L6+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:** Explanation - 6
 * Grade Level:** 9-Diploma **Topic:** Narrative Writing

__**Objectives**__
Students will understand that showing what is happening in their writing is much different than telling what is happening. The use of description and giving characters a distinctive voice is critical to not only narrative writing, but all kinds of writing. Students will know how to show not tell within their writing by posting their short paper in an online Google Document. Google Docs. gives you the advantage of collaborative editing. When everyone has created an account, everyone in the class can edit a certain document posted online in Google Docs. Students will be able to use descriptors in their writing as well as be proficient when it comes to showing, and not telling withing 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:** One large obstacle for young writers to overcome is the aspect of showing, not telling within their writing. It is difficult to grasp, but when finally achieved, their writing flourishes. The use of detailed description and using the narrative tools for voice are two main parts of showing, not telling within their writing.

__**Assessment**__
Students will use the Tic-Tac-Toe graphic organizer to take notes on each piece of work. These notes are anonymous and will be given as feedback to the writer. Notes should include how well they use showing, not telling and descriptors. Then students will use the Team/Pair/Solo aspect to share their notes and works after it has been edited and looked at. This will give the students an opportunity to talk within a team about there piece, then with a partner for closer examination, and finally alone they will be able to revise.
 * Formative (Assessment for Learning)**

Students will know how to show not tell within their writing by posting their short paper in an online Google Document. Google Docs. gives you the advantage of collaborative editing. When everyone has created an account, everyone in the class can edit a certain document posted online in Google Docs.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Using the Google Docs. online application, students will be able to self edit and review work collaboratively. Logical: The Tic-Tac-Toe game can be a logical way to analyze work.

__Groupings__

 * Cooperative Learning Method -** **Team/Pair/Solo -** Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.

__**Differentiated Instruction**__
[|Verbal-Linguistic] - The use of Google Docs, and the hook activity are both Verbal/Linguistic. [|Logical/Mathematical] - The use of the Tic-Tac-Toe graphic organizer can be logical/mathematical because of the organization of notes. [|Visual/Spatial] - The use of the Google Docs to assess their work can be visual/spatial. [|Bodily/Kinesthetic] - Team/Pair/Solo is bodily kinesthetic because you shift from a team to a partner to working alone. [|Intrapersonal] -The hook activity as well as revising the paper is intrapersonal. [|Interpersonal] - Working together in Team/Pair/Solo and using the Google Doc method is interpersonal.
 * Strategies**

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

Technology: Using the Google Docs. online application, students will be able to self edit and review work collaboratively. Logical: The Tic-Tac-Toe game can be a logical way to analyze work.
 * Extensions**

Absent: If you are absent, you must contact me and we will meet and schedule a date for you to complete the assignment.

__**Materials, Resources and Technology**__

 * Laptop
 * Pen and Paper
 * Internet
 * Google Account
 * Tic-Tac-Toe graphic organizer

__Source for Lesson Plan and Research__
http://www.eduplace.com/graphicorganizer/ - The source for the graphic organizer Tic-Tac-Toe. http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities - The source for the Team/Pair/Solo cooperative learning method. http://www.google.com/ - The source for the Google Documents application.

__**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 working in a good, comfortable work area and felling comfortable to express themselves through their work. Establishing a good work space will be critical to this lesson. The clipboard learners will benefit from using tools like Google Docs. and the Tic-Tac-Toe graphic organizer to analyze showing, not telling and good descriptors. The microscope learners will benefit from this lesson because of the graphic organizers and working collaboratively in the cooperative learning method. The puppy learners will benefit from this lesson because of the closed groups and the peer and self review done on the Google Docs. application.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will understand that showing what is happening in their writing is much different than telling what is happening. The use of description and giving characters a distinctive voice is critical to not only narrative writing, but all kinds of writing. One large obstacle for young writers to overcome is the aspect of showing, not telling within their writing. It is difficult to grasp, but when finally achieved, their writing flourishes. The use of detailed description and using the narrative tools for voice are two main parts of showing, not telling within their 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] - The use of Google Docs, and the hook activity are both Verbal/Linguistic. [|Logical/Mathematical] - The use of the Tic-Tac-Toe graphic organizer can be logical/mathematical because of the organization of notes. [|Visual/Spatial] - The use of the Google Docs to assess their work can be visual/spatial. [|Bodily/Kinesthetic] - Team/Pair/Solo is bodily kinesthetic because you shift from a team to a partner to working alone. [|Intrapersonal] -The hook activity as well as revising the paper is intrapersonal. [|Interpersonal] - Working together in Team/Pair/Solo and using the Google Doc method is interpersonal.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

I used technology by using the Google Docs. online application and how student can collaboratively edit and review at the same time.


 * //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 final product. After Google Doc. editing, peer and self editing, Team/Pair/Solo, the final product should have at least been revised several times. There will be a rubric to assess the use of descriptors and showing, not telling. Peer feedback from Tic-Tac-Toe graphic organizer.

__Teaching and Learning Sequence__
My classroom will be set up in tables where 3-4 students can sit together. This will be helpful when using the Google Doc. application and editing.


 * Day 1:**
 * (15 minutes)** Introduce everyone to the lesson and perform the hook
 * (20 minutes)** Students will type their paper into Google Docs.
 * (10 minutes)** Students will then do the Tic-Tac-Toe graphic organizer and write down how each story they read on Google Docs. uses descriptors and shows, not tells.
 * (10 minutes)** Students will then get into Team/Pair/Solo group activity at their tables and share what they found and what they learned from the graphic organizer.
 * (25 minutes)** Students will then revise their edited and reviewed papers and get them ready to be turned in the next class.

Students will understand that showing what is happening in their writing is much different than telling what is happening. The use of description and giving characters a distinctive voice is critical to not only narrative writing, but all kinds of writing. One large obstacle for young writers to overcome is the aspect of showing, not telling within their writing. It is difficult to grasp, but when finally achieved, their writing flourishes. The use of detailed description and using the narrative tools for voice are two main parts of showing, not telling within their writing. Students embed narrative writing in a written text when appropriate to the audience and purpose. The entire class, including myself, will find an object from the room. It can be any object. Once the object has been found, the assignment is to write a short paper in 20 minutes where you create a character and you must explain why this character absolutely loves the object you selected. Be sure to practice showing, not telling. Teacher gives example.
 * Where, Why, What, Hook, Tailors: Verbal, Visual, Kinesthetic, Intrapersonal, Interpersonal**

Students will know how to show not tell within their writing by posting their short paper in an online Google Document (See content notes). Google Docs. gives you the advantage of collaborative editing. When everyone has created an account, everyone in the class can edit a certain document posted online in Google Docs. Then students will use the Tic-Tac-Toe graphic organizer to take notes on each piece of work. These notes are anonymous and will be given as feedback to the writer. Notes should include how well they use showing, not telling and descriptors. Then students will use the Team/Pair/Solo aspect to share their notes and works after it has been edited and looked at. This will give the students an opportunity to talk within a team about there piece, then with a partner for closer examination, and finally alone they will be able to revise. Students will be able to rethink and revise their work when the class uses the Google Docs. feature. This is a great tool for peer and self editing. Students will also be able to revise and refine their work through the Team/Pair/Solo activity. I will pass out a rubric for students to assess with. **Equip, Explore Rethink, Revise Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal**

Students will be able to rethink and revise their work when the class uses the Google Docs. feature. This is a great tool for peer and self editing. Students will also be able to revise and refine their work through the Team/Pair/Solo activity. I will pass out a rubric for students to assess with.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Visual, Interpersonal, Kinesthetic**

Students will be evaluated on their final product. After Google Doc. editing, peer and self editing, Team/Pair/Solo, the final product should have at least been revised several times. There will be a rubric to assess the use of descriptors and showing, not telling. Peer feedback from Tic-Tac-Toe graphic organizer.
 * Evaluate, Tailors: Interpersonal, Logical, Verbal, Visual**


 * Content Notes**

Descriptor - an element or term that the function of describing( to tell or depict in written or spoken words; give an account of: He described the accident very carefully.), identifying ( to experience psychological identification), or indexing( something used or serving to point out ), in particular.


 * Handouts**