Class+9

toc =Lesson Plan=

Stage 3 **Checklist**
Peer Review your Stage 3 using the checklist and provide feedback to a seasonal partner.

Sharing of Abstracts and Reflections
Chapter 8 DI/UbD and Chapters 8, 11, 12 MI.

[| Lesson Plan Format 8-07.doc] [| Lesson Plan description 8-07.doc]
 * Lesson Plan Format**

__**Objectives**__
• What will students **understand**, **know** and **be able to do** as a result of the lesson?

__**Maine Learning Results**__
__**Rationale:**__ How does your lesson support the Maine Learning Results?
 * Content Area -** //English Language Arts A. Reading//
 * Standard Label -** //A2 Literary Text : Students evaluate the validity, truthfulness and usefulness of ideas presented in information texts, within a grade appropriate span of text complexity, noting how the text features and text structures affect the information presented.//
 * Grade Level Span -** //Grade 9 - Diplomas//
 * Performance Indicator(s) -** //a. Evaluate the extent to which the author’s conclusions can be logically drawn from the provided evidence.//

__**Assessment**__
//**Formative (Assessment for Learning) and Summative (Assessment of Learning)**// • How will you know what students have learned? • What tools will you use to gather evidence? • What process will you use to gather the information? • How does your assessment address both objectives and MLR performance indicators?

__Integration__
• What different content areas will you incorporate in this lesson? [|Literacy of Me] • What skills are you reinforcing? • Following this lesson will the topic be reinforced in other content areas?

__**Groupings**__
• What criteria will be used to determine the groups, teams, or partners? • What roles will each member have throughout the learning activity? • How will you assess the work of the individual member?

=__Differentiated Instruction__=

__Strategies__
• How will you teach the content to students and ensure all students are learning? • How will you use Type II technology to enhance student learning? [|Inquiry Base Project] • Please use strategies page as a reference.

__Modifications/Accommodations__
• How will you meet the needs of all students? • What are the mandatory changes you’ll make? From IEP’s, 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) ( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//) • What other changes will you make for other students? • Please use modifications/accommodations page as a reference

__Extensions__
• How will you challenge students to go beyond the task and content knowledge? What Type II technology will your students use to go deeper into their learning?[| Technology Integration Link by Content.doc] • What activities do you have in place for this? [|Problem Solving Skills] • What are other resources you’ll have available? [|Research] • Please use extensions pages as a reference.

__Materials, Resources and Technology__
• What resources will you need to gather prior to teaching? For students? • List what you’ll need to gather for the lesson from outside the classroom. • What do you need to do in order to be ready to use technology?

__**Sources for Lesson Plan and Research**__
• Please indicate where this lesson came from (ex. mentor, book, website, self). [|Lessons in all content areas] • Describe how you made the lesson your own. • Include the resources you used to prepare.

__**Maine Standards for Initial Teacher Certification**__

 * • 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:**__ How does this lesson demonstrate my competency with the standard? Consider how you meet the **Learning Styles**?
 * Beach Ball** (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom),
 * Clipboard** (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations),
 * Microscope** (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), and
 * Puppy** (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers)

__**Rationale:**__ How does this lesson demonstrate my competency with the standard?
 * • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**

Consider how you organized your lesson using one of the **Facets of Understanding**, the MLR and your content notes.
 * Explain** - Explanation and theories that provide knowledgeable and justified accounts of events, actions, and ideas: Why is that so? What explains such events? What accounts for such action? How can we prove it? To what is this connected? How does this work?
 * Interpret** - Narratives, translations, metaphors, images, and artistry that provide meaning: What does it mean? Why does it matter? What of it? What does it illustrate or illuminate in human experience? How does it relate to me? What makes sense?
 * Apply** - Ability to use knowledge effectively in new situations and diverse contexts: How and where can we use this knowledge, skill, or process? How should my thinking and action be modified to meet the demands of this particular situation?
 * Perspective** - Critical and insightful points of view: From whose point of view? From which vantage point? What is assumed or tacit that needs to be made explicit or considered?
 * Empathy** – The ability to get “inside” another person’s feelings or world-view: How does it seem to you? What do they see that I don’t? What do I need to experience if I am to understand? What was the author, artist, or performer feeling, seeing, and trying to make me feel and see?
 * Self-Knowledge** - The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding: How does who I am shape my views? What are the limits of my understanding? What are my blind spots? What am I prone to misunderstand because of prejudice, habit, or style? How do I learn best? What strategies work for me?

__**Rationale:**__ How does this lesson demonstrate my competency with the standard?
 * • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**

Consider how you used the **Multiple Intelligences**.
 * Verbal** - How can I include reading, writing and speaking?
 * Logical** - How did you include numbers, classification, critical-thinking and calculations?
 * Visual** - How did you include visuals, colors, art, graph and pictures?
 * Intrapersonal** - How did you include private learning time and student choice?
 * Interpersonal** - How did you include group work, peer sharing and discussions?
 * Kinesthetic** - How did you include movement, exercise, drama and crafts?
 * Musical** - How did you include music, sounds, rhythms and dance?
 * Naturalist** - How did you include human beings to recognize, categorize and draw upon certain features of the environment?

Consider how you used **Type II Technology**? Blogging, Podcast, Wikis, Digital Stories, etc....

__**Rationale:**__ How does this lesson demonstrate my competency with the standard?
 * • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**

Consider how you used both formative and summative assessments?
 * //[|Assessment for Learning]// (Formative)** - Ongoing assessments provide information to guide teaching and learning for improving learning and performance. Formative assessment include both formal and informal methods. **Feedback** is an important and critical component when ultilizing assessment for learning.
 * Examples:** Quiz, oral questioning, observation, debates, discussions, draft work, dress rehearsal, portfolio review, dialogue checklist, reflections, journals, blogs.
 * •** **Pre-Assessment** **(Diagnostic)** - Assessment that precedes instruction, checks students' prior knowledge and identifies misconceptions, interest and learning style preferences. Diagnostic assessments provide information to assist teacher planning and guide differentiated instruction.
 * Examples:** Pretest, Pre and Post student survey, skills check, K-W-L (What I **K**now - What I **W**ant To Learn - What I Have **L**earned)

//__**Assessment of Learning**__// **(Summative)** - Culminating assessment are conducted at the end of a unit, course, or grade level to determine the degree of mastery or proficiency according to identified achievement. Summative assessments are evaluative in nature, generally resulting in a score or a grade. **Examples:** Test, performance task, final exam, culminating project or performance, prompts, work portfolio, wiki, podcast, digital stories. • **Authentic Assessment** (**Performance)** Authentic assessment is composed of Performance Tasks designed to simulate real life challenges. The heart of authentic assessment is realistic performance-based testing – asking students to use knowledge in real-world ways, with genuine purpose, audiences and **GRASPS** elements to design a performance task. **GRASPS** - **G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct/**P**erformance and **S**tandard.

__Teaching and Learning Sequence__
Describe your role and the student’s role throughout the teaching and learning plan. MI’s and type II technology are integrated throughout the lesson.

Describe your classroom arrangement. Outline your agenda. Describe **Where t**hey-re going **(Students will understanding that…**), **Why** (reason for learning this content and how does it connect to real-life), **What** MLR (is required of them after this lesson regarding showing evidence of learning) Describe how you are going to **Hook** your student.
 * Introduction Paragraph**

__**Second Paragraph**__ Describe your instructional process to **Equip** students with the knowledge **(Students will need to know….)** How are you going to deliver instruction and interact with your students, so all students are learning. How will you check for understanding? Describe all your content in this paragraph or attach teacher content notes.

__**Third Paragraph**__ Describe how you will have students now **Explore/Experience** the Knowledge using high-order thinking. Describe the Facet (**Students will be able to do**…) and how you will facilitate the learning process. How will you group your students? What roles will you assign? Describe the process you will be using to have them show evidence of learning. What opportunities will students have to **Rethink, Revise and Refine** their product?

__**Fourth Paragraph**__ Describe how students will self-assess. How will you provide timely feedback to students? How does all this connect to any homework assignment and to the next lesson and to future assessment?

__**WHERETO’S**__ • (W) Know Where they’re going (the learning goals and state the understanding), Why (reason for learning the content and how does it connect to real life?) and What is required of them (unit goal (MLR), performance requirements and evaluation criteria) What evidence (product/artitfact) will show their learning? • (H) Be Hooked engaged in digging into the big ideas (e.g., through inquiry, research, problem-solving, experimentation)? How will you hook and engage the learners? In what ways will you help them connect the desired learning to their experiences and interests? • (E) Have adequate opportunities to Explore and Experience big Ideas and receive instruction to Equip them for the required performance? What learning experiences will help develop and deepen understanding of important ideas? • (R) Have sufficient opportunities to Rethink, Rehearse, Revise, and Refine their work based upon timely feedback? How will you encourage the learners to rethink previous learning? How will you encourage ongoing revision and refinement? • (E) Have an opportunity to Evaluate their work and set future goals? How will you promote students' self-evaluation and reflection? • (T) Tailored and flexible to address the interests and learning styles of all students. How will you tailor the learning activities and your teaching to address the learning profiles and interest of your students? • (O) Organized and sequenced to maximize engagement and effectiveness. How will the learning experience be organized to maximize engaging and effective learning using higher order thinking?

__**Reflection**__
This portion is completed once you have taught the lesson. • Did your students meet the objectives? • How did you know? • What would you change?

**Sharing of Blogs**

 * Team 1** - Chapters 6, 7 DI/UbD and Chapters 5, 6 MI

=**Other Resources**=

[|Web Resources]

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