L3+Cummons+Michael

**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 write on a T-Chart. On on side students will write what they know about three historic figures in the Revolutionary era (prior knowledge from previous lesson). On the other side of the T students will write about what they know as far as how each historic Revolution figure links to the United States Constitution in beliefs. This is not a graded assignment. It is however and good way to see what kids know about Revolutionary figures being linked to Constitutional ideals.    <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will each pick a key person to look at. Each student will get a document written by this person. Students will have an instant message conversation with another student in the class. Each student will show their knowledge on their historic Revolutionary person's ideas regarding the constitution. Students will also fill out rubrics of self evaluation to help the teacher understand what they thought they learned and accomplished in the project. <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- Each student will use AOL Instant Messenger to have their mock discussions. The conversation will be printed off when done, so the teacher has record of the conversation. English- students will write on AOL Instant messenger. Art- students will express a form of acting <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Groups of five will be picked for reading and discussion. The team will be picked by the teacher (1,2,3,4,5,1,2,3,4,5). Each group will pick a person to present their findings to the class. Since there are two discussion (T-Chart and Documents), a student may not present twice for his group.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif""> [[image:file:///C:%5CDOCUME%7E1%5Ccummonmj%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image002.gif width="91" height="85"]]UNIVERSITY OF MAINE AT FARMINGTON **
 * __<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:__** 3 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:__** Constitutional Values
 * __<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"">that the Constitutional values can be found in the Revolutionary Era **Students will know** 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""> compare the Constitution with ideas of key people 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 primary sources to understand that that key figures in the United State Revolution had ideas that correlate with the ideas of the United States constitution. Through this lesson students will be able to discover first hand that key people and Constitutional values are linked together, hand in hand.
 * __<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"">Groups of two will be assigned to talk to each other on AOL instant messenger. The group time will be split up in halves. During the first have, team member number one of any given group will ask his partner questions on AOL Instant Messenger. Team member number two of any given group will answer the questions to the best of his or her ability. During the second half of the group work team member number two will ask the questions and team member number one will give the answers. <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"">Pencils 2. Laptops 3. T-Chart 4. AOL Instant Messenger <span style="font-size: 12pt; font-family: "Times New Roman","serif"">- <span style="font-size: 12pt; font-family: "Times New Roman","serif"">[|therevolutionarywar.org] <span style="font-size: 12pt; font-family: "Times New Roman","serif""> this site offers many sources about the the Revolutionary War - <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.youtube.com/watch?v=GmZKyH8qqOg <span style="font-size: 12pt; font-family: "Times New Roman","serif""> "Liberty Kids: Midnight Ride" <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">[|therevolutionarywar.org] <span style="font-size: 12pt; font-family: "Times New Roman","serif""> this site offers many sources about the the Revolutionary War <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.youtube.com/watch?v=GmZKyH8qqOg <span style="font-size: 12pt; font-family: "Times New Roman","serif""> "Liberty Kids: Midnight Ride" <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"">Differentiated Instruction: __**
 * Strategies **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Naturalist:** Students will be able to go outside for instruction
 * Linguistic:** students will write and read on instant messenger
 * Musical:** music will be played for a majority of the class
 * Interpersonal:** students will do group work with AOL Instant Messenger conversations
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Intrapersonal: **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">students make personal comments on other peoples conversations
 * Logical:** figuring out what is Constitutional and democratic in the documents (reading between the lines).
 * <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 absent for day one must fill out a T-Chart and hand it in the teacher within the next week. Students must read each document and summarize each document in a one paragraph writing. Students must pick one document to use for his or her AOL Instant Messenger Conversation. The student will be instructed to pick out Constitutional values in the document for homework. If a student misses Day Two of the lesson, he or she must create a fake conversation, making both questions and answers. The student will pass the conversation into the teacher, who will make corrections and pass it back. The student will then pass it back in for the final product grade. The student will pass in the rubric when he or she passes in the final product. Due dates for absent students will be determined on individual student circumstances.
 * Extensions **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Students will be asked to create a persuasive blog. They must argue using evidence about which Revolutionary figure is the most influential regarding Constitutional values in the United States. Students must comment on other peoples blogs. Students will leave one comment about why someone is right about there argument and one comment to prove that their argument is wrong.
 * __<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 can learn from. I varied my instruction so I taught tin multiple ways. The essential question and what I want the students to understand promotes development in every way for the student. I show structure and organization through a T-Chart. I let students discover through conversation and let them reflect their own work and the work of others. **
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Rationale:**** ** See content nots. ** Students will learn about the Constitutional values in the American Revolution and what key people of the era helped to shape this. Students use prior knowledge from previous lessons, such as key people of the Revolution and the Bill of Rights. Students build on prior knowledge to come to new conclusions as they look at primary documents.

<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"">Agenda: Day One 1.Students will watch hook "Liberty Kids: Midnight Ride" 2. Students will fill out T-Chart 3.Students will break up into teams of 5 and read primary documents and record what they have found (outside if possible) 4. Teams will report to the class what they have found. Day Two 5. Students will pick a document that any of the groups have found and choose to use it for their AOL Instant Messenger Conversation 6. Students will have conversation and print out conversation 7. Students will read each persons conversation and make comments. 8. Homework: Students will be able to edit their conversations, Students will fill out a rubric on their project.
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Rationale:** I taught to six intelligences. Naturalist: Students will be able to go outside for instruction, Linguistic: students will write and read on instant messenger, Musical: music will be played for a majority of the class, Interpersonal: students will do group work with AOL Instant Messenger conversations, Intrapersonal: students make personal comments on other peoples conversations, Logical: figuring out what is Constitutional and democratic in the documents (reading between the lines).
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Rationale:**** Students fill out a T-Chart and see how much they know so far regarding Constitutional values in the Revolution and in America. After reading documents and assessing key people students show their knew knowledge on AOL Instant messenger by having a mock conversation with the teacher. Students then analyze their own learning using the project rubric.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Teaching and Learning Sequence: __**

//Day One// Hook: <span style="font-size: 12pt; font-family: "Times New Roman","serif"">[|"Liberty Kids :The Midnight Ride] <span style="font-size: 12pt; font-family: "Times New Roman","serif"">" will be played off of Youtube, a kids cartoon about the Revolutionary War.

The teacher will turn the radio on softly to have music playing in the background. The teacher will hand out T-Charts to the students (see attachments). Students are instructed to write three people from the American Revolutionary era who then know the most about on the left side of the T-Chart. On the other side of the Chart students will right what they know as far as what kind of Constitutional ideas these people have. Students will break up into teams of five to discuss their charts. Students are encouraged to ask each other questions and to share their knowledge with each other. After the conversation students will hand in their T-Charts for the teacher to look at. These T-Charts are not graded. (30)
 * What, Where, Why, Hook, Tailor- Linguistic, Musical, Intrapersonal, Interpersonal**

After the students have their discussions the teacher will hand each of group a Primary Document (see attachments). Students will be given the option to go outside (weather permitting) to read their document and to discuss it. When each team finishes their discussion they may ask the teacher any questions they have. The teacher will walk around to each group and answer any questions. The teacher will then ask the class to find Constitutional values in each document. Students will have more time to discuss their article. When each group has finished their discussion each team will report the class, summarizing the document and what Constitutional values were found. Students will then be asked to pick one of the documents to do an AOL Instant messenger project on. (50)
 * Explore, Experience, Re-think, Revise, Tailor- Naturalistic, Kinethsetic, Logical**

//<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Day Two //<span style="font-size: 12pt; font-family: "Times New Roman","serif"">The teacher will put the radio on at a low level. The next class students will have time to read the document that they wish to use for the AOL Instant Messenger conversation. After reading the document, students will be asked to write an informal outline to get prepared for their AOL Presentation. This outline is very informal and will not be passed in. (25 min)

The teacher has already assigned everyone a screen name. Everyone's password is: Revolution. Teams will use laptops to log on to AOL instant messenger. Students will have twenty minutes to have their online conversation. The first half one student will ask all of the questions in a group and the other one will answer them. For the last ten minutes students will switch roles. Students are allowed to have their documents, notes, and outlines present for their Instant Messenger conversation. When time is up students need to print their conversation out. Each group should print two out (one for each student). (50 min)

After students have their conversion, their partner will make comments on a piece of paper for their partner. They will critique 1.) how well the student was prepared, 2.) what the student did well, 3.) and how the student could can improve their product. Students will be able to take their conversations home and make any corrections that they want to make (typed). The teacher will also hand the students each a rubric that must be filled out before the next class. (5 min) <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Reflection: <span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Refine, Evaluate, Tailor- Musical, Linguistic Intrapersonal, Interpersonal.**