L2+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:** 2 Self-Knowledge
 * Grade Level:** 8 **Topic:** Clear Positions

__**Objectives**__

 * Student will understand that** academic essays state a clear position. Students will understand that academic essays are stronger because of a clear position.
 * Student will know** thesis, clear position, relevant evidence, facts, opinions, argument, conclusion.
 * Student will be able to** recognize a logical argument.

__**Maine Learning Results Alignment**__

 * Content Area -** //English Language Arts B. Writing//
 * Standard Label** - //B3 Argument/Analysis//
 * Grade Level Span –** //Grade 6-8//
 * Performance Indicator(s) - ** // Students use a writing process to communicate for variety of audiences and purposes //


 * Rationale:** Students must understand what makes a strong essay

__**Assessment**__
Students will be pre-assessed by the answers that they give to the introductory activity, being able to tell the difference between strong and weak positions, in the very beginning of class. Students will then be given a blank tree chart that they need to write their essay idea in as the topic. They then need to use the branches as the reasons or support for their position. Students will also be given a checklist for the glogster that they will be creating in class that depicts everything they need to have included in it before they present. I will use the same checklist as them when grading and reviewing their glogster and presentation.
 * Formative (Assessment for Learning)**

Students will work in pairs to make a glogster in groups of two that explains the process of going from an opinion to an argument to a clear position (See checklist). The groups of students will make this glogster with the idea in mind that they are teaching their classmates how to write clear positions. Completely understanding a topic is evident when one can successfully teach that topic to someone else. They will have to fully and effectively explain how to do this to their classmates, who will poll at the end of the presentations which group taught the class most effectively. I will have the same checklist for grading as the groups had for creating their presentations.
 * 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 groups for two. They will be using this technology to create a glogster that can be posted to the class website, and will be shared and presented in class. The website that they will be using is glogster.com. The other piece of technology that they will be using is either a projector that they can hook their laptops into, or a smartboard that they can hook their computers up to. This is necessary because the whole class needs to be able to view the project at the same time.
 * Art/Creativity:** The us of art, both graphic and none graphic, is extremely important in this lesson. The best way to keep students attention is through creativity, especially when what we are creating is a poster. Allowing students to use any type of creative piece in these interactive posters is a great way to keep the creativity levels up as well as help them keep the other students attention during their presentation.

__Groupings__
For most of the first class my students will be working individually on their graphic organizer, however when everyone is mostly done or completely done with their organizers I will have them groups their desks together into groups of four to share their argument and the supporting evidence they believe they have. This is a great chance for the students to steer each other in the right direction, or critique each other a little bit before I do. When my class begins the glogster activity I will have them be in pairs. This time I will chose the pairs before class because of the fact that when presenting there are always going to be people who are terrified and others who love it, and I would like to pair them up by comfort level as well as intelligence in the subject. The only exception to this would be if two people really do not work well together, or there are other extenuating circumstances.

__**Differentiated Instruction**__
Verbal/Linguistic- Students will be verbally answering questions and presenting their glogster. Logical/Mathematical- The glogster needs to be done in a sequential way that is going to work well for these learners. Visual/Spatial- The glogster as a tool is a very visual thing as I'm having the students make one in class. Bodily/Kinesthetic- The students need to get up at least twice in this class, once to make their glogster, and once to present. Interpersonal- The working in partners and presenting in front of the class will work nicely for these learners. Naturalist- I used examples in the very beginning of class that have to do with activists of all kinds, even nature preservation activist.
 * Strategies**

//**I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/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 passed out or will pass out. In addition to this the student is going to have to complete the graphic organizer that we did in class. If they are absent on the first day they will be able to get together with their partner during the next class period, but if they are absent for the two class periods where they would be working in class with their partners I will allow the partner that is there to join another group and you will be responsible for making the glogster on your own as well as presenting it.

For this lesson my students are going to be using their individual apple laptops that are provided by the state of Maine in groups for two. They will be using this technology to create a glogster that can be posted to the class website, and will be shared and presented in class. The website that they will be using is glogster.com.
 * Extensions**

__**Materials, Resources and Technology**__

 * Clear positions from some famous people they might know
 * Blank tree chart
 * Laptop
 * Smartboard/Projector
 * Dongle
 * Checklist
 * Pens
 * Assignment Books
 * Their done research
 * Internet access

__Source for Lesson Plan and Research__
Tree Chart Graphic Organizer: [] This is going to be used as an assessment for me to see if the students have a suitable topic and enough potential evidence to support it. Konye West Quote from the VMA's: [] This is going to be used in my introduction. Taylor Swifts song //You Belong With Me:// [] This is going to be used in my introduction.

__**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:** During the introductory activity students will be able to have a class discussion about why one statement was a clear statement or not. Students will be able to get up and move around with their pairs. During the time that I allow them to work on their glogsters in class they are allowed to work wherever they would like in the classroom as long as they are not bothering anyone else, they can even stand up the whole time.
 * Clipboard:** The students will be given a graphic organizer to fill out during class to help organize their thoughts on their argument papers. There will also be a checklist for the glogster, and I will write what we are doing in class on the board.
 * Microscope:** During the introductory activity we will be going in depth as to why or why not specific statements had clear arguments. Also giving them the opportunity to teach the class by means of a glogster is going to be good because it allows these kids to go into depth enough to teach clear arguments to the class.
 * Puppy:** Throughout the class no one will ever be forced to answer a question adding to the safe and positive environment. During the introductory activity even though there is a right and a wrong answer you have the chance to back up your own opinion and perhaps change the wrong answer to a correct on and visa versa. Working in pairs is also a less overwhelming idea then working in big groups, so making the glogster will be low stress. When it comes to presenting I will try to pair my puppy learners with a beach ball, or microscope learner so there is a person more comfortable with presenting in the group.

Students will know what makes a clear argument and how to create their own. There will be many different opportunities to come to understanding this. They have the introductory activity, their graphic organizer, and then during their classmate presentations. // Students use a writing process to communicate for variety of audiences and purposes. // In this lesson they will be utilizing the learning facet of self-knowledge.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Verbal/Linguistic- Students will be verbally answering questions and presenting their glogster. The technology needed here would be the laptops and the smartboard/projector. Logical/Mathematical- The glogster needs to be done in a sequential way that is going to work well for these learners. The technology needed here would be the laptops. Visual/Spatial- The glogster as a tool is a very visual thing. I'm having the students make one in class. The technology needed here would be the laptops and the smartboard/projector. Bodily/Kinesthetic- The students need to get up at least twice in this class, once to make their glogster, and once to present. The technology needed here would be the laptops. Interpersonal- The working in partners and presenting in front of the class will work nicely for these learners. Naturalist- I used examples in the very beginning of class that have to do with activists of all kinds, even nature preservation activist.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

The formative and summative assessment that are expanded on above will allow me to better teacher my students. The formative assessment that I will implement (class introduction activity, graphic organizer, and checklist for the glogster) will allow me to keep tabs throughout the class on where each student is and if they are understanding what is going on. Not only that but I will be able to alter my lesson plans if a large group of kids does not understand pieces of the lesson. The summative assessment is the glogster presentation. I am having my students do this because if they are capable of teaching their peers successfully then they truly understand clear positions. The other reason that I am doing it this way is so they other kids will pay attention because they will be judging the best teaching pair, and it is a way for the creative kids to feel comfortable, and still accomplish what I want them to do.
 * //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__
Day 1: When the kids enter the room and sit down I will begin class by reading a recognizable quote or lyric from someone they would recognize. This is going to kick of our discussion about clear arguments. I will give them five or six different examples and they will have to tell me whether it is or is not a clear argument as well as the reasoning why they decided what they did. (15 Minutes) After this I will had out a black tree chart and explain what they are to do with them individually. (10 Minutes) They will quickly move the desks around into groups of four or five and talk about their tree charts. (15 Minutes) Following this activity I will hand out the checklists for their glogsters and explain what I want from the activity. (15 Minutes) I will then tell the kids who they will be working with and ask them to move with their partners. (8 Minutes) The rest of the class they have to brainstorm and begin playing with glogster. (22 Minutes)

Day 2: For most of the day the pairs will be working on their project in class together. (60 Minutes) The rest of the class I am going to require that they practice their presentation and that they have everything they need ready. (20 Minutes)

Day 3: The whole class is going to be spent on the presentations. (70 Minutes) The last bit of class is going to be tallying up the winning pair and presenting them to the class. (10 Minutes)

I have no new content notes for this lesson because we are continuing to build on what we began in lesson 1.
 * Content Notes**


 * Handouts**

[| Blank tree chart]