L6+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: 6 Apply**
 * Grade Level: 8** **Topic:**

__**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** introduction, thesis, position, support, ideas, conclusion
 * Student will be able to** produce an essay that supports and idea

__**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 need to know how to create a successful written argument/persuasion paper.

__**Assessment**__
In lessons 2, 3, and 4 we have already begun working on the research and organization to this lessons summative assessment. That would make all of those lessons a form of formative assessment throughout the unit. During this unit i will also be giving the kids a story map graphic organizer. This graphic organizer is the last major formative assessment opportunity for me to make sure that all of the kids are doing the right things.
 * Formative (Assessment for Learning)**

I will be assigning my students a 1 - 2 page double spaced persuasion paper. I will be giving them a rubric/checklist of sorts for them to self-assess before they pass it in to me. I will then be grading them on the same rubric/checklist.
 * 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 individually. They will need this to type up their papers, go back to resources, and find any other information that they may not have realized that they needed when they initially did their research.

__Groupings__
The majority of this lesson, if not all of it, is going to be done alone. The paper is going to be written during the length of three class periods. The only time that they might be grouped differently would be when they have completed their paper and have extra time and they give the paper to someone else who is done early to peer review so that they could fix it and get a better grade. If this does occur it will be done in pairs, and the pairs will be random by who gets done first.

__**Differentiated Instruction**__
Verbal/Linguistic- Writing a paper is very linguistically oriented. Logical/Mathematical- This essay is going to be a structured essay that has a "formula" of sorts. Visual/Spatial- This essay is going to be a structured essay that has a visual appeal for these learners. Interpersonal- The students can work together/assist each other in making their story board 2. Intrapersonal- The paper needs to be written alone. Bodily/Kinesthetic- The students can work together/assist each other in making their story board 2 getting up and moving around the room.
 * 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 and 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 you are absent you will have to begin writing, or do all of the writing, of the persuasion paper at home for homework depending on how much of the lesson you missed.

For this lesson my students are going to be using their individual apple laptops that are provided by the state of Maine individually. They will need this to type up their papers, go back to resources, and find any other information that they may not have realized that they needed when they initially did their research.
 * Extensions**

__**Materials, Resources and Technology**__

 * Handouts
 * Laptops
 * Whiteboard
 * Internet Access
 * Checklist
 * Your research
 * Pens
 * Assignment Book
 * Notebook
 * Any previous notes and graphic organizers that we have done in class.

__**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 ask any questions they need to during the graphic organizer portion of the lesson, as well as any question they want after. There will not be much of a discussion, but if they finish their papers earlier than I assumed they can have one of their classmates peer review their paper.
 * Clipboard:** There will be a specific rebric/checklist for what exactly I am looking for in their persuasion essays. This will work for these people as well as showing them how most of the the work that they have done in the previous lessons can be used now in a very methodical way.
 * Microscope:** Writing this paper gives these learners a chance to go as in depth into their argument as they feel necessary to go.
 * Puppy:** These learners will be quite comfortable during this lesson because it is mostly their own work without any pressure of group work, and if they get to the point where they have finished early then there will only be one person at a time looking at their work. Low key, and low stress.

Students will know how to make a persuasion essay using relevant evidence and a strong argument free of extraneous information and unsupported opinions. // Students use a writing process to communicate for variety of audiences and purposes. // In this lesson I will be utilizing the learning facet of application.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Verbal/Linguistic- Writing a paper is very linguistically oriented. Logical/Mathematical- This essay is going to be a structured essay that has a "formula" of sorts. Visual/Spatial- This essay is going to be a structured essay that has a visual appeal for these learners. Interpersonal- The students can work together/assist each other in making their story board 2. Intrapersonal- The paper needs to be written alone. Bodily/Kinesthetic- The students can work together/assist each other in making their story board 2 getting up and moving around the room.

The formative and summative assessment that is listed below will allow me to better teach my students. The formative assessment that I have implemented (graphic organizer and the previous lessons) will show me what needs to be worked on and which kids need more help. The summative assessment will show me that they truly understand all the parts that make a strong persuasion essay.
 * //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: Begin class by reading a couple of my past students essays, one really good one and one not so good one. (15 Minutes) Have a discussion as to what made a good essay and what made the not so good one not so good. (10 Minutes) Hand out the graphic organizer and have them work on it for a while (15 Minutes) Explain which of the previous graphic organizers and other forms of assessment will help them in this upcoming assignment. (15 Minutes) Have them look for all of these (5 Minutes) Let them spend the rest of class either finishing their graphic organizer or working on their paper (30 Minutes)

Day 2: Spend this class writing (90 Minutes)

Day 3: This class will be spent finishing writing, peer reviewing, and turning in their papers. I want all papers by the end of class (90 Minutes)


 * Content Notes**


 * Handouts**