L5+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: 5 Perspective**
 * Grade Level:** 8 **Topic:** Telling the difference between extraneous information and relevant information.

__**Objectives**__

 * Student will understand that** 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** thesis, clear position, relevant evidence, facts, opinions, argument, conclusion.
 * Student will be able** to argue an idea while excluding extraneous information.

__**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 //

Students must understand what information needs to be left out of their papers and in their arguments, and what information needs to be added.
 * Rationale:**

__**Assessment**__
Students will be pre-assessed as to what extraneous information is and what relevant information is. To do this I plan on simply asking what they think extraneous information and having them write it down on a piece of paper or on an index card during the very beginning of class. After explaining what extraneous information is I will then ask them to write down why they think it might be important to know when writing a persuasive essay. I will also be assessing my students in class by giving them a blank rake graphic organizer and a pre-typed handout that they have to then break down into extraneous and relevant information. We will go over this after they have completed it to clarify any other questions or misunderstandings that they might all have.
 * Formative (Assessment for Learning)**

For this assessment my students will be placed in premade groups of three that I will create. They will be responsible for creating a movie that is between 5 and 10 minutes long. I will give each student a rubric that they can use as a self assessment piece. In this movie they have to successfully portray a logical argument. I will give the scenario that you are trying to convince your parents to let you sleep over at a close friends house on a school night. Your reasoning for this can be completely made up, and can be something you would never actually say, however your argument needs to be logical. You will present this movie to the class and I will grade with the same rubric as I gave you.
 * 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. Only one kid in the groups of three are going to need these because the groups only have one movie to edit. They will also have to use a video camera to tape the making of the movie. These are both going to be used to create the final summative assessment. The assessment will also require a projector and dongle hookup or a smartboard of sorts to project the movie out onto a screen for the classes viewing.

**__Groupings__** Students will work for the first part of class by themselves completing their index cards as well as their graphic organizer. The class will then get put into groupings of three that I will have premade. The reason that I am grouping them is the fact that if I let them chose all of the outgoing kids will get together, as well as all of the technologically advanced kids will get together. If I put them into groups then they do not have time to group, and I can sprinkle each type of learner and skill into each group.

__**Differentiated Instruction**__
Verbal/Linguistic- An I-Movie is a very verbal thing, as everyone in the movie is going to have to talk at least once. Logical/Mathematical- A debate is very your side, my side type thing. This is good because it makes logical sense. Visual/Spatial- These learners are also going to like the way debates are set up. It can be pictured in ones mind. Musical/Rhythmic- There is a rhythm to a debate because each side is even and they both talk for the same amount of time. Interpersonal- I-Movies are very social things. This one is done with other group members. Bodily/Kinesthetic- I expect there to be lots of movement in the movies. There should be minimal sitting.
 * Strategies**


 * Modifications/Accommodations**


 * //I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and 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 up the graphic organizer. They will also be responsible for getting together with the other two group members that are making the movie, and if they miss both days, are then responsible for making up the movie alone unless there are other circumstances which will be taken into consideration.

For this lesson my students are going to be using their individual apple laptops that are provided by the state of Maine. Only one kid in the groups of three are going to need these because the groups only have one movie to edit. They will also have to use a video camera to tape the making of the movie. These are both going to be used to create the final summative assessment. The assessment will also require a projector and dongle hookup or a smartboard of sorts to project the movie out onto a screen for the classes viewing
 * Extensions**

__**Materials, Resources and Technology**__

 * Handouts
 * Laptops
 * Projector/Smartboard
 * Internet Access
 * Video Camera
 * Groups of 3
 * Index cards
 * Pens
 * Assignment Book
 * Notebook

__**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 to move around in the groups of 3 and all the time that they are creating their movies. Also in the beginning of class when defining extraneous information there will be a discussion about it that they an throw around ideas, as well as during the graphic organizer portion of the class.
 * Clipboard:** For these types of learner the graphic organizer in the beginning of class will assist in centering their thoughts and processing their ideas. There is also a rebric/checklist for their movie as well as a scenario that is provided.
 * Microscope:** The movie that the kids make is a great opportunity for these kids to dive deeper into the concepts of the lessons. The only thing that would hold them back from this is the two day time restraint.
 * Puppy:** The small groups will create a safe setting, as well as the step by step instruction. Everyone needs to be seen in the video at least once, but if these learners would rather film then they just have to pop into the video for a short time. Again no stress.

Students will know to identify and ignore extraneous information, as well as how to make a logical argument. (There will be content notes here). // Students use a writing process to communicate for variety of audiences and purposes. //
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Verbal/Linguistic- An I-Movie is a very verbal thing, as everyone in the movie is going to have to talk at least once. Logical/Mathematical- A debate is very your side, my side type thing. This is good because it makes logical sense. Visual/Spatial- These learners are also going to like the way debates are set up. It can be pictured in ones mind. Musical/Rhythmic- There is a rhythm to a debate because each side is even and they both talk for the same amount of time. Interpersonal- I-Movies are very social things. This one is done with other group members. Bodily/Kinesthetic- I expect there to be lots of movement in the movies. There should be minimal sitting.

The formative and summative assessments listed above will allow me to better teach my students. The formative assessment that I have implemented (index card activity, graphic organizer) 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 how to make a logical argument which is necessary when making a persuasive essay.
 * //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: Introduction activity will be done at the very beginning of class. This is the index card activity. (10 Minutes) There will then be a brief discussion of the index card activity. (15 Minutes) I will then pass out the graphic organizers and give them time in class to work of them. (20 Minutes) While they are working on their graphic organizers I will be writing the groups on the board. After the G.O. I will have them all go and get into their groups. (5 Minutes) I will pass out their intructional sheets and explain them (10 Minutes) They are then off to work for the rest of class


 * If they feel that they will not get it all done in time they need to do some work on it outside of class.

Day 2: Work on the videos for the first half of class (45 Minutes) Present for the second half (45 Minutes).


 * Content Notes**


 * Handouts**