L4+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 make lists of resources where they find constitutional and democratic ideas. Students will list what they found during their research on a T-Chart. One one side of the T-chart students will write what they found and where they found it. Students will get into groups and fill in the other side of their T-Chat using what other kids in the classroom have found. <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""> <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"">Teams of three will create an outline for an iMovie product, as well as an iMovie product, creatively showing examples of Democracy and Constitutional values in the Revolutionary Era. Students will then write a one paragraph reaction to how the project went: what they liked and what they think should be improved. <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- Groups will use iMovie to be creative in showing democracy and constitutional values in the Revolutionary era, using primary sources. Art- students will act in their movies Music- students will add music to their movies <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">After students research documents on their own in class, they will then be put into groups of five to discuss their research and to finish filling out their T-Charts. Students will be put into groups by the teacher counting (1,2,3,4,5,1,2,3,4,5) The teacher must choose the people with the most research complete to be the leader of each group. This particular group setting will be rather informal. Students will really just have an opportunity to discuss and learn. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> Mathematical/Logical- students will work on timing clips with their movies Spatial- making an movie with scenery and backdrops Intrapersonal- students make comments on other students' movie products Interpersonal- working in groups to create an iMovie product Musical- students will add music to their iMovies Body-Kinesthetic- students can act and move around in their movie <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 write a blog on democracy that they find in a modern primary source. Students may work in teams if they would like. Students must compare the kind of democracy they find to the kind of democracy described in the Revolutionary era. Students must leave comments on each other’s blogs. This project has no due date but must be turned in before the marking period. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">1.pencil 2.graphic organizer 3.digital cameras 4.laptops 5.[|theamericanrevolution.org] <span style="font-size: 12pt; font-family: "Times New Roman","serif""> This site offers details on everything there is to know about the Revolutionary War. 6.http://www.cqpress.com/incontext/constitution/images/Scene_at_the_Signing_of_the_Constitution_of_the_United_States.jpg <span style="font-size: 12pt; font-family: "Times New Roman","serif"">7.www.animatedatlas.com/revwar/confederation <span style="font-size: 12pt; font-family: "Times New Roman","serif""> This site offers some great primary sources from many different time periods <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"">1.t[|heamericanrevolution.org] <span style="font-size: 12pt; font-family: "Times New Roman","serif"">2. This site offers details on everything there is to know about the Revolutionary War. <span style="font-size: 12pt; font-family: "Times New Roman","serif"">3. [|history.com] This site offers information on the Revolutionary Era. <span style="font-size: 12pt; font-family: "Times New Roman","serif"">4.http://www.cqpress.com/incontext/constitution/images/Scene_at_the_Signing_of_the_Constitution_of_the_United_States.jpg This site has the image of Congress Signing. <span style="font-size: 12pt; font-family: "Times New Roman","serif"">5. www.animatedatlas.com/revwar/confederation <span style="font-size: 12pt; font-family: "Times New Roman","serif""> This site offers some great primary sources from many different time periods <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"">1.Show hook 2. handout documents and T-Charts (see content notes) 3. Let students go research
 * __<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:__** 4 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:__** A Look at Primary Sources
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Objectives: __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will understand **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">democracy was a part of the Revolutionary war.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will know **<span style="font-size: 12pt; font-family: "Times New Roman","serif""> where constitutional and democratic ideas of the Revolutionary era can be found in primary sources
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will be able to **<span style="font-size: 12pt; font-family: "Times New Roman","serif""> demonstrate democratic ideals in the Revolutionary Era.
 * __<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 look at sources and evaluate them to find Democracy and Constitutional values. Through research and a final iMovie Product, students will learn to look deep in to dense resources and analyze in between the lines, finding hints of Democracy and Constitutional values from the Revolutionary Era.
 * __<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"">Summative (Assessment for Learning) **
 * __<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"">
 * <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. **
 * Absent Students: **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students who are not in class for day one of the lesson will be given a link to the hook. The student will be given a T-Chart and the documents (see attachments) needed to do the research. Students who are absent for day two will have to ask other students to get as many notes as possible for the missed group time. This student will be put into a group. Students who miss day three will have to do the project individually. The student will have two weeks to make this project up.
 * Extensions **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * __<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"">Source for Lesson Plan and Research __**
 * __<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 - 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. //**<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Rationale:** I taught in a number of ways that all students call learn from. I varied my instruction so I taught in multiple ways. The essential question and what I want the students to understand promotes development in every way for the student. I showed a picture, a graphic organizer, gave them group work, and gave them personal time to make comments and think.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** (See content notes) Students will read documents and make notes on Constitutional and democratic ideals of the Revolutionary war. They will show this creatively in an iMovie and make comments about it with their peers.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs//**.
 * Rationale:**I taught using six different multiple intelligences, which include: Mathematical/Logical: students will work on timing clips with their movies, Spacial: making an movie with scenery and backdrops, Intrapersonal: students make comments on other students' movie products, Interpersonal: working in groups to create an iMovie product Musical: students will add music to their iMovies, Body-Kinesthetic: students can act and move around in their movie. Students used iMovie as a Type 2 technology.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Rationale:**** Teams of three will create an outline for an iMovie product, as well as an iMovie product, creatively showing examples of Democracy and Constitutional values in the Revolutionary Era. Students will then write a one paragraph reaction to how the project went: what they liked and what they think should be improved.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Teaching and Learning Sequence: __**

Day 2 4. Put students into groups have them finish T-charts (see content notes) 5.Group Discussions 6.Students get put into new iMovie Groups 7.Students begin working on outlines

Day 3. 8.Students pass in outlines for quick look over. 9. Students work on projects all class

Day 4. 10. Presentation day

Hook: Go to: and put on projector for students to [|http://www.cqpress.com/incontext/constitution/images/Scene_at_the_Signing_of_the_Constitution_of_the_United_States.j][|g] (15 min)

Day1 Teacher will hand out T-charts to students (see attachments). Hand out documents to students (see attachments). Students are instructed to read the documents and to use prior knowledge to find Democratic and Constitutional values in these documents. Students must write the evidence of democracy and Constitutional values on the left side of the chart. Students are encouraged to ask the teacher if they are struggling to find evidence. The teacher will walk around and ask each student twice through out the class how they are coming along with their research. The teacher will ask each students halfway through the class and then near the end of the class.
 * What, Where, Why, Hook, tailor**- **Kinesthetic, Intrapersonal,** ** (65 min) **

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Day 2 When students come into class they will be asked to be seated and to put their T-Charts on the front of their desk. The teacher will look to see which students have the most written on their sheets. Those students will divided up to be in different groups and will act as leaders of the discussion. The teacher will count off (1,2,3,4,5,) for every kids who is not chosen to be a leader. Students will be given time to share their research. Students need to write their new information on the right side of their T-Charts. Teacher will walk around and answer questions. (30 min)

Students will now be put into iMovie groups. The teacher will select these groups by counting (1,2,3). There will be all groups of three. If there is an extra student they will be placed into a team of four. Students will receive a camera and a laptop to use. Students are encouraged to get together and begin working on their outlines. (50 min)
 * Explore, Experience, Re-think, Revise, Tailor- interpersonal, musical, spatial, intrapersonal, kinesthetic** ** (50 min) **

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Day 3 Teams give the teacher their outlines and the teacher looks them over. The teacher gives the students back their outlines with any corrections that may have been made. The students are given the rest of the class period to do work on their project. The must remind the students that the iMovie product is due next class along with the reflective statement (see attachments).
 * Refine, Evaluate, Tailor: Intrapersonal, interpersonal**** . (80 min) **

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Day4. Students present their products and hand their reflective statements. (80 min)