L2+Ricker,Kassaundra+Margaret


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


 * Teacher’s Name:** Miss Ricker **Lesson 2**: Application
 * Grade Level:** 10th Grade **Topic:** Thesis Statements

__**Objectives**__
 * Students will understand** that a thesis helps to organize and build a logical argument.
 * Students will know** terminology (thesis statement) and structures of writing (how to form a thesis).
 * Students will be able to** design a logical thesis statement.

__**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 explaining thesis statements because this will help students to create logical arguments/analyses.

__**Assessment**__

Students will use a word web graphic organizer to define and catergorize the characteristics of a thesis statement so that they can better understand what a thesis is. Then students will have their peers assess their podcasts as well as receiving the checklist so that they can self-assess at any point in their product creation. I will also provide the students will feedback by giving them class time to work on their podcasts so that I can walk around and make sure they are on the right track.
 * Formative (Assessment for Learning)**

Podcast: You will use garage band or a PC equivalent to create a podcast with a group. The group will need to decided on a thesis statement, this can either be one from examples I have given in class, examples you have found or one that your group has decided to make up on their own. Please make sure the the thesis statement is logical based on the characteristic of a thesis that we discuss in class. You and your group will present this thesis in a radio show format that discusses how the thesis works. Please include "call-ins" that challenge your explanation of why it is a logical thesis. Everyone in the group must have a part in the radio talk show. If you chose to use a thesis that was not your own please give it proper credit at the end of your show.
 * Summative (Assessment of Learning)**

__**Integration**__
 * Technology:** Students will be using Garageband or a PC equivalent to create a radio show podcast that discusses how a thesis statement works. I will show a tutorial on how to use Garageband before students begin this project.


 * Other Content Areas (Biology):** Students will be able to pick a thesis statement that has to do with biology when creating their podcast. This will allow naturalist intelligences to be addressed during the lesson.

Students will be put into groups of 4-5 for Round-robin brainstorming. They will be given 5 statements and will be asked to determine which ones are theses and why by first thinking to themselves why they think it is a thesis or not and then by sharing these ideas with the rest of the group. All students will need to participate by sharing a characteristic that either makes the sentence a thesis or not for each example. One student will need to be the recorder to take down the groups ideas for each example and to write the final decision on whether it is a thesis or not. There will also need to be time-keeper so the group can get to all five examples instead of getting stuck on one of them. All students will be expected to facilitate the conversation by asking questions about other students explanations and volunteering ideas. Besides this activity students be put into groups of 4-5 to create a podcast that presents a logical thesis statement and explains why the thesis works. All students should exhibit equal participation in this grouping.
 * __Groupings__**

__**Differentiated Instruction**__
 * Strategies:**
 * Musical:** Students will view the "Thesis Statement Rap" which explains the role of a thesis using music.
 * Intrapersonal:** Students will have a chance to analyze the statements on their own decided whether each is a thesis or not.
 * Interpersonal:** Students will have a chance to collaborate with a group on the thesis statement activity and also the podcast.
 * Linguistic:** Students will get a chance to share their ideas about what is and what is not a thesis statement as well as make a verbal product (podcast) and listen to other teams' products.
 * Visual:** The students will have a chance to utilize a graphic organizer to organize and understand the characteristics of a thesis.
 * Naturalist:** The students will have a chance to pick a topic to create their thesis podcast and one choice will be biology based.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: Students will get the graphic organizer and the examples for the Round Robin activity from the appropriate folder in the classroom the first day they come back to school. I will post my notes, examples and what needs to go into the graphic organizer on the class website so that they can fill out the organizer. I will ask students to do the example activity by themselves and just write out why they think the specific example is a thesis or not. If two or more students were absent that day during some individual work time I will have them get together and discuss why they thought the examples were theses or not. If they were the only one absent I will have them explain the reasons to me. I will then ask if they have any other questions and clear up any misconceptions they might have. If students are absent when I give the Garageband tutorial I will post a link to the tutorial on the class website and if students have any questions they can speak to me at an appropriate time during class or before/after school.
 * Modifications/Accommodations**

Students will be using Garageband or a PC equivalent to create a radio show podcast that discusses how a thesis statement works. I will show a tutorial on how to use Garageband before students begin this project.
 * Extensions**

__**Materials, Resources and Technology**__ • Graphic organizer handouts • LCD projector and screen • Whiteboard/markers/eraser • Checklist handouts • Laptop cart/assigned laptops • My laptop • "Thesis or Not" Handouts • Garageband Turorial

__**Source for Lesson Plan and Research**__

• Round Robin Brainstorming Activity: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities This website outlines and explains different cooperative learning groups, such as the Round Robin brainstorming, that can be utilized in the classroom. • Word Web Graphic Organizer: http://www.eduplace.com/graphicorganizer/ This organizer will be used to for students put organize all the characteristics of a thesis statement. • 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' podcasts. • "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. • "Thesis Statement Rap": http://www.youtube.com/watch?v=5AAOkoITNBw This rap video was made by a student and explains what a thesis is and what it does and will be used for the "hook" activity. • "Using Spongebob to teach Thesis Statement and Topic Sentence": http://teachers.net/lessons/posts/4113.html This lesson plan gives good real world analogies for explaining thesis statements. • "Sample Thesis Statements: http://www.sdst.org/shs/library/samplethesis.html This website gives examples of both strong and weak thesis statements that can be used in the "Thesis or Not" activity. • "Thesis Statements: http://www.unc.edu/depts/wcweb/handouts/thesis.html This website explains what a thesis is and gives examples that students could use in their podcasts.

__**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 can volunteer their ideas on what characteristics constitute a thesis statement during instruction. Also, students will have a chance to decided what thesis statement they will use and how they will explain this thesis statement during the podcast. Clipboard: Students will be given a graphic organizer so that they can organize the characteristics of a thesis statement in a manner that is good for them. I will present all instructions before beginning activities, such as the "Thesis or Not" activity so that all students will have a clear idea on what they are suppose to be doing during class time. Students will also receive the checklist that their podcast will be graded with before the start the project so they will know and understand the expectations that I have for the product. Microscope: Students will engage in many discussions with both their partners and with the whole class on thesis statements. Also, we will be focusing on what details indicate that a sentence is actually a thesis statement. 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 statement) and structures of writing (how to form a thesis). 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 application. Students will be learning what a thesis statement is, what characteristics constitute a thesis and how to decipher a weak vs strong thesis. They will then apply these concepts by creating a thesis statement and then explaining how it is logical.

//**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 thesis statements to engage the different kinds of learners that will be present in my classroom. Musical: Students will view the "Thesis Statement Rap" which explains the role of a thesis using music. Intrapersonal: Students will have a chance to analyze the statements on their own decided whether each is a thesis or not. Interpersonal: Students will have a chance to colloborate with a group on the thesis statement activity and also the podcast. Linguistic: Students will get a chance to share their ideas about what is and what is not a thesis statement as well as make a verbal product (podcast) and listen to other teams' products. Visual: The students will have a chance to utilize a graphic organizer to organize and understand the characteristics of a thesis. Naturalist: The students will have a chance to pick a topic to create their thesis podcast and one choice will be biology based.

Students will be using Garageband or a PC equivalent to create a radio show podcast that discusses how a thesis statement works. I will show a tutorial on how to use Garageband before students begin 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 apply the concepts by creating a thesis then explain how it works. 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 a word web graphic organizer to define and catergorize the characteristics of a thesis statement so that they can better understand what a thesis is. Then students will have their peers assess their podcasts as well as receiving the checklist so that they can self-assess at any point in their product creation. I will also provide the students will feedback by giving them class time to work on their podcasts so that I can walk around and make sure they are on the right track.
 * Formative (Assessment for Learning)**

Podcast: You will use garage band or a PC equivalent to create a podcast with a group. The group will need to decided on a thesis statement, this can either be one from examples I have given in class, examples you have found or one that your group has decided to make up on their own. Please make sure the the thesis statement is logical based on the characteristic of a thesis that we discuss in class. You and your group will present this thesis in a radio show format that discusses how the thesis works. Please include "call-ins" that challenge your explanation of why it is a logical thesis. Everyone in the group must have a part in the radio talk show. If you chose to use a thesis that was not your own please give it proper credit at the end of your show.
 * Summative (Assessment of Learning**)

__**Teaching and Learning Sequence:**__ The classroom will be arranged in clusters with four to five desks in a cluster depending on the number of students in the class. This will allow students to be grouped into teams easily for both the Round Robin brainstorming and the podcast activity without expending too much class time.

Day 1 The class will come in and I will show them the "Thesis Statement Rap" that shows a student product of what a thesis statement is and what it does. I will then explain its relevance and introduce the lesson. (10 minutes) I will then begin explaining more in depth what a thesis statement is and the characteristics that make a thesis statement. I will ask students to volunteer their ideas and come up to the board to participate. Students will be filling out their graphic organizers. (25 minutes) I will put students into groups of 4 or 5 (2 minutes) Students will receive the "Thesis or Not" handout and first be asked to determine on their own and write down if the examples are theses or not. They will then discuss their answers with the group in a Round Robin brainstorming style. (15 minutes) Each group will then discuss their answers with the group next to them. I will circulate to answer any questions and to clear up any misunderstandings. If there are reoccuring misunderstandings within the group then I will bring the class back together and take them to discuss these particular problem areas (20 minutes) I will then let students know the groups they will be working in for their podcast project. I will let students know that they will need to make up their own thesis statement and handout the checklists that students will be graded on. I will let students get together with their group and exchange contact information and let them know that we will begin working on this project the next class and they are more than welcome to start if they wish. (8 minutes)

Day 2 The class will come in and I will let them know that they need to sit with their podcast groups and get their laptops out (5 minutes) I will then give a tutorial on how to use Garageband. I will let students know that they are welcome to use a PC alternative but they will need to figure that out on their own. I will explain all of the details of the project that were outline on their checklist hand outs (25 minutes) Students will be given class time to work on their projects and during this time they will need to swap their podcasts or their storylines with another group for peer assessing (45 minutes) I will let the students know that this project will need to be ready to be presented the next class and I will give students time to pack up. (5 minutes)

Day 3 The class will come in and I will ask them to get with their groups and to prepare to present their podcasts (5 minutes) Groups will present their podcasts (35 minutes) We will have one last discussion to wrap up the lesson on thesis statements (10 minutes) Rest of the class will be spend introducing the next lesson (30 minutes)

Students will understand that a thesis helps to organize and build a logical argument. S**tudents write academic essays that structure ideas and arguments in a sustained and logical fashion.** In the business world and many other aspects of the working world people need to get their ideas across to people, such as co-workers, so it will be helpful to know how to give an overview and organize thoughts like a thesis does.The class will watch a student made rap that explains the role of a thesis statement and how it works ("Thesis Statement Rap" ). This activity is meant to catch the students attention and get them thinking about thesis statements. Then after watching the video, I will explain how we are going to learn about thesis statements and what characteristics let people know that a sentence is a thesis. **Where, Why, What, Hook, Tailors: Musical, Visual**

Students will know term thesis statement and understand the structures of writing when it come to forming a thesis. See Content Notes. Students will be given a word web graphic organizer (1) before we start our discussion on the characteristics. As I am teaching, I will use the LCD projector, my computer and the whiteboard to present the characteristics of a thesis statement and give examples of each. The students will use the provided organizer to list all of the characteristics and the details of these characteristic so that they can reference them in a later activities. I will ask students to participate by coming taking guesses and coming to the board to give examples or to point out examples. **Equip, Explore Rethink, Revise Tailors: Visual, Linguistic**

Students will be put in groups of 4 or 5 according to their cluster of desks for Round Robin brainstorming. This will allow students to work together without too much of an interruption of class time. Each student will receive the "Thesis or Not" handout (2) and asked to read over the examples and to decided for themselves if they are theses or not based on the characteristics that were previously explained. All students will need to participate by sharing a characteristic that either makes the sentence a thesis or not for each example. One student will need to be the recorder to take down the groups ideas for each example and to write the final decision on whether it is a thesis or not. There will also need to be time-keeper so the group can get to all five examples instead of getting stuck on one of them. All students will be expected to facilitate the conversation by asking questions about other students explanations and volunteering ideas. When students discuss their answers with another group I will walk around and answer any questions so that students can rethink their answers as well as clear up any misconceptions. If there is wide spread misconception I will bring the class back together as a whole to discuss this. Then students will be assigned a new group of 4 to 5 so that they can create a podcast based as a radio show where they apply the concepts from the lesson by forming a thesis and then demonstrating how it works using the characteristics. Students will be able to choose what their thesis topic will cover (this could be biology for more naturalist students) Groups will be able to self-assess their work with the provided checklist that they will be graded from as well as having one other team take a look at their podcast to assess it. Students will then be given the chance to edit anything they need to in their podcast before they present in class based on both their assessment of the podcast and thei peer's assessment. **Explore, Experience, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Lingusitic, Naturalist**

Students will have a chance to self-asses their ideas on what characteristics make a thesis when I am discussing the characteristics with the whole class as well as when they are creating their podcast with the group because they will have been provided with the checklist that they will be graded on. I will provide feedback to the students when they are discussing within their groups and with other groups in the "Thesis or Not" activity. I will also be able to provide feedback when students are working on their podcasts because a portion of this will be done in class. After presenting their podcasts, I will have students upload them to the class website so that I can better assess them with the checklist and so that other students, who may have been absent, or family members can see their work. I will return the checklist with comments about their podcast to the students the next class or the class after that so that they can reflect on it before we go too much in depth into the next lesson. By giving the students a lesson on thesis statements I will be following the structure of an argument/analysis so that the next lesson I teach can focus more on what would come in the body paragraphs: examples/evidence. **Evaluate, Tailors: Interpersonal, Intrapersonal**

__**Content Notes**__

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. Characteristics of a thesis:

• it is a sentence- theses should be represented by a declarative sentence • names the topic that will be discussed and contains an interpretive assertion about the topic • it is debatable- not just factual information it requires convincing proof of its validity • it is specific- it includes language that focuses on a particular aspect of the topic you are planning to discuss instead of being general • it controls- the thesis controls everything that goes into an argument/analysis (the assertion is also know as the "controlling idea")

__**Handouts**__ (1) graphic organizer handouts (2) "Thesis or Not" handouts (3) Checklist handouts