L1+Lane,+William

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

**LESSON PLAN FORMAT**
 * __Teacher’s Name__****: Mr. Lane** **__Date of Lesson__: Explain/Blog**
 * __Grade Level__****: 9-12** **__Topic__: Thesis Development**
 * __Objectives__**
 * Student will understand that** a strong thesis is necessary to formulate an argument.
 * Student will know** terminology such as argument, thesis, logic, outline, counter-argument, conclusion, and point.
 * Student will be able to do** to start a blog, posting on various things throughout the unit as a means of self and formative assessment.

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.
 * __Maine Learning Results Alignment__**


 * Rationale:** The focus in this particular lesson is helping students develop a strong thesis statement to lead an argument.
 * __Assessment__**

After each blog entry, the teacher will read the entry and assess the student based on whether or not they understand the concepts covered in that specific class (on thesis development). After receiving feedback, the student will go back and revise his/her blog entry, fixing any spelling or grammatical errors, reflecting on any thoughts the teacher may have had. This will aid students in learning to accept feedback and learn about the revision process before moving forward.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * Blog (100 points): ** The blog will be written throughout the writing process, from forming the thesis, through each arguable point, until the conclusion of the unit. It will serve as a means of progress and reflection. The teacher will assess each blog entry using a checklist to ensure that the students are able to understand each individual lesson. Students will write a reflective blog entry after each lesson, showing their understanding, any ideas or suggestions for themselves, and what they thought of the lesson.


 * __Integration__**
 * Technology:** By using a blog, the students will reflect on their understanding on various concepts discussed in class, such as thesis and argumentative development.


 * Other Content Areas:** Social Studies: The thesis students will eventually develop will be about a chosen deceased U.S. president.

Using the Jigsaw technique, the teacher will separate students into small groups of four or five, where each student will have one or two specific vocabulary words (out of argument, thesis, logic, outline, counter-argument, conclusion, and point) to define and share with the rest of their group. Then, they will share their definitions with the rest of the class to reflect on if any definitions differ. From there, the students will work individually to begin brainstorming ideas for a strong thesis to develop. Groups will be assigned by the teacher, to ensure that groups can be formed in a timely fashion.
 * __Groupings__**
 * __Differentiated Instruction__**

**Strategies:** ** Verbal: ** Students will write out their blog entries using the vocabulary, such as thesis and argument, learned during the class lesson. **Logical:** The student should show understanding that an effectively executed thesis statement is meant to logically form their argument. **Visual:** The blog can feature various images or graphics to further explain their ideas or thesis. **Musical:** The student may write out their ideas related to their thesis in the form of song lyrics. **Interpersonal:** If the blogs are written during class, they have the option of sharing their theses for the blog with peers. **Intrapersonal:** The students will be able to relate the thesis to things in their personal lives or interests.

**Modifications/Accommodations** (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.

**Extensions** Students will utilize Type II technology by using a blog, where the students will reflect on their understanding on various concepts discussed in class, such as thesis and argumentative development.

Thesis Development: Argumentative Essays:
 * __Materials, Resources and Technology__**
 * Laptops
 * Internet
 * Projector
 * Paper
 * Whiteboard w/ Markers
 * Writing implements (pens/pencils)
 * Handouts featuring vocabulary
 * KWL chart graphic organizer
 * __Source for Lesson Plan and Research__**
 * []
 * [|http://www.fas.harvard.edu/~wricntr/documents/Thesis.html]
 * []


 * __Maine Standards for Initial Teacher Certification and Rationale__**

This particular lesson, as it is a series of blog postings, will allow students to share their own input. This will aid students in exhibiting their ideas in the best way that they see fit. The assignment is open-ended enough so that students will varying learning styles will be able to complete it, thus reflecting how the student views the material that he/she is learning in the classroom. Students who may be defined as a "beach ball" would thrive on the amount of choices they will be able to make for themselves, thus sparking creativity. Students who may be defined as a "clipboard" would be able to use this assignment as a place to structure and organize all of their ideas in a clear and concise way. Students who may define themselves as a "microscope" would use this assignment as a place to demonstrate their complex and in-depth analysis of the topics being discussed in the classroom. Students who may define themselves as a "puppy" will find success in their work through the comfortable environment set up by the teacher, to ensure that students will not be ridiculed or persecuted for their written ideas in their blog. 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.
 * //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://**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** The focus in this particular lesson is helping students develop a strong thesis statement to lead an argument. Student will be able to to start a blog, posting on various things throughout the unit as a means of self and formative assessment. This lesson is important as it will show students how to create a proper and concise thesis statement. By the end of the lesson, they will be able to create a thesis statement that is concise, specific, and relevant to the topic of their choice.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal: ** Students will write out their blog entries using the vocabulary, such as thesis and argument, learned during the class lesson.
 * Logical:** The student should show understanding that an effectively executed thesis statement is meant to logically form their argument.
 * Visual:** The blog can feature various images or graphics to further explain their ideas or thesis.
 * Musical:** The student may write out their ideas related to their thesis in the form of song lyrics.
 * Interpersonal:** If the blogs are written during class, they have the option of sharing their theses for the blog with peers.
 * Intrapersonal:** The students will be able to relate the thesis to things in their personal lives or interests.


 * Technology:** By using a blog, the students will reflect on their understanding on various concepts discussed in class, such as thesis and argumentative development.

After each blog entry, the teacher will read the entry and assess the student based on whether or not they understand the concepts covered in that specific class (on thesis development). After receiving feedback, the student will go back and revise his/her blog entry, fixing any spelling or grammatical errors, reflecting on any thoughts the teacher may have had. This will aid students in learning to accept feedback and learn about the revision process before moving forward.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**

The blog will be written throughout the writing process, from forming the thesis, through each arguable point, until the conclusion of the unit. It will serve as a means of progress and reflection. The teacher will assess each blog entry using a checklist to ensure that the students are able to understand each individual lesson. Students will write a reflective blog entry after each lesson, showing their understanding, any ideas or suggestions for themselves, and what they thought of the lesson. 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.
 * __Teaching and Learning Sequence__****:**

Day 1: (80 min) Day 2: (80 min)
 * Class Objectives (5 min)
 * Hook: Class Discussion (10 min)
 * Introduce vocabulary (15 min)
 * Group activity and presentation (50 min)
 * Introduce blog (10 min)
 * Give a brief example of how to blog (20 min)
 * Help students post their first couple of blogs (20 min)
 * Ensure the students fulfilled criteria/peer blog sharing (20 min)
 * Introduce the "big picture" (Lobbying for a presidential candidate) (10 min)

Students will understand that a strong thesis is necessary to formulate an argument. When one has an argument, it is important to get the point across and believing in what idea they're defending. **Students write academic essays that structure ideas and arguments in a sustained and logical fashion**. An essential question, relating to student's general interest, will be posted on the board to be discussed at the beginning of class. The students will be engaged by the hook, as it will be a simple question that they will be able to relate to. This question, though not specific now, will be opinion-forming and the students will understand the initial ideas behind forming a thesis-based argument, using the essential question as a springboard and first example.
 * Where, Why, What, Hook, Tailors:** Verbal, Interpersonal, Intrapersonal.

Students will know terminology such as argument, thesis, logic, outline, counter-argument, conclusion, and point. (See content notes below) Using a KWL chart graphic organizer, students will work to define the various terms. In groups, using the Jigsaw technique, students will work together to reflect and define the terms and then explain to the class what definitions they came up with. Students will respond to the class lesson in a blog posting, as the teacher will check for understanding of the class concepts. Students will first set up a blog account, including setting up a blog template and setting up various widgets. Then, students will learn to convert a writing assignment into a blog posting. After conversion, they will create a new blog posting reflecting on their initial reactions and the things they've learned in class. They will do a blog posting after each new lesson.
 * Equip, Explore, Rethink, Tailors: Verbal, Interpersonal, Logical, Musical.**

Students will be able to start a blog, posting on various things throughout the unit as a means of self and formative assessment. Students will start a blog, posting about various parts throughout the unit, starting with terminology and beginning to think of a strong thesis. Students will respond to the class lesson in a blog posting, as the teacher will check for understanding of the class concepts. Once students receive feedback from the teacher, who will use a checklist to assess, they will reflect and revise the same blog entry. Upon completion of the revised blog entry, the teacher will assess it based on the same checklist. Students will respond to the class lesson in a blog posting, as the teacher will check for understanding of the class concepts. Once students receive feedback from the teacher, who will use a checklist to assess, they will reflect and revise the same blog entry. Upon completion of the revised blog entry, the teacher will assess it based on the same checklist. Feedback on the blogs will be done to evaluate understanding, using a checklist featuring various concepts such as relevance to class lesson, a spelling and grammar error check, and that the blog stays on topic.
 * Experience, Explore, Rethink, Revise, Refine, Tailors: Intrapersonal, Logical, Visual, Verbal**
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Visual, Verbal**

Students will know terminology such as argument, thesis, logic, outline, counter-argument, conclusion, and point.
 * __Content Notes__**

1. [] This is the first out of two resources that will aid students in developing a concise thesis. Although this particular source focuses primarily on persuasive writing, it will still work in helping students understand how to create a thesis that can logically form an essay. Students will show understanding of their topic and will definitively defend the point they are most passionate about. Each student will form an argument around his/her thesis, as long as they understand the relevance to the topic. After a rigorous proofreading process, the students will help each other assess whether or not the thesis is relevant to their topic, if the thesis answers the question or defends a specific point posed by the other student, as well as assessing the strength of the thesis. The strength of the thesis is defined by relevance to the topic, specificity of the statement, being concise and definitive, and whether or not it is able to describe the point that is being defended.

2. [|http://www.fas.harvard.edu/~wricntr/documents/Thesis.html] Much like the last resource, this also defines how to develop a logical and concise thesis statement. This source breaks down thesis development into four steps: analyze primary sources, write down a working thesis statement, ensure the thesis is introduced in the introduction, and to anticipate counter-arguments. It also defines more specific examples of what a thesis should be and how it should be interpreted by the reader. "The thesis statement should never be a question," which is an important point that several writers often struggle with. It also goes over the idea that the thesis should never list specific reasons, as the reasons should follow suit throughout the essay in the form of separate paragraphs. A thesis statement is weakest when it is too vague to answer the question or topic at hand. It may feature a bias, but it shouldn't be confrontational based on one's beliefs. The source wraps up with the sole fact that a thesis statement needs to be as specific as possible, to ensure the writer isn't simply wandering through his/her argument.

3.[] This source will introduce students on how thesis statements are developed into full-fledged arguments. The source defines an argumentative essay as, “a genre of writing that requires the student to investigate a topic, collect, generate, and evaluate evidence, and establish a position on the topic in a concise manner." It highlights the idea that a strong thesis statement should be critical and defined in the introduction. Without that, the essay may seem to have no direction whatsoever. Smooth transitions through the introduction, body paragraphs, and conclusion should be clear and concise as well. Support for the thesis/argument should be evident in the primary body paragraphs. It also addresses one of the most important parts of the essay: the conclusion. It shouldn't simply restate the thesis from the introduction, but rather analyze it using the evidence that's been stated in the body of the essay.


 * __Handouts__**
 * KWL Graphic Organizer
 * Checklist for assessing blog entries
 * A sheet featuring the links to resources