L4+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.
 * __ Teacher’s Name __**** : Miss Cassandra Richardson __Date of Lesson__: FOUR **
 * __ Grade Level __**** : 9-12 __Topic__: the Middle Ages **
 * __ Objectives __**
 * Student will understand that ** **religious and political factors shaped everyday life, despite social rank.**
 * Student will know women’s roles in these institutions. **
 * Student will be able to apply the knowledge of women’s roles to the case of Joan of Arc. **
 * __ Maine __****__ Learning Results Alignment __**
 * Maine **** Learning Results: ** //Social Studies//

Rationale: In this lesson, we will be analyzing gender roles as they apply to elements of society. Students will watch the Wishbone episode of Joan of Arc and complete a choice-and-consequence analysis in the t-chart of Joan’s choices; these will be used to assess understanding of the events leading up to Joan’s involvement with the crowning of the king and also the Hundred Year’s War. They will also do a little pre-assignment research on women in history and what their roles in society were like, to further impress the difficulties Joan may have faced over the course of her life. Blog entries: These after-activity blogs will develop the student’s own opinions of how they would have handled the events of Joan’s life, and about a time in their own lives where they had to make choices, and how that choice has impacted their life. There will be an attached rubric for general blog entry criteria. (See attached rubric) There will be two choices for the final lesson product: GarageBand can be used to create an original playlist of music for the modern retelling of Joan’s life. This will assess the students understanding of perspective. (See attached rubric) ComicLife can be used to show the different choices Joan made throughout her life. This will assess the students understanding of consequence. (See attached rubric) Type II Technology: The video clip of Wishbone, and the use of either GarageBand or ComicLife to delve further into the specifics of Joan’s life. English: Students will incorporate their critical writing skills to form their blog entries on their analysis of Joan’s choices and their own. Math: Choice-and-consequence analysis, the logical (or radical) outcome for a specific choice. Students will work individually to find a notable woman in history (does not matter what time period), and some quick facts for their biographies. They will come together as a class to analyze what obstacles these women may have encountered during their lifetimes, and how things differ today. Students will then work together in small groups to brainstorm the major events of Joan’s life, and the choices she may have made during these events. They will work in groups of three to five to reenact these events in front of the class. Students will then work on their own to develop their personal reflections. 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  Teachers:  List of websites for noteable women in history  List of websites for additional research on Joan of Arc Current textbook or printed resource T-chart organizer Wiki accounts for class pages: http://www.wikispaces.com/ Wishbone ‘Bone of Arc’ Part 1: http://www.youtube.com/watch?v=iOKhSkdplm4 Wishbone ‘Bone of Arc’ Part 2: http://www.youtube.com/watch?v=a-Ldntvq3jA&feature=related Wishbone ‘Bone of Arc’ Part 3: http://www.youtube.com/watch?v=dbcSbgs2knw&feature=related
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * ** Verbal ** : Blog of choice and consequences.
 * ** Kinesthetic: ** Role-playing the events in Joan's life, and those who impacted it.
 * ** Logical: ** Choice and consequence analysis in the t-chart. (See attached)
 * ** Natural: ** Evaluate environment when certain choices were made. Did these impact any choices?
 * ** Interpersonal: ** Group collaboration.
 * ** Musical: ** Medieval religious music playing in the background.
 * ** Visual: ** Wishbone video.
 * ** Intrapersonal: ** Self-reflection of how your choices would have been different from Joan's, and a time in their own life where they had to make a choice, and how that choice has impacted their life.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

Medieval music. Selection from Gregorian Chant Benedictinos. Sample here. http://www.youtube.com/watch?v=_MbDqc3x97k Class wiki and blog area http://www.wikispaces.com/. Download ComicLife. http://plasq.com/comiclife-win Video tutorial for ComicLife. http://www.youtube.com/watch?v=PI2quCrztcs Written tutorial for ComicLife. http://oakland.stillwater.k12.mn.us/sites/f1c1a073-106e-4552-82a3-3b75eff284c3/uploads/Comic_Life.pdf Download GarageBand. http://docs.info.apple.com/article.html?artnum=120320 Video tutorial for GarageBand (1 of 10 parts). http://www.youtube.com/watch?v=tpUUKJeP7jE Written tutorial for GarageBand. http://homerecording.about.com/od/garagebandtutorials/ss/getting_started.htm New York, 1973. Students will enter the room and I will ask them to sit in table pod groups according to eye colour, and to get out their laptops for the performance check. I will go around 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)
 * __ 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.’ Students will work in a variety of groups for maximum exposure to different perspectives and opinions within their own micro-society in the classroom.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson touches on different perspectives, and how choices affect the consequences, especially in historical context. This way, students will gain understanding to how the choices they make in their everyday life can affect them personally. High school is full of choices and consequences; knowing how to analyze this sequence effectively is a valuable skill that many high school-age students could use in their own lives, and throughout the rest of their educational careers.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : Each lesson is tailored in some way to each specific learning style, discussed in the Multiple Intelligence Theory. For this particular lesson, those tailorings are as follows:
 * ** Verbal: ** Blog of choice and consequences, notable women history.
 * ** Kinesthetic: ** Role-playing the events in Joan's life, and those who impacted it.
 * ** Logical: ** Choice and consequence analysis, probability analysis.
 * ** Natural: ** Evaluate environment when certain choices were made. Did these impact any choices?
 * ** Interpersonal: ** Group collaboration.
 * ** Musical: ** Medieval religious music playing in the background.
 * ** Visual: ** Wishbone video.
 * ** Intrapersonal: ** Self-reflection of how your choices would have been different from Joan's, and a time in their own life where they had to make a choice, and how that choice has impacted their life.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : The ComicLife and GarageBand products will have a rubric to follow as assessment standards. I will monitor their collaborative efforts, and make note of groupings and participation as well as product quality. The blog entries from the day before will build on pre-assessment strategy, as well as the short research period for notable women in history. 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 blogs (personal choice reflections) will be read and assessed for completion and understanding. The graphic organizers will also be collected after class.
 * __ Teaching and Learning Sequence __**** : **

Performance check. Notable women research. Wishbone video. Discussion of important turning events in Joan's life. T-charts of choices for both Joan and Charles. Role-play of important events. GarageBand or ComicLife groups workday. GarageBand or ComicLife groups work period. Product presentations. Homework blog assignments, collection of t-chart organizers. Students will begin by working individually to research different notable women in history whose surroundings may have influenced their decisions and choices, much like Joan of Arc, from a list of websites I have provided. I will encourage looking for other notable women if the student has one in mind that is not on the list. I will be circulating, asking questions like, ‘What about their time period presented obstacles for this person?’ ‘What did they do to overcome those obstacles?’ (5-7 minutes) A short discussion will follow, about what obstacles were present and if there were any similarities, and what would be different for the women researched if they had lived today. (10 minutes) Shifting gears a little bit, I will then introduce the concept behind Wishbone, and the Wishbone version of Joan of Arc’s life. We will watch the episode, and follow with another discussion centering around Joan’s life and what events may have contributed to the choices she made. I will have handed out the t-chart event organizers as the discussion starts, and help it along if need be. They will decide as a class what events are important and relevant enough to put on the chart. (20 minutes) After they have touched on the key events (see attached content notes and student sample), I will ask them to group up according to birthday, with about four-five students per group. I will assign them an event in Joan’s life, and they will develop a short skit to reiterate the event, a choice Joan had to make because of the event, and major players to the class. I will allot about ten minutes for the skit groups to work, and then about fifteen minutes for their informal presentations. (20-25 minutes) **What, Where, Why, Hook, Tailor: Visual, Verbal, Kinesthetic, Logical, Interpersonal**. The next class, we will finish up any skits that did not get shown the previous class period, and analyze the skits for the presence of choice, what kind of decisions would have to be made, and why Joan may have arrived at the choices she did. (15 minutes) I will provide the necessary feedback, whether it is to answer questions or clarify events. **Equip, Explore, Experience, Tailor: Kinesthetic, Interpersonal.** After I find that the discussion has wound down, I will introduce the cap projects; students will have a choice between GarageBand or ComicLife to show their understanding of the different elements in Joan’s life, and why the choices she made affected the events in her life, and vice versa. Students will get the choice to emphasize one of two things- analysis of perspective, or analysis of choice and consequence. Those who elect to work with GarageBand will compile an original soundtrack for the modern retelling of Joan’s story. Each song should represent and relate to the different events in her life, or a specific section in her life. Between each song should be a short narration for each song’s validity. Those who elect to work with ComicLife will illustrate the choices Joan made and the consequences that followed those particular choices. Students will have a choice to work in groups of three, pairs, or individually on this project. Together or individually, they must hand in a rough sketch or list to me for approval and feedback before continuing with the actual programs. The class time left after the explanation will be available to the students to begin working. (80 minutes) In between approving and giving feedback to the rough drafts, I will be circulating, answering questions, and posing questions to the different groups, as well as noting progress and whether the students are on task. Students will have the third class period to finish up any work they did not get to during the previous class, as well as last-minute edits and in case of questions pertaining to their assignments or issues with the programs. (25 minutes) Students will present their products to the other groups in an informal presentation setting, and their classmates will have the chance to ask questions and provide feedback. I will also be doing so, as well as monitoring the comments and questions. (50 minutes) I will announce that I expect one long homework blog entry on the past three class periods, and collect the t-chart organizers. (5 minutes) **Rethink, Refine, Revise, Tailor: Interpersonal, Intrapersonal**
 * Agenda**
 * Day One **
 * Day Two **
 * Day Three **

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