L1+Lennon+Stephanie

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

Teacher’s Name:** Ms. Lennon **Date of Lesson:** Explain (Express)
 * Grade Level:** 6-8 **Topic:** Plot and Setting

__**Objectives**__

 * Student will understand that** there are multiple parts to every piece of narrative writing and all parts require a certain amount of attention.
 * Student will know** the definitions of plot and setting.
 * Student will be able to do** express their ideas using clear, effective language.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts - Writing B2 Narrative Grades: 6-8 Students write narratives that convey complex ideas, observations, events or reflections. a. Establish a plot or other narrative structure, point of view, setting, and conflict.
 * Rationale:** In this lesson, students will uncover plot and setting through their own research and by listening to the presentations of their classmates.

__**Assessment**__
What do you know about plot? Setting? Students will be pre-assessed using a technique called "Squaring Off." Each corner of the room will represent a different level of understanding. Students will go to the corner they feel most comfortable in and then discuss with their peers what they already know about plot and setting. Then, students will line up by corner and will be counted off into groups of 8 where they will then be assigned an element of plot (beginning/exposition, rising action, middle/climax, falling action, end/resolution) or setting (time period, location, culture). As a group, they will research this element, come up with a general description, and at least three examples. Then, each group will share with the class what they have found and their examples, while their classmates take notes.
 * Formative (Assessment for Learning)**

Finally, students will individually use this information to create their own Inspiration concept map. They can design it however they will understand it best, as long as there are enough helpful examples of each element. They will have the power to categorize it and to add pictures. Students will be graded on organization of information, accuracy, creativity, and effective use of class time.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ The teacher will present the "Sit Down and Write" rap at the beginning of class. Students will use the internet to research their assigned element. They will also use Inspiration to create a concept map. __Art:__ Students will be able to incorporate pictures into their concept map, as well as create their maps in a very artsy way. __P.E.:__ Students will have many opportunities to get up and move around.

__Groupings__
Students will be pre-assessed using a technique called "Squaring Off." Each corner of the room will represent a different level of understanding. Students will go to the corner they feel most comfortable in and then discuss with their peers what they already know about plot and setting. Then, students will line up by corner and will be counted off into groups of 8 where they will then be assigned an element of plot (beginning/exposition, rising action, middle/climax, falling action, end/resolution) or setting (time period, location, culture). As a group, they will research this element, come up with a general description and at least three examples. Then, each group will share with the class what they have found and their examples, while their classmates take notes.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** The Mad-Lib activity at the beginning of class will allow students to read out loud, and converse with one another.
 * Logical:** When designing their concept maps, students will have to categorize items where they feel necessary.
 * Kinesthetic:** The pre-assessment at the beginning of class will give students a chance to move around.
 * Visual:** Students can include pictures on their concept maps if they so choose.
 * Intrapersonal:** Students will work with Inspiration on their own and have the power to indivudualize it.
 * Interpersonal:** Students will have the chance to work in groups and share information with the class.
 * Musical:** At the beginning of class students will listen to a very exciting rap about writing. There is also no reason they can't listen to music quietly while they work on their concept maps**.**

//(I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)//
 * Modifications/Accommodations**

If a student is absent, it is his or her responsibility to get in touch with me or a fellow classmate about any missed work. That work must be completed within 2 class days of the day missed. If an assignment was due the day the class was missed, it is the student's responsibility to get the assignment in my hands the next day the student is in class. If a student has any other issues, he or she should come and talk to me about it.

Students will have the opportunity to explore what can be done in Inspiration. If they so choose, students can go crazy with their concept maps. They can add pictures, categorize it in a way that it wouldn't normally be categorized in, etc. There are no limits to what they can do.
 * Extensions** (Higher-Level Thinking)

__**Materials, Resources and Technology**__

 * Mad-Lib stories
 * Laptops
 * White board and markers
 * Projector and hook-up supplies
 * Projector screen
 * Teacher laptop
 * Music (iTunes)
 * Hook: "Sit Down and Write" rap
 * Inspiration tutorial
 * Inspiration software
 * Project Check-List/Reflection

__Source for Lesson Plan and Research__
Plot and Setting Lesson plan created by me. http://dictionary.reference.com/browse/plot This gives multiple definitions for the word "plot." http://dictionary.reference.com/browse/setting This gives multiple definitions for the word "setting." http://www.readwritethink.org/lessons/lesson_view.asp?id=904 Great ideas for a lesson involving plot. http://www.readwritethink.org/lessons/lesson_view.asp?id=961 Great ideas for a lesson involving setting. http://olc.spsd.sk.ca/DE/PD/instr/instrsk.html Good way to get me thinking about differentiated instruction and how to use it in my classroom. http://kendrik2.wordpress.com/2007/09/27/pre-assessment-strategies/ This site has a number of new and exciting ways to pre-assess students. They can easily be modified for whatever the students are learning. http://www.englishcompanion.com/pdfDocs/plotnotes.pdf Great graphic organizer for learning about plot.

__**Maine Standards for Initial Teacher Cer**____**tification and Rationale**__
Rationale:** In a classroom it is important to address the many different learning styles that can be found among students. In this lesson, students who crave variety will have access to a number of different resources to research their assigned topics. Also, when they are creating their concepts maps on Inspiration they will be able to be as creative and spontaneous as they choose to be. Students who crave structure will have the chance to organize their concept maps in a way that makes sense to them. Also, the beginning of this particular lesson is very structured with clear procedures and clear expectations. Students who like to analyze will be able to discuss examples of plot and setting with their group members, as well as use the internet to explore plot or setting a little deeper. For the more sensitive students, all students will be participating in similar activities so there will be no reason for certain students to feel uncomfortable. All students should respect one another if they expect that same respect from others. The teacher will also be sure to encourage any discouraged students.
 * //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:** This lesson will give students an in-depth look at plot and setting through their own research, and also through the research that their peers present to them. Students will **explain** what they have learned about their assigned topic to their classmates and then later **express** what they have learned using Inspiration.
 * //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.//
 * Verbal:** The Mad-Lib activity at the beginning of class will allow students to read out loud, and converse with one another.
 * Logical:** When designing their concept maps, students will have to categorize items where they feel necessary.
 * Kinesthetic:** The pre-assessment at the beginning of class will give students a chance to move around.
 * Visual:** Students can include pictures on their concept maps if they so choose.
 * Intrapersonal:** Students will work with Inspiration on their own and have the power to individualize it.
 * Interpersonal:** Students will have the chance to work in groups and share information with the class.
 * Musical:** At the beginning of class students will listen to a very exciting rap about writing. There is also no reason they can't listen to music quietly while they work on their concept maps.
 * Technology:** Students will use the internet to learn more about plot and setting, as well as examples of each. Students will also use Inspiration to organize what they learn in class so they will be able to retain the information better.

Rationale:** What do you know about plot? Setting? Students will be pre-assessed using a technique called "Squaring Off." Each corner of the room will represent a different level of understanding. Students will go to the corner they feel most comfortable in and then discuss with their peers what they already know about plot and setting. Then, students will line up by corner and will be counted off into groups of 8 where they will then be assigned an element of plot (beginning/exposition, rising action, middle/climax, falling action, end/resolution) or setting (time period, location, culture). As a group, they will research this element, come up with a general description, and at least three examples. Then, each group will share with the class what they have found and their examples, while their classmates take notes.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Finally, students will individually use this information to create their own Inspiration concept map. They can design it however they will understand it best, as long as there are enough helpful examples of each element. They will have the power to categorize it and to add pictures. Students will be graded on organization of information, accuracy, creativity, and effective use of class time.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the room and sit at any of the table groups (four seats at each table). [|Hook] Time: 5 minutes Mad-Lib activity: 5 minutes Square off activity: 5 minutes Assign groups: 5 minutes Group research: 20 minutes Groups share: 20 minutes Brief intro to Inspiration: 5 minutes Individual Inspiration: 15 minutes Once this lesson has been completed, students will understand that plot and setting are an important part of narrative writing. Students will have an opportunity to connect things that they have read and seen (outside of school) to plot and setting and therefore be able to retain it better. This lesson will bring students one step closer to being able to write narratives that convey complex ideas, observations, events or reflections. To hook my students, I plan on having them listen to an educational rap called "Sit Down and Write", which will hopefully get them excited about writing. **Musical, Verbal)**
 * Agenda**: Day 1 (80 minutes)
 * (Where, Why, What, Hook, Tailor:**

Students will know the definitions of plot and setting. Students will also know how to make connections with outside resources to determine the plots and settings of those particular stories. Class will begin with a "Mad-Lab" activity to get their brains warmed up. Students will partner up and will each be given two different Mad-Lib stories. They will take turns providing one another with the necessary words. This could take take the place of using a graphic organizer. They will also research information for their topic. Students will be pre-assessed on their knowledge of plot and setting using a technique called "Squaring Off." Each corner of the room will represent a different level of understanding. Students will go to the corner they feel most comfortable in and then discuss with their peers what they already know about plot and setting.
 * (Equip, Explore, Rethink, Tailors: Kinesthetic, Interpersonal, Verbal)**

Once students have been pre-assessed they will then line up by corner and be counted off into 8 different groups. Each member of the group will have an assigned role: Leader, Scriptor, and Timekeeper. In this group, they will be assigned an element of plot (beginning/exposition, rising action, middle/climax, falling action, or end/resolution) or setting (time period, location, or culture). As a group, they will research this element, come up with a general description, and at least three examples. Then, each group will share with the class what they have found and their examples, while their classmates take notes. Finally, students will individually use this information to create their own Inspiration concept map. They can design it however they will understand it best, as long as there are enough helpful examples of each element. Students will be able to explain what they have learned about their assigned topic to their classmates. They will also be able to express what they have learned through their concept maps created in Inspiration.
 * (Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Kinsesthetic, Logical, Intrapersonal, Verbal, Visual)**

Students will assess themselves using a check-list and then by answering three reflective questions about what they have done. This will be handed out at the beginning of the Inspiration activity and completed once the student has finished his or her concept map. During the Square-Off activity at the beginning of class I will go around to each group to check to see how they are feeling about plot and setting. I will ask them what kinds of things they have been discussing and if they have any quick questions. Their homework assignment for this particular lesson will be to finish their concept maps. All future lessons deal with a particular element of narrative writing. The final lesson will be bringing all elements together into one as a way to wrap up the unit.
 * (Evaluate, Tailors: Visual, Intrapersonal, Kinesthetic, Verbal, Logical)**

See attached.
 * Content Notes**

See attached.
 * Handouts**