L6+Simoneau+Andrea

=**UMF LESSON PLAN FORMAT**=

**Topic: Hundred Years' War-Reflection**

 * =**Objectives**:= ||
 * Student will understand that tradition often permeates lawmaking, and there are several examples in history, both ours and European, of this happening. They will know that often wars are not fought solely because of the surface reason given for declaring war, and that often there are forces outside of the countries in question that are at work in the outbreak of war. They will be able to cite economic, political, social and military developments both in France and England, and use the characters, battles, and other facts of the war to answer the series of questions their essay will address. ||
 * Student will know all the factors contributing to outbreak of war, chronology of the war, all the vocabulary reviewed to this point, the turning points of the war, the key phases of the war, and the major outcomes of the war. ||
 * Student will be able to defend opinions on extremely abstract concepts with examples from the Hundred Years' War. ||


 * =**Maine Learning Results Alignment**= ||
 * **Content Area:** History
 * Standard Label:** E1
 * Grade Level Span:** 9-12
 * Performance Indicator(s):** Analyze and critique major historical eras, major enduring themes, turning points, events, conseuences and people in the history of the United States and world and the implications for the present and the future. ||

The "fact and opinion" graphic organizers will allow me to see how well the students grasp the nature of the questions I am asking. If their answers are completely off the wall without any recognizable logical connection, I will know that I need to clarify what I am after by asking these questions. The sample outline will undoubtedly help with that, but this assignment will show me to what degree the students understand what I'm talking about. This will avoid wasted time. || The students will be formally assessed on the reflection piece they hand in at the end of this unit. They will be graded based on how well they defend their arguments with the facts given in class about the Hundred Years' War, and how clearly they articulate their arguments, and the relevance of their argument to the question being asked. The essay must also be well organized and have a logical stream going through it (five paragraph model). ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Vocabulary- All the vocabulary and chronology they've done so far. ||
 * =**Integration**= ||
 * Technology-Slideshow functions as a refresher for students for what they've done so far.


 * =**Groupings**= ||
 * Students are grouped in groups of four (of their choosing) to do the peer feedback activity with the "fact and opinion" organizers, and work as a group with the other groups in the class in the Round Robin brainstorming. ||

If I have students with IEPs or ELLIDEPs, appropriate accomodations will be made for them in accordance with their IEP or ELLIDEP. If I have a student who is ESL, I will communicate with them through the aide provided for them, and if no aide is provided, I will take that student aside during part of the "fact and opinion" group work activity and work with them privately for a few minutes, making sure they understand the nature of the assignment. Or I may partner the student with an English speaking student and ask the English speaking student to explain the assignment to the ESL student. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** Students are shown a slide show that is intended to refresh in their minds the content that we've been doing.
 * Verbal:** Students report out during Round Robin brainstorming examples of examples of answers to the abstract questions addressed in the essay.
 * Interpersonal:** Students are working in feedback groups to refine their ideas and working with other groups in the class to provide a sample essay outline.
 * Intrapersonal:** Student has to reflect on what their answer to the abstract questions will be, and how they will support the answers with the facts from the Hundred Years' War.
 * Audio:** Students hear the questions and interpret them. ||
 * **Modifications/Accommodations**
 * **Extensions**

Any student who misses class will receive one day's extension on the assignment, and will still be expected to turn in a "fact and opinion" map, and will conference with me privately. ||

Powerpoint Pencils Notebooks "Fact and Opinion" graphic organizer ||
 * =Materials, Resources and Technology= ||
 * LCD projector


 * =Source for Lesson Plan and Research= ||
 * N/A-it is a reflection piece, summarizing all they've learned this unit. ||


 * =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:** This lesson increases social development because it relies on interpersonal interaction between students to get feedback and critique each other's ideas. It helps intellectual development to have students critiquing each others' ideas in a constructive manner, because it teaches students that all opinions deserve examination, and being able to take constructive criticism is important. It helps students' emotional development in allowing them to air their opinions on these matters, therefore increasing their confidence in doing so outside of this class. This lesson helps students structure effective arguments and support them with evidence, which will aid them in all walks of life. Students develop culturally because the assignment asks them to apply these lessons to their own lives, and think of examples in their own culture of tradition permeating lawmaking. Their intellectual development is helped because it helps them be able to argue things in an intelligent manner, using facts and supporting opinions with them. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students are reflecting on knowledge they've gained through these six lessons, and have reflected on it during the course of the lesson. The students have proven themselves in possession of this knowledge, and are now capable of writing a reflection statement on the larger lessons offered by the Hundred Years' War. This is in line with the curriculum goal as stated by the MLR of students being able to analyze and critique the Hundred Years' War. They are actively examining all the facts of the Hundred Years' War and using the facts to critique the major, more abstract concepts at work in the Hundred Years' War, and apply them to their own lives. It is in line with learning and development theory because it employed backward design throughout the unit. The students were presented these questions at the very beginning of the unit, in the first lesson. Students can now revisit those questions with all the content they have in mind, and answer the questions fully. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** It utilizes four of the eight multiple intelligences, and the slideshow serves as a refresher to students of all they've covered. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** The "fact and opinion" graphic organizer acts as informal assessment, as it allows me to see how well the students grasp the nature of the questions I'm asking them, and tells me whether or not I need to provide clearer examples of what I mean. These are very abstract questions, and student responses will vary. "Fact and opinion" will show me whether their thinking is a defined track or completely off the wall with no semblance of logic. If the latter is true, I will need to clarify what I am asking with these questions. Their formal assessment will come with handing in the assignment, based on how well they support their answers to the large, abstract questions of tradition vs. innovation and ulterior motives with the facts from class. ||


 * =Teaching and Learning Sequence:= ||
 * After students sit down and settle down, I tell them I have a slideshow for them. As the slideshow is playing, students will be thinking about what they were working on when the pictures were taken. I will play a slideshow for them that I've set up beforehand. The slideshow will have music and pictures from the debate and pictures I've taken all along. **Where, Hook. Tailor: Visual, Intrapersonal** ||
 * I tell students that the reason I showed them that slideshow was to get them reviewing in their minds the things they've done over the unit. I will write on the board several essential questions for them to be thinking about for the reflection piece they're going to write. "What are the lessons from the Hundred Years' War in respect to tradition vs. innovation?" "At what point should tradition be tempered with innovation?" "What examples can you think of from your own country's history of tradition affecting laws?" "What factors beside the immediate 'cause' of the war contributed to the outbreak?" "What role do other countries play in shaping the conflict?" "What were the major effects of the war?" "What were the turning points of the war?" "Who were the major characters?" Students will be writing, in one essay, both a summary of the content they've learned and answering the big questions. They will answer the larger questions using the content as examples supporting their theories. **Why, Equip. Tailor: Logical, Verbal, Audio, Intrapersonal** ||
 * Students will get into groups of four, of their selecting, and each person in the group will receive a "fact and opinion" graphic organizer. This will help the students separate out what are the "facts" of the Hundred Years' War, and which facts they're going to use to support which of their opinions. The students will then discuss their responses with their group members, who will offer constructive feedback. The class and I will then do Round Robin brainstorming, each group contributing in turn, creating a sample essay outline on the board so the students have a model to work from. **Explore, Rethink, Revise, Refine, Organize. Tailor: Interpersonal, Intrapersonal, Audio, Verbal** ||
 * The students will take the work home and do it, and they'll turn in the next day an essay, which will be graded based on how well they use the content to support their opinions, and how clearly they articulate their arguments. **Experience, evaluate. Tailor: Verbal** ||

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