L5+Ricker,Kassaundra+Margaret


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

**__Teacher’s Name:__**Miss Ricker **__Lesson 5:__** Empathy
 * __Grade Level__**: 10th grade **__Topic:__** Appropriate Evidence/Examples

**__Objectives__** **Students will understand that** there are appropriate types of examples/evidence and appropriate ways to use them to support a logical argument/analysis. **Students will know** terminology (example/evidence), structures of writing (where to use evidence, how to use evidence and how others use evidence) and critical details (how to find credible sources). **Students will be able to** consider opposing arguments. **__Maine Learning Results Alignment__** Maine Learning Results: English Language Arts- B.Writing B3 Argument/Analysis Grades 9-Diploma Students write academic essays that structure ideas and arguments in a sustained and logical fashion **Rationale:** I am teaching students about evidence and examples within arguments/analyses so that they can learn to evaluate others arguments/analyses. **__Assessment__** **Formative (Assessment for Learning)** Students will use a persuasion interactive graphic organizer to help see how various arguments/analyses are structured in regards to the evidence that is used by working independently with an essay and then collaboratively with another student who has a similar argument. Students will be given the rubric that they will be graded with at the beginning of the iMovie debate project and will be able to self-assess themselves using it. Also, the group will have to pick one other group of students to peer assess their debate. **Summative (Assessment of Learning)** Movie: You will use iMovie to film and create a movie of a debate. You will pick two opposing arguments from the articles that we have discussed in class. Two of your group members will take on the persona of a leading activist on your issue each from the opposite stand point. Please do not create a specific script but just outline how the debate will be held and in what context because actual debates are not scripted. I will explain the set up of a debate and allow you time to practice with it before assigning this project as well as give a tutorial for iMovie. **__Integration__** **Technology:** Students will be using iMovie to create and play out a debate between two activists on an issue. I will show a tutorial on how to use iMovie to the students before they begin the project. **Other Content Areas:** Students will be exposed to different content areas such as biology and history when discussing the opposing arguments with their partner. They will also be able to decide the opposing issue that they would like to create a debate for and choices will include different subject areas. **__Groupings__** The class will be divided into two, one half of the class will go to one wall and the other half of the class with go to the opposite wall. One student will receive a short article on one side of an issue while another student on the opposite side of the room receives an article that takes the other side of the issue. On the teachers cue the students will need to find and figure out who has their opposing argument. Once they find eachother they will each pick out key pieces of evidence and arguments from the article on their own and then bring both arguments together and decide which one is more logical. Both students will be expected to participate equally in the discussion with the exception of when the other student is explaining their article for the first time. In this case the student should take on the role of recorder, taking notes on the article and writing down any questions that they want to discuss with the other student further in the process. Students will be broken up into groups of 4 or 5 for the iMovie debate project and all students will be expected to equally participate in this. **__Differentiated Instruction__** **Strategies:** **Bodily-Kinesthetic:** Students will have a chance to act as an influential person on an issue while filming the debate. **Logical-Mathematical**: Students have to sequence and put together a logical argument on an issue as well as put together the iMovie. **Naturalist:** Students can choose an environmental issue for the debate. **Interpersonal:** Students will work in groups to both discuss the issue and create the iMovie. **Intrapersonal:** Students will get a chance to evaluate the article on their own before brining it to their partner. **Linguistic:** Students will have to verbally explain the authors point of view and explain opposing arguments in their iMovie. **Modifications/Accommodations** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: If students are absent the link to the interactive persuasion graphic organizer will be linked to the class website as well as the choices of articles that the students used in class. The student will need to see me the first day they are back so that I can explain to them that they need to fill in the interactive organizer and I can give them a hard copy of the article if they so chose. I will ask the student to come see me once they finish this task so that either the student and another classmate can have a discussion about it or the student can have a discussion about it with me. If the student still feels like they need help they are more than welcome to see me before or after school. If a student is absent when the iMovie debate groups are decided I will assign the student to a group when they get back and they will be held to the same standard as the other students for the project unless they have missed a significant amount of class and cannot reasonably make it all up in this short time frame. I will also post the link to the iMovie tutorial on the class website if students miss that day. **Extensions** Students will be using iMovie to create and play out a debate between two activists on an issue. I will show a tutorial on how to use iMovie to the students before they begin the project. **Materials, Resources and Technology**  · Interactive Graphic Organizer  · Articles for graphic organizer activity  · Whiteboard/markers/eraser  · My Laptop  · Laptop cart/ personal laptops  · The "hook" video  · Rubric handouts  · Prompts handouts  · iMovie tutorial


 * __Source for Lesson Plan and Research__**

· Persuasion graphic organizer: http://www.readwritethink.org/files/resources/interactives/persuasion_map/ This interactive graphic organizer will help the students organize the evidence of others arguments and decide whether is it valid or not. · iMovie tutorial: http://www.apple.com/support/ilife/tutorials/imovie/ This is the tutorial that I will show to students so that they can put their debate together once it is filmed. · "Raddest Video Game": http://www.vh1.com/video/misc/408461/hotter-charlies-angels-trio-raddest-video-game-craze.jhtml#id=1615592 A portion of this video clip from the "Great Debate" on VH1 will be used for my hook to model debating to my students. · Rubric for iMovie: http://rubistar.4teachers.org/ I will use RubiStar to help me create the rubric for the iMovie debates. · "Writing About Literature: The Thesis Paper" by Mrs. Inga Browne, Thornton Academy, English Department 2005: This packet goes over how to incorporate evidence into an argument/analysis. · "Quotation Incorportation" website: http://www.kentlaw.edu/academics/lrw/grinker/LwtaQuotation_Incorporation.htm this website includes some key aspects to utilize when incorporating evidence and also what to look for when evaluating someone's use of evidence. · "How to use Quotes in an Essay" website: http://www.bookrags.com/articles/10.html This website gives more tips to look for when evaluating arguments/analysis and also tips to use when writing. · Cooperative Learning activity: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities This website outlines and explains different cooperative learning groups, such as the Partnering Activity, that can be utilized in the classroom. · "Writing the Research Paper" packet. This packet will be used to explain how to cite sources to the students and also as part of my content notes. **__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 have a chance to move around in the cooperative learning activity during class. They will be able to volunteer their ideas during whole class instruction and within their groups. Also, students will be given the choice on what issue they would like to debate for their project. Clipboard: Students will be using a graphic organizer to evaluate the argument/analysis that they were assigned so that they can better understand the role of evidence/examples. I will give all directions before activities and projects start so that students will clearly understand what they need to do. I will also give the students the rubrics they will be graded off of for their project so that they understand my expectations. Microscope: The students will perform the cooperative learning activity first so they will participating in discovery learning since no instruction was given prior. They will be given the chance to have discussions with their partners about the argument/analyses they received and analyzed as well as being able to discuss them with the whole class. Puppy: Since there will be a lot of discussion and group work I will strive to make a safe and comfortable environment. This means that students will be expected to be supportive in their groupings as well as during whole class discussion, listen to all of their peers. Along with their peers, I will help to encourage students **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **//Rationale://** Student will understand that there are appropriate types of examples/evidence and appropriate ways to use them to support a logical argument/analysis.Please refer to my content notes. Students write academic essays that structure ideas and arguments in a sustained and logical fashion. In this lesson I will be utilizing the learning facet of empathy. Students will be learning how evidence functions in an argument/analysis as well as coming to an understanding of opposing arguments. They will need to take into the consideration the arguments (with evidence) that opposing views from their own stance when creating the debate. **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **//Rationale://** I utilized six different multiple intelligences when putting together this lesson on the structures of an argument/analysis to engage the different kinds of learners that will be present in my classroom. **Bodily-Kinesthetic:** Students will have a chance to act as an influential person on an issue while filming the debate. **Logical-Mathematical:** Students have to sequence and put together a logical argument on an issue as well as put together the iMovie. **Naturalist:** Students can choose an environmental issue for the debate. **Interpersonal:** Students will work in groups to both discuss the issue and create the iMovie. **Intrapersonal:** Students will get a chance to evaluate the article on their own before brining it to their partner. **Linguistic:** Students will have to verbally explain the authors point of view and explain opposing arguments in their iMovie. Students will be using iMovie to create and play out a debate between two activists on an issue. I will show a tutorial on how to use iMovie to the students before they begin the project. **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **//Rationale://** The following formative and summative assessments for this lesson will provide me, as a teacher, valuable information on the students understanding of how evidence/examples work within an argument/analysis and how others utilize evidence/examples. By giving feedback to my students and providing them with the rubric they will be scored from I will clearly set my expectations. **Formative (Assessment for Learning)** Students will use a persuasion interactive graphic organizer to help see how various arugments/analyses are structured in regards to the evidence that is used by working independently with an essay and then collaboratively with another student who has a similar argument. Students will be given the rubric that they will be graded with at the beginning of the iMovie debate project and will be able to self-assess themselves using it. Also, the group will have to pick one other group of students to peer assess their debate. **Summative (Assessment of Learning)** Movie: You will use iMovie to film and create a movie of a debate. You will pick two opposing arguments from the articles that we have discussed in class. Two of your group members will take on the persona of a leading activist on your issue each from the opposite stand point. Please do not create a specific script but just outline how the debate will be held and in what context because actual debates are not scripted. I will explain the set up of a debate and allow you time to practice with it before assigning this project as well as give a tutorial for iMovie. **__Teaching and Learning Sequence__** The classroom will be arranged with the desks in clusters of four or five and my desk at the back of the class. This will be done so that students can easily work in their partner groups and then transition into their larger groups for the iMovie debate project. Day 1 Students will come in and I will show them the "Raddest Video Game" clip from VH1's Great Debate television show and we will discuss good and bad ways of supporting an argument and we will talk about debates. (15 minutes) I will start a discussion on they ways to incorporate evidence into arguments/analyses and how to use evidence effectively for your argument. Will also discuss how to cite the sources that were used for the evidence. (25 minutes) Students will be broken up into pairs each given an article by an opposing activist, they will read them on their own and then come together to discuss which argument is more valid and discuss how the author used evidence to support their argument. (20 minutes) I will have students report back to the class on what they found and we will have a discussion about their thoughts (15 minutes) I will wrap up the day and let them know that the next class we will be working in larger groups on the debate project. (5 minutes) Day 2 Students will come in and I will explain to them the debate iMovie project that they will be doing. (10 minutes) We will go over the set up of a debate (15 minutes) I will assign groups (5 minutes) I will give a tutorial on iMovie (10 minutes) Students will have the rest of the class to work on their project (40 minutes) Day 3 Students will come in and I will see if anyone has any questions or concerns before teams pick up with their projects (5 minutes) Students will spend the class working on their projects, finishing up the planning, filming and editing. (70 minutes) I will let students know that their iMovie will need to be done for next class (5 minutes) Day 4 Students will come in and I will explain how we will present the iMovies (5 minutes) Students will present their projects (50 minutes) We will debrief after this and talk about how the groups decided to set up their debate and what was effective, also this will be a time for any clarifying questions (20 minutes) I will wrap up the lesson and give the students a quick idea of what we will be doing next class (5 minutes) Students will understand that there are appropriate types of examples/evidence and appropriate ways to use them to support a logical argument/analysis. **Students write academic essays that structure ideas and arguments in a sustained and logical fashion.** In a country that promotes freedom of speech we have the change to voice our opinion and stand on issues to make them legitimate we need to understand both sides of the argument. The class will watch a clip from the VH1 show "The Great Debate" on the "Raddest Video Game" This show takes pop culture and lets actors, comedians etc. debate which one is best out of a category. I will use examples from the clip to explain good and bad ways to support an argument/stand point. **Where, Why, What, Hook, Tailors: Visual, Interpersonal.** Student will know the terms example/evidence, structures of writing (where to use evidence, how to use evidence and how others use evidence) and the critical details of how to find credible sources. See content notes. As I am teaching, I will use the whiteboard and my laptop with the projector to show students of how to incorporate quotes into a body of writing and how this can be appropriate and effectively done in arguments/analyses. Students will use the interactive graphic organizer when they break up into groups to help organize and pick out the evidence that is being used in a particular article. I will ask students to participate by asking questions and taking guesses during full class discussion and then I will circulate during group work time to help answer questions and to see how the students are doing with the concepts. **Equip, Explore, Tailors: Visual, Interpersonal, Linguistic, Intrapersonal.** Student will be able to consider opposing arguments. The class will be divided into two, one half of the class will go to one wall and the other half of the class with go to the opposite wall. One student will receive a short article on one side of an issue while another student on the opposite side of the room receives an article that takes the other side of the issue. On the teachers cue the students will need to find and figure out who has their opposing argument. Once they find eachother they will each pick out key pieces of evidence and arguments from the article on their own and then bring both arguments together and decide which one is more logical. Both students will be expected to participate equally in the discussion with the exception of when the other student is explaining their article for the first time. In this case the student should take on the role of recorder, taking notes on the article and writing down any questions that they want to discuss with the other student further in the process. Then students will make an iMovie of a debate between opposing activists that are represented by the articles (will be some naturalist based articles). Students will be broken up into groups of 4 or 5 for the iMovie debate project and all students will be expected to equally participate in this. Students will be able to self-assess with the prompts that they can use throughout the process to make sure they are on the right track and with the rubric that they will receive before the project starts. Students will then have a chance to look over their product and add or clarify any part before turning it in to me. **Explore, Experience, Rethink, Revise, Tailors: Interpersonal, Logical-Mathematical, Intrapersonal, Naturalist, Bodily-kinethetic.** Students will self-assess as discuss the articles with their partners and then when they discuss the article with their larger iMovie group. Also, students will use the prompts I give them for their debate project to help self-assess as well as use the rubric to assess their product. I will provide feedback when students are working with their partner and putting together the interactive graphic organizer. I will also be able to provide feedback when they work on their iMovie in class. After students present their iMovie debates, I will have them post it on the class website so that I can extensively look at it while I am grading them using the rubric. I will return the rubrics to each team memeber the next class or the class after that so that they can have timely feedback and clarify any misconceptions before we get too far into the next lesson. By having the students delve more into evidence/examples they will have the skill set they need to help write their essays and also to help bring all the concepts of the unit together which we will be doing next lesson. **Evaluate, Tailors: Interpersonal, Visual, Linguistic.** **__Content Notes__**  · Definition: Quotations are never officially called "quotes." "Quotes" are the easy, colloquial way of saying "quotation." You can say "quote" if you want in speech. However, in an essay, you will always want to write out the word, "quotation."  · Open/End: In full quotations, the first quotation mark is called, 'the open quote," and the second quotation mark is called the "close quote."  · Punctuation: Punctuation marks always fall inside the quotation mark. For examples, "If your sentence ends after the second mention of the word 'here,' then you should place your period here." The period, comma, exclamation, or question mark should always fall before the end quotation mark.  · Citations: Quotations are vital when citing specific documentation. If you are quoting an author, book, article, or person, then you must always use a quotation. You can introduce the quote by saying that John Doe says in The Times Daily News that, "People like to use quotations marks." Or, you can simply write the quotation (using the quotation marks) and end the sentence with the internal documentation. See the next bullet for internal documentation.  · Internal Documentation: In essays, you will inevitably use quotations from original and primary sources. Consequently, you will need to cite them internally (or via footnotes, an antiquated style). When documenting a specific quotation, you will omit the end punctuation (period, exclamation mark, question mark), put the close quote mark, and then add a parenthesis with the citation. After the citation, you will close the sentence with a period. See this example: "I will not eat green eggs and ham" (Seuss, 5). The sentence concludes after the internal documentation.  · Indented Quotes: Sometimes in an essay, you will use a long quotation. This means, absolutely no quotation longer than five lines should be within the body of the text of your essay. If you choose to use a long quotation (longer than five lines of text), then you should indent the quotation one inch on either side and sometimes italicize it. The quotation should end with a punctuation mark and quotation mark. The internal documentation comes afterwards without any end punctuation. (taken from http://www.bookrags.com/articles/10.html) 1. Be careful to avoid quoting excessively; paraphrase whenever possible. A paraphrase is the expression of another's ideas in one's own words. You may paraphrase existing material as long as you provide a proper citation after the paraphrase. You should not put quotation marks around paraphrased material. The citation indicates that the ideas are from another source; the lack of quotation marks indicates that the words chosen to express those ideas are your own. Well-paraphrased material will change the majority of the key words from the original source. If your paraphrase retains words of special significance from the original source, put quotation marks around those words only. 2. When you do quote, avoid freestanding quotations. As a general rule, it is better when quoting to incorporate that quotation into a sentence of your own 3. If you must use block quotes, be sure to indent and single space. 4. Use a comma after "said," "stated," "exclaimed," and similar terms when introducing a quote 5. When you incorporate quoted material into your own sentence, make sure the result is a grammatically correct sentence (taken from http://www.kentlaw.edu/academics/lrw/grinker/LwtaQuotation_Incorporation.htm) Please refer to the following packets for additional content notes: "Working with Direct Quotes" and "Writing the Research Paper" **__Handouts__** 1) Rubric for iMovie 2) Prompts for iMovie