EDU 240 Social Contexts II Lesson Plan Template Teacher Candidate: Katharine Cusick Date: April 29, 2012

Unit Title: Interviewing and Writing Biographies Subject: Writing Grade Level:2 Essential Question(s): Why is it important to interview somebody on whom you are writing a biography? Lesson Title/Number State Standards and Performance Indicators Lesson 3/ Interviewing and Writing Biographies on classmates STANDARD 3- Comprehension and Collaboration Students will ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 1. The student will interview another classmate. 2. The student will record the information which he/she found. 3. The student will summarize that information and write a biography on the classmate. 4. The student will read aloud to the class their biography. *Could be collected for accountability/auditing purposes. Evidence that students have achieved objective (1,2) The student will have completed a sheet of questions to ask the classmate. (3) The student will summarize the interview. (4) The student will present to the class his/her biography.

Lesson Objectives (Blooms Taxonomy) ---------------------Acceptable Evidence

Bell Ringer and Prior Knowledge Tap This can be together or separate. Also may be called: set induction,

________________________________________________________ Prior Knowledge Tap: The teacher will ask the students to think back to the prior lesson on interviewing and writing biographies. The teacher will ask the students what some questions one might ask in an

anticipatory set, introduction/review _______________

interview. Bell Ringer: Provide stop light signs. Green Go I understand

Procedure Yellow Slow down, can you repeat that? Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities *Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic Red I dont understand, can you explain again, or explain in a different way.

1. The teacher will inform the students about biographies. (auditory) CFU: The teacher will ask the students to write a question that would be seen on an interview, and write it on their whiteboards. 2. The teacher will demonstrate a biography by showing the students an example of one illustrating her life. (visual)

3. The teacher will pair up students, so they get to interview someone they may not know a lot about. 4. The teacher will hand out a set of questions that the interviewer must ask the student, so the questions are not too personal, but not too general.

5. The students will take turns interviewing each other. (kinesthetic/auditory) 6. The student will record the answers to the questions. 7. The student will present his/her biography to the rest of the class.

UDL Accommodations

Checkpoint 9:3- Develop Self-Assessment and Reflection The teacher will put estimated times on the board where the students should be, so they can be time sufficient and regulate themselves so

Include at least 1 strategy from each of the three UDL Principles.

they finish in time.

Technology Integration After the students have finished their biography, I will pass around a digital camera so they can take a silly picture of their classmate and glue it to the bottom of the biography. This way the students will have a visual of Include type and purpose the classmate as well as the biography summarizing that classmate.

Assessment/ Evaluation Type and purpose (sometimes called evaluation)

Formative: Individual Whiteboards The teacher will ask the students to write a question they think would be a question asked in an interview when writing a biography. The student will record a question, and hold up his/her whiteboard to allow the teacher to see if they have understood. Summative: The biography 1. The teacher will provide each student will a set of questions to ask a classmate. 2. The student will interview the student, and record the answers. 3. The student will write up a biography based on the answers he/she has received from the interview. The student will be evaluated on how well they write a biography based on the questions they have asked and recorded. This activity will be evaluated out of 30 points. I have attached a scoring guide that will demonstrate how I am going to grade the students.

Closure Accommodations and/or Interactions with Support Staff Materials

The students will share their biographies to the rest of the class. The teacher will walk around, and intervene when needed.

1.Set of interview questions 2.A pencil 3.A digital camera

Duration Planning & Implementation 3 class sessions

Scoring Guide 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong 1. The biography answers all of the questions listed on the handout. 12345 2. The organization of the biography is clear and easy to follow. 12345 3. The spelling, punctuation, and grammar in the biography are accurate. 12345 4. The biography is neatly handwritten. 12345 5. Overall, the work represents the students full potential. 12345 The biography has a picture of the student attached to it. +5 or -5 Additional Comments: Total Points/Grade: ____________