L6+Ricker,Kassaundra+Margaret


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

** __ Teacher’s Name: __ ** Miss Ricker ** __Lesson 6:__ ** Perspective ** __ Grade Level __ ** : 10th grade ** __Topic:__ ** Structure of arguments/analyses ** __ Objectives __ ** ** Students will understand that  ** there is a specific way arguments/analyses are structured so that they are logical. ** Students will know  ** terminology (introduction, conclusion, body paragraph, topic sentence, detail sentence, direct quotes, indirect quotes) and structures of writing (proper grammar, how to use direct vs indirect quotes, how to use transitions). ** Students will be able to  ** analyze the structure of others arguments/analyses. ** __ 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  ** : By teaching how to analyze the structures of others arguments/analyses students will be able to evaluate the validity of the argument and ultimately decide if they want to use the ideas that have been presented to them. ** __ Assessment __ ** ** Formative (Assessment for Learning)  ** Students will swap papers and edit their partners’ paper for structure, grammar etc and then discuss with their partners their papers using the sandwich approach of critiquing (bread: specific positive feedback meat: aspects that could be improved in a positive manner and bread: overall general comment on the paper). This will allow students hands on experience with evaluating an others' argument/analysis. Partners will then read an assigned argument and create an XtraNormal video discussing its validity working together to understand how validity is built in their assigned argument. Also, each student will be given a checklist for both of their partners’ paper that they are editing and their XtraNormal video. Students will be able to see what their partner found in their essay as well self-assess themselves on their video. ** Summative (Assessment of Learning)  ** XtraNormal: You will use the internet program XtraNormal to create a video with pre-made characters. These characters will need to discuss the validity of a pre-assigned argument/analysis that we have been analyzing in class. The characters should be in context where they would discuss the author’s views so please pick characters that are appropriate to convey your information. One of your characters should play "devils advocate" to show how the author takes in consideration others views on the topic. If you have never used XtraNormal before I will give a tutorial prior to assigning the project. Also, you will need to find a creative way to cite your information. ** __ Integration __ ** ** Technology:  ** Students will be using XtraNormal video maker to discuss the validity and structure of others arguments/analyses. I will show a tutorial on how to use XtraNormal before the students begin their projects. Students will be peer editing their papers on the issue they picked for their Atlantis project. These are political issues and can include a variety of contents areas from science to economics. ** __ Groupings __ ** Students will be paired off with partners who chose a similar issue for their Atlantis paper. Students will swap papers and edit their partners paper for structure, grammar etc and then discuss with their partners their papers using the sandwich approach of critiquing (bread: specific positive feedback meat: aspects that could be improved in a positive manner and bread: overall general comment on the paper) Partners will then read an assigned argument and create an XtraNormal video discussing its validity. For the peer editing portion of class the students will need to hold themselves individual accountable so that their fellow classmate can receive constructive feedback on their draft. When the student who edited the paper is talking about what they saw in it the other student should take on the role of recorder by taking notes on their paper to reference later. In the XtraNormal video group each student will be asked to take equal participation this means each student should take on the role of process observer if needed. ** __ Differentiated Instruction __ ** ** Strategies:  ** ** Visual:  ** Students will get a chance to see their essay broken down into a graphic organizer which might better help them to organize it. ** Verbal/Linguistic:  ** Students will have a chance to view their classmates XtraNormal video and listen to why and how they think it is valid or not. ** Interpersonal:  ** Students will get a chance to discuss their essays with partners and work with these partners on the XtraNormal video. ** Intrapersonal:  ** Students will get a chance to silently read their partners essay and the assigned analysis/argument and make critiques on them. ** Logical-mathematical:  ** Students will need to find the sequence of their partners essay to be able to put it in the graphic organizer. ** Naturalist:  ** Students will get a chance to analyze other essays that dealt with natural issues with their partner. ** Modifications/Accommodations  ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: All directions for the XtraNormal activity and the tutorial for XtraNormal will be posted and linked to the class website so that students can check it when they are out. Students will need to get materials for peer editing the first day they come back to school out of the appropriate folder and speak with me so that I can pair them up with someone who can peer edit their paper. If students are still having trouble or feel like they need more feedback they will be more than welcome to meet with me before or after school. Also, the graphic organizers and the checklists will be posted on the class website as well as put in the appropriate folder in the classroom so that students can access them if they know they will be out or access them as soon as they are able if it is an unplanned absence. ** Extensions  ** Students will be using XtraNormal video maker to discuss the validity and structure of others arguments/analyses. I will show a tutorial on how to use XtraNormal before the students begin their projects. ** __ Materials, Resources and Technology __ ** · Tree graphic organizer handout · Paragraph graphic organizer handout · Sandwich critique handout · Articles to review · XtraNormal tutorial · My Laptop · LCD projector · Laptop cart/ personal laptops · Checklist for XtraNormal Video handout · Checklist for peer editing · WebQuest · Paragraph graphic organizer from "Writing About Literature: The Thesis Paper" by Mrs. Inga Browne, Thornton Academy, English Department 2005. This graphic organizer will help students break down eachother's arguments and analyses when peer editing. · Sandwich critique handout: http://www.eduplace.com/graphicorganizer/ This graphic organizer will be modify slightly for students to use when giving constructive critiques during peer editing. · Tree graphic organizer: http://www.eduplace.com/graphicorganizer/ this graphic organizer will help students break down eachother's arguments and analyses when peer editing. · "The Grammar Police": http://www.youtube.com/watch?v=NBIawH8iHwk This is a short clip from a movie that emphasizes grammar and will be used as a hook to the lesson because students will need to pay attention to grammar when peer editing. · "Chapter 3: Punctuation" This packet will be used for my content notes for when we go over grammar and also will be used to get examples for the students to help them with grammar. · "30-55 Punctuation" This packet will be used for my content notes for when we go over grammar and also will be used to get examples for the students to help them with grammar. · "Working with Direct Quotes" This sheet goes over how to incorporate quotes and will be used for my content notes and to help students when they are peer editing. · Atlantis Campaign Webquest: https://sites.google.com/a/maine.edu/atlantis-campaign-webquest/ part of this WebQuest includes researching, writing the essay and editing the essay. ** __ 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 given some guideline for what to look for when peer editing but they will have the choice ultimately of what they point out to the other student. This activity is an extension of their culminating performance task. __ Clipboard: __ Students will have graphic organizers to help them go through their peer's paper. I will explain all directions prior to starting activities so students will know exactly what they need to do. Also, students will be given the checklists that they will be graded with so that they can clearly know my expectations. __ Microscope: __ Students will get a chance to analyze eachothers arguments/analyses when peer editing. They will be able to discuss what they saw in the other student’s paper and talk with them about how they could improve it. Also, it will give the students a sense of ownership to do well on peer editing because they will know another student is editing their paper. __ 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:  // ** Student will know terminology (introduction, conclusion, body paragraph, topic sentence, detail sentence, direct quotes, indirect quotes) and structures of writing (proper grammar, how to use direct vs indirect quotes, how to use transitions). 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 perspective. Students will read and edit eachothers' papers for the Atlantis final project and analyze the validity of their partner’s argument. ** // 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 get a chance to see their essay broken down into a graphic organizer which might better help them to organize it. ** Verbal/Linguistic:  ** Students will have a chance to view their classmates XtraNormal video and listen to why and how they think it is valid or not. ** Interpersonal:  ** Students will get a chance to discuss their essays with partners and work with these partners on the XtraNormal video. ** Intrapersonal:  ** Students will get a chance to silently read their partners essay and the assigned analysis/argument and make critiques on them. ** Logical-mathematical:  ** Students will need to find the sequence of their partners essay to be able to put it in the graphic organizer. ** Naturalist:  ** Students will get a chance to analyze other essays that dealt with natural issues with their partner. Students will be using XtraNormal video maker to discuss the validity and structure of others arguments/analyses. I will show a tutorial on how to use XtraNormal before the students begin their projects. ** // 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 to analyze the structure of an argument/analysis. 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 swap papers and edit their partner’s paper for structure, grammar etc and then discuss with their partners their papers using the sandwich approach of critiquing (bread: specific positive feedback meat: aspects that could be improved in a positive manner and bread: overall general comment on the paper). This will allow students hands on experience with evaluating an others' argument/analysis. Partners will then read an assigned argument and create an XtraNormal video discussing its validity working together to understand how validity is built in their assigned argument. Also, each student will be given a checklist for both their partner’s paper that they are editing and their XtraNormal video. Students will be able to see what their partner found in their essay as well self-assess themselves on their video. ** Summative (Assessment of Learning)  ** XtraNormal: You will use the internet program XtraNormal to create a video with pre-made characters. These characters will need to discuss the validity of a pre-assigned argument/analysis that we have been analyzing in class. The characters should be in context where they would discuss the author’s views so please pick characters that are appropriate to convey your information. One of your characters should play "devils advocate" to show how the author takes in consideration others views on the topic. If you have never used XtraNormal before I will give a tutorial prior to assigning the project. Also, you will need to find a creative way to cite your information. ** __ 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 partner groups for the article activity and peer editing. Also, this will allow all students to see the projector and the examples being given on the whiteboard. Day 1 Students will view "The Grammar Police" and we will discuss the importance of grammar and looking for grammar mistakes when peer editing (10 minutes) I will give an overview of grammar with some tips for peer editing and see if the students have any lingering misconceptions or questions about grammar (20 minutes) Will open up the discussion to the students so that they can ask questions about any of the topics we have covered in the unit (15 minutes) Students will start the WebQuest and work to the point of writing their essay (30 minutes) Wrap up the day and let them know that they will need to have the rough draft of the essay done in two classes (5 minutes) Day 2 Students will come in and I will explain the activity that they will be doing for the day. (10 minutes) Students will get with partners and be given an article that they need to read alone at first. They will need to evaluate the validity and strength of the argument/analysis using the graphic organizers. Then they will discuss what they found with their partners. (20 minutes) We will discuss good peer editing strategies and the sandwich critique (10 minutes) I will give a tutorial on XtraNormal and then students will create an XtraNormal video (20 minutes) Students will have a chance to work on their research or their essay from the webquest during class so that they ask questions (15 minutes) Wrap up the lesson for the day and remind them that their rough drafts are due the next class. (5 minutes) Day 3 Students will come in and I will explain the peer editing that they will be doing today (10 minutes) I will pair students with someone who picked a similar issue for their essay (2 minutes) Students will peer edit eachothers' papers and have a discussion about them afterward (35 minutes) Students will get a chance to edit their papers and ask me questions during class (30 minutes) Wrap up lesson (3 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 **. It is easier to tell when someone’s argument is flawed if you can understand the basic structure of an argument/analysis. I will show a short clip from a movie that emphasizes grammar. "The Grammar Police" Then explain that grammar is an important part of arguments/analysis because you can't argue even the best point if someone can't understand what you are saying because of grammar mistakes. I will let the class know that this will be important because we will be editing eachothers' papers and we will need to look our for grammar mistakes. ** Where, Why, What, Hook, Tailors: Visual, Linguistic. **   Students will know the terms introduction, conclusion, body paragraph, topic sentence, detail sentence, direct quotes, indirect quotes and structures of writing that include proper grammar, how to use direct vs indirect quotes and how to use transitions. See content notes. I will go over grammar rules with the students using examples on both the LCD projector and whiteboard. I will ask students which rules they have most trouble with so that I can touch on these and we will have a conversation about them with the whole class. I will give the students an article to read and they will fill in the paragraph graphic organizer and the tree organizer while they do this. We will then discuss strategies for peer editing where students will be encouraged to write their suggestions on the whiteboard. I will demonstrate a sandwich critique for them and the ask students to demonstrate it back to me. During peer editing I will help to facilitate and answer any questions the students have. Questions will also be welcome when students are working independently on their essays. ** Equip, Explore, Tailors: Visual, Linguistic, Interpersonal, Intrapersonal ** Students will be able to analyze the structure of others arguments/analyses. Students will be paired off with partners who chose a similar issue for their Atlantis paper (this could be a naturalist topic). Students will swap papers and edit their partners paper for structure, grammar etc and then discuss with their partners their papers using the sandwich approach of critiquing (bread: specific positive feedback meat: aspects that could be improved in a positive manner and bread: overall general comment on the paper) Partners will then read an assigned argument and create an XtraNormal video discussing its validity. For the peer editing portion of class the students will need to hold themselves individual accountable so that their fellow classmate can receive constructive feedback on their draft. When the student who edited the paper is talking about what they saw in it the other student should take on the role of recorder by taking notes on their paper to reference later. Students will create an XtraNormal video that discusses the validity and strength of the article they read. In this group each student will be asked to take equal participation this means each student should take on the role of process observer if needed. Students will have a chance to self-assess their XtraNormal video with the checklist I provide them and also students will be able to see what their partner found in their essay. Students will have a chance to edit their essays and ask me questions about either the XtraNormal or their essay before passing it in. ** Explore, Experience, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Naturalist, Logical, Linguistic. **   Students will self-asses as they discuss what they found in the article with their partners and also when they discuss their rough draft with their partners. Also, they will self-assess after seeing the checklist their partner filled out for the paper and with the checklist I give the groups for their XtraNormal video. I will give students class time to work on their essays and their XtraNormal videos so that they can ask me any questions they need to get feedback. I will review what the students found in eachothers' essays and also give suggestions during classtime. I will ask the students to upload their XtraNormal video to the class website so that I can better assess them with the checklist. I will give back the checklists (one for each student of the group) the next day during class or the class after that. By having students focus on the structure of the argument they can begin to pull everything together that we have been working on for this unit and it will help them with this performance task for the unit. ** 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. Please refer to the following packets for additional content notes, "Chapter 3 Punctuation", "30-55 Punctuation", and "Working with Direct Quotes" ** __ Handouts __ ** 1) Paragraph graphic organizer   2) Tree graphic organizer 3) Sandwich graphic organizer   4) XtraNormal checklist 5) Checklist for peer editing
 * __ Source for Lesson Plan and Research __ **