L1+Ricker,Kassaundra+Margaret


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


 * Teacher’s Name**: Miss Ricker **Lesson 1:** Explanation
 * Grade Level:** 10th Grade  **Topic:** Structures of arguments/analyses

__**Objectives**__
 * Student will understand that** there is a specific way arguments/analyses are structured so that they are logical.
 * Student will know** terminology (thesis, introduction, conclusion, body paragraph, topic sentence, detail sentence) and critical details (analyses/arguments move from general to specific, how to map out analyses)
 * Student will be able to** describe structural components of an analysis/argument.

__**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 introducing the structure of an argument/analysis so that students can effectively utilize these structures in their future writing.

__**Assessment**__ Students will use a five paragraph essay graphic organizer to help see the structure of an analysis. Then students will self-assess their diagram/poster with a provided checklist that outlines all the components and their functions. They will pick one classmate to review their digital poster with the same checklist.
 * Formative (Assessment for Learning)**

Glogster: You will use the internet program Glogster to create a digital poster/diagram that labels or represents the specific structures and parts of an analysis/argument. This includes the introduction, conclusion, body paragraphs, thesis statement, topic sentence and detail sentence. Also, this poster/diagram should represent how analyses/arguments move from the general to the specific. You are free to use visuals, videos or audio to explain each structure of an analysis/argument but please include an audio explanation of why each visual, video or audio represents that specific structure. If you have never used Glogster I will give a tutorial before assigning the project. Please keep in mind that you will need to give credit to any visuals, audio or video that is not yours and you must make sure you have the permission to do so. I would suggest utilizing the Creative Commons. The Glogster will be graded using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__
 * Technology:** Students will be using a Glogster to create an interactive poster/diagram of the structures of an analysis/argument. I will show a tutorial on how to use Glogster to the students before they being this project.


 * Music:** Students will read and analyze where the structures of an argument/analysis are within a sample essay. This essay will be a student sample that discuss the inner-workings of Jazz music during the Harlem Renaissance.

__**Groupings**__ Students will be put into think-pair-share groups where they first read the essay silently and highlight important structures, then share what they highlighted and discuss why and then each pair will report back to the group on where they think each main component of an essay is in their reading and why. Both 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 student and take notes on the discussion. One student will be chosen to be the reporter to explain the pair's ideas to the class.

__**Differentiated Instruction**__
 * Strategies:**
 * Visual:** Students will be using a graphic organizer as a well as seeing overhead or board examples to utilize the structure of an analysis/argument. Students will also be using Glogster to explain these structures.
 * Linguistic:** Students will discuss with both their partner and the class the components of an analysis and they will listen to their partner/classmates discuss the components.
 * Interpersonal:** Students will work with a partner to gain a better understanding of analysis structure in a think-pair-share group.
 * Intrapersonal:** Students will read the handout essay quietly by themselves focusing on where they think the structural components are and highlight them.
 * Logical-Mathematical:** Students will need to use the graphic organizer as well as the provided essay to put the components in logical order.
 * Bodily-Kinesthetic**: Students will have a chance to physically manipulate the material with their bodies during the "hook" activity that introduces the structures of an analysis/argument.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: Students will get the graphic organizer and the example essay from the appropriate folder in my classroom the day they come back to school. I will post my notes and what needs to go in the graphic organizer on the class website so the student can fill out the graphic organizer and then read and highlight the structures of an analysis. During class time I will have the student show me the organizer and the highlighted essay to make sure they are on the right track and answer any questions they have. If students are absent the day I give the Glogster tutorial I will post a link to the tutorial on the class website and if students need more help they can see me either during an appropriate period in the school day or right after school.
 * Modifications/Accommodations**

Students will be using a Glogster to create an interactive poster/diagram of the structures of an analysis/argument. I will show a tutorial on how to use Glogster to the students before they being this project.
 * Extensions**

__**Materials, Resources and Technology**__ • Graphic organizer handouts • Sample essay handouts • highlighters • Overhead projector/ transparency/markers • Whiteboard/ markers/eraser • Laptop cart/ assigned laptops • Sentence handouts for "hook" activity • My laptop • Checklist handouts • Sample Essay for transparency • Glogster Tutorial

__**Source for Lesson Plan and Research**__ • Five Paragraph Graphic Organizer: http://teachingtoday.glencoe.com/lessonplans/expository-writing-the-five-paragraph-essay-lesson-plan-1-of-2this graphic organizer will be used for students to label and put all of the structures along with notes about the structures in the appropriate place in the essay. • 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 Glogsters. • Sample Essays: The Harlem Renaissance2.pdfThis essay will have the students name removed and will be used with permission so that the class can analyze it for where the components of an essay are. • Sentence Handouts: assignment 3.pdf english paper 1.pdf Second English Paper.pdf I will use these essays with the authors permission and take bits and pieces out to put on sheets of paper for my hook activity. Each student will be given a piece of paper and then asked to find 6-8 other classmates that they think go along with them and then they must try to put themselves in logical order. • How to incorporate MI: http://teachingtoday.glencoe.com/lessonplans/expository-writing-the-five-paragraph-essay-lesson-plan-1-of-2 This lesson was based on similar themes to this one and it outlined how to get some of the multiple intelligences involved in the material. • "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 explained critical details of this type of writing that I will utilize in the lesson. • "What Is a Topic Sentence": http://www.ehow.com/about_4777518_topic-sentence_.html This website explains the definition, function and also helps with identifying topic sentences. • "Part of a Paragraph": http://www2.actden.com/writ_den/tips/paragrap/index.htm This website explains both topic sentences and detail sentences. • "The Body Paragraph": http://www.sebsteph.com/Professional/Bart%27s%20class/microinstruc/bodypara.htm This website goes into more detail of the function and parts of a body paragraph. • "The Five-Paragraph Essay" http://grammar.ccc.commnet.edu/grammar/five_par.htm This website goes over introductions, body paragraphs, conclusion as well as gives examples of each and goes into detail about ordering the information from general to specific. • "Introductory Paragraphs" http://grammar.ccc.commnet.edu/grammar/intros.htm This website goes over what an introductory paragraph is and what is its role in an essay as well as gives interesting tid-bits that students could use to enhance their Glogsters and show deeper understanding. • "The Introductory Paragraph" http://www.writing.ucsb.edu/faculty/donelan/intro.html This website outlines the functions of an introduction. • "The Concluding Paragraph" http://www.writing.ucsb.edu/faculty/donelan/concl.html This website outlines the functions of a conclusion. • "Finding Main Ideas In Paragraphs" http://english.glendale.cc.ca.us/topic.html This website explains detail sentences and shows how to tell a detail sentence from a topic sentence.

__**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 hook activity when putting each other into the proper order. Also, students will be able to volunteer their definitions of the essay structures if they feel they have prior knowledge of them. Furthermore, students will have a chance to decide what they will use to represent each component in their Glogster interactive poster/diagram. Clipboard: Students will be given a graphic organizer so that they can organize the information on the structures in the right places of the essay and also so that they can remind themselves what each structure is and does. I will present all directions before starting each activity so the students can have a clear idea of what they are suppose to do and they will also receive the checklist that their Glogster will be graded from at the beginning of the project so they clearly know my expectations. Microscope: Students will engage in many discussions with both their partner and the class on where they think the structures are in a certain essay and why they believe they were put there. As a class we will focus on critical details about arguments/analyeses including the detail that they move from general to specific. 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:**// Students will know terminology (thesis, introduction, conclusion, body paragraph, topic sentence, detail sentence) and critical details (analyses/arguments move from general to specific, how to map out analyses). 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 explanation. Students will be learning about the components of argument/analyses, their definitions and their purpose within an essay. They will then explain these components using different mediums in their Glogster interactive poster/diagram as well as when they explain to the class why they thought the component was in the assigned essay.

//**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. Visual: Students will be using a graphic organizer as a well as seeing overhead or board examples to utilize the structure of an analysis/argument. Students will also be using Glogster to explain these structures. Linguistic: Students will discuss with both their partner and the class the components of an analysis and they will listen to their partner/classmates discuss the components. Interpersonal: Students will work with a partner to gain a better understanding of analysis structure in a think-pair-share group. Intrapersonal: Students will read the handout essay quietly by themselves focusing on where they think the structural components are and highlight them. Logical-Mathematical: Students will need to use the graphic organizer as well as the provided essay to put the components in logical order. Bodily-Kinesthetic: Students will have a chance to physically manipulate the material with their bodies during the "hook" activity that introduces the structures of an analysis/argument.

Students will be using a Glogster to create an interactive poster/diagram of the structures of an analysis/argument. I will show a tutorial on how to use Glogster to the students before they being this 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 each component works within an argument/analysis because each student needs to explain all of the components and give their own definition at some point during the lesson. By giving feedback to my students and providing them with the checklist they will be scored from I will clearly set my expectations.

Students will use a five paragraph essay graphic organizer to help see the structure of an analysis. Then students will self-assess their diagram/poster with a provided checklist that outlines all the components and their functions. They will pick one classmate to review their digital poster with the same checklist.
 * Formative (Assessment for Learning)**

Glogster: You will use the internet program Glogster to create a digital poster/diagram that labels or represents the specific structures and parts of an analysis/argument. This includes the introduction, conclusion, body paragraphs, thesis statement, topic sentence and detail sentence. Also, this poster/diagram should represent how analyses/arguments move from the general to the specific. You are free to use visuals, videos or audio to explain each structure of an analysis/argument but please include an audio explanation of why each visual, video or audio represents that specific structure. If you have never used Glogster I will give a tutorial before assigning the project. Please keep in mind that you will need to give credit to any visuals, audio or video that is not yours and you must make sure you have the permission to do so. I would suggest utilizing the Creative Commons. The Glogster will be graded using a checklist.
 * Summative (Assessment of Learning)**

__**Teaching and Learning Sequence:**__ The classroom will be arranged with the desks in twos with my desk in the back of the class. This will be done so that students can be put easily into think-pair-share partner groups. Also, this will allow all students to see the overhead projector and the examples being given on the whiteboard.

Day 1: Students will come in and take a general pre-assessment on argument/analysis (15 minutes) Students will participate in the organizing the sentences activity to open the lesson and I will explain it relevance to the proceeding lesson. (10 minutes) I will then begin explaining the structures, their definitions and where they show up in an essay. I will be asking students to participate and volunteer their ideas on what the structures are and where they go. (25 minutes) I will pair off students. (2 minutes) Then students will read the assigned essay by themselves once taking mental note of where they think the structures are. Students will being to reread the essay and highlight and notate the structures. (25 minutes) I will let the students know that they need to finish rereading and highlighting the essay for the next class. (3 minutes)

Day 2 Students will come in and I will let them know that they need to get with their assigned partners from last class and I will give them the directions for discussing the essay's structures (5 minutes) Students will then discuss with their partner where they think the structures are and how they personally define the structures. (15 minutes) One student from each group will report out to the rest of the class. (10 minutes) I will bring the class back together and have them play a "where is the structure" game and further assess their understanding (15 minutes) I will assign the Glogster project and give a tutorial on Glogster. (30 minutes) I will give students a list of internet resources (4) along with the checklist (3) that they might find helpful when creating their Glogster and I will let students know that they will need to work on their Glogster before the next class but they will have time in the next class to work on it also so they will need to bring their laptops if they have one. (5 minutes)

Day 3 Students will come in and get their laptops set up and I will explain that they will have time to work on their Glogsters (5 minutes) I will let students work on their Glogster and ask questions as necessary (40 minutes) I will ask students to self-assess and pick another student to assess them when they are done (10 minutes) Students that are ready will present their project (20 minutes) I will let students know that students who have not finished will need to for next class and they need to e-mail the link to the Glogster. Also students will finish up presentations in the next class. (5 minutes)

Day 4 The rest of their students will present their Glogster and then we will move on to the next lesson (30 minutes)

Students will understand that there is a specific way arguments/analyses are structured so that they are logical. **Students write academic essays that structure ideas and arguments in a sustained and logical fashion.** We are a society that promotes freedom of speech there are a lot of arguments/analyses/opinions circulating in our culture and you will need to be able to decipher logical/valid arguments vs. illogical arguments so you can be an informed citizen. Students will participate in an activity where they will be given pieces of paper with sentences/short paragraphs that represent the components of an analysis/argument. They will then be asked when the music plays to find 6-8 other classmates and physically put eachother in logical order. This activity is meant to engage students in the material. Then after this brief activity I will explain how we are going to learn the logical way to structure analyses/arguments. **Where, Why, What, Hook, Tailors: Bodily-Kinesthetic, Visual, Interpersonal**

Students will know the terms of thesis, introduction, conclusion, body paragraph, topic sentence, detail sentence and the critical details that analyses/arguments move from general to specific and how to map out analyses. See content notes. I will take time to pre-assess students on what they know about analyses/arguments in general before starting this lesson. Then students will be given the five paragraph essay graphic organizer (1) before we start to discuss all of the components. As I am teaching, I will use the overheard projector to point out examples in a sample essay and the board to give more concrete definitions. The students will use the graphic organizer to put each component in its appropriate place and write themselves a note so that they can remember the definition or what the structure does within the essay. I will ask students to take guesses at what certain structures do and also ask some students to come up to the front and see if they can identify them in an example. **Equip, Explore, Rethink, Revise, Tailors: Visual, Logical-Mathematical, Linguistic**

Students will be put into think-pair-share groups with the classmate sitting next to them in the desk arrangement. This will allow students to work together without too much of an interruption from class time. Each student will first read the essay (2) silently by themselves and highlight and label the important structures taking time to reflect on the definitions. Each student will then take on equal participation by contributing as the role of facilitator and recorder when the other student is explaining their answers and as timekeeper during the whole activity. This will allow each student the chance to voice their opinions, discuss them with the other student and take note on the discussion. Students will first share what they highlighted personally and then they will discuss why together. Each pair will pick a representative to report back to the class on where they think each main component of an essay is in their reading and why. When listening to students discuss the structures they would have a chance to rethink their explanations and I would have a chance to clear up any misconceptions. Also, students will participate in the "where is the structure" activity with the whole class where I can further assess learning. The students will have an essay or a part of an essay put up on the board and the class will be broken up into teams. Each round teams will pick a representative to go the board and race the other teams representative to find the structure and give the definition. Then students will create an interactive poster/diagram on Glogster explaining the structure of an analysis using visual, audio, text, and video sources. Students will be able self-assess their diagram/poster with a provided checklist that outlines all the components and their functions. Then they will pick one classmate to review their digital poster with the same checklist. 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, Refine Tailors: Interpersonal, Intrapersonal, Linguistic**

Students will self-assess as they discuss the structures with their partners and when they hear their other classmates discuss the structures. Also, they will self-assess with the checklist that I provided and will use to grade their final product. I will provide feedback to students when they are discussing their ideas after the activity as well as during the class time that students are working on their Glogster. After the students present their Glogsters, I will have them send me the link to their digital poster so that I can better assess it with the checklist. I will return the checklist with a print out of the poster the next class period before we start our lesson on theses. By giving the students a lesson on the overall structures of an argument/analysis we can then focus in more thoroughly on specific components such as that of the thesis statement that will be presented after this lesson.
 * Evaluate, Tailors: Interpersonal, Intrapersonal**

__**Content Notes**__ Analyses/arguments move from general to specific. First you must present your "big idea" (in the thesis) then you must provide evidence to support this idea in the body paragraphs. These paragraphs should be organized in a logical order that presents your support in the good, better, best sequence. At the end of the essay, the conclusion, all of the loose ends are tied up and the thesis is driven home leaving the reader with the most specific information.

Mapping out analyses/arguments includes being able to identify all the structures (thesis, introduction, conclusion, body paragraph, topic sentence, detail sentence) even if they are in a different place than expected when reading an essay as well as being able to take ones own ideas and map them out according to the essay structures.

Thesis: an original general point or idea about a piece of literature, issue etc. It announces what your topic is about and says something about it. Thesis needs to be proven in the body. Introduction: Clearly identifies the focus for the entire paper. It arouses the reader's interest, sets the tone and presents the thesis statement. Conclusion: A conclusion wraps up the whole paper and can mirror the ideas that were presented in the introduction. Reinforces the main ideas and leaves the reader with a final impression and a sense of completeness. Body Paragraphs: a logically sequence of paragraphs that address the different ideas presented in the thesis and uses transitions between the different ideas. States the main points and provides support for the main points. Topic Sentence: A topic sentence is the main sentence of the paragraph and it describes the content and direction of the paragraph. Detail Sentence: These sentences come after the topic sentence and make up the body of the paragraph. These sentences develop and support the main idea of the paragraph.

__**Handouts**__ 5 Paragraph Essay Graphic Organizer.pdf(1) The Harlem Renaissance2.pdf(2) Checklist (3) web resources for lesson 1.docx(4)