking if these learners begin to feel uncomfortable. During the introductory activity no one is forced to talk during class, but it is going to be highly praised when the kids do participate in the class discussions.

Students will know how to make and arguable opinion, how to add in supporting evidence, what makes a thesis. // Students use a writing process to communicate for variety of audiences and purposes. // In this lesson I will be utilizing the learning facet of perspective.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Verbal/Linguistic- Students will have to read and discuss about the important information in their texts that are supporting their argument. Logical/Mathematical- The chart itself is very logical, as well as the information needed from the readings. Visual/Spatial- The chart gives a very visual understanding of how to use information from text to support a topic. Interpersonal- I will have my kids move around and get into groups to talk about the chart. Bodily/Kinesthetic- I will have my kids move around and get into groups to talk about the chart. Naturalistic- The chart looks like a flower, so I would even rename the chart from a wheel chart to a flower chart to connect it to nature.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

The formative and summative assessment that is listed below will allow me to be a better teacher for my students. The formative assessment that I have implemented (graphic organizer and introductory activity) will show me instantly what needs to be worked on and which kids need more help/instruction. The summative assessment will show me that they understand the difference between opinions in a paper and relevant evidence.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__

 * Content Notes**


 * Handouts**