L2+Lane,+William

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __Teacher’s Name __****: Mr. Lane ** **__Date of Lesson__: Interpret/Inspiration**
 * __Grade Level __****: 9-12 ** **__Topic__: Outlining an Essay**
 * __Objectives __**
 * Student will understand that ** that one must outline their argument before writing it.
 * Student will know **key factual information such as proof, examples, facts, counter-arguments, and persuasion.
 * Student will be able to **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">create an outline using Inspiration, where they will be outlining their argument, thesis, and relevant facts about the presidential candidate of their choice.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results: English Language Arts B3: Writing: Argument/Analysis Grade: 9-Diploma Students write academic essays that structure ideas and arguments in a sustained and logical fashion. The focus of this particular lesson will be to help students fully outline their thesis and arguments in a logical fashion.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results Alignment __**
 * Rationale:**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Each student will begin the assignment by brainstorming ideas, then conferencing with a partner to assess what areas may need improvement. Then, after receiving feedback, the student will go about organizing his/her argument, thesis, and corresponding facts on his/her candidate using Inspiration.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **
 * Inspiration (75 points): **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Using Inspiration, you will create an outline of your argument and thesis. Students will create a rough draft of an outline for their argument and thesis, then after some peer and teacher conferencing, they will revise their outline and submit it as their final idea before going forth with more of the projects associated with the unit. The ideas should be eventually organized so as to ensure that all of the arguable points are in a somewhat logical fashion.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The use of technology in this lesson will come in the form of an outline created using the program Inspiration.


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Other Content Areas: **
 * Social Studies: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The outline that students will create will derive from their thesis statements relating to the deceased U.S. president that they choose to campaign for.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Using the Think-Pair-Share technique, each student will brainstorm their ideas and map out the various facets of his/her argument. Then, they will pair up with a partner and share the ideas they came up with.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: ** ** Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The student's argument and thesis will be written out in various blurbs on the Inspiration software. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">(I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) If a student is absent on the day of the lesson, it is the student's responsibility to seek the teacher out and get the class notes for the day. The student will review the notes and post a blog entry regarding what they were able to gather from the class notes. Skype will also be available for absent students, if that student has access to the internet at home. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will utilize Type II technology by creating an outline using Inspiration, where the students will outline their thesis and corresponding arguable points.
 * Logical:** The student will organize his/her argument and thesis using outline software, Inspiration.
 * Visual:** The program has many features, allowing the use of various shapes to help outline the student's argument and thesis.
 * Interpersonal:** The student's will share their work with peers, to help them organize their argument and theses.
 * Intrapersonal:** The Inspiration project will be worked on alone, with the exception of the 'Rethink' process.
 * Naturalist:** The program allows the use of various natural graphics, like trees and animals, to aid the student in organizing his/her thesis and argument.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Fact and opinion graphic organizer
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Laptops/Computers featuring Inspiration software
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Projector
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Whiteboard w/ markers
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Examples of Outlines:
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[]


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This lesson enables students to create organized outlines using the outline software Inspiration. Students will explore all of the diverse ways they can outline their ideas on the program, including converting a web into a fully written-out outline. The assignment itself is pretty open-ended as well, so students with varying learning styles may be able to complete the task with ease. It will also aid them in future assignments that require more organization than this one. Students who may define themselves as a "beach ball" will find this assignment quite interesting as the Inspiration software used for creating the outline feature several manipulative tools, thus allowing for maximum creativity in organizing their ideas. A student who may be defined as a "clipboard" will find that this assignment will not only help them organize their ideas, but the program itself will automatically turn their web outline into a methodically organized outline for them. Students who may define themselves as a "microscope" will find that Inspiration is a perfect place to organize their ideas, specifically emphasizing on the finer details. A "puppy" would find comfort in this assignment because once a preliminary draft of the outline is completed, they will briefly conference with one of their peers, who will give constructive feedback in a meaningful, yet gentle way.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results: English Language Arts B3: Writing: Argument/Analysis Grade: 9-Diploma Students write academic essays that structure ideas and arguments in a sustained and logical fashion.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The focus of this lesson is to introduce students to various ways of outlining an argument and thesis. The first way to go about outlining their information, thesis, and argument is to use the program Inspiration, which will help them to organize all of their thoughts on their chosen topics. This lesson is important for students because it will introduce them to various methods of organization when formulating an argumentative essay. It will also serve as a springboard for students, as they will know how to organize their thoughts on other projects related to the rest of the unit.


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The student's argument and thesis will be written out in various blurbs on the Inspiration software.
 * Logical:** The student will organize his/her argument and thesis using outline software, Inspiration.
 * Visual:** The program has many features, allowing the use of various shapes to help outline the student's argument and thesis.
 * Interpersonal:** The student's will share their work with peers, to help them organize their argument and theses.
 * Intrapersonal:** The Inspiration project will be worked on alone, with the exception of the 'Rethink' process.
 * Naturalist:** The program allows the use of various natural graphics, like trees and animals, to aid the student in organizing his/her thesis and argument.


 * Technology:** The use of technology in this lesson will come in the form of an outline created using the program Inspiration.


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Each student will begin the assignment by brainstorming ideas, then conferencing with a partner to assess what areas may need improvement. Then, after receiving feedback, the student will go about organizing his/her argument, thesis, and corresponding facts on his/her candidate using Inspiration. After creating a preliminary version of their outline, students will then convene with the teacher, who will then give feedback to ensure that they are on the right track to completing the Inspiration assignment.

Using Inspiration, students will create an outline of your argument and thesis. Each facet of their argument should be clearly placed within the outline. The outline will be assessed by the teacher using a checklist. Then, the outline will be handed back to the student with comments on how to make the argument more detailed <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The students will be set up in a perimeter around the classroom, as the teacher presents from the front of the room, where the perimeter will be open. The teacher will be able to walk freely in the middle of the room when speaking.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **

Day 1: (80 min) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will understand that one must outline their argument before writing it. When one has a point they believe is worth defending, they need several pieces of evidence to defend that idea. Those ideas should be placed in a logical order. **Students write academic essays that structure ideas and arguments in a sustained and logical fashion**. The teacher will start the lesson with a brief demonstration of Inspiration. This will get students familiar with the program before they create their own outlines.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Class objectives (5 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Hook: Brief demonstration of Inspiration (15 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Allow ample time for students create their own outline (30 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Brief sharing session among peers for feedback on outlines/brief conference with teacher (30 min)
 * Where, Why, What, Hook, Tailor: Verbal, Visual, Intrapersonal.**

Students will know key factual information such as proof, examples, facts, counter-arguments, and persuasion. Using the fact and opinion graphic organizer, students will utilize the newly learned vocabulary and organize their argument. Using the Think-Pair-Share technique, each student will brainstorm their ideas and map out the various facets of his/her argument. Then, they will pair up with a partner and share the ideas they came up with. Upon getting their ideas organized, students will then transfer that onto Inspiration. Students will explore the various settings of Inspiration, such as changing the shapes of the web outlines, from anything to basic shapes, to shapes of countries, animals, trees, and others. After messing with settings, they will turn their web outline into a properly written outline. This can be done right on Inspiration.
 * Equip, Explore, Rethink, Tailors: Visual, Naturalist, Logical, Interpersonal**.

Students will be able to create an outline using Inspiration, where they will be outlining their argument, thesis, and relevant facts about the presidential candidate of their choice. Students will map out all of their ideas, later to be organized into a logical fashion, using Inspiration. Using the Think-Pair-Share technique, each student will brainstorm their ideas and map out the various facets of his/her argument. Then, they will pair up with a partner and share the ideas they came up with. Upon getting their ideas organized, students will then transfer that onto Inspiration. Then, after receiving feedback, the student will go about organizing his/her argument, thesis, and corresponding facts on his/her candidate using Inspiration. Upon finishing the Inspiration project, the student will hand in a printed version of their outline. The teacher will assess it using a checklist and handing it back to the student with comments.
 * Experience, Explore, Rethink, Revise, Refine, Tailors: Interpersonal, Logical, Visual, Verbal**.

Students will pair up with one another, assessing themselves based on certain criteria, such as the clarity of the given thesis and argument. After working with partners, the teacher will assess the Inspiration outline by using a checklist, looking to ensure that the student organized his/her argument, thesis, and facts about his/her candidate. After the teacher has assessed the final Inspiration product, he/she will hand back the outlines with feedback and comments to help students turn their argument into a logically formed essay. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. [] This first of three resources supplies the student with several real-life past examples of how to set up a normal outline. Each type of outline varies, going from a standard essay outline, and then to a research paper outline. This will put the idea outlining papers into perspective for the student, having them acknowledge the fact of how successful one can be while being organized. It highlights each separate section of the outline, listing the introduction, the three body paragraphs, and then a well defined conclusion. Although the structure of any given essay will differ, this is still a good model to follow.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Visual, Verbal**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**

2. [] This resource doesn't give any good examples, but it clearly states each facet of a well organized essay. Once again, this source uses the five-paragraph essay template, citing the introduction, three body paragraphs, and then a well defined conclusion. Unlike the last resource, this one features one more facet, which would be a page for citations. This is extra important, as it will show students how important citing sources will be in upcoming assignments. This source can simply be only used as a template, as it explains each of the facets of an organized essay on the side.

3. [] This final resource is much like the last one. It doesn't give any past examples, but rather provides a template for how to organize a good thesis-driven essay. This source also follows five-paragraph essay template. It defines the introduction as the place where one would place the thesis statement, as well as a hook and several "lead-in" statements. These will serve to springboard the reader into the actual thesis statement. The three body paragraphs should only feature the most relevant information that fully defends the thesis statement. Several examples should also be used, not just one per paragraph. This source also stresses the important of transitional phrases between each paragraph. The conclusion should not only restate the thesis, but provide a new insight that wraps up the idea nicely. This would be known as the "clincher."


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Fact and opinion graphic organizer
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Sheet featuring links to resources (if necessary)