L3+Lane,+William

**UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **
 * __Teacher’s Name __****: Mr. Lane ** **__Date of Lesson__: Apply/Glogster**
 * __Grade Level __****: 9-12 ** **__Topic__: Utilizing and Developing Outlines**
 * __Objectives __**
 * Student will understand 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** make a poster using Glogster to add a visual element to outlining their argument, thesis, and support for their candidate.

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 lesson is to provide an alternative way to express information related to the student's outlining of their thesis and argument.
 * __Maine Learning Results Alignment __**
 * Rationale:**

Students will create preliminary poster samples and bounce ideas off of their peers in order to garner feedback, where each student will be partnered up with at least two of their peers. Students will then take the peer feedback, consider the ideas given to them, and proceed to continue working on their Glogster product. The teacher will give feedback, using a checklist to define which areas of the poster need revision.
 * __Assessment __**
 * Formative (Assessment for Learning) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">


 * Summative (Assessment of Learning)**
 * Glogster (150 points):** A poster will be created supporting your presidential candidate, as a means of supporting your argument and thesis. The student will utilize various graphics and Glogster features to make their advertisement more effective. This will help students on how to catch one's eye and will aid the student in their persuasion of his/her fellow peers. It will convey specific information, such as the thesis, several arguable points, and relevant facts that relate specifically to the chosen presidential candidate. The Glogster product should convey multiple reasons to vote for the chosen candidate. The Glogster will be assessed using a checklist, which will assess it on its visual quality, organization, creativity, and overall perceived persuasiveness.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * Technology: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Using the online program, Glogster, students will utilize this technology to create a visual campaign ad that clearly outlines all of the points in which someone should vote for the chosen candidate.


 * <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;">The teacher will divide the class into groups of either two or three, where the groups will convene and discuss their preliminary products. Each student will declare who their candidate is, explain the argument and thesis, and will describe what ideas they have at that moment in terms of continuing their visual product. The students who aren't presenting at that time will provide feedback and other constructive advice for the presenter. The presenting student will ultimately choose whether or not to take the offered advice for their project. Once the groups have completed presenting amongst themselves, each student will be assessed by the teacher based on a checklist.
 * __<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 poster presented will feature lots of written and readable text about their argument, thesis and candidate. ** 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.
 * Logical:** The poster will have to be organized in a fashion is
 * Musical:** The student may organize the poster in a similar fashion to that of an album cover, where the arguable points could act as a track list.
 * Visual:** The student will be urged to use many graphics and images to support their candidate/argument.
 * Interpersonal:** The student will share their preliminary poster ideas with some of the peers in order to garner feedback.
 * Kinesthetic:** The Glogster the students will produce will feature many animated graphics, as long as they are relevant to their argument and thesis.
 * Naturalist:** The student may use images from nature or their own personal photography to enhance their poster, in accordance to their argument, thesis and support for a candidate.

** Extensions **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will use Glogster in a Type II way by thoroughly explaining and outlining their argument and thesis, based on the candidate he/she chose.
 * __<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;">Persuasion Map graphic organizer
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Laptops/Computers
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Internet Access
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Paper and writing implements for note taking
 * __<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;">[] (As it is the site that student's will be utilizing to create their products.)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] (This source is a semi-lengthy article about effective advertising using posters or fliers)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] (Effective Poster Presentations)


 * __<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 will enable students to create an advertising tool, through the Glogster software, that effectively relays information while outlining their argument and thesis clearly. Students will be able to explore the various tools and settings of the Glogster software. Students who define themselves as a "beach ball" will enjoy the fact that the Glogster site allows just about any kind of photography and features several graphics that can be utilized in creating a poster product. The personal freedom is also there in this assignment, as long as the product follows the criteria that will be distributed once it is assigned. A student who may define themselves as a "clipboard" will appreciate the visual instruction that Glogster provides, as it is all very simple and clear. A student who is classified as a "microscope" will appreciate all of the fine details that can be incorporated into the final product. A "puppy" will find an encouraging atmosphere between both the teacher and a group of students he/she may be a part of in the advising and construction process.

<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 meant to not only for students to outline their arguments and theses, but to begin developing their arguments and theses into tangible and visual aids in order to fully get their points across to people. At this point in the unit, students will have already created one outline, using Inspiration, but Glogster will allow them to develop that outline into a visual aid that can clearly convey information from the previous outline. But, at the same time, students will understand that their Glogster product is not only an advertising tool, but an outline in itself, as it communicates all of their key points in a way that people can easily decipher and understand. This lesson will help students understand the various ways of both organizing and relaying information in several different mediums.


 * //<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 poster presented will feature lots of written and readable text about their argument, thesis and candidate.
 * Logical:** The poster will have to be organized in a logical fashion/order.
 * Musical:** The student may organize the poster in a similar fashion to that of an album cover, where the arguable points could act as a track list.
 * Visual:** The student will be urged to use many graphics and images to support their candidate/argument.
 * Interpersonal:** The student will share their preliminary poster ideas with some of the peers in order to garner feedback.
 * Kinesthetic:** The Glogster the students will produce will feature many animated graphics, as long as they are relevant to their argument and thesis.
 * Naturalist:** The student may use images from nature or their own personal photography to enhance their poster, in accordance to their argument, thesis and support for a candidate.
 * Technology: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Using the online program, Glogster, students will utilize this technology to create a visual campaign ad that clearly outlines all of the points in which someone should vote for the chosen candidate.


 * //<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;"> In terms of formative assessment, students will work amongst themselves both before and during the actual poster-making process. Before they start, they will quiz each other on vocabulary, such as proof, examples, fact, counter-argument, and persuasion. Once they feel they have mastered these words and their definitions, they will be able to start the advertisement-making process using Glogster. Upon starting, they will stop at a predetermined point made by the teacher, where they will then disperse into groups of two or three and offer constructive advice to their fellow student's work. Once that is completed, the teacher will look over their preliminary project idea and assess it using a checklist, looking for signs of organization, a clearly stated thesis and argument, and several points of why that candidate is the best.

The final product will eventually passed in and assessed once each student is finished. The teacher will assess each Glogster poster using a rubric, looking for specific criteria such as: a clearly stated thesis and argument, corresponding relevant facts supporting the argument, appropriate graphics and images relating to the candidate or argument, and how well organized the product is.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Upon the start of this lesson, the desks/tables in the classroom will be organized in clusters. This will make the organization of student groups/pairings a lot easier as they will already be set up in a logical arrangement. It will also allow for ample space for the teacher walk about the room, while still being able to see all of the other students.
 * __<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;"> Day 2: (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 by introducing several good examples of completed outlines to show students how advertising can be most effective.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Class Objectives and Set up (5 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Hook: Provide some back story behind this video, and then show it. Discussion shall follow the viewing. (http://www.youtube.com/watch?v=ExjDzDsgbww) (10 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Discussion about the outline examples (5 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce vocabulary, which will be written on the board, or typed up and projected (5 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Have students study vocabulary briefly, then have them quiz one another in pairs (20 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce Glogster, provide a brief demonstration (10 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Allow rest of the time for students to look over their own outlines and start developing their Glogster project (25 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After allowing all that time to create a preliminary product, students will take their projects and move into groups of two or three (2 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Once in groups, they will assess each other’s product and give each other advice on how to strengthen its visual qualities (18 min)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">After the peer conferencing on projects, students, one-by-one will see the teacher and have their preliminary projects assessed using a checklist. This will be done coinciding with students working on their Glogsters for the rest of the class. (60 min)
 * Where, Why, What, Hook, Tailor:** **Verbal, Visual, Logical.**

Students will know key factual information such as proof, examples, facts, counter-arguments, and persuasion. Using the persuasion map graphic organizer, students will utilize the newly learned vocabulary and organize their argument. With partners, before they map out their argument, they can quiz each other in order to learn the vocabulary. Students will create preliminary poster samples and bounce ideas off of their peers in order to garner feedback.
 * Equip, Explore, Rethink, Tailors: Verbal, Interpersonal, Logical, Visual.**

Students will create campaign poster supporting their candidate using Glogster, which will clearly support their argument and thesis. Using the persuasion map graphic organizer, students will utilize the newly learned vocabulary and organize their argument. With partners, before they map out their argument, they can quiz each other in order to learn the vocabulary. Students will create preliminary poster samples and bounce ideas off of their peers in order to garner feedback. Students will continue working on their product, where the teacher will give feedback, using a checklist to define which areas of the poster need revision. The students will hand in their final products, where it will then be assessed using a rubric to ensure it supports their candidate, the argument and thesis are clearly stated, and its organization is easy to follow.
 * Experience, Explore, Rethink, Revise, Refine, Tailors: Intrapersonal, Logical, Visual, Verbal, Interpersonal**

Students will get together in small groups of two or three and give constructive advice and feedback about each other’s preliminary poster sample. After student feedback, each student will see the teacher and have their preliminary poster sample assessed, using a checklist, to see where they are in their creative process. The student's poster will be assessed based on the following criteria: it is organized, the candidate is supported, and the argument and thesis are clearly stated.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Visual, Verbal, Kinesthetic.**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] This is the source for the project that students will be ultimately using to create their visual aid/advertisement. Of all the sources cited for this lesson, this one is the most essential, as it is the assignment entirely. Through this site, students will navigate it, the internet's collection of images and graphics, and their own creativity to create a poster endorsing the presidential candidate that they choose. Through this source, they will also aim to be as persuasive as they can be in creating a project that not only catches the eye of the reader, but also is supportive of their argument. The guidelines for the assignment are pretty flexible, as students can use whatever images they want, as long as it's appropriate and relevant to their argument and thesis.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**

[] This source is a brief article that has a lot of readable information in relation to creating a very effective flier/poster. It focuses on the bare essentials in creating an effective flier, starting with legibility. It's important to make the flier or poster have a legible font, yet still have it effectively catch someone's eye. The next key to a successful flier would be the readability of the piece. If it catches someone's eye, they're going to want to continue reading the piece, not simply see a shiny image and walk away from it. The poster will want to make the reader invest in the words on the page. It proceeds to give a simple sample of an effective flier that one made. This source is important because it immediately puts things in perspective for student when they make their projects.

[] This source is a brief page that primarily focuses on how effective poster presentations should be handled. It immediately starts with a brief example, using researching scientific information as its topic, stating that it should be a "well-designed, eye-catching, and engaging... display of research or scientific information." It continues to another article that mainly focuses on the importance of a scientific informational poster. Although this is an English lesson, it will still serve as a fantastic example of what students should be aiming for. (That article is here: []) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">It shows how information should be organized in a fashion that is easy to follow and can be easily read in a short time. Once navigating down the article's page, it shows that it's actually a product descriptor for a science poster presentation. This is important as it could serve as a springboard for me once I create a rubric for the Glogster product.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Persuasion Map graphic organizer
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Checklist to assess Glogster