L2+Lennon+Stephanie

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

Teacher’s Name:** Ms. Lennon
 * Date of Lesson:** Reflect
 * Grade Level:** 6-8
 * Topic:** Self-Reflection

__**Objectives**__

 * Student will understand that** it is important to be able to criticize their own work, and also the work of others.
 * Student will know** how to edit and reflect on what they write.
 * Student will be able to** reflect on their own experiences through narrative writing.

__**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:** This lesson will show students the importance of reflection and how to portray it through narrative writing.

__**Assessment**__
Students will take a learning styles test to determine how they learn best. Once students have determined their strongest learning style, they will group up with their classmates that have the same learning styles. In groups, students will discuss what makes them fall into that particular category. As practice, students will also play the "Line Game," which is a game that requires asking students a handful of different questions that will eventually bring them together as a whole. For each question, students will step onto a line down the center of the room if it applies to them. This will help students realize how similar they really are.
 * Formative (Assessment for Learning)**

Throughout the unit, students will keep a Blogger account as a way to reflect on their major projects and class activities. Blog entries based on class activities will focus on the following questions: 1). What was your favorite part of class today and why? 2). What was your least favorite part and why? 3). What did you do well? 4). What could you improve on? 5). Is there anything you still have questions about? Blog entries based on projects will focus on the following questions: 1). What was your favorite part about the project and why? 2). What was your least favorite part about the project and why? 3). What did you do well? 4). What could you improve on? 5). Is there anything you still have questions about? Students will be graded on completion of blog entries and content.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ Students will take an online learning styles test. __P.E.:__ Students will get up and move around during Line Game and for group work. __Music:__ Students will sing along with the hook at the beginning of class.

__Groupings__
Students will be grouped by their strongest learning style. If groups are uneven at first, some students may have to resort to their second strongest learning style. While students are talking I while walk around and make sure that all group members are participating equally. I will ask questions to get everyone involved in case there are a number of students who seem to be drifting off.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** In small groups, students will have the opportunity to talk about their own particular learning style.
 * Logical:** Students will be categorized (grouped) according to their highest intelligence.
 * Kinesthetic:** Line Game will allow for movement, as will breaking into groups.
 * Visual:** Once students have completed the learning styles test, they will see their own personal results as a graph. This allows them to see their high and low points as learners.
 * Intrapersonal:** While taking the learning styles test, students will be able to reflect on how they learn.
 * Interpersonal:** Students will have plenty of opportunities to interact with one another.
 * Musical:** Students will watch the "Reflection" music video at the beginning of class.

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

If a student is absent, he or she will be expected to take the online learning styles test and then create a blog entry with their results and why they think the results are that way. They will also need to pick up the handout that has a list of the reflection questions.

Students can answer their reflective questions in a more creative way. They can use narrative writing and create more of a story-like reflection, instead of just answering each question one by one. Some students may also play the Line Game with their friends and family outside of school.
 * Extensions**

__**Materials, Resources and Technology**__

 * Masking tape
 * Laptops
 * Question Handouts

__Source for Lesson Plan and Research__
Lesson plan created by Stephanie Lennon. Hook: http://www.youtube.com/watch?v=ZiLOVazwnWM Learning Styles Test: http://www.learning-styles-online.com/inventory/ Reflection Prompts: http://www.bertiekingore.com/Quick_Writes.pdf Blogger: http://www.blogger.com/home

__**Maine Standards for Initial Teacher Certification 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 personal freedom will be able to do their own thing while taking the learning styles test. If they so choose, they can go an extra step and create their own visual that depicts how they learn best. They will also enjoy the spontaneity involved in playing the Line Game. Students who crave structure will be able to organize their reflections in a way that makes sense to them, instead of just answering each question one-by-one. The teacher will also make it very clear what it is that needs to be accomplished. Students who crave discussion will have a chance to discuss their strongest learning style with classmates who learn in similar ways. 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:** Students will take a test that allows them to learn a little more about themselves and how they learn. They will learn how to **reflect on** what they write and how they think. Students will practice reflection by playing the Line Game.
 * //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:** In small groups, students will have the opportunity to talk about their own particular learning style.
 * Logical:** Students will be categorized (grouped) according to their highest intelligence.
 * Kinesthetic:** Line Game will allow for movement, as will breaking into groups.
 * Visual:** Once students have completed the learning styles test, they will see their own personal results as a graph. This allows them to see their high and low points as learners.
 * Intrapersonal:** While taking the learning styles test, students will be able to reflect on how they learn.
 * Interpersonal:** Students will have plenty of opportunities to interact with one another.
 * Musical:** Students will watch the "Reflection" music video at the beginning of class.
 * Technology:** Students will use the internet to take an online learning styles test.

Rationale:** For the formative assessment, students will take a learning styles test to determine how they learn best. Once students have determined their strongest learning style, they will group up with their classmates that have the same learning styles. In groups, students will discuss what makes them fall into that particular category. As practice, students will also play the "Line Game," which is a game that requires asking students a handful of different questions that will eventually bring them together as a whole. For each question, students will step onto a line down the center of the room if it applies to them. This will help students realize how similar they really are. For the summative assessment, throughout the unit, students will keep a Blogger account as a way to reflect on their major projects and class activities. Blog entries based on class activities will focus on the following questions: 1). What was your favorite part of class today and why? 2). What was your least favorite part and why? 3). What did you do well? 4). What could you improve on? 5). Is there anything you still have questions about? Blog entries based on projects will focus on the following questions: 1). What was your favorite part about the project and why? 2). What was your least favorite part about the project and why? 3). What did you do well? 4). What could you improve on? 5). Is there anything you still have questions about? Students will be graded on completion of blog entries and content.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__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 Line Game: 15 minutes Blogger intro: 20 minutes Go over possible questions: 15 minutes [|Learning Styles Test] Time: 20 minutes Find groups: 5 minutes
 * Agenda**: Day 1 (80 minutes)

Day 2 (80 minutes) Students will enter the room and will know ahead of time to sit with their groups from the previous class. Quick Review Activity: 15 minutes Group work: 35 minutes Group presentations: 30 minutes

Once this lesson has been completed, students will understand that it is important to be able to criticize their own work, and also the work of others. This allows the students to think about their performance in class or on a recent assignment and then write about it in a blog entry that allows for other student and teacher comments. This is a great way for classmates to interact with one another. 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 do a sing-a-long activity with the song "Reflection" from the Disney movie "Mulan."
 * (Where, Why, What, Hook, Tailor: Musical, Interpersonal, Intrapersonal)**

Students will know how to reflect on their own strengths/weaknesses and writing through writing They will also know what ways they learn best and will know how to help their classmates be better learners. I will create a generic graphic organizer that asks some basic reflection questions. Students will receive multiple copies that they can use whenever it comes time to reflect on something. Students will take an online learning styles test to determine the ways they learn best. I will check for understanding by walking around the room to make sure that nobody has questions..
 * (Equip, Explore, Rethink, Tailors: )**

Day 1 will begin with a sing-a-long activity. This will be a good icebreaker for students to act silly in front of each other. Then, we will play several rounds of the "Line Game." I will place several feet of masking tape in the middle of the classroom and then ask a handful of questions that can either be agreed or disagreed with. Then, if students agree with the statement, they will step on the line. Once I run out of questions, we will switch gears and I will do a Blogger Introduction for the students. I will make sure everyone can set up an account and will teach them the basics of how to use it. Then I will provide students with a handout that has a list of reflection questions that they will be expected to answer on a regular basis throughout the semester. Finally, students will take an online learning styles test. Once they have determined which learning style is their strongest, students will get into groups based on their 1st or 2nd strongest style. For homework, students will start thinking of creative ways to describe their learning style to their students. On Day 2, students will sit with their groups and will take 5 minutes to discuss what happened in the previous class. Then they will have 10 minutes to ask any clarifying questions. Once all questions have been answered, students will get back to work on their projects. They will have about 35 minutes to finish up and prepare for their presentations. Then, for the last 30 minutes of class, students will present their particular learning style to their classmates.
 * (Explore, Experience, Rethink, Revise, Refine, Tailors:** **Musical, Interpersonal, Intrapersonal, Verbal, Logical, Kinsethetic, Visual)**

Students will blog after the day's activities, along with all other major projects and class activities as a way to reflect on their personal growth. I will provide timely feedback by reading their blog entries on a regular basis. I will also leave comments and let them know what they are doing well or what they still need to work on. Students will be blogging throughout the unit and will be referring back to their handout from this particular lesson.
 * (Evaluate, Tailors: Intrapersonal, Verbal)**

See attached.
 * Content Notes**

See attached.
 * Handouts**