L6+Lennon+Stephanie

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

Teacher’s Name:** Ms. Lennon
 * Date of Lesson:** #6 Establish
 * Grade Level:** 6-8
 * Topic:** Bringing it all together

__**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** how what they have learned throughout the unit comes together in the end.
 * Student will be able to** (a) establish a plot or other narrative structure, point of view, setting and conflict.

__**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 wrap up what students have been learning throughout the entire unit. Students will be asked to create a piece of narrative writing that includes a plot, point of view, setting, conflict, and characters.

__**Assessment**__
Students will work in small groups in order to analyze a piece of narrative writing and determine what is what in the story (plot, setting, character, point of view, conflict, etc). By doing this, students will understand the different parts of narrative writing before going to the next step of creating their own piece of narrative writing. Students will begin working individually and look back on the work they have done over the course of the unit. They will fill in the Story Map organizer as appropriate. Before moving on to their final piece of writing, students will pass in their graphic organizer for me to take a closer look at. I will provide students with any necessary feedback and then they will be on their way.
 * Formative (Assessment for Learning)**

Instead of focusing on one part of narrative writing, this project will bring all of the pieces together. Students will write a short story on a topic of their choice that contains all parts of narrative writing that (plot, setting, character development, conflict, and point-of-view). Once it has been written, peer-edited, and finalized, students will create an e-book so classmates will be able to read it and comment on it. Students will be graded out of 100 points.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ Students will be creating an E-book that other students can read and comment on. __Other content:__ Students will be provided with a number of different narrative writing pieces that could come from a number of different content areas.

__Groupings__
Students will be grouped according to the notecards that will be attached underneath their seats as they come into the classroom. On each notecard, there will be a general explanation of an aspect of narrative writing (plot, setting, conflict, character, or point of view). Students will have to find the students who have the same defintions and determine their word.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will be writing, reading, and discussing.
 * Logical:** Students will be given check-lists to determine all requirements are met.
 * Visual:** Students will be creating an E-book online, which creates a more visually pleasing reading experience.
 * Intrapersonal:** Students will work alone to create their story maps and also their E-books.
 * Interpersonal:** Students will go through a peer-editing process that allows for conversation.
 * Musical:** At the beginning of class, students will enjoy a very educational and exciting rap!

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

Absent students will know to check the "In" folder for their class and will also know to come talk to me. If students miss Day 1, they will be asked to analyze a story on their own. They will be provided with two Story Map graphic organizers. If students miss Day 2, they will have missed the peer-evaluation. If possible, absent students will be paired together during study halls to peer-evaluate. If not, students will have a conference with the teacher instead. If students miss Day 3, they will be given access to an E-book tutorial or will be expected to ask their classmates.

Students will be creating E-books. Students will have the opportunity to peruse the E-books of their classmates and add comments.
 * Extensions**

__**Materials, Resources and Technology**__

 * Hook
 * Laptops
 * Story Map graphic organizer
 * Peer-evaluation sheets
 * E-book tutorial
 * Various pieces of narrative writing

__Source for Lesson Plan and Research__
Lesson plan created by Stephanie Lennon. Source for Graphic Organizer: http://www.greece.k12.ny.us/instruction/ela/6-12/tools/narrative%20writing%20tools.pdf (Page 10)

__**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. Here is how I meet each learning style.
 * //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.//
 * Beach Ball** Students will have plenty of personal freedom in creating their narrative.
 * Clipboard** Because this lesson is three days long, students will know what is expected of them for each day. There will be no surprises.
 * Microscope** Studnts will enjoy analyzing different pieces of narrative writing.
 * Puppy** Students will feel comfortable when peer-editing. Students will be paired with people they feel comfortable with.

Rationale:** Students will be able to **establish** a plot or other narrative structure, point of view, setting and conflict. After learning about each piece individually, all parts will be brought together. In analyzing a separate piece of narrative writing and also creating an E-book of their own, students will understand what goes into creating a narrative.
 * //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:** Students will be writing, reading, and discussing.
 * Logical:** Students will be given check-lists to determine all requirements are met.
 * Visual:** Students will be creating an E-book online, which creates a more visually pleasing reading experience.
 * Intrapersonal:** Students will work alone to create their story maps and also their E-books.
 * Interpersonal:** Students will go through a peer-editing process that allows for conversation.
 * Musical:** At the beginning of class, students will enjoy a very educational and exciting rap!

Rationale:** Students will work in small groups in order to analyze a piece of narrative writing and determine what is what in the story (plot, setting, character, point of view, conflict, etc). By doing this, students will understand the different parts of narrative writing before going to the next step of creating their own piece of narrative writing. Students will begin working individually and look back on the work they have done over the course of the unit. They will fill in the Story Map organizer as appropriate. Before moving on to their final piece of writing, students will pass in their graphic organizer for me to take a closer look at. I will provide students with any necessary feedback and then they will be on their way. Instead of focusing on one part of narrative writing, this project will bring all of the pieces together. Students will write a short story on a topic of their choice that contains all parts of narrative writing that (plot, setting, character development, conflict, and point-of-view). Once it has been written, peer-edited, and finalized, students will create an e-book so classmates will be able to read it and comment on it. Students will be graded out of 100 points.
 * //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)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the room and sit at any one of the table clusters (four students at each table). Hook: 5 minutes Narrative Analysis: 20 minutes Graphic Organizer: 15 minutes Conferences: A few minutes per student Work time: Up to 40 minutes
 * Agenda:** Day One (80 minutes)

Day Two (80 minutes) Work time: 40 minutes Peer-evaluation: 40 minutes

Day Three (80 minutes) E-book tutorial: 20 minutes Work time: 60 minutes

After this lesson, students will understand that there are multiple parts to every piece of narrative writing and all parts require a certain amount of attention. Students will create a final piece of narrative writing and create an E-book so others can read and comment on it. 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 will play a rap entitled "Characters, Setting, PIot" that will help bring all pieces together for the students.
 * (Where, Why, What, Hook, Tailor: Musical, Verbal)**

Students will know how what they have learned throughout the unit comes together in the end. Students will use a Story Map graphic organizer that allows them to determine plot, setting, characters, conflict, and solution. They will also use the same graphic organizer to analyze a different piece of narrative writing in small groups. What are the parts of a narrative? Can you effectively incorporate them all into a story?
 * (Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Verbal)**

At the beginning of class, students will be given two copies of the same graphic organizer (Story Map). First, students will be put into small groups and asked to analyze a piece of narrative writing. They will have to fill out the graphic organizer as a way to determine the plot, setting, characters, conflict, etc. This will ensure that students know what each element entails. Second, students will work individually to brainstorm for their own piece of narrative writing. Students will reflect on the work they have done so far in this unit and be asked to fill out their Story Maps accordingly. For example, they will look back at their Inspiration maps about Plot and Setting and determine if there is a particular plot or setting from that activity that they would like to use in their stories. Once the writing process is coming to an end, students will have time to work with partners to peer-edit the writing. Once all stories have been peer-edited and finalized, students will learn how to turn their hard work into an electronic version.
 * (Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal)**

Students will be given a checklist and will reflect in a blog entry. Students will be graded out of 100 points. This lesson is more of a conclusion for the previous five lessons. Students will connect what they have done in previous lessons and create one overall project showing what they have learned throughout the unit. Shortly after this lesson, students will participate in a WebQuest that takes things one step further.
 * (Evaluate, Tailors: Intrapersonal, Verbal)**

NOTE: I am still working on my attachments, but here is my lesson!


 * Content Notes**


 * Handouts**