L2+Cummons+Michael

  **UNIVERSITY OF MAINE AT FARMINGTON ** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **__LESSON PLAN FORMAT __**     E. History E1.Historical knowledge, concepts, themes, and patterns c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the World using historical sources   Students will fill out KWL charts for both key people and key events. There will be two five minute class discussions about their KWL charts. Students will discuss what they know and what they want to know.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Teacher’s name: __**<span style="font-size: 12pt; font-family: "Times New Roman","serif""> Mr. Cummons **__Date of lesson:__** 2 Fall 08
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Grade Level: __**<span style="font-size: 12pt; font-family: "Times New Roman","serif""> 10 **__Topic:__** Key Events and People
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Objectives: __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Student will understand **<span style="font-size: 12pt; font-family: "Times New Roman","serif""> the Revolutionary Era effects the present day United States and the world.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Student will know **<span style="font-size: 12pt; font-family: "Times New Roman","serif""> key people of the Revolutionary era: John Locke, Thomas Payne, Founding Fathers, King George III, Patriots, Loyalists and Key events and acts of the Revolutionary time period: Declaration of Independence, Stamp Act, Tea Act, Intolerant Acts, Boston Massacre, Surrender of British.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Student will be able to **<span style="font-size: 12pt; font-family: "Times New Roman","serif""> do realize that events and people in the Revolutionary Era affect the present day United States.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Maine Learning Results Alignment __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Maine Learning Results: **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Social Studies
 * Grade 9-Diploma "Revolutionary Era 1754-1783" ****<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * //Students understand major eras, major enduring themes and historic influences in United States and World history including the roots of democratic philosophy, ideals and institutions in the World//** **
 * Rational **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">: Students will explore the United States Bill of Rights and Constitution, learning the meaning and context of each Article. Students will understand how each Article effects his or her life personally.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Assessment __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Formative (Assessment for Learning) **

<span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will create blog on a key person in the American Revolution. They will also create a blog on a key event in the American Revolution. Students will make comments on each other’s blogs as well.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Summative (Assessment for Learning) **

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Type II Technology- students will make blogs and comment each others blogs English- writing two reports Art- students add images/video to their blogs. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will be split up into groups of two (one group of three if there is an odd number). Students will be picked by the teacher, counting (1, 2, 1, 2). Each group of two will choose a person and event from the American Revolutionary Era to research and blog about. Each blog will have be written collaboratively. Students can choose how they want to do this. Some students will sit and write it together, while others might split the writing in half. Students will create a blog together and fill out a rubric together. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students who are absent for day one will meet with teacher to get handouts. Students will be expected to get notes from other students in the class. Students who miss day two will get handouts and be expected to get notes from other students. Students who miss day three will get handouts and will be assigned to research a person or event only. This student will not be in any group. Make-up work due dates will be assessed differently with each student and circumstance. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Type 2 Technology- Students must make an Inspiration on how five different events effect their lives. Students are encouraged to be creative. There is no due date on this assignment (besides the end of the marking period.) Students are allowed as much time as they want. There will be no presentation, but students will electronically pass into the teacher. The amount of creativity that each student puts into their Inspiration product will dictate how many extra points are added on to their final grade of their blogs. Up to fifteen points can be added on to the students final blog grade. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">-Pencil <span style="font-size: 12pt; font-family: "Times New Roman","serif"">-http://www.youtube.com/watch?v=g6WmehzBt3o
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Integration __**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Groupings __**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Differentiated Instruction: __**
 * Strategies **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Linguistic**- writing a blog
 * Musical**- music is played in the background
 * Interpersonal**- students work in groups
 * Logical**- Students must think of how these events effect their lives
 * Intrapersonal**- students make their own personal thoughts and comments on other teams' blogs
 * Spatial**- students must include a picture or pictures on their blog
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Modifications / Accommodations **
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">*I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. **
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Absent Students: //**<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Extensions **
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Materials, Resources, Technology __**

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">This is a Liberty Kids version of the Boston Massacre <span style="font-size: 12pt; font-family: "Times New Roman","serif"">-All attached handouts <span style="font-size: 12pt; font-family: "Times New Roman","serif"">-blogspot.com <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.nps.gov/revwar/about_the_revolution/timeline_of_events.html Offers solid time line of Era <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://history.searchbeat.com/american.htm This site offers facts and biographies of the Revolutionary Era <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://theamericanrevolution.org This site offers events, people, time line, and resources for the American Revolution.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Source for Lesson Plan and Research __**

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://history.searchbeat.com/american.htm This site offers facts and biographies of the Revolutionary Era <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.youtube.com/watch?v=g6WmehzBt3o This is a Liberty Kids version of the Boston Massacre <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.nps.gov/revwar/about_the_revolution/timeline_of_events.html Offers solid time line of Era <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Maine Standards for Initial Teacher Certification and rationale: __**
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Standard 3 //**<span style="font-size: 12pt; font-family: "Times New Roman","serif""> - **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 taught in a way to help many different students learn. I gave students many different ways to answer the essential question. I gave them changes to use different intelligences and gave them different opportunities to explore the lesson for themselves. I gave them a graphic organizer to get a good idea of where each student is individually.
 * //Standard 4//** - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory
 * Rationale: **<span style="font-size: 12pt; font-family: "Times New Roman","serif""> The students will learn key events and people of the revolutionary era. They will learn about how these events have helped to shape the Revolution and America today. . Students will learn what happened on key events of the Revolutionary time period. Students will learn how these events furthered the Revolution and how they affected American citizens in the past and how they affect American citizens today. (See content notes)


 * //Standard 5//** - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** I used six different intelligences. ** Linguistic **- writing a blog, ** Musical **- music is played in the background**, Interpersonal ****-** students work in groups** , Logical ****-** Students must think of how these events effect their lives** , Intrapersonal **- students make their own personal thoughts and comments on other teams' blogs**,** ** Spatial **- students must include a picture or pictures on their blog.
 * //Standard 8//** - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will fill out KWL charts for both key people and key events. There will be two five minute class discussions about their KWL charts. Students will discuss what they know and what they want to know. Students will create blog on a key person in the American Revolution. They will also create a blog on a key event in the American Revolution. Students will make comments on each other’s blogs as well.

<span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Desk will be arranged in a semi-circle <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Agenda: Day One. 1. Hook: Boston Massacre 2. KWL Chart (events) 3. Events Lesson <span style="font-size: 12pt; font-family: "Times New Roman","serif"">4. Role Playing Activity
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Teaching and Learning Sequence: __**

Day Two. 5. KWL Chart (people) 6. People Lesson

Day Three. 7. Pick groups and begin blog research 8. Explain blog

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Before class starts, the key events of the Revolutionary War from the "Key Events Note Taking sheet" should be copied on the board in list form.

Hook: When students walk in they will be asked to sit down and direct their attention to the front of the room, where a video will be played. A Youtube.com clip of a "Liberty Kids" presentation will be play. This will be played at http://www.youtube.com/watch?v=g6WmehzBt3o. The teacher will explain to students how this is one example of the Americas being upset with the British. This time it was over tea tax. (15 min.)

The next section of class is the lesson on key events in the Revolutionary Era. The teacher will hand out the "Key Events Note Taking Sheet" and a "KWL" chart (see attachments). Students will be asked to fill out what they know and what they want to know about the list of events on the board. There will be a five minute sharing time in class about what students know about any events in the American Revolution listed on the board, and what they hope to learn. Students will raise their hand and be called on. The teacher will then explain each event to the students using the "Key Events Answer Sheet." Students are expected to take notes. Students may ask questions by raising their hands at any time. When the teacher is finished going over the key events, students may ask questions and/or add any comments they have. There will be some time left at the end of class for role playing. This is very informal. The teacher will pick an event and call on two or three students to come up and act out the events. Students should be encouraged to have fun. After each skit, students will make comments about what they would have done the same or differently. (65 min)

Before class the teacher well turn on the radio to a low level. The teacher will also write the key people of the Revolution in list form on the board using the "Key People Note Taking Sheet" (see attachments). When students enter the room they will be handed a KWL chart. Once again, students will be asked to fill out the chart from what is listed on the board. When students have completed this, there will be a five minute class discussion about what students know about these people and what they want to learn about these people. Students will be called on after raising their hands. The teacher will then talk about each person using the "Key People Answer Sheet." Students are allowed to ask questions and/or add comments. Students will have an opportunity to ask questions and add comments at the end of the teacher explanation. (80 min)
 * What, Where, Why, Hook, Tailor- Linguistic, Musical, Interpersonal, Logical**

At the beginning of class students will be divided up into teams of two. The teacher will count (1, 2, 1, 2). If there is an odd number of students then there will be one team of three. The teacher will ask each group to sit together. The teacher will hand out the "Blog Rubric" (see attachments). Each group will raise their hands and be called on by the teacher. The students will say which key person they wish to research and blog about and what key event they wish to research and blog about. No two teams may have the same people or events. There will then be a quick lesson on how to set up a blog at [|blogspot.com]. The teacher will refer to the "Blogspot Help" and hand the sheet out to students for instruction (instructions). (30 min)

The students will have the remainder of the class to work on their presentations. Students will be reminded that the two blogs are due by 6pm the night before next class. Students must also leave at least leave comments on at least two other blogs before class the next day. The teacher will also leave comments on the student’s blogs for corrections to be made. Students must also fill out their own rubric, showing how they think they should be scored.(45 min) <span style="font-size: 12pt; font-family: "Times New Roman","serif"">The rest of the class time will be spent allowing students to get started on his or her project. The teacher will should be ready to answer questions. The students are encouraged to get as much finished as possible. Students will have 30 minutes in the next class to present before presentations. Inspire projects are to be done individually. The rubric (see attachments) should be passed out before the end of class. (5 min)
 * Explore, Evaluate, Tailor- Linguistic, Spatial Intrapersonal, Interpersonal**
 * Explore, Experience, Re-think, Revise, Tailor- Linguistic, Musical, Kinesthetic, Interpersonal, Linguistic**

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">When students come into class they are encouraged to get started immediately as they only have 30 minutes until presentation time. Students are handed out rubrics to grade each other’s projects on. The teacher will go around to each person as they are working and give advice when needed, offering ideas for any revisions. (30 min)

Students will present his or her project and fill out rubrics on the other student’s rubrics. The teacher will fill out a rubric as well. At the end of class students will fill out a student survey (see attachments) to assess how they thought the project went and what they learned. (50 min) <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Refine, Evaluate, Tailor- Spatial, Intrapersonal, Kinesthetic**