L1+Richardson+Cassandra

=**UMF LESSON PLAN FORMAT**=

E. History E1. Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma: 'The Expansion and Interaction of Civilization, 600-1450 AD' Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future.
 * __ Teacher’s Name __**** : Miss Cassandra Richardson __Date of Lesson__: ONE **
 * __ Grade Level __**** : 9-12   __Topic__: the Middle Ages **
 * __ Objectives __**
 * Student will understand that the Middle Ages were a time of transition from the Roman Empire to the Reformation. **
 * Student will know how to relate the seriousness of transitional events to modern times. **
 * Student will be able to empathize with multiple viewpoints. **
 * __ Maine __****__ Learning Results Alignment __**
 * Maine **** Learning Results: ** //Social Studies//

Rationale: In this lesson, we will focus on important historical events and people in the Middle Ages. Students will bring in a discussion of a self-chosen current event and their completed preassessment test. I will assess students overall understanding of what constitutes an important event, and get some insight to how they assigning importance. After completing this, students will get into groups for the timeline activity, and the feedback from these activities will serve as further assessment of understanding of assigning importance. Finally, the who-what-when-where-why graphic organizers for each station will provide hard evidence of learning. Blog entries: These after-activity blogs will discuss the timeline activity during class and be able to reflect on the major events in the Middle Ages as determined by the class. Students will include events they believe should also be included to the list of important events to know, and explain why these events should be included. There will be an attached rubric for general blog entry criteria, with additional criteria for this specific entry. Type II Technology: Current events reel (to be constructed each year as applicable, current event being defined as a ‘noteable event’ occurring during the past year worthy of being on a general timeline of events). English: Students will incorporate their critical writing skills to form both their discussion of a current event they found as homework and their blog entries discussing their input and reaction to the medieval timeline activity. Art: Designing posters depicting the medieval event worthy of being on a timeline. Math: Determine and discuss the statistics of deaths by means of the Black Death as part of the hook activity. Students will take their seats as they wish to, and I will explain the Black Death dot activity. I will ask students to group up according to whether or not they got a black dot on their paper. These groups (the larger group will be split in two) will make predictions of what may have caused the statistic rate to be as such. The roles present (but not limited to) will be discussion leader to make sure the discussion keeps going, statistics consultant to check the different equations associated with the information being uncovered, note taker so all the ideas presented are preserved and available for the entire class, researcher who goes through the textbook and internet resources to find valuable information, and timekeeper to make sure that everything is accomplished in a timely manner. After the current event discussion as an entire class, students will break into table groups based on the general subject their current events fell under (English, Social Studies, Science, etc.), and determine from lists of four to five which events should be included in the timeline. They will each record on their own graphic organizers. I will review students' IEPs, 504s, or ELLIDEPs, and make the appropriate modifications and accommodations. If students are absent for any reason, I will expect that they consult their homework partners (groups of three or four that can catch their partners up in the event of absence), me, or the class wiki for the class agenda, homework, and pertinent information. If they have evidence of extenuating circumstances for why they failed to contact any of the three sources, such as a written note from parent or guardian, or other appropriate source), an extension will be given and no points will be deducted from their grade. However, if such evidence were not presented, points will be deducted. Students will be contributing to their blog journals on a near-nightly basis. Entries that feature in-depth discussion of the day's activity and daily critical questions, and make an attempt to find information that compliments these entries (such as other web resources or media samples), will be considered above and beyond. In addition to discussions, students will also be expected to comment on the critical thinking of at least one peer.  Students:  Pens/Pencils  Notebook  Textbook  Laptops  Current event discussion homework and preassessment test  Teacher: Current events news reel (to be constructed each year as applicable, current event being defined as a 'noteable event occurring during the past year worthy of being on a general timeline of events) Current textbook or printed resource Who-what-when-where-why graphic organizer Poster paper, markers Wiki accounts for class pages: http://www.wikispaces.com/ Blog accounts: http://edweb.sdsu.edu/Courses/EdTec470/sections/F04-04/jobaids/blogger/index.html Medieval music. Selection from Sixteen and Harry Christophers. Sample here. [|http://www.youtube.com/watch?v=IbHfLCprSSg].
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * ** Verbal: ** Current events and discussion, preassessment, after-class blogs.
 * ** Kinesthetic: ** Dot activity, moving from station to station and piecing the timeline together.
 * ** Logical: ** Figuring out logical timeline sequence. Statistics of Black Death rate.
 * ** Natural: ** Outside class.
 * ** Interpersonal: ** Group collaboration.
 * ** Musical: ** Medieval music in background.
 * ** Visual: ** Posters depicting a specific event in medieval history.
 * ** Intrapersonal: ** Individual before class current event discussions, after-class blogs describing the classroom activities, thoughts, and answers to critical questions posed.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

http://www.historyforkids.org/learn/romans/history/fall.htm http://www.humnet.ucla.edu/Santiago/histchrl.html http://en.wikipedia.org/wiki/Otto_the_Great http://www.britannia.com/history/monarchs/mon22.html http://www.britannia.com/history/monarchs/mon22.html http://en.wikipedia.org/wiki/Crusade http://www.thenagain.info/webchron/WestEurope/VerdunTreaty.html http://www.newadvent.org/cathen/05103a.htm http://en.wikipedia.org/wiki/History_of_the_Knights_Templar http://www.britannia.com/history/monarchs/mon27.html http://en.wikipedia.org/wiki/Saladin, http://www.infoplease.com/ce6/people/A0843183.html, http://www.historylearningsite.co.uk/Saladin.htm http://historymedren.about.com/library/who/blwwinnocent3.htm http://en.wikipedia.org/wiki/Western_Schism http://www.greatsite.com/timeline-english-bible-history/john-wycliffe.html http://history.boisestate.edu/westciv/plague/ http://www.vlib.us/medieval/lectures/great_schism.html http://ehistory.osu.edu/osu/archive/hundredyearswar.cfm http://archive.joan-of-arc.org/ http://historymedren.about.com/library/who/blwwcharles7.htm http://www.luminarium.org/encyclopedia/warsoftheroses.htm . As the students enter the room, I will hand out the Black Death spot cards. They will be seated in desk arrangements of table pods of four to five. On their table pods will be cards with medieval events or people listed on them. I will do a performance check, where I go around and check that each student has completed their daily blog entry for the day before and commented on at least one other student's entry (these entries I will read after school and provide feedback), as well as any other homework assignments.
 * __ 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 ** : I believe I demonstrate this standard by teaching in accordance to Multiple Intelligence Theory, where sections of each lesson will be directed for the benefit of students with a specific learning style. The students experience several different activity groupings with different students, so they are constantly interacting with new people and perspectives. I encourage different viewpoints and opinions within group discussions and activities. The classroom environment will remain a safe and educational environment at all times, creating a physically and emotionally sound learning community at all times by respecting opinions and ideas, creating a safe haven for respectful learning experiences for each individual student. Students will be able to rely on each other for most of the answers, rather than having me spout them off and have them copy the answers down. This will create a heightened sense of independence and collaboration between students, to be ‘self-taught.’
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //**
 * Rationale ** : I believe it is important to not only understand what events are considered important for the time period in order to understand it more efficiently, but to incorporate this knowledge when assessing modern events. I developed this lesson with the hope that students would be able to analyze events for importance and information, and apply both to the given time period.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : Each lesson is tailored in some way to each of the learning styles described in the Multiple Intelligence Theory. For this particular lesson, those are as follows:
 * ** Verbal: ** Current events and discussion, after-class blogs.
 * ** Kinesthetic: ** Dot activity, moving from station to station and piecing the timeline together.
 * ** Logical: ** Figuring out logical timeline sequence. Statistics of Black Death rate.
 * ** Natural: ** Outside class.
 * ** Interpersonal: ** Group collaboration.
 * ** Musical: ** Medieval music in background.
 * ** Visual: ** Posters depicting a specific event in medieval history, creating their timelines on Inspiration if desired.
 * ** Intrapersonal: ** Individual after-class blogs describing the classroom activities, thoughts, and answers to critical questions posed.
 * // • 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 entries from the day before will build on pre-assessment strategy. Questions students have from the day before will be discussed as a class before launching into the day's activities. The graphic organizers will be collected, and the posters done in groups assessed for understanding. The blogs will be read and assessed for completion and understanding.
 * __ Teaching and Learning Sequence __**** : **

Performance check/attendance (checking current event and preassessment test) Black Death spot card activity Current events reel Current events discussion Timeline activity How to set up a blog Homework blog assignments After asking if there are any remaining questions for the day before, I will explain the Black Death spot activity, and students will stand up and move around the room according to their spot cards. When they have arranged according to spot card, I will launch into a more detailed explanation of the activity, and the purpose behind it. The students will return to their desks, still in table pods, and I will show the current event reel. As a class, we will share what we found for current events and discuss the importance of determining which events are crucial to national and global news. This will lead into the medieval timeline activity. **What, Where, Why, Hook, Tailor: Kinesthetic, Verbal, Interpersonal.** I will pass out the 'who-what-when-where-why' organizers to each table pod. They will flip over their cards and analyze the list; determining amongst themselves which two of the five should be included on a timeline. After ten or so minutes, they will switch, and rotate around the table pods to each card. I will circulate and watch student progress. After, they will return to their own seats and we will discuss the choices their teams made as far as which events were important to put on a timeline.
 * Agenda**

The discussion will peter, and we will launch into the timeline construction activity. Each group will volunteer to research and illustrate a poster representing the event or person, explaining the 'who-what-when-where-why' of each event. When all of the posters are completed, the class as a whole will work together to put the timeline in chronological order. If students desire, I will help them record the timeline using an Inspiration document. **Equip, Explore, Tailor: Visual, Logical, Kinesthetic.**

I will also go over the steps used to create a blog account, and how to link their personal accounts to the wikispace. http://edweb.sdsu.edu/Courses/EdTec470/sections/F04-04/jobaids/blogger/index.html After going over how to set up an account, I will pass out blog assignments for the evening. Students are expected to write every night about the day’s activities and how they felt about them, what they may have learned, and any other things they may have encountered. I will also collect the ‘who-what-when-where-why’ sheets for the day. Product for the day: Optional Inspiration timeline, blog, comments on classmates' blogs.
 * Evaluate, Experience, Revise, Refine, Rethink, Tailor: Intrapersonal. **

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