L4+Rines,Kyle+Jacob


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


 * Teacher’s Name:** Mr. Kyle Rines **Date of Lesson:** Self-Knowledge - 4
 * Grade Level:** 9-Diploma **Topic:** Narrative Writing

__**Objectives**__
Students will understand that the use of good syntax in their writing is essential for good grammar and organization. Students will know how to use syntax to form sentences and learn how to use proper grammar. Students will make a Prezi that shows each part of speech and it's definition and an example of how it can be used in a sentence. Students will be able to identify the parts of speech, use them in a sentence, and practice the proper use of syntax 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:** Syntax is a vital element of any type of writing whether it be narrative, persuasive, or expository. Good use of writing is very basic, yet so very complex for many students and people. It is something that must be learned and learned correctly in order to write well.

__**Assessment**__
Students will be evaluated on the completion of the Prezi and the Prezi rubric. The graphic organizer and Partner activity were precursors to help the students obtain a concrete definition of each part of speech.Students will know how to use syntax to form sentences and learn how to use proper grammar. Students will make a Prezi that shows each part of speech and it's definition and an example of how it can be used in a sentence. Students will use a Describing Wheel to define each part of speech and how to apply it. Then I will use the Partners cooperative learning method to go over what each student has for definitions.
 * Formative (Assessment for Learning)**

Students will create a Prezi that shows each part of speech. This Prezi will demonstrate the understanding of good syntax as the students will become well practiced in knowing the parts of speech.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students create a Prezi for an assignment, shows how to incorporate technology in their work. Gym: The hook that the students perform takes moving around and being active. The line formations from the sentences formed will be how they move around.

__Groupings__
Cooperative Learning - The students will take part in a cooperative learning method called Partners. Fairly simple, the students will get into partners and compare Describing Wheels that define each of the parts of speech. These partner groups may also begin brainstorming on how to create their Prezi.

__**Differentiated Instruction**__
[|Verbal-Linguistic] - The parts of speech used in the hook as well as the lesson activity is verbal. [|Logical/Mathematical] - Creating the zooming powerpoint Prezi in a logical way is logical/mathematical. [|Visual/Spatial] - The Prezi is visual when creating the parts of speech definitions and examples. [|Bodily/Kinesthetic] - Moving around in a line for the hook activity is kinesthetic. [|Musical/Rhythmic] - Adding music to the Prezi, or reading aloud your Prezi is musical/rhythmic. [|Intrapersonal] - Creating the Prezi as well as filling out the Describing Wheel for the parts of speech is intrapersonal. [|Interpersonal] - Working together in partners as well as the line hook activity is interpersonal.
 * Strategies**

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

Technology: Students create a Prezi for an assignment, shows how to incorporate technology in their work.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Internet
 * Pen/Pencil
 * Describing Wheel
 * Definitions of Parts of Speech

__Source for Lesson Plan and Research__
http://www.eduplace.com/graphicorganizer/ - This is the source for the Describing Wheel. http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities - This is the source for the cooperative learning activity. http://prezi.com/ - This is the website for creating the Prezi. http://grammar.ccc.commnet.edu/grammar/definitions.htm - This is website that shows and defines each of the parts of speech. http://esl.fis.edu/learners/advice/syntax.htm- Syntax website

__**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 this lesson because they will be able to create their own Prezi. They will be able to form their own uses of learning and replicate what they have learned through the Prezi. The clipboard learners will benefit from this lesson because they will have a very easy checklist to complete. This lesson isn't designed for choice, but only to show what you know about the parts of speech through a Prezi... pretty concrete. Microscope learners will benefit from this lesson because they will be able to analyze each part of speech and show how to use it within sentences on the Prezi. Puppy learners will benefit from this by how they appreciate concrete ideas and cooperative learning environments.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know how to use good diction in their writing, not repetitive writing and a good variation of words (See content notes). 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.

[|Verbal-Linguistic] - The parts of speech used in the hook as well as the lesson activity is verbal. [|Logical/Mathematical] - Creating the zooming powerpoint Prezi in a logical way is logical/mathematical. [|Visual/Spatial] - The Prezi is visual when creating the parts of speech definitions and examples. [|Bodily/Kinesthetic] - Moving around in a line for the hook activity is kinesthetic. [|Musical/Rhythmic] - Adding music to the Prezi, or reading aloud your Prezi is musical/rhythmic. [|Intrapersonal] - Creating the Prezi as well as filling out the Describing Wheel for the parts of speech is intrapersonal. [|Interpersonal] - Working together in partners as well as the line hook activity is interpersonal.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

I used a Type II technology when the students create their Prezis and turn them into me via the class blog.


 * //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 able to rethink their definitions and examples of the parts of speech through the Partners exercise. Comparing definitions and examples will clarify the correct ones from the incorrect ones. Students will be able to revise and refine their Prezi by using the product rubric and looking at each others Prezis to compare. Students will be evaluated on the completion of the Prezi and the Prezi rubric. The graphic organizer and Partner activity were precursors to help the students obtain a concrete definition of each part of speech.

__Teaching and Learning Sequence__
My classroom will be arranged to suit the needs of the cooperative learning activity. So my students will be seated in tables so that when they get into the partner groups, it will be easy to orchestrate discussion.


 * Day 1:**
 * (5 minutes)** I will introduce the new idea about syntax and the parts of speech.
 * (10 minutes)** I will do the hook activity with the students.
 * (15 minutes)** Next, the students will fill out a describing wheel graphic organizer to show what they know about the parts of speech. This wheel will allow them to define each part of speech.
 * (15 minutes)** Students will then get into partner groups and compare their wheels.
 * (35 minutes)** I will then introduce the Prezi assignment and then students will work on creating their Prezis for next class.


 * Day 2:**
 * (5 minutes)** I will take attendance and perform the same hook activity to see if students learned more and comprehended what they learned the previous class.
 * (45 minutes)** Students who wish to share their Prezis will share them
 * (10 minutes)** Discuss the differences between knowing and using parts of speech.
 * (20 minutes)** Begin discussions on syntax and sentence flow.

Students will understand that the use of good syntax in their writing is essential for good grammar and organization. Syntax is a vital element of any type of writing whether it be narrative, persuasive, or expository. Good use of writing is very basic, yet so very complex for many students and people. It is something that must be learned and learned correctly in order to write well. **//Students embed narrative writing in a written text when appropriate to the audience and purpose.//** My hook is an activity that requires the students to get into lines to form sentences. Every student will be assigned a different part of speech and they must line up according to a sentence that I tell them. They must get the right order to move on.
 * Where, Why, What, Hook, Tailors: Verbal, Logical, Interpersonal, Kinesthetic**

Students will know how to use syntax to form sentences and learn how to use proper grammar. Syntax is a vital element of any type of writing whether it be narrative, persuasive, or expository. Good use of writing is very basic, yet so very complex for many students and people. It is something that must be learned and learned correctly in order to write well. Students will make a Prezi that shows each part of speech and it's definition and an example of how it can be used in a sentence.
 * Equip, Explore Rethink, Revise Tailors: Verbal, Logical,**

Students will use a Describing Wheel to define each part of speech and how to apply it. Then I will use the Partners cooperative learning method to go over what each student has for definitions. Students will be able to rethink their definitions and examples of the parts of speech through the Partners exercise. Comparing definitions and examples will clarify the correct ones from the incorrect ones. Students will be able to revise and refine their Prezi by using the product rubric and looking at each others wheels and Prezis to compare.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:Verbal, Visual, Interpersonal, Intrapersonal**

Students will be evaluated on the completion of the Prezi and the Prezi rubric. The graphic organizer and Partner activity were precursors to help the students obtain a concrete definition of each part of speech. They will be able to self-assess through their wheels and through online resources. I can provide feedback through the class blog and through e-mail. This lesson will relate to future lessons as this lesson is a part of a narrative writing unit.
 * Evaluate, Tailors: Verbal, Visual, Interpersonal**

Syntax - the study of the rules for the formation of grammatical sentences in a language. Sentence types: One way to categorize sentences is by the clauses they contain. (A clause is a part of a sentence containing a subject and a predicate.) Here are the 4 sentence types:
 * Content Notes**
 * Verb** - action or state of being
 * Noun** - person, place or thing
 * Adverb** - a word or phrase that modifies or qualifies an adjective, verb, or other adverb
 * Pronoun** - a word that can function by itself as a noun phrase and that refers either to the participants in the discourse (e.g., I, you) or to someone or something mentioned elsewhere in the discourse (e.g., she, it, this)
 * Conjunction** - a word used to connect clauses or sentences or to coordinate words in the same clause (e.g., and, but, if)
 * Interjection** - an exclamation, esp. as a part of speech, e.g., ah! or dear me!
 * Preposition** - a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause, as in “the man on the platform,” “she arrived after dinner,” “what did you do it for ?”
 * Adjective** - a word or phrase naming an attribute, added to or grammatically related to a noun to modify or describe it.

Simple: Contains a single, independent clause. I don't like dogs. Our school basketball team lost their last game of the season 75-68. The old hotel opposite the bus station in the center of the town is probably going to be knocked down at the end of next year.

Compound: Contains two independent clauses that are joined by a coordinating conjunction. The most common coordinating conjunctions are: and, or, but, so.) I don't like dogs, and my sister doesn't like cats. You can write on paper, or you can use a computer. A tree fell onto the school roof in a storm, but none of the students was injured.

Complex: Contains an independent clause plus one dependent clause. (A dependent clause starts with a subordinating conjunction. Examples: that, because, although, where, which, since.) I don't like dogs that bark at me when I go past. You can write on paper, although a computer is better. None of the students were injured when the tree fell through the school roof. Note: A dependent clause standing alone without an independent clause is called a fragment sentence - see below.

Compound-complex: Contains 3 or more clauses (of which at least two are independent and one is dependent). I don't like dogs, and my sister doesn't like cats because they make her sneeze. You can write on paper, but using a computer is better as you can easily correct your mistakes. A tree fell onto the school roof in a storm, but none of the students was injured although many of them were in classrooms at the top of the building.


 * Handouts**