L6+O'Neil+Christopher

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11 Topic: World War II**

 * =**Objectives**:= ||
 * Student will understand that the outcomes of the important battles affected the outcome of the war. ||
 * Student will know important events: Hitler’s conquest of Europe, Operation Overlord, the Battle of the Bulge, Pearl Harbor, and Operation Market Garden. ||
 * Student will be able to analyze the World War II era, the different themes of World War II, the major turning-points, events, consequences, and people during World War II and the implications for the present and future. ||

E. History E1. Historic Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "World War II 1939-1945" Students understand major eras, major enduring themes and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. Rationale: In this lesson we will be focusing on the major battles and campaigns that had the greatest affect on the outcome of World War II. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Social Studies.

The students will be peer-editing each others' summaries as well as the maps they have drawn up on Google Earth multiple times through out the lesson. I will be meeting with each of the students and going any questions they have as well as giving feedback on their projects. || Google Earth: The students will be required to choose a major and influential campaign or battle from World War II and write a two page summary of it and map it out on Google Earth. They will then present their map to the class. The students will be handed two rubrics. The project rubric has the following criteria: Historical Accuracy, Map Legend/Key, Labels - Accuracy, Labels & Features - Neatness, Knowledge Gained, Title. The presentation rubric will have the following criteria: Comprehension, Preparedness, Content, Stays on Topic, Enthusiasm, Speaks Clearly. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * English - I will be integrating formal writing techniques with the two page summary the students must hand in with their project. I will also be tapping into the aspect of public speaking with the oral presentation the students must give on their project.

Geography - I will be integrating geography into this lesson by requiring the students to look at a map of Europe on Google Earth and plot specific points on that map.

Technology - I will use the Google Earth software for students to create their maps with. Students will be using the internet to find pictures, information, and website links for their projects. ||


 * =**Groupings**= ||
 * The students will choose three people in the class to peer-edit their projects with at different times. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Spatial:** Students will hand draw the map and also draw the path taken for the event they researched on Google Earth
 * Bodily-Kinesthetic:** Students will travel across Europe and the Pacific on Google Earth to find the area in which their events took place.
 * Linguistic:** Students will write a summary on the event as well as include information about the event in place marks on Google Earth.
 * Intrapersonal:** Students will work individually on the project
 * Interpersonal:** Students will peer-edit the project with other students.
 * Naturalist:** The students are required to explain how the terrain played an important role in how the event turned out. ||
 * **Modifications/Accommodations**

If students are absent, they are responsible to get the appropriate information from the class wiki. I will have the description of the assignment as well as video tutorials of how to use the technology needed to create the project. All of the daily notes will be made available on the class wiki as well as any worksheets that were handed out that day. Absent students will have one extra day past the due date to hand in the assignment. If they fail to do so, they will not receive credit for the completed assignment. || Google Earth: The students will be selecting a major influential campaign or battle that greatly affected the outcome of World War II and drawing out/plotting points of their event on Google Earth. They will also be writing a two page summary of the event that they have chosen and doing an oral presentation in front of the class. ||
 * **Extensions**

Projector Projector screen Google Earth Rubric Presentation Rubric Google Earth Written Tutorial Google Earth Video Tutorial V-E Day Picture Map of Europe ||
 * =Materials, Resources and Technology= ||
 * Laptops (with wireless internet connection and Google Earth)

Navigation: http://www.youtube.com/GoogleEarthVideoHelp Geotagging Picasa Photos: http://www.youtube.com/watch?v=S6GGDWMlGiY Marking Locations: http://www.youtube.com/watch?v=FB1EseH7jzs Searching for Places and Businesses: http://www.youtube.com/watch?v=Ca5hj7LG6Zs Obtaining Coordinates: http://www.youtube.com/watch?v=sEpqGlIY04s
 * =Source for Lesson Plan and Research= ||
 * **Google Earth Video Tutorials**

http://earth.google.com/userguide/v4/tutorials/index.html
 * Google Earth Written Tutorial**

http://www.geographicguide.net/europe/maps-europe/maps/europe-political.jpg
 * Map of Europe**

http://earth.google.com
 * Google Earth Website**

http://i302.photobucket.com/albums/nn93/RedHawk417/06kiss2spanbf5e4bcb6.png ||
 * V-E Day Picture**

Technology - I will use the Google Earth software for students to create their maps with. Students will be using the internet to find pictures, information, and website links for their projects. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __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:** This lesson demonstrates Maine Standard for Initial Teacher Certification by providing different ways for students to learn and develop. The students will use the knowledge that was taught to them at the start of the lesson and expand on it. They will use their knowledge of the internet to search for more information relating to the major influential battles and campaigns that played the biggest part in the outcome of the war. They will also learn new knowledge of the software Google Earth. Students will be shown a video tutorial on how to use Google Earth and will also be provided with a written tutorial. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson demonstrates Maine Standard for Initial Teacher Certification by pre-assessing the students' prior knowledge of the important events of World War II. Students will be asked to list as many major influential battles and campaigns that played the biggest part in the outcome of the war. The lesson can be modified to fit the knowledge of the students about the major influential battles and campaigns that played the biggest part in the outcome of the war. The backward design model was used in designing this unit. Students' IEPs, 504s, and ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification in a variety of ways. A pre-assessment will be done to determine the current knowledge the students have of the major influential battles and campaigns that played the biggest part in the outcome of the war so that the lesson may be modified to meat the students' learning needs. The students will research the major influential battle or campaign that they have chosen individually. The students will be required to create a Google Earth map as well as a two page summary on the battle or campaign that they have chosen, as a formative assessment. Students will peer-edit each others' summaries and provide feedback on each others' Google Earth maps. The teacher will meet with each studnet to see how they are doing with their project.
 * Spatial:** Students will hand draw the map and also draw the path taken for the event they researched on Google Earth
 * Bodily-Kinesthetic:** Students will travel across Europe and the Pacific on Google Earth to find the area in which their events took place.
 * Linguistic:** Students will write a summary on the event as well as include information about the event in place marks on Google Earth.
 * Intrapersonal:** Students will work individually on the project
 * Interpersonal:** Students will peer-edit the project with other students.
 * Naturalist:** The students are required to explain how the terrain played an important role in how the event turned out.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by documenting the students' progress in the following ways: A pre-assessment of the students' knowledge of the topic when the class beings so that the lesson may be modified to accommodate the students' learning needs. The teacher will meet with each student to see their progress as well as what they are planning on doing for their Google Earth map and two page summary. The students will be filling out a map of Europe, outlining the major battle or campaign that they have chosen as a summative assessment. A rough draft of the summary will be assessed by the teacher as well as other students in class.. The final two page summary, Google Earth map, and presentation will be used as a formative assessment to show the students' mastery of the information they were provided and researched. ||


 * =Teaching and Learning Sequence:= ||
 * Students will arrive at class and sit down quietly at their desks, which will be arranged in the standard lecture arrangement. There will be a picture that was taken from V-E Day (Victory in Europe). We will have a brief discussion on the picture and discuss what the students know about the different campaigns and major battles that played the biggest part in the outcome of the war.

Agenda:
 * Discuss picture that is displayed on the board (10 min)
 * Do pre-assessment (discussion about current knowledge of the major influential battles and campaigns that played the biggest part in the outcome of the war) (15 min)
 * Hand out both rubrics (5 min)
 * Explain the project (10 min)
 * Show tutorials on how to use Google Earth (20 min)
 * Work on project (20 min)
 * Day 2: Work on projects/peer-review (80 min)
 * Day 3: Work on projects (20 min)
 * Day 3: Peer Feedback (60 min)
 * Day 4: Presentations (80 min)

The important events, people, and battles that led up to and affect the outcome of World War II. Students will learn how the entire World War II era affects everything that happens in the world today. Students will understand the World War II era, major enduring themes and historic influences in the United States and world history as and the outcome of World War II. Students will be able to analyze the World War II era, the different themes of World War II, the major turning-points, events, consequences, and people during World War II and the implications for the present and future. Product: Google Earth Map. I will introduce the students to the project that they will be working on for the next few days. I will hand out the process they will be going through in creating this project (see attachment 1). I will then hand out the two rubrics for the project and presentation (see attachments 2 and 3). I will then allow the students to ask me questions regarding to the actual project itself. Once all questions have been answered, I will begin to explain how to use Google Earth. I will provide each student with a link to watch the video tutorial. I will answer any questions the students have about Google Earth. I will then have the students select which campaign or battle they wish research. Once all the information has been handed out and explained, I will send the students off to work on their projects. I will be meeting with each student multiple times throughout the class period to see how they are doing. I will be providing a lot of feedback on each of the students' projects as they get further and further into them. We will have two full class periods dedicated to working on the project as well as peer-editing the projects.
 * Where, Why, What, Hook, Tailors: Interpersonal, Spatial** ||
 * I will start the class off with a brief five minute discussion on the picture that I will have displayed on the board. Once the discussion is finished, I will have another five minute discussion with the class on what they already know about the campaigns and battles that had the greatest influence of the outcome of World War II. I will then introduce the students to the Google Earth program and show them how to use it with a video tutorial that I have created myself
 * Equip, Tailors: Interpersonal, Linguistic, Bodily-Kinesthetic** ||
 * Day 1:

Day 2: The students will be required to have their two page summary completed on the second day of the project. I will then read each of the essays and provide feedback as well as revisions that the students need to make on the summaries. I will hand them back to the students on the third day of the project and require that they have the final copy of the summary ready for when they present their Google Earth project. While I am reading all of their papers, the students will be working on their Google Earth Maps. They will have the entire period to work on their maps and ask me any questions that they may have.

Day 3: The students will have the first twenty minutes of the period to work on their Google Earth maps. I will be walking around and meeting with each student to provide assistance or feedback. In the last sixty minutes of class, the students will be meeting with each other and providing feedback on the maps. Each student will be presenting their project to the student that is providing feedback for them like they would present to the whole class. I will be walking around and listening in on the students as their peer-review their projects. I will make myself available for questions and comments if asked by the students.

Day 4: Students will be presenting their Google Earth Maps to the entire class.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Intrapersonal, Bodily-Kinesthetic, Interpersonal, Linguistic****, Spatial, Naturalist** ||
 * The students will select three other people in the class that they will meet with and peer-edit each others' projects. They will provide valuable feedback on the projects and also feedback on the rehearsal of the oral presentation. I will be meeting with each student at least three times each class period to see how they are doing with the project and to provide information about each of the events they have chosen. I will point them towards good resources for their event. I will also help them out with technical problems with using Google Earth. The students will have two days to work on their projects in class. The third day will be dedicated to peer-editing. The students will present their projects on the fourth and fifth days. Their final project is due the day they present.
 * Revise, Refine, Rehearse, Tailors: Spatial, Bodily-Kinesthetic, Intrapersonal, Interpersonal, Spatial** ||

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