L3+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__: Three **
 * __ Grade Level __**** : 9-12  __Topic__: the Middle Ages **
 * __ Objectives __**
 * Students will understand that religious ** ** and political factors shaped everyday life, despite social rank. **
 * Students will know how to explain the roles of government and religion. **
 * Students will be able differentiate between the roles of government and religion as applied to social rank. **
 * __ Maine __****__ Learning Results Alignment __**
 * Maine **** Learning Results: ** //Social Studies//

Rationale: In this lesson, we will be analyzing the roles of society and how they apply to political factions. The class discussion of the GoogleEarth mapping activity will be used to assess students understanding of the pinpointed events. The students should have been exposed to these events through their textbook reading assignments. Later, the role-play activity will examine student groups understanding of specific opinions present in the Middle Ages. The squirrel concept maps will organize the opinions and perspectives for each social class, and how they relate to each other. Blog entries: These after-activity blogs will develop the student's own testimony revolving around the experiences of a specific social class. Students will discuss a given historical event (choosing from the Crusades, the Battle of Hastings, the Hundred Year's War, or the Black Death) and the implications for the specific social class. They will have the opportunity to reflect on their performance for the day, to reflect with their classmates, and give positive feedback on their peers’ reflections and testimonies as well. They will be expected to comment on the entry of at least one peer. Type II Technology: GoogleEarth mapping of historical events (chosen largely by the students, and will include but are not limited to the Crusades, the Battle of Hastings, the Hundred Year's War, and the Black Death). English: Students will work on developing their own perspectives in testimony form for the role-play activity. Students will peer reflect on at least one other person’s testimony in their nightly blog entry. Math: Students will use the concept map to organize thoughts logically. After the students take their seats in their self-selected social groups (the Church, monarch, knights, or commoners), I will explain the Google mapping presentation, and in their groups they will discuss some of the ways that each event would affect their particular social class. Together, they will work on their concept maps, and then present to the class after they develop their own testimony. Students will be encouraged to create their own characters within their social groups to help them develop their testimonies. 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  Completed Quiz 1  Teacher:  Specific visuals and maps from chosen historical events to use in Google Earth Current textbook or printed resource Squirrel concept maps (one for each historical event) Poster paper, markers if needed
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * ** Verbal: ** Students will develop their own personal testimonies for a specific timeline event as a given social class.
 * ** Kinesthetic: ** Students will role-play their testimonies in groups, made up of one member of each class.
 * ** Logical: ** Students will use their concept maps to organize their thoughts, personalizing them for their social class characters.
 * ** Natural: ** Students will evaluate the assumed perspective of an animal.
 * ** Interpersonal: ** Students will work in groups to develop both the overall opinions of the social class as well as the actual role-playing groups.
 * ** Musical: ** Medieval music will be playing in the background.
 * ** Visual: ** The final product (the students' own testimonies) can be done in any way that makes sense to the student.
 * ** Intrapersonal: ** Students will develop their own testimony.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**

Wiki accounts for class pages: http://www.wikispaces.com/ Textbook. Medieval music. Selection from Benedictine Monks of Santo Domingo de Silos. Sample here. http://www.youtube.com/watch?v=_VQi42TJY6g Download ComicLife. http://plasq.com/comiclife-win Video tutorial for ComicLife. http://www.youtube.com/watch?v=PI2quCrztcs Written tutorial for ComicLife. http://oakland.stillwater.k12.mn.us/sites/f1c1a073-106e-4552-82a3-3b75eff284c3/uploads/Comic_Life.pdf When the students enter the room, I will have them gather in table pods of four to five according to the social class they plan on representing. Each student should have chosen their social class in the previous class, and any students that missed will be allowed to choose a class at the door. On their desks will be a list of the historical events they will go through and choose as a class to examine. 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 completed their quiz from the day before.
 * __ Source for Lesson Plan and Research __**
 * __ 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 the Multiple Intelligence Theory, where sections of each lesson can be altered and benefit students with specific preferred learning styles. The students work collaboratively and independently, skills that will follow them throughout their educational careers and into the workplace. In our classroom, we as a class respect and encourage new opinions, ideas, and perspectives, deepening further the skills needed to succeed throughout students’ educational careers. Students will rely on each other for most of the learning, rather than me as the teacher. This will create a heightened sense of independence and collaboration between students.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson demonstrates the Maine Standards for Initial Teacher Certification by allowing students to gather pre-activity information to develop their understandings of specific social class mindsets. The different activities planned within the lesson, such as learning the different perspectives for specific historical events, and developing the personal testimony of a character within a specific social class, encourages students to think critically about the ideas and opportunities they are being presented.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : Each lesson is tailored in accordance to the learning styles described in the Multiple Intelligence Theory. For this particular lesson, those are as follows:
 * ** Verbal: ** Students will develop their own personal testimonies for a specific timeline event as a given social class.
 * ** Kinesthetic: ** Students will role-play their testimonies in groups, made up of one member of each class.
 * ** Logical: ** Students will use their concept maps to organize their thoughts, personalizing them for their social class characters.
 * ** Natural: ** Students will evaluate the assumed perspective of an animal.
 * ** Interpersonal: ** Students will work in groups to develop both the overall opinions of the social class as well as the actual role-playing groups.
 * ** Musical: ** Medieval music will be playing in the background.
 * ** Visual: ** The final product (the students' own testimonies) can be done in any way that makes sense to the student.
 * ** Intrapersonal: ** Students will develop their own testimony.
 * // • 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. Lingering questions students may have from the day before will be addressed and discussed as a class before launching into the day's activities. The graphic organizers will be collected, and the testimonies (written, drawn, created with Inspiration, etc) assessed for understanding. The blogs will be read and assessed for completion and understanding, and commented on after.
 * __ Teaching and Learning Sequence __**** : **

Google Earth map activity using events chosen in the previous class. Group collaboration of opinions specific to class and event. Puzzle-piece group role-play. Group discussion of different perspectives. Wiki blog assignments, expectations for dabbling in ComicLife next class. To begin the class after the performance check (5 minutes), I will ask the students to open up the GoogleEarth program, and follow along on their computers as I overlay several different maps onto the GoogleEarth screenshot of Europe. Each group will work together to develop concept perspectives for each event as applied to their social class. If there is time, the groups will discuss how each view differs from other classes for each event, and how they are similar. During this area of the activity, medieval music will play in the background. (10-15 minutes) **What, Where, Why, Hook, Tailor: Kinesthetic, Verbal, Interpersonal.** When they have fully developed an outline of each event for the social class, each member of the group will choose an event to work with. They will take a couple of minutes to look over what they have, make final additions and fixes, and then splinter and puzzle the groups so they shift into groups according to event, with a member from each of the social class groups. (5 minutes shifting time) They will discuss the similarities and the differences between the different social classes, and then together, report out to the entire class. (10-15 minutes) **Equip, Explore, Tailor: Visual, Logical, Kinesthetic.** = =
 * Agenda**
 * Performance check. **
 * With the extra time left over from GoogleEarth and puzzling, students will return to their original group setup, and work on polishing their testimonies. Their testimony will consist of what the students have on their squirrel maps for their chosen event, only developed into a one-page written interview with a character (made at their discretion) from their overall social class. From their time with the other groups during puzzling, students should be able to add to or refine areas of their initial testimony drafts. In addition to their nightly blog entry reflecting on the class activities (which will also be where their one-page testimonies will be posted), students will use their testimonies to create a ComicLife describing their historical event. Hard copies of both the testimony and the ComicLife will be collected the next period. (20-25 minutes) ** **Experience, Revise, Refine, Rethink, Tailor: Intrapersonal.**