L3+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:** Perspective - 3
 * Grade Level:** 9 - Diploma **Topic:** Narrative Writing

__**Objectives**__
Students will understand that the use of tone in their narrative writing is essential to create and define characters. Students will know how to use good tone and bad tone within their writing to define characters and scenes. Students will make a short clip in iMovie such as the one previewed to show comprehension of multiple uses of tone. Students will be able to identify, exemplify, and master the use of tone within 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:** Tone is the most important narrative writing device. It is the object which characters are defined and portrayed and how the readers assess who is necessarily good and evil (for example).

__**Assessment**__
Students will be evaluated on their iMovie rubric and the completion of the graphic organizer. The comprehension of tone in writing should be evident in the iMovie clip and students will have the opportunity to revise/refine in the 3-minute review as well as look at the rubric. Students will know how to use good tone and bad tone within their writing to define characters and scenes. Students will make a short clip in iMovie such as the one previewed to show comprehension of multiple uses of tone. Students will use a T-Chart to assess the tones used within the video. Then I will use the 3-Minute review in class to see what questions need to be asked and if everything is clear and comprehensible. Students will be able to identify, exemplify, and master the use of tone within their writing.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__ Technology: The use of the iMovie application is a way to incorporate technology into my lesson. Drama: Students have to act out their clips and portray good use of tone, just like an actor would.

Cooperative Learning - Students will use the 3-minute review to get together and go over their graphic organizers and make sure that they have accurate example of how tone is used, and they will also use these groups to form ideas about making a video.
 * __Groupings__**

__**Differentiated Instruction**__
[|Verbal-Linguistic] - Using the graphic organizer to fill out the types of tone used within the video. [|Logical/Mathematical] - Creating a movie and having to plan out the types of tone used. Logical. [|Visual/Spatial] - The video shown in class, as well as movie clip created by the class. Graphic organizer on assessing the tones as well. [|Bodily/Kinesthetic] - The iMovie clip that students have to create is Bodily/Kinesthetic. [|Musical/Rhythmic] - The movie clips can provide some Musical/Rhythmic learning. [|Intrapersonal] - Graphic organizer to identify the uses of tone. [|Interpersonal] - 3-Minute review, iMovie clip creation are two ways of Interpersonal learning. [|Naturalist] - The use of tone in actual writing and real life can compare to Naturalist thinking.
 * Strategies**

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


 * Absent:** If you are absent from class you are expected to contact me and I will send you information about what we did in class. The video that every other student has been assigned to complete for next class will be expected from you as well.

Technology: The use of the iMovie application is a way to incorporate technology into my lesson.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Internet
 * Graphic Organizer
 * Pen/Pencil
 * iMovie or similar movie creator
 * People

__Source for Lesson Plan and Research__
[] - This is the link for the hook video that I will use. [] - This is the source for the T-Chart used in class. [] - This is the source for the cooperative learning activity used 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:** The beach ball learners will benefit from this lesson from having a lot of choices for the video. The students can basically choose anything that they wish to create their videos, as long as they demonstrate good use of tone. The clipboard learners will benefit from the organized learning from the graphic organizers to find tone used in the video. The microscope learners will benefit from this lesson by the 3-minute review and graphic organizers because they can analyze the video and choose the right uses of tone. Finally, the puppy learners will benefit from the closed groups and partner work in this lesson. The more people they can collaborate with, the better.

Students will understand that the use of tone in their narrative writing is essential to create and define characters. Students will know how to use good tone and bad tone within their writing to define characters and scenes. Students will make a short clip in iMovie such as the one previewed to show comprehension of multiple uses of tone. Students will be able to identify, exemplify, and master the use of tone within their writing. Students will know how to use good tone and bad tone within their writing to define characters and scenes. Students will make a short clip in iMovie such as the one previewed to show comprehension of multiple uses of tone. Students will use a T-Chart to assess the tones used within the video. Then I will use the 3-Minute review in class to see what questions need to be asked and if everything is clear and comprehensible. Students will be able to identify, exemplify, and master the use of tone within their writing. See content notes.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

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] - Using the graphic organizer to fill out the types of tone used within the video. [|Logical/Mathematical] - Creating a movie and having to plan out the types of tone used. Logical. [|Visual/Spatial] - The video shown in class, as well as movie clip created by the class. Graphic organizer on assessing the tones as well. [|Bodily/Kinesthetic] - The iMovie clip that students have to create is Bodily/Kinesthetic. [|Musical/Rhythmic] - The movie clips can provide some Musical/Rhythmic learning. [|Intrapersonal] - Graphic organizer to identify the uses of tone. [|Interpersonal] - 3-Minute review, iMovie clip creation are two ways of Interpersonal learning. [|Naturalist] - The use of tone in actual writing and real life can compare to Naturalist thinking.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

I used a Type II technology when the students use the iMovie application. They will work in partners and create a clip that demonstrates tone.


 * //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 iMovie rubric and the completion of the graphic organizer. The comprehension of tone in writing should be evident in the iMovie clip and students will have the opportunity to revise/refine in the 3-minute review as well as look at the rubric.

__Teaching and Learning Sequence__
My classroom will be set up in tables where 3-4 students can sit together. This will be helpful when the students do the 3-minutes review and complete the graphic organizers


 * Day 1:**
 * (10 minutes)** Introduce everyone to the lesson and play the hook.
 * (15 minutes)** Students will be handed out the graphic organizer T-Chart to fill out and identify the uses on tone in the video.
 * (10 minutes)** Students will then get together in groups of 2-3 and do the 3-minute review where they share what they found in the video and come up with ideas for creating their own video.
 * (5 minutes)** Students can find a partner to work with, if they so choose.
 * (40 minutes)** Students will begin brainstorming for their video and will begin working on it. It is due next class.


 * Day 2:**
 * (5 minutes)** Introduce the class and take attendance, etc. Start presenting videos.
 * (75 minutes)** Present videos.

Students will understand that the use of tone in their narrative writing is essential to create and define characters. Tone is the most important narrative writing device. It is the object which characters are defined and portrayed and how the readers assess who is necessarily good and evil (for example)**. //Students embed narrative writing in a written text when appropriate to the audience and purpose.//** I am going to hook my students with a humorous video from //Whose Line is it Anyway?// that demonstrates good use of tone.
 * Where, Why, What, Hook, Tailors:** Verbal, Visual, Interpersonal

Students will know how to use good tone and bad tone within their writing to define characters and scenes (See content notes). Students will make a short clip in iMovie such as the one previewed to show comprehension of multiple uses of tone. Students will use a T-Chart to assess the tones used within the video and share within groups. Then I will use the 3-Minute review in class to see what questions need to be asked and if everything is clear and comprehensive. Students will be able to identify, exemplify, and master the use of tone within their writing.
 * Equip, Explore Rethink, Revise Tailors:** Verbal, Visual, Intrapersonal, Interpersonal,

Students will use the 3-minute review to get together and go over their graphic organizers and make sure that they have accurate example of how tone is used, and they will also use these groups to form ideas about making a video. The 3-Minute review is a cooperative learning method that will enable the students to work together and come up with ideas for their videos as well as check for understanding. The students will be grouped according to who they choose to work with. There can be no groups larger than four. They will have a chance to revise and rethink their video after they present their plans for their video. They will have multiple examples to work with, so they should be able to come up with easy to do ideas that perfectly exemplify their use and understanding of tone.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** Intrapersonal, Verbal, Visual, Interpersonal

Students will be able to self-assess through their provided rubric and will be able to check if they met all required criteria. They will also be able to self-assess through their partners. Working in groups always allows for some good peer collaboration and assessment. I will provide feedback to my students only by email. They will have sufficient time in class and outside of class to create this video. The video does not have to be long, only a few minutes. This should allow for easy to do creations and will be easily presented to the class. This connects to the overall understanding of narrative writing, which the unit is about.
 * Evaluate, Tailors:** Interpersonal, Visual

//Tone - A manner of expression in writing//... writing with emotion and showing the readers how the character's feel instead of telling them.
 * Content Notes**

Bad Tone - “If education was so important to you, you wouldn’t be wasting my time and yours by playing video games all night long!”

Good Tone - “Kyle, you did so good on your homework! I’m gonna give you a shiny gold star!”


 * Handouts**