L3+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: 3 Interpret**
 * Grade Level: 8** **Topic: How to successfully find relevant information to support an argument**

__**Objectives**__

 * Student will understand that** academic essays state 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** judge the difference between facts and opinions.

__**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 //


 * Rationale:** Students must know to find and incorporate relevant information from other sources to make a strong clear argument.

__**Assessment**__
Students will be pre-assessed verbally. After I have read the first of the two papers in the introductory activity I will have them take a few minutes to jot down whether they believe that it successfully used relevant information and if it did how did it do this, and if it didn't, why would it have been helpful. After the few minutes we will do a raised hands vote (potentially head down vote) to see if a majority of the students are understanding. After this vote we will then discuss why or why not with me leading it. I will do this again for the second paper. I will also be giving the students a blank persuasion graphic organizer that I want them to fill in using their papers arguments and what they could use as evidence in making the paper strong and supported. This will be shown to me in class before they move on to the summative assessment so that I can check for understanding.
 * Formative (Assessment for Learning)**

Each student is required to make a blog account. The blog postings are the evidence that they find for their papers. I want them all to make post of these about how they are going to use it in their paper as well as how it supports their argument so that I can monitor whether they are going in the right direction or not. I will give my students a checklist of what is needed in each blog as well as how many blog entries are needed to fulfill the requirement, this number will be loose because each kid will have a different amount of supporting evidence. I will respond to each of these blog entries after each class so that they students can hear my thoughts without pressure. I will allow them to take what I have written for each to change or alter them before I finally grade them using the same checklist as I gave them.
 * 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 individually. My students are going to use this technology to create individual blogs where they will be documenting the relevant evidence that they collect to incorporate into their persuasive essays. The website that they will be using to make their blogs is blogspot.com.

__Groupings__
Most of this class will consist of doing things individually, introductory activity and making their blogs. There is a period of time where they will be working in pairs. This is during the time where they are filling in their blank persuasion map graphic organizers.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic- I will address this by having the students work verbally with their team member. **
 * Logical/Mathematical- Relevance is logical after you know what it means, so I feel these learners will enjoy finding relevant information. **
 * Visual/Spatial- The blog has specific guidelines that these learners will appreciate. **
 * Musical/Rythmic- I will have music playing while they are doing their persuasion maps and blog enteries. **
 * Intrapersonal- I will address these learns by having my student blog be done alone. **
 * Interpersonal- I have the students working with partners for the persuasion maps. **

//**I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/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 passes out or will pass out. In addition to this the student is going to have to make up the graphic organizer because I have to check it before they begin their blog. I will also have to teach them how to make a blog which we would have done in class.


 * Extensions:**
 * For this lesson my students are going to be using their individual apple laptops that are provided by the state of Maine individually. My students are going to use this technology to create individual blogs where they will be documenting the relevant evidence that they collect to incorporate into their persuasive essays. The website that they will be using to make their blogs is blogspot.com. **

__**Materials, Resources and Technology**__

 * Handouts
 * Laptops
 * Internet Access
 * Projector/Interactive White board
 * Checklist
 * Writing Utinsils
 * Assignment Books

__**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 talk in a discussion at the beginning of class when we are talking about whether or not the two papers I read are supported by relevant evidence. Students will also be working with partners when they are doing their graphic organizers with will allow these types of learners some time to shift and move around.
 * Clipboard:** The graphic organizer will help their students visualize their thoughts and ideas in an organized way. These learners will also benefit from having the blog entry checklist so that they know what needs to be done for their summative assessment.
 * Microscope:** These learners will benefit from the introductory activity because it allows them to analyze the difference between what they should be doing and what we are trying to avoid (essays with relevant and without relevant evidence).
 * Puppy:** The students will only be working in pair groups so there is very little stress on these learners. No one is forced to talk during class, but participation in class will be highly praised if the students decide to participate.

Students will know thesis, clear position, relevant evidence, facts, opinions, argument, conclusion. Please refer to my context notes. // Students use a writing process to communicate for variety of audiences and purposes. // In this lesson I will be utilizing the learning facet of interpretation.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Verbal/Linguistic- I will address this by having the students work verbally with their team member. Logical/Mathematical- Relevance is logical after you know what it means, so I feel these learners will enjoy finding relevant information. Visual/Spatial- The blog has specific guidelines that these learners will appreciate. This will require the use of a laptop and the internet access. Musical/Rythmic- I will have music playing while they are doing their persuasion maps and blog entries. This will require a computer will some kind of music player or a cd player. Intrapersonal- I will address these learns by having my student blog be done alone. The blogs will require the use of a laptop and the internet access. Interpersonal- I have the students working with partners for the persuasion map.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

The formative and summative assessment that is listed above will allow me to be a better teacher for my students. The formative assessment that I have implemented (Introductory activity, and the graphic organizer) will show me instantly what needs to be worked on and which kids need more help and/or instruction. The summative assessment will show me that they truly understand the difference between a paper supported with relevant evidence and on without. It will also show me that they understand how to find and implement relevant evidence in their own papers.
 * //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__

 * Content Notes**


 * Handouts**