L1+O'Neil+Christopher

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11 Topic: World War II**

 * =**Objectives**:= ||
 * Student will understand that Hitler’s plan to conquer Europe led to the start of World War II. ||
 * Student will know important events and people: Adolf Hitler and Germany’s invasion of European countries. ||
 * Student will be able to model how Hitler’s plan to conquer Europe led to the start of World War II. ||

E. History E1. Historic Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "World War II 1939-1945" Students understand major eras, major enduring themes and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. Rationale: In this lesson, we will be focusing on who Adolf Hitler was and how he went about in conquering Europe. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Social Studies.


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * During the learning process, students will be giving each other feedback on their comic drafts. I will also give feedback on each one of their products so that they may refine their comics before handing it in for a final grade. ||
 * **Summative** (Assessment of Learning)
 * Comic Life: This project will require students to examine how Hitler conquered Europe and be able to put that information into a comic. There will be an attached rubric with the following criteria: product creativity, knowledge of the topic, and ability to apply that knowledge in making a final product. The knowledge the students obtain from this product will help them understand why the events that followed happened. ||

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 * =**Integration**= ||
 * English - I will tap into the aspect of the proper writing techniques by using the text in the Comic Life product and the summary at the end of the comic.

Technology - I will use the program Comic Life for students to create their comics with. Students will be using the internet to find the pictures that they will be using in their comic. ||


 * =**Groupings**= ||
 * Each student will have to find a partner that is wearing the same color shirt as they are once they walk into the classroom. They will then peer-edit each others' text. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Spatial:** Students will use pictures in their comic to help explain what is happening in each scene.
 * Linguistic:** Created a text to go with each picture as well as a brief summary of the comic to be put at the end.
 * Logical:** They must make sure that the sequence of events is in sync with what happened in history.
 * Interpersonal:** They will peer-edit with one or two partners on the comic**.**
 * Intrapersonal:** They will work individually on the final project.
 * Bodily-Kinesthetic:** Students will use the Comic Life software to create the comic**.** ||
 * **Modifications/Accommodations**

If students are absent, they are responsible to get the appropriate information from the class wiki. I will have the description of the assignment as well as video tutorials of how to use the technology needed to create the project. All of the daily notes will be made available on the class wiki as well as any worksheets that were handed out that day. Absent students will have one extra day past the due date to hand in the assignment. If they fail to do so, they will not receive credit for the completed assignment. || Comic Life: Students will create a comic that outlines Adolf Hitler's conquest of Europe. They are required to research the material and provide historical accurate text with their comic. ||
 * **Extensions**

Comic Life video tutorial Comic Life written tutorial Projector Projector screen Comic Life Rubric Word Web (Graphic organizer) Map of Nazi Occupied Europe ||
 * =Materials, Resources and Technology= ||
 * Laptops (with wireless internet connection and Comic Life program)

http://plasq.com/comiclife-win
 * =Source for Lesson Plan and Research= ||
 * Comic Life Website

Comic Life Video Tutorial http://www.youtube.com/watch?v=PI2quCrztcs

Comic Life Written Tutorial http://oakland.stillwater.k12.mn.us/sites/f1c1a073-106e-4552-82a3-3b75eff284c3/uploads/Comic_Life.pdf

Word Web Graphic Organizer http://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf

Map of Nazi Occupied Europe http://i302.photobucket.com/albums/nn93/RedHawk417/campmap.jpg

Radio Broadcast by Axis Sally http://www.youtube.com/watch?v=49FV-njfp5s

Informational websites on Adolf Hitler http://www.eyewitnesstohistory.com/putsch.htm http://www.u-s-history.com/pages/h1695.html http://www.notablebiographies.com/He-Ho/Hitler-Adolf.html ||

Technology - I will use the program Comic Life for students to create their comics with. Students will be using the internet to find the pictures that they will be using in their comic. ||
 * =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 demonstrates Maine Standard for Initial Teacher Certification by providing different ways for students to learn and develop. The students will use the knowledge that was taught to them at the start of the lesson and expand on it. They will use their knowledge of the internet to search for more information relating to the Hitler and his conquest of Europe. They will also learn new knowledge of the software Comic Life. The video tutorial that they will watch will provide them with information on how to use the software. Students will also be given the option of having a written tutorial of how to use Comic Life if they request one. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson demonstrates Maine Standard for Initial Teacher Certification by pre-assessing the students' prior knowledge of Hitler's conquest of Europe. A standard verbal questionnaire asking who knows anything about Hitler and his conquest of Europe will be used. The lesson can be modified to fit the knowledge of the students about Hitler's conquest of Europe. The backward design model was used in designing this unit. Students' IEPs, 504s, and ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
 * Spatial:** Students will use pictures in their comic to help explain what is happening in each scene.
 * Linguistic:** Created a text to go with each picture as well as a brief summary of the comic to be put at the end.
 * Logical:** They must make sure that the sequence of events is in sync with what happened in history.
 * Interpersonal:** They will peer-edit with one or two partners on the comic**.**
 * Intrapersonal:** They will work individually on the final project.
 * Bodily-Kinesthetic:** Students will use the Comic Life software to create the comic**.**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification in a variety of ways. A pre-assessment will be done to determine the current knowledge the students have of Adolf Hitler and his conquest of Europe so that the lesson may be modified to meat the students' learning needs. The students will be placed into groups and will be given background information about Hitler and what led up to his conquest of Europe. The students will then work together in the groups to do some research on the internet about Hitler's conquest of Europe. The students will be required to create a Comic Life product as a formative assessment and will be provided with a video and written tutorial of how to use the software. Students will peer-edit each others' drafts for their comics. The teacher will also provide feedback on the drafts before the students leave. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by documenting the students' progress in the following ways: A pre-assessment of the students' knowledge of the topic when the class beings so that the lesson may be modified to accommodate the students' learning needs. A word web will be filled out by the students with information they have learned and researched in the beginning of class. A rough draft of the text the students will use in their final product will be assessed by the other students as well as the teacher. The final Comic Life product as well as the summary of the information in the comic will be used as a formative assessment to show the studnets' mastery of the information they were provided and researched. ||


 * =Teaching and Learning Sequence:= ||
 * The classroom will be setup in groups. Each group will include four desks. I will put the students into the groups based on what color shirt they are wearing that day.

Agenda
 * Hand out syllabus and rubric for Comic Life (5 min)
 * Ask the students what they know about Adolf Hitler and how he conquered Europe (10 min)
 * Outline Hitler's conquest of Europe (30 min)
 * Show Comic Life video tutorial (10 min)
 * Have students do research on the topic in their groups (25 min)

Hitler’s plan to conquer Europe led to the start of World War II. Students will learn the signs of a potential invasion by other countries by studying how Adolf Hitler went about in conquering Europe. Students will understand the World War II era, who Adolf Hitler was, and the history of how he conquered Europe. There will be a map of German Occupied Europe on the projector screen and sound clips of Axis Sally speaking when the Students walk into the classroom. Students will be able to model how Hitler’s plan to conquer Europe led to the start of World War II. Product: Comic Life.
 * Where, Why, What, Hook, Tailors: Interpersonal, Spatial** ||
 * I will start to instruct the class on how Adolf Hitler went about in conquering Europe. I will provide the students with a basic background behind Hitler's history and how he came to power and then go a little bit into the signs he showed in starting a war in Europe. Once I have covered the background behind what led Hitler to conquer Europe, I will have the students start researching within their groups on Hitler's actual conquest of Europe. I will hand out a blank word web (see attachment 1) to each student and ask them to write down all of the information they have learned from their research and from the information I presented to them. Once each student has filled out the observation chart, I will collect them and quickly go over them to assess the understanding the students' have of the topic.
 * Equip, Tailors: Interpersonal, Linguistic, Bodily-Kinesthetic** ||
 * I will introduce the students to the assignment they will be receiving for this lesson. Each student will have to turn in their own Comic Life product. I will explain to students what the Comic Life software is and show them a [|video tutorial] on how to use the basics of Comic Life. I will also provide a [|written tutorial] of how to use Comic Life (see attachment 2) for students that prefer to see it written out. I will provide students with a [|link] to download a free-trial of the software in case they wished to use it on their home computer. I will then hand out the rubrics (see attachment 3) and explain to the students that they need to have a rough draft of their text completed before the end of class. The students will also have to write up a summary of their comic to show complete understanding of the events they described. This will be placed on the last page of their comic. I will then send the students off to work in their groups on the project. I will explain that they must peer-edit each others' drafts before handing it in to me. The drafts they hand in to me will be considered their second draft because they will have revisions made. I will then make comments on their drafts and hand them back before they leave.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Intrapersonal, Logical, Bodily-Kinesthetic, Interpersonal, Linguistic** ||
 * The students will self-assess each others' work by peer-editing the drafts they create during class. Each student must peer-edit the draft of each member in their group. The students will turn their drafts into me so that I may edit the drafts before they create the final product. Once I have edited all of the drafts, I will hand them back to the students for them to make any refinements. While I am editing the students' drafts, I will have them searching for the pictures that they are going to be using in the comics. If they are going to be creating the comic on a different computer, I will have the students tag the links to the pictures they find in their [|Delicious] account. The students will be required to have the comic completed for homework.
 * Revise, Refine, Rehearse, Tailors: Spatial, Bodily-Kinesthetic, Intrapersonal, Interpersonal** ||

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