L6+Trautvetter+Jennifer

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


 * Teacher’s Name:** Ms. Trautvetter **Date of Lesson:** Lesson Six
 * Grade Level:** 9-Diploma **Topic:** Reflection

__**Objectives**__

 * Student will understand that** they won't enjoy every book, but that's they'll learn something from every book.
 * Student will know** the general components of a WebQuest.
 * Student will be able to** reflect of how reading can and has enriched their lives.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts A. Reading A1: Interconnected Elements: Comprehension, vocabulary, alphabetics, fluency. Grades 9-Diploma: //Speak// by Laurie Halse Anderson Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.
 * Establish Goals:** **(G)**


 * Rationale:** This lesson will help students relate new vocabulary to their life, and aid in allowing students to make their own connections to vocabulary next time they come across it.

__**Assessment**__

 * Formative (Assessment for Learning)**

This lesson is based on a reflection of the book, therefore the formative assessments of the students will only be their individual contributions to class discussions and how well they work together in their groups.


 * Summative (Assessment of Learning)**

Students will complete their webquests and create a book review based on the novel 'Speak'. This review will show me how well they actually read the book and connected with the ideas it presented. I am not looking for them to fabricate a personal response to the book; I would truly like to know their thoughts about it and the themes it contains. Since so much of our unit was based on real life issues, I am excited to see how well the students enjoyed the book will encourage them to be completely honest in their reviews.

__**Integration**__
Internet - Students will be using the internet to complete their webquests.

Blogger - Students will be creating their first (or adding a new) blog. This blog will be used through not only this unit, but every unit this year. Students will use the blog as a digital space to add vocabulary words and definitions. They will also be linking good sites with definitions and/of lists of appropriate vocab words.

__Groupings__
Students will be grouped based on their book ratings. Each student will write down on a slp of paper how they would rate the book based on a 0-10 scale. Groups of 3-4 students will be organized in a way to place students together who did not rate the book the same. This will allow for the peer review/edit process to be much more interesting and hopefully encourage conversations about the book among students.

__**Differentiated Instruction**__

 * Verbal:** Communication will be important for group/class discussions.
 * Logical:** Students will need to review good/bad reviews and think of how to contrsuct their own.
 * Kinesthetic:** Students will be working with laptops.
 * Visual:**
 * Intrapersonal:** Students will complete their products alone.
 * Interpersonal:** Students will be working in groups for peer editing.
 * Musical:** Students can listen to music while working.
 * Naturalist:**

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

Students who are absent will need to meet with me individually to set up a blogger account and post the required vocabulary. On an individual basis, I will explain what went on in class to see if they should meet with me after school.

__Technology - Type I__ Internet - Students will be using the internet to look up new vocabulary words and define them. This will be used in addition to text dictionaries in order to compare and contrast definitions.
 * Extensions**

__Technology - Type II__ Blogger - Students will be creating their first (or adding a new) blog. This blog will be used through not only this unit, but every unit this year. Students will use the blog as a digital space to add vocabulary words and definitions. They will also be linking good sites with definitions and/of lists of appropriate vocab words. Blogger allows for students to create their own online journals with text, photos, files, or links. Blogger also lets others comment on blogs. This is a great way to give/receive feedback for students and teachers.

__Extensions Into Their Lives__ This lessons will give an introduction to students about gaining knowledge from reading. Not neccessarily the kind of knowledge that a math or science book will give you, but nonetheless an important knowledge that could potentially follow you through life.

__**Materials, Resources and Technology**__
Laptops Pen/Pencils Paper Speak

__Source for Lesson Plan and Research__
My Brain. :)

Book Review Webquest http://schools.mukilteo.wednet.edu/staff/nelsonkx/mywebquest/index.htm

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball - Students will be able to work in groups with their classmates without constant supervision from the teacher. Students will be semi-independent in their work. This lessons allows a lot of freedom for pesonal thought/opinion.
 * //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.//

Clipboard - The syllabus will be posted on the class wiki. Webquests are very structured.

Microscope - Students will need to research other book review and find good and bad things about them.

Puppy – Instruction will be set up to include plenty of time for feedback and re-instruction if needed. I will be available before and after class to answer any questions. Students will be in large groups to avoid mismatched pairs or small groups.

Rationale:** reflect of how reading can and has enriched your life
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

This lesson is about the students' opinion about the book, not mine, or the authors, or anyone elses. They will need to make personal connections to the text and decide whether they think those connections are helpful or useless.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Communication will be important for group/class discussions.
 * Logical:** Students will need to review good/bad reviews and think of how to contrsuct their own.
 * Kinesthetic:** Students will be working with laptops.
 * Visual:**
 * Intrapersonal:** Students will complete their products alone.
 * Interpersonal:** Students will be working in groups for peer editing.
 * Musical:** Students can listen to music while working.
 * Naturalist:**

Rationale:**
 * //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)**

This lesson is based on a reflection of the book, therefore the formative assessments of the students will only be their individual contributions to class discussions and how well they work together in their groups.


 * Summative (Assessment of Learning)**

Students will complete their webquests and create a book review based on the novel 'Speak'. This review will show me how well they actually read the book and connected with the ideas it presented. I am not looking for them to fabricate a personal response to the book; I would truly like to know their thoughts about it and the themes it contains. Since so much of our unit was based on real life issues, I am excited to see how well the students enjoyed the book will encourage them to be completely honest in their reviews.

__Teaching and Learning Sequence__
PrimeTime **15 Minutes** Discussion about Speak **10 Minutes** Webquest **The Rest Of Class**

PrimeTime 15 Minutes Discussion about the WebQuest **5 Minutes** Continue work on WebQuests **The Rest of Class** Presentation of WebQuests **The Rest of Class**

Students will go right into Primetime. Primetime is a 10-20 minute chuck of time where students will read quietly at their desks. Sometimes, they will be reading classroom texts, and sometimes they will be reading outside texts. I will give all students a chance to finish the textbook in class. If students decide to read the chapters at home instead, they are free to bring in their own books. As a class, we will briefly discuss the ending of the book and a few things they liked/disliked about the book, if they would recommend it to a friend, or if they've discussed it with any of their friends or family members. This will lead us into the WebQuest portion. The WebQuest will take up most of this lesson. Because the students have just finished their WebQuest for the book, they should have a decent understanding of how WebQuests work, so no uneccessary time needs to be spent on going over that process.

This WebQuest will ask students to review the book we've just read in class. I am hoping that they will spend this time to reflect on their genuine thoughts about the issues/themes presented. They are going to have to read many a book in high school, and hopefully, will continue reading well past their high school careers and be able to find meaning and importance in every book they read.

Students we be introduced to many helpful websites to complete their WebQuests, and of course will still have any graphic organizers from the previous lessons if they need a reminder of the novels main ideas and plot points. They will read several other book reviews to get a better idea of what is expected for their product. This lesson will be mainly about reflection and growth as a reader. Students won't need many outside sources because most of their information is will generate from personal opinion.

Equip, Explore, Rethink, Tailors: Visual, Intrapersonal, Interpersonal, Logical, Kinesthetic, Musical
Students will write their own books review based on the guidelines found in the WebQuest. Their reviews will be peer edited by their group members. This should faciliate some conversation about opposing views of the book. I might even encourage students to talk within their groups things they found interesting, boring, silly, important etc. This will aid in the review process by giving them ideas on what they agreed or disagreed in the book. They will be given a chance to show others what they've written and then revise based on that feedback.

Experience, Rethink, Revise, Refine, Tailors: Visual, Intrapersonal, Interpersonal, Logical, Kinesthetic, Musical
Students reviews will be graded based on conpletion and thought. Students will not be deducted for grammar, spelling, punctuation etc. unless the writing itself in unreadable, in which case, I would help the student to make the proper corrections and then it would be graded.

Homework is to be kept to a minimum. There shouldn't be any homework for this lesson. Students are allowed to work on their projects outside of school if they wish.

** Evaluate, Tailors: ** Visual, Intrapersonal, Interpersonal, Logical, Kinesthetic, Musical

 * Content Notes**


 * Handouts**