L4+Ricker,Kassaundra+Margaret


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

** Student will understand that  ** a thesis helps to organize and build a logical argument. ** Student will know  ** terminology (thesis, evidence/examples) and critical details (analyses move from general to specific). ** Student will be able to  ** evaluate information from reading, listening and viewing. ** __ 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 to evaluate works through their thesis statements so that they can write more logical essays as well as be able to tell credible information versus not credible information. ** __ Assessment __ ** ** Formative (Assessment for Learning)  ** Students will use a Step by Step chart to try to figure out what their given author will talk about in their argument/analysis once they have heard the thesis. They will be able to assess themselves with their group members and also when they finish reading, watching or listening to the argument/analysis. Students will then self-assess their wikispaces with prompts that I give them as well as show me some of their work during class so I can provide feedback. They will also receive the checklist that they will be scored with at the beginning of the project so that they can self-assess anytime they feel they need to**. **  **  Wikispace:  ** You will use wikispaces.com to create a wikispace page that explains credible information through both written, auditory and visual means.This should specifically include how a thesis statement organizes this information but can also include tips to finding credible sources. Please include at least 4 hyperlinks with revelant information that your classmates could use while putting together either their debate, essay or campaign commerical. This project will be done in a group of four and each of the four hyperlinks should come from a different teammate. Please feel free to include more resources if you believe they will be helpful. If you have never used a wikispace before I will take you through how to get a username and also how to utilize a wikispace. Keep in mind your wikispace should be easy to navigate and easy to understand because your fellow students may be using it as a resource. Also, please give proper credit to any ideas, written, visual or auditory information you take from other websites or resources. ** Technology:  ** Students will be using wikispaces.com to create a wikispace that shows how students have evaluated information from both listening, reading and viewing through the concept of a thesis statement. I will give a tutorial on how to use wikispaces before students beginning this project. ** Other Content Areas:  ** Different content areas will be incorporated when students fill-in their graphic organizer that predicts what the rest of the analysis/argument will be about based on the thesis statement. For the written, audio, and visual sources that need to evaluated I will use an array of subjects from math, history and science Students will be numbered off and then given either a written article, a video display or an audio display of an article. The students will first listen, read or watch by themselves and stop reading, listening or viewing at the point where they think the thesis is introduced. Then they will use the step by step chart to brainstorm what the author will talk about in his or her analysis/argument. Students well then meet with like numbers and discuss what they thought would come next. The whole team will finish reading, listening or viewing their argument or analysis and compare what the author really said to what they predicted he or she would say. All students will assume equal participation by each contributing to the role of facilitator, recorder and timekeeper at different times so that each student has a chance to voice their opinions, discuss them with the other students and take notes on the discussion. One student will be chosen to be the reporter to explain the group's ideas to the class. ** Interpersonal:  ** Students will collaborate with classmates to figure out what will come next in their specified analysis as well as work with other students on wikispaces. ** Intrapersonal:  ** Students will have a chance to brainstorm what they think will come next in the analyses before they get together with a group. ** Visual:  ** Students will use a graphic organizer to organize their brainstorming and the wikispace will need to represent the material in visuals. ** Musical:  ** Students can express the material with music on their wikispace. ** Linquistic:  ** Students will either read or listen to an analysis/argument. ** Naturalist:  ** Students can choose to represent the material on their wikispace using naturalist ideals. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: All materials for the cooperative learning activity will be posted on the class website (graphic organizer, the arguments/analyses that were used, directions, any of my notes) so that students can access them if they are absent. I will ask that that they fill-in the graphic organizer according to the directions on the website and the next day in class if there was more than one student absent they will get together and discuss their ideas. They will then report back to me so I can answer any questions or clear up any misunderstandings. If a student needs further help they can see me either before or after school. If a student is absent during the tutorial on wikispaces, I will posta link to the tutorial on the website. Students will be using wikispaces.com to create a wikispace that shows how students have evaluated information from both listening, reading and viewing through the concept of a thesis statement. I will give a tutorial on how to use wikispaces before students beginning this project. · Step By Step Chart Handout · Prompts Handout · Checklist handout · LCD Projector · My Laptop · Laptop Chart/Personal Laptops · Wikispace Tutorial · Recorded and written arguments and analyses · Whiteboard/markers/eraser · Step By Step Chart Graphic Organizer: http://teachingtoday.glencoe.com/lessonplans/expository-writing-the-five-paragraph-essay-lesson-plan-1-of-2 This graphic organizer will be used during the cooperative learning activity to make educated guesses on what they argument/analysis will contain. · Checklist Handouts: http://pblchecklist.4teachers.org/index.shtml This website gives an overview of checklists and also allows for teachers to start making their own checklists. I plan to use this website when designing the checklist that will be used to grade the students Wikispaces. · Writing About Literature: The Thesis Paper" by Mrs. Inga Browne, Thornton Academy, English Department 2005: This packet went over some of the key components in an analysis/argument as well as explaining the characteristics of a strong thesis.   · "A Guide to Writing a Good Thesis Statement" website: http://fatcampus.com/thesis.htm this website has good information concerning what a thesis does in an analysis/argument.    · "Thesis Statement" website: http://pbseslweb.tripod.com/thesis_statement.htm This website gives a great overview of how to create a thesis that can be used if students are still having trouble with the concept.    · "How to Teach a Thesis Statement Lesson" website: http://www.ehow.com/how_6945787_teach-thesis-statement-lesson.html This site gave me the idea to use funny thesis statements as a way to catch my students' attention in the hook activity.    · TED website: http://www.ted.com/ I will use this website to find multimedia talks on argument and analysis to use in the cooperative learning activity. ** // Rationale:  // **__ Beach Ball: __ Students will be able to choose what they believe should go on their wikispace to represent the written, visual, and audio requirements regarding thesis statements and credible arguments/analysis. __ Clipboard: __ Students will be giving a Step by Step chart to organize their thoughts on how they think the analysis or argument will be presented. I will demonstrate the directions for the activities to the whole class using visuals so that they understand clearly what they need to do for the activity. Also, students will receive the checklist that they will be graded with before beginning the project so that they can ask questions and have a clear understanding of my expectations. __ Microscope: __ Students will be participating in discovery learning because they will need to come up with what they think the argument/analysis will say and then they will actually get to see how accurate their ideas were. Their will be numerous discussions about what the students thought of their assigned argument/analysis. __ 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. ** // Rationale:  // ** Students will know terms thesis, evidence/examples and the critical detail that analyses move from general to specific. ** Please refer to my content notes **. Students write academic essays that structure ideas and arguments in a sustained and logical fashion. In this lesson plan I will be utilizing the learning facet of interpretation. Students will be learning about how a thesis statement dictates what is discussed in an argument and analysis and how a thesis statement can help make a logical argument. Students will interpret how the argument/analysis will be set up based on the given thesis. They will then use their knowledge and interpretation of how a thesis statement works and credible arguments to create a wikispace that demonstrates this in both written, visual and audio form. ** // Rationale  // ** : I utilized six different multiple intelligences when putting together this lesson on thesis statements to engage the different kinds of learners that will be present in my classroom. ** Interpersonal:  ** Students will collaborate with classmates to figure out what will come next in their specified analysis as well as work with other students on wikispaces. ** Intrapersonal:  ** Students will have a chance to brainstorm what they think will come next in the analyses before they get together with a group. ** Visual:  ** Students will use a graphic organizer to organize their brainstorming and the wikispace will need to represent the material in visuals. ** Musical:  ** Students can express the material with music on their wikispace. ** Linquistic:  ** Students will either read or listen to an analysis/argument. ** Naturalist:  ** Students can choose to represent the material on their wikispace using naturalist ideals. Students will be using wikispaces.com to create a wikispace that shows how students have evaluated information from both listening, reading and viewing through the concept of a thesis statement. I will give a tutorial on how to use wikispaces before students beginning this project. ** // Rationale:  // ** The following formative and summative assessments for this lesson will provide me, as a teacher, valuable information on the students understanding of how a thesis statement creates a logical argument and how a thesis works. By giving feedback to my students and providing them with the checklist they will be scored from I will clearly set my expectations. ** Formative (Assessment for Learning)  ** Students will use a Step by Step chart to try to figure out what their given author will talk about in their argument/analysis once they have heard the thesis. They will be able to assess themselves with their group members and also when they finish reading, watching or listening to the argument/analysis. Students will then self-assess their wikispaces with prompts that I give them as well as show me some of their work during class so I can provide feedback. They will also receive the checklist that they will be scored with at the beginning of the project so that they can self-assess anytime they feel they need to. ** Summative (Assessment of Learning)  ** Wikispace: You will use wikispaces.com to create a wikispace page that explains credible information through both written, auditory and visual means.This should specifically include how a thesis statement organizes this information but can also include tips to finding credible sources. Please include at least 4 hyperlinks with revelant information that your classmates could use while putting together either their debate, essay or campaign commerical. This project will be done in a group of four and each of the four hyperlinks should come from a different teammate. Please feel free to include more resources if you believe they will be helpful. If you have never used a wikispace before I will take you through how to get a username and also how to utilize a wikispace. Keep in mind your wikispace should be easy to navigate and easy to understand because your fellow students may be using it as a resource. Also, please give proper credit to any ideas, written, visual or auditory information you take from other websites or resources. The classroom will be arranged with the desks in clusters of four or five with my desk at the back of the room. This will make transition from whole class instruction to the cooperative learning activity and then into groups to work on the wikispace. Also, this will allow all students to see the overhead projector and the examples being given on the whiteboard. Day 1 Students will participate in the funny thesis statement activity to open the lesson (10 minutes) I will begin explaining how a thesis sentence works and the role it takes in argument/analyses (25 minutes) I will create groups, assign the analyses/arguments and give directions for the activity (10 minutes) Students will participate in the cooperative learning activity (20 minutes) I will bring the class back together and we will go over the results of the activity and clear up any questions (10 minutes) I will wrap up the day and remind students that they will need to bring their laptops to class next class. (5 minutes) Day 2 Students will come in and I will ask if they have any questions or thoughts about the last class and I will explain the wikispace project (10 minutes) Students will be given time to work on their wikispace project with their group (65 minutes) I will wrap up the class and remind students that the next class will be the last day to work on wikispaces in class (5 minutes) Day 3 Students will come in and start working on their wikispaces (20 minutes) I will pass out the prompts so that students can further self-assess their work (10 minutes) Students can either spend the rest of the class finishing up and asking questions or if everyone finishes we can begin presentations (50 minutes) Students will understand that a thesis helps to organize and build a logical argument. ** Students write academic essays that structure ideas and arguments in a sustained and logical fashion. ** You might be put in situations where you may not fully understand what someone is trying to explain to you but if you can evaluate their information and get a sense of where they are going with their explanation it might be easier to understand.I will show the students funny thesis statements and ask their opinion on the validity of the statements and have them volunteer suggestions that would make the thesis more credible. This activity is meant to catch the students attention and engage them in the material. After this activity, I will explain to them that you can evaluate the credibility of an argument from just the thesis statement. ** Where, Why, What, Hook, Tailors: Interpersonal, Linguistic, Logical. **   Student will know the terms thesis, evidence/examples and the critical details that analyses move from general to specific. ** See content notes. ** I will use the whiteboard to present the funny thesis statements to the students to start the lesson. Then we will go over how a thesis statement works using the LCD projector and my laptop. The students will then be broken up into groups then they will each be given the graphic organizer (1) to write their ideas of how the argument/analysis will go once given the thesis statement for their particular argument. I will ask each group to report back to the class so that we can have more of a discussion about thesis statements and how they work and what they should do within an essay. I will then have them do a "two and two" where they check what they have written down for notes with two of their classmates for two minutes. If there are any lingering questions I will address those through whole class discussion. ** Equip, Explore, Tailors: Interpersonal, Intrapersonal, Linguistic, Visual. **   Student will be able to evaluate information from reading, listening and viewing. Students will be numbered off and then given either a written article, a video display or an audio display of an article. The students will first listen, read or watch by themselves and stop reading, listening or viewing at the point where they think the thesis is introduced. Then they will use the step by step chart to brainstorm what the author will talk about in his or her analysis/argument. Students well then meet with like numbers and discuss what they thought would come next. The whole team will finish reading, listening or viewing their argument or analysis and compare what the author really said to what they predicted he or she would say. All students will assume equal participation by each contributing to the role of facilitator, recorder and timekeeper at different times so that each student has a chance to voice their opinions, discuss them with the other students and take notes on the discussion. One student will be chosen to be the reporter to explain the group's ideas to the class. Then students will work with a group of four or five to create a wikispace (students can choose to use naturalist topics in their wiki) that interprets theses and gives good sources for credible information using both written, visual and audio means. Students will self-asses their wikispaces with prompts and also show me a preliminary piece of their wikispace and discuss the rest with me so that I can give them feedback. Students will receive the checklist at the beginning of the project that they will scored with. Students will have feedback from themselves and me during the class period that they work on their wikispaces. They will be allotted time to change or revise anything they need to before turning their URL for the wikispace into me and presenting. ** Explore, Experience, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Naturalist, Visual, Linguistic ** Students will self-asses as they discuss the arguments/analyses with their group members and then when we discuss the activity with the whole class. Also, the will self-assess with the prompts I give them during class toward the end of their working on their wikispaces. Furthermore, all of the students will have the checklists that will be used to grade them so they can self-assess anytime they feel the need during the project. After students present, I will have the group send me the link to their wikispace so that I can better assess them with them checklist. I will return the checklists the next class or the class after that so that students will have time to think about the concepts before we get too in depth in the next lesson. Students will be encouraged to make revisions to their wikispaces because they may become a resource when their fellow classmates go to write their essays at the end of the unit. By teaching a lesson on how a thesis statement works and how one can evaluate an argument based on the thesis students will gain some of the skills they will need for the next lesson which deals with evaluating and understanding the whole argument/analysis. This skill will also be vital when they write and peer edit essays at the end of the unit. ** Evaluate, Tailors: Intrapersonal, Interpersonal, Visual. **   A thesis clearly defines the focus for the entire argument/analysis and controls everything that goes into the paper. Content of the Thesis Statement: It may be helpful to think of the thesis statement as being a sentence containing a question and the answer: * The Question is Your Topic - either your assigned topic or the topic you have chosen to write about. (What material am I going to cover in this essay?) * The Answer is the point or points you are making about the topic. This can be your analysis of the topic, your explanation of the topic or your argument about the topic, seeking to persuade your readers of the validity of your opinion. In shorter essays, only one of these three forms is used. Thesis Statements for Essays Doing an Analysis of the Topic: * Tell your readers what you are analyzing. * Give the parts of your analysis. * Give the order in which these parts are presented. * Thesis Statements for Essays Giving an Argument About the Topic: * Tell your readers your conclusions on the topic. * Give the reasons you have for coming to your conclusion. * Give the order in which these reasons are presented. (taken from http://fatcampus.com/thesis.htm) 1) Step By Step Chart (graphic organizer) 2) List of Prompts 3) Checklist
 * __ Teacher’s Name __ **** : Miss Ricker  ** ** __Lesson 4:__ Interpretation **
 * __ Grade Level __ **** : 10th Grade  ** ** __Topic__: Thesis Statements **
 * __ Objectives __ **
 * Summative (Assessment of Learning) **
 * __ Integration __ **
 * __ Groupings __ **
 * __ Differentiated Instruction __ **
 * Strategies: **
 * __ Modifications/Accommodations __ **
 * Extensions **
 * __ Materials, Resources and Technology __ **
 * __ Source for Lesson Plan and Research __ **
 * __ 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.  // **
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * __ Teaching and Learning Sequence __ **** :  **
 * __ Content Notes __ **
 * __ Handouts __ **