L6+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. Rationale: In this lesson, students will be applying their knowledge of feudal settlements to a physical representation. Students will take part in a discussion on benefits versus non-benefits of the feudal system beforehand. This will recap both the development of feudal towns as well as prepare students for the activity of creating a physical model of the typical settlement. Students will use a ‘stages of construction’ organizer to list and detail the elements of a town. This will organize their thoughts and allow them to visualize more clearly what they are aiming to construct. These after-activity blogs will develop the student’s personal involvement in the construction of the feudal system model and their participation in the class pre-activity discussion. There will be an attached rubric for general blog entry criteria. (See attached rubric) Students will film the construction of the feudal town using IMovie. This will provide additional restatement of the necessary information as well as providing an additional activity to engage students in. (See attached rubric) Type II Technology: Students will use IMovie to prepare a work-in-progress video on the construction of the model feudal town. English: Students will discuss the benefits versus non-benefits of the feudal system. The blog entries will serve as the after-activity reflection. Students will join as a class to partake in the pre-activity discussion. They will choose if they wish to work as a class or work in smaller groups to make the IMovie and feudal model.
 * __ Teacher’s Name __**** : Miss Cassandra Richardson __Date of Lesson__: SIX **
 * __ Grade Level __**** : 9-12 __Topic__: the Middle Ages **
 * __ Objectives __**
 * Student will 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. **
 * Student will know sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **
 * Student will be able to create a model of the typical feudal settlement. **
 * __ Maine __****__ Learning Results Alignment __**
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **

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  Teacher: Current textbook or printed resource Stages of construction organizer Video camera and necessary equipment Fedualism in Europe video. http://youtube.com/watch?v=71tbFQEXRBU IMovie video tutorial. http://www.youtube.com/watch?v=pwg1fAremCs IMovie written tutorial. [|http://reach.ucf.edu/~pezone/tech/imovie/] Class wiki and blog areas. http://www.wikispaces.com/. Medieval music. Selection from Benedictine Monks of Santo Domingo de Silos. Sample here. http://www.youtube.com/watch?v=_VQi42TJY6g Students will come into the room to find the desks rearranged into a u-shape, so the majority of the available space is in the center of the room. On their desks will be their ‘stages of construction’ organizer. I will do a performance check, where I go around the room 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). (5-7 minutes)
 * *Verbal: ** Students will take part in a discussion on benefits versus non-benefits of the feudal system.
 * Kinesthetic:** Students will complete a hands-on construction of the model.
 * *Logical: ** Students will understand the sequence of construction, and which classes are represented where.
 * *Natural: ** Students will use natural materials for their feudal model.
 * Interpersonal:** Students will work in small groups on the projects.
 * *Musical: ** Medieval music will be playing in the background.
 * Visual:** Students will construct a model of a feudal town, and draw up blueprints of their model beforehand.
 * Intrapersonal:** Students will complete a self-reflection of their individual contribution to the model/participation in the class discussion.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ 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 classroom environment will remain a safe and educational area 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 ** : This lesson demonstrates the Maine Standards for Initial Teacher Certification by allowing students to exercise different learning styles, and to experience a similar feeling to those of the early town developers.
 * // • 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 take part in a discussion on benefits versus non-benefits of the feudal system.
 * ** Kinesthetic: ** Students will complete a hands-on construction of the feudal model.
 * ** Logical: ** Students will understand the sequence of construction, and which classes are represented where.
 * ** Natural: ** Student will use natural materials for their feudal model.
 * ** Interpersonal: ** Students will work in small groups on the projects.
 * ** Musical: ** Medieval music will be playing in the background.
 * ** Visual: ** Students will construct a model of a feudal town, and draw up blueprints of their model.
 * ** Intrapersonal: ** Students will complete a self-reflection of individual contribution to the model/participation in the class discussion.
 * // • 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 activity itself will be monitored for participation, as will the video. The blogs will be read and assessed for completion and understanding.
 * __ Teaching and Learning Sequence __**** : **

Feudal life video Quick class discussion on the benefits versus non-benefits of the feudal system Class vote: work as a group, or several smaller groups for model construction? Elect a cameraperson Elements of feudal town organizer Construction! Wiki blog assignments Students will watch a brief video (http://youtube.com/watch?v=71tbFQEXRBU), intended as an introduction to the construction activity and also as a recap from the book readings. (5 minutes) They will have a quick discussion in a lightning round style, where I will spin around and point to someone and they will list off an observation or comment on the video, until everyone has said something. They can move into benefits and non-benefits, and whether the system would work in modern times. They will fill out the feudal town organizer, which will allow them to visualize what they will need to work on building for their town model. (10-15 minutes) **What, Where, Why, Hook, Tailor; Visual, Verbal.** With the extra time left over from construction, students will step back and admire their work. Additional class time will be allotted for refining of the video documentation. During this time, I will also bring up the feudal class wikis and their class assignments; these will be worked on after the film documentaries are finished in the next class period. The reflective blog entries will be checked during the next period as well. **Explore, Experience, Rethink, Revise, Tailor: Intrapersonal, Visual.**
 * Agenda**
 * When they have fully developed an idea of the elements of a town, the class will commence voting for whether they will work together as a class or if they will split into several different groups. (2 minutes) After that, the group or groups will elect their cameraperson. (2 minutes) Then they will begin construction and filming, using building materials collected by the students and by the teacher. (40-45 minutes) I will be going from group to group or area to area watching and giving suggestions throughout construction. **** Equip, Tailor; Kinesthetic, Natural, Interpersonal. **

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