L1+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: 1 Empathy**
 * Grade Level:** 8 **Topic: Relating information from the to their persuasive essay**

__**Objectives**__

 * Student will understand that a** cademic essays state a clear position. Students will understand that academic essays are stronger because of a clear position. Students will understand that academic essays are supported with relevant evidence.
 * Student will know** how to make an arguable opinion, how to add in supporting evidence, what makes a thesis.
 * Student will be able to do** relate information from their readings to their argument.

__**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 must understand how to make a strong argument in many different areas and for many different audiences.

__**Assessment**__

 * Formative (Assessment for Learning)**
 * S** tudents will be pre-assessed on their idea of a strong, clear position, by using a checklist. It will be filled out and used as a guideline as they are making their flash cards. It will show the requirements such as having a strong, clear position and an unclear position for 4 given scenarios. I will be asking each student to ask me the first three questions they come up with on their flash cards, as well as the answers, to make sure that they are getting the idea before completing the total 15. I will use the same checklist as theirs to score the cards.

Each student will have to make 15 flash cards on quizlet.com that they will then have to try on a partner and will be graded by checklist. On 8 these flashcards they will be required to make strong, clear position and an unclear position for 4 given scenarios. On 4 of the flashcards the students will have to figure out the clear arguments for four historical speeches that will be provided by myself. On the other 3 they will be able to use their own scenarios over any position as long as they are appropriate and accurate. A section of their checklist will be to have successfully created strong clear position as well as unclear positions.
 * 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, at first individually, but towards the end in pairs. My students are going to use this technology to create interactive flashcards that can be saved on the internet for use later, or if they need to go back to review. The website that they are going to use is quizlet.com.
 * History**: Use social studies as examples on how to relate information from readings to their argument. Many of the famous major speeches throughout history have been successful because of their clear arguments. Giving the students examples of speeches that they might be familiar with and having them find the arguments in them. After they find them I want them to place them on 4 of the flashcards, and during partner time they will have to see if they match the other partners cards.

__Groupings__
At first the class is going to work individually until all of the flashcards are made and I've check every students first 5 cards. The class is then going to break up into groups of two. I am going to allow my students to make their own partners in this situation, however I reserve the right to make the alter the groups if people are getting left out or if the work does not appear to be getting done in a timely manner. In these pairs the two students are going to have their partners test themselves on the flashcards that they made. During this time I would also like them to check each other answers on their cards, especially the cards made from the historical documents. After they have successfully gotten all of the flashcards correct, or after 4 minutes, the roles will switch and the other partner will go until they have successfully gotten all the cards correct, or until 10 minutes.

__**Differentiated Instruction**__
Verbal-Linguistic- By having the first example between teachers, and then the speaking of opinions. They will also have to be able to formulate their thoughts into the 15 flash cards. Logical/Mathematical- This lesson should make sense to these learners because of the logic that is needed behind every clear position. Bodily/Kinesthetic- Students will have to get into partners to try to make a clear position on a topic during the class. Musical/Rhythmic- There will be quiet background music playing during group time (Imagine by John Lennon, and other songs that have a clear position). Intrapersonal- I want a written position handed in at the end of class, this must be done alone at your seat. Interpersonal- Students will have to get into partners to try to make a clear position on a topic during the class.
 * 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 make the flash cards to get to the same level as the other kids, and ideally get someone to swap cards with them like all the other kids did in class.


 * Extensions**

For this lesson my students are going to be using their individual apple laptops that are provided by the state of Maine, at first individually, but towards the end in pairs. My students are going to use this technology to create interactive flashcards that can be saved on the internet for use later, or if they need to go back to review. The website that they are going to use is quizlet.com.

__**Materials, Resources and Technology**__

 * Handouts
 * Laptops
 * Whiteboard
 * Internet Access
 * Checklist
 * Pair Groups
 * Another teacher for the first 5 minutes
 * Pens
 * Assignment Book
 * Notebook
 * Assigned Text

__Source for Lesson Plan and Research__
Fact and Opinion graphic organizer: [] This is going to be used as an assessment for me to see if the students know the difference between fact and opinions. Fact and Opinion question ideas: [] I used this site for fact and opinion idea questions/statement. George Washington Speech: [] I used this in my handout as an example of how to write a strong argument. Abraham Lincoln's Speech: [] I used this in my handout as an example of how to write a strong argument. Declaration of Independence: [] I used this in my handout as an example of how to write a strong argument. Women Right's Speech: [] I used this in my handout as an example of how to write a strong argument.

__**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 move around in the pair flash card activity, they will also have the opportunity to throw out examples of facts and opinions in the very beginning of class when we are filling out the //Fact and Opinion// sheet.
 * Clipboard:** Students will enjoy the graphic organizer. In addition to that they will enjoy having the list of eight fact and opinion scenarios to put correctly onto the flashcards.
 * Microscope:** While going over the four historical speeches and documents the students will be able to have a discussion analyzing the arguments and opinions that the people have created, as well as saying how they could have improved them, or how you would alter them for this time period.
 * Puppy:** The small groups will create a safe setting, as well as the step but step instruction. No one is forced to talk during this class, but it is going to be highly praised when the kids do participate.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Student will kno**w** how to make an arguable opinion, how to add in supporting evidence, what makes a thesis. Please refer to my context notes. // Students use a writing process to communicate for variety of audiences and purposes. // In this lesson I will be utilizing the learning facet of explanation.

Verbal-Linguistic- By having the first example between teachers, and then the speaking of opinions. They will also have to be able to formulate their thoughts into the 15 flash cards. Logical/Mathematical- This lesson should make sense to these learners because of the logic that is needed behind every clear position. Bodily/Kinesthetic- Students will have to get into partners to try to make a clear position on a topic during the class. Musical/Rhythmic- There will be quiet background music playing during group time (Imagine by John Lennon, and other songs that have a clear position). Intrapersonal- I want a written position handed in at the end of class, this must be done alone at your seat. Interpersonal- Students will have to get into partners to try to make a clear position on a topic during the class.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

The formative and summative assessment that is listed below will allow be to better teach my students. The formative assessment that I have implemented (graphic organizer and note card visual look) will show me instantly what needs to be worked on and which kids need more help. The summative assessment will show me that they truly understand the difference between fact and opinion, as well as what makes a strong argument.
 * //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: After the students enter the classroom and get seated there will be a slight interruption by another teacher.This teacher is going to pronounce a clear argument that I am then going to disagree with. Once I disagree he is not going to support it, he is just going to leave the room. (5 Minutes) After the display we will have a discussion about how it was a clear argument. (10 Minutes) Introduce the idea of relevant information, explaining what it is, how to use it in a persuasive essay, and what it does in a persuasive essay. (15 Minutes) I will then give s tudents two pieces of paper, a blank fact and opinion sheet and a list of facts and opinions that they have to sort into the fact and opinion sheet. (25 Minutes) Then I will go over the fact and opinion sheet as a way to check for understanding. (10 Minutes) The last thing I would do on day 1 is to have all of my kids go to quizlet.com and sign up, have them make a login name and a password, and if technology is working for all of them they can experiment on it until the end of class. (15 Minutes).

Day 2: When the students get settled the first thing that I am going to is give them two handouts, one has the scenario's for the activity on it and the other one has the key parts of historical speeches and documents. (3 Minutes) After handing them out I am going to explain what they are as I pass out the checklist for their flashcards. (10 Minutes) I have them make their flashcards.(20 Minutes) I walk around and check each kids first 5 before they continue on. (10 Minutes) Let them get into partners. (3 Minutes) Partner 1 tries partner 2's flashcards. (10 Minutes) Partner 2 tries partner 1's flashcards. (10 Minutes) Review clear arguments and relevant information. (14 Minutes)

Students will understand that academic essays state a clear position. Students will understand that academic essays are stronger because of a clear position. Students will understand that academic essays are supported with relevant evidence. Students must understand how to make a strong arguments in all situations. **//Students use a writing process to communicate for variety of audiences and purposes//**. Another teacher will walk into the room a few minutes into class and will state a clear argument/position that I will then counter.
 * Where, Why, What, Hook, Tailor: ** Verbal-Linguistic, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal

Students will know how to make an arguable opinion, how to add in supporting evidence, what makes a thesis. I will then give s tudents two pieces of paper, a blank fact and opinion sheet and a list of facts and opinions that they have to sort into the fact and opinion sheet. Then I will go over the fact and opinion sheet as a way to check for understanding. Student will have to sort onto the fact and opinion sheet. Then the students will have each students make 15 flashcards using quizlet.com. I will be asking each student to ask me the first three questions they come up with on their flash cards, as well as the answers, to make sure that they are getting the idea before completing the total 15 flashcards as well as a checklist as a way to self evaluate and a way for me to evaluate.
 * Equip, Explore, Rethink, Tailors: ** Verbal-Linguistic, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal

Students will be given two pieces of paper, a blank fact and opinion sheet and a list of facts and opinions that they have to sort into the fact and opinion sheet. Each student will have to make 15 flash cards on quizlet.com that they will then have to try on a partner. Students will be able to relate information from the reading to their argument. At first the class is going to work individually until all of the flashcards are made and I've check every students first 5 cards. The class is then going to break up into groups of two. I am going to allow my students to make their own partners in this situation, however I reserve the right to make the alter the groups if people are getting left out or if the work does not appear to be getting done in a timely manner. In these pairs the two students are going to have their partners test themselves on the flashcards that they made. During this time I would also like them to check each other answers on their cards, especially the cards made from the historical documents. After they have successfully gotten all of the flashcards correct, or after 4 minutes, the roles will switch and the other partner will go until they have successfully gotten all the cards correct, or until 4 minutes. Students will be able to rethink and revise several times before I assess their flashcards. The first time is when I check the first 5 cards that each student makes. The second time is when their partner is trying out their cards. The last time is directly after both partners complete their cards, which is right before they turn the cards into me.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** V erbal-Linguistic, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal

Students will be pre-assessed on their idea of a strong, clear position, by using a checklist. I will provide timely feedback to my students by 1. checking the first five flashcards during class, and 2. by not spending more than three days correcting the flashcards. This lesson is extremely important to the rest of the unit. Without knowing how relevant information works, as well as a clear argument the students will not be able to successfully write a persuasive essay.
 * Evaluate, Tailors: ** Verbal-Linguistic, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal

What makes a good argument: [|How to explain] Difference between [|fact and opinion].
 * Content Notes**

[|Fact and Opinion Organizer]
 * Handouts**