L1+Tibbetts+Courtney

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

Teacher’s Name:** Ms. Tibbetts **Date of Lesson:** Lesson 1
 * Grade Level:** 7th Grade **Topic:** Blogging & Chapter Summaries/Analysis

__Objectives__

 * Student will understand that** the various components the contribute to the text are important to the understanding of the text as a whole.
 * Student will know** how to indentify the narrator, writing style, and plot.
 * Student will be able to** describe the components that make up the structure of the text within each chapter.

__**Maine Learning Results Alignment**__
MLR: English Language Arts A. Reading A 2. Literary Texts Grades 7- Fever, 1793 Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the readers response. e. Compare how similar themes are presented in different works.

This lesson deals with reading and analyzing a fictional text that contains real world applications within it. Students will analyze different characteristics within the text including plot, conflicts and character analysis. Also they will note any literary devices found within the text to determine what the literary device is and how it contributes to the text as a whole. They will also shape their own responses and opinions for each chapter.
 * Rationale:**

__**Assessment**__
This lesson will include self refecltion on every chapter assigned in class. The student will not only have to describe what each chapter was about but relate it to themselves in one way or another, pose any questions they might have, and incorporate a piece of media and explain how it relates to the chapter. The Five W's chart will help them to make sure they include the inportant of when, where and so on with their blogs. They will also be grouped together to share their responses and combine them together to report out to the rest of the class, then they will comment on their group members blogs and provide feedback. I will personally comment on most but not all of their chapter blogs. This is just to get ideas flowing and understanding across for each chapter to help with further assignments.
 * Formative (Assessment for Learning)**

The product of this lesson will be a blog. The blog deals with a summary, an analysis, and synthensis with peers. The blogs will be a nesscary because we will group together at the beginning of classes every so often throughout the unit to share their ideas on a given chapter and will then provide feedback through comments on the blog. I will check to see if each student has posted a blog for each chapter with a checklist to make sure they included all aspects of the blog. In the end they should have ten chapter summaries posted to their blog. These blogs will not only have class time to be discussed but they will also contribute to the major assignments in the class as well.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will create a blogger account and will then post their ten chapter summaries on it throughout the unit. They will provide feedback through comments on their blogs to one another. Art: The students will be encouraged to incorporate at least five peices of some sort of media/form of art on five out of ten of their blogs. This media/form of art can include a picture, painting, poem, video, song, etc. where they will site the source and explain how it realtes to that chapter.

__Groupings__
In the beginning of some classes when we will integrate student blogs they will participate in a think-pair-share activity. Students will be grouped together in four groups total. Each group has already completed their blog on the given chapter, so now they will discuss them together, take time to comment on each others blogs and then synthensize their ideas and report out to the rest of the class. They should be ready for any class disucssion relating to the given chapter after this exercise.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** The students will write a blog for each assigned chapter from Fever, 1793 and then share it with the class.
 * Logical:** Using the graphic organizer to shape their blogs, the graphic organizer involves using a process to evaluate the chapter.
 * Interpersonal:** The blogs will be shared in class.
 * Intrapersonal:** Each group will have a leader who will report out to the class.
 * Visual:** The Five W's chart is a visual way to compile their thoughts to create their blogs.
 * Musical & Visual**: For each blog I would like them to include a link to a song, picture, or movie clip that relates to their blog in some way and explain why.

If a student is absent and has missed a lesson and work it is their responibility to appraoch me about the work they have missed. If they do not come to me within the next day or two I will make sure to go to them. Once speaking with the student I will explain what they missed in class and any assignments they need to turn in, I will offer after school time with them to catch up on the class and assignments.
 * Modifications/Accommodations**

I will review students' IEP's, 504's or ELLIDEP's and make the appropriate modifications and accommodations.
 * Extensions**

The type II technology being used in this lesson is simply commenting on one anothers blogs, this whole lesson requires each student to have acsess to a laptop. If a student is not able to commet on another students blog for whatever reason then we will discuss the problem and find a different route around it. The information in the blogs will be shared in class in the discussion and sharing portion of class. The class will present their information on their blogs via their synthensis of their group members. These blogs will be used as a resource for them in their larger assignments that involve Garageband and Inspiration and other technologies.

__**Materials, Resources and Technology**__

 * Laptops
 * Blogger Account
 * Edits/Comments on blog
 * Teacher comments
 * Worksheet: [|Five W's Chart]
 * Blog Checklist

__Source for Lesson Plan and Research__
These are a list of websites below to find various media/forms of art for blog: Here's one for videos - YouTube ([|www.youtube.com]) or Goggle Video ([]) Here's one for poems - Poets.org ([|www.poets.org]) Here's one pictures - Photography ( []) or ClipArt ([]) Here's one for songs - Song Lyrics ([|www.songlyrics.com]) or Music Videos ([]) Here's one for paintings - Famous Artworks ([]) Or they can simply look for cool websites using Google ([|www.google.com]).

They will be using Blogger ([|www.blogger.com]) to create their pages and post their blogs.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson plan can easily meet all different kids of learners because it is a very versatile assigment that involves different elements. First the learners that are considered "puppies" can learn best through different activities that will allow for different comfort levels such as the individual blog itself, or the group discussion. This allows for different comfort levels and encouragement so that they feel comfortable sharing their ideas in different ways. Also they get to share any personal experiences in their analysis of the chapter while may appeal to the beach ball learner as well. For the "clip board" learners the five w's chart will help them to organize all of the imformation that they want to include in their blog, and the blog itself should appeal to them because it deals with peiceing together a website. I think that the five w's chart will also appeal to the "microscpe" learner as well because it is a way of logically organizing information. For the "beach ball" learner the additional media/form of art that needs to be included in five of the ten blogs is a great way to incorporate creativity into the blogging, where they can find something really interesting or fun and relate it to their blog.
 * //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:** The Maine Learning Result for literary texts that I chose is that students will analyze characteristics and literary devices within the assigned text, which is Fever, 1793 in this case. By doing so students will then understand how all the different aspects, whether it be conflict, narration, or literary devices, contribute to the book as a whole and why they are used. By focusing on themes and comparing them to other works students will increase their ability to peice together a text based on its literary elements and find similar ones in different texts and how they can contribute in the same way or in a different way.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** For each blog I would like them to include a link to a song **(Musical)**, picture **(Visual)**, or movie clip **(Visual)** that relates to their blog in some way and explain why
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** The students will write a blog for each assigned chapter from Fever, 1793 and then share it with the class.
 * Logical:** Using the graphic organizer to shape their blogs, the graphic organizer involves using a process to evaluate the chapter.
 * Interpersonal:** The blogs will be shared in class.
 * Intrapersonal:** Each group will have a leader who will report out to the class.
 * Visual:** The Five W's chart is a visual way to compile their thoughts to create their blogs.

The type II technology being used in this lesson is simply commenting on one anothers blogs. If a student is not able to commet on another students blog for whatever reason then we will discuss the problem and find a different route around it. The information in the blogs will be shared in class with the discussion and sharing portion of class. The class will present their information on their blogs via their synthensis of their group members. These blogs will be used as a resource for them in their larger assignments that involve Garageband and Inspiration and other technologies.

Rationale:** This lesson will include self refecltion on every chapter assigned in class. The student will not only have to describe what each chapter was about but relate it to themselves in one way or another, pose any questions they might have, and incorporate a piece of media and explain how it relates to the chapter. The Five W's chart will help them to make sure they include the inportant of when, where and so on with their blogs. They will also be grouped together to share their responses and combine them together to report out to the rest of the class, then they will comment on their group members blogs and provide feedback. I will personally comment on most but not all of their chapter blogs. This is just to get ideas flowing and understanding across for each chapter to help with further assignments.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative Assessment:**

The product of this lesson will be a blog. The blog deals with a summary, an analysis, and synthensis with peers. The blogs will be nesscary because we will group together at the beginning of classes every so often throughout the unit to share their ideas on a given chapter and will then provide feedback through comments on the blog. I will use checklist to see if each student has posted a blog for each chapter assigned to make sure they included all aspects of the blog. They will get full credit for doing them and no credit if they are not completed. This will contribute to a small portion of their overall grade (about 10%), but is important to m ake sure all studnts are at the same point in the reading and have full understanding on the content for further assignments. In the end they should have ten chapter summaries posted to their blog. These blogs will not only have class time to be discussed but they will also contribute to the major assignments in the class as well.
 * Summative Assessment:**

__Teaching and Learning Sequence__
This is going to be a lesson that is carried on throughout the whole unit. I will assign three or four chapters to blog on each week. We will then use the beginning of class on Wednesdays and Fridays for the cooperative group activity followed by reporting out and class discussion. In the end they will have had a chance to dicuss six out of the ten blogs that they will be posting.

-When students come into the classroom I will first have them watch a YouTube video on blogging. -We will then go to Blogger.com and create accounts, and set up an individual blog for the class. -They will then be assigned to write their first blog on Chapter 1 of Fever, 1793. -They will draft their ideas on the Five W's Chart. -They will then transfer their ideas from the chart onto a new post. -The title will be "Fever: Chapter 1" and the label will be "1793". -I will then let them know that they will include five peices of media on five out of the ten posts. -We will then get into the Think-Pair-Share groups, talk about their comepleted blogs, and synthensize their blogs and report out to the class. -We will have a short class discussion after everyone reports out on any questions or ideas the students may have on the chapter. -They will then be given five minutes to comment on each others blogs. -I will take this time to comment on blogs myself as well.
 * Day 1 of lesson:**

Student will be assigned 3 chapters a week after this lesson to post on their blog. Wednesdays and Fridays will be the days for grouping and class discussion for blog posts each week for the first 15-20 minutes of class.

-Students will get into their think-pair-share groups based on the theme of the day, such as what colors they are wearing or breakfast food they ate that morning. There will be four groups in all. -They will be given ten minutes to discuss their blogs and synthensize them. -Each group will report out to the class. -We will discuss any questions or ideas as a class. -Students will then have five minutes to comment on their group members blogs.
 * Wednesday's and Friday's:**

// For this lesson the student’s will have to be facing the front of the classroom because we ill watch a video at first, and then I will guide them through the step of setting up a blogger account on my computer hooked up to the LCD projector. They will have round tables of about four or five in the classroom with four or five students at each in a horse shoe around the center of the room, but they will all have to be facing the front of the room. They will watch the how to blog movie when they enter the classroom which is the “hook” for the lesson and then we will create blogger accounts together. Then they will create a separate blog page for my class which will be titled “Fever, 1793”. Once every student has set up their blog properly they will be assigned to create a new post for the first chapter of Fever, 1793. They will begin by filling out a graphic organizer on the Five W’s. They will then summarize the chapter in a paragraph, analyze and relate to themselves in the second paragraph, and at the bottom they will have the option of finding and incorporating a piece of media/form of art at the bottom with a brief explanation of how it relates to the chapter and why. I give them the option of incorporating this last part because they only have to include that in five out of the ten posts that they will be doing throughout the unit. Lastly we will choose groups based on a question of the day such as what colors they are wearing, or what they ate for breakfast, they will find at least 3 other students that have similar answers and that will be their think-pair-share group. They will share their blogs with their teammates, find the similar qualities in all and synthesize their information and report out to the class. We will have a short class discussion followed by five minutes of quiet time in which students will comment on their team member’s blogs for feedback. In doing this student’s will understand that the various components that contribute to the text are important to the understanding of the text as a whole. This is to make sure that no student gets behind in the reading, and that they can interpret the text in their own way and hear what their peers have to say as well. This lesson deals with reading and analyzing a fictional text that contains real world applications within it. Students will analyze different characteristics within the text including plot, conflicts and character analysis. Also they will note any literary devices found within the text to determine what the literary device is and how it contributes to the text as a whole. They will also shape their own responses and opinions for each chapter. MI’s used in this portion of the lesson include a lot of verbal and visual skills where they need to communicate with me and others on creating their account and then sharing their posts with one another. Also they will watch a video and may include their own piece of media which is not only visual but can include musical and kinesthetic as well if they include a song or a picture of something in nature. // // Students will know how to indentify the narrator, writing style, and plot. The instruction on how to create the blog will be a group effort where they will be following my instruction on the screen. I will stop every so often to get a show of hands if everyone is at the same step as me. We will stop and help anyone who is not on the same step. After the accounts are created I will circle the room to make sure everyone has created their blog successfully and is they have created a separate blog for my class. Once they are in their cooperative groups I will walk around and listen to every groups collaborations and comment on anything I hear to be interesting and answer any questions they may have. I will ask everyone to be quiet and get a show of hands from the groups to check if they have come up with a synthesis and have a speaker from the group. The class discussion will be to make sure that everyone has a full understanding of the blog assignments and the individual chapter blog we created in class. The MI’s used in this portion relate to interpersonal and intrapersonal thoughts while we work as a group but also create our own blogs individually. // // In order for the students to reach a high-order thinking they will first use a graphic organizer called the Five W’s Chart which will help them to outline the who, what, where, when and why of the assigned chapter. They will be able to transfer this information into paragraph form to create their chapter summary on the new posting. After they have completed their posts they will break up into think-pair-share groups where they have all individually done the thinking so now all they have to do is collaborate their ideas and share them with the rest of the class. The think-pair-share groups will be assigned based on a question that I will ask about what color they may be wearing or what they ate for breakfast they will find three other students with similar answers to group up with. Their group assignments show evidence of their knowledge on the given chapter and that they are able to discuss it with others. Based on the cooperative group activity the class and I will give feedback to each groups responses such as if their interpretation was off or they left out something important from the chapter, each group will then know of anything they may have missed in the reading. Based on the class discussion they will then be able to go into their blogs and update them to include anything they may have missed. // // MI’s used in this portion are interpersonal and intrapersonal once again where they are doing collaborative thinking as well as individual. They are using logical to go back and evaluate their information along with others and to synthesize them together. They are using kinesthetic in searching the room for students with similar answers to be grouped together for the cooperative groups. // // The way in which students will self-assess themselves through this lesson is that they will be including the W’s into their summaries along with an analysis. Also in collaborating with their peers they will be able to not only self-assess their individual blogs through this experience but their group members as well. I will provide feedback through comments on their blogs such is if they may have left something out or what I found to be interesting or exciting within their posting. I will use a checklist method in determining if they simply did the blog or not and will contribute to a portion of their final grade. These blogs will be use as a source for further assignments in class such as comparing other works and finding literary devices. MI’s used are verbal for the feedback portion where I will comment on blogs, also logical where they assess their own work and others as well. //
 * // (Where, Why, What, Hook, Tailor) //**
 * // (Equip, Explore, Rethink, Tailor) //**
 * // (Explore, Experience, Rethink, Revise, Refine, Tailors) //**
 * // (Evaluate, Tailor) //**