L3+Simoneau+Andrea

=**UMF LESSON PLAN FORMAT**=

**Topic: History-Hundred Years' War through Art**

 * =**Objectives**:= ||
 * Student will understand that history does not have to be expressed through essays and lecture. It can be expressed through a variety of mediums, and even through non-verbal medium. They will understand the events following the outbreak of the war, up to the end of the war, and the implications of the war for each country. They'll know the entire chronology of the war. ||
 * Student will know Henry V, Treaty of Troyes, Battle of Crecy, Battle of Sluys, Battle of Agincourt, John II, Joan of Arc, Charles VII, Burgundy, crowning at Rhiems ||
 * Student will be able to offer an interpretation of the war and its aftermath through the non-verbal medium of art, thus elevating their understanding of the war beyond mere repetition. ||


 * =**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 spider-map graphic organizer and the Round Robin brainstorming will give me an idea of how well they understand the content, and whether they understand it well enough to create a piece of art from it. Using what they've given me as suggestions, I'll write it on the board to reinforce it in other student's heads and guide their thinking with questions that will lead to suggestions from them. || Students' art will be submitted with a written explanation of why they chose the symbols they did to represent the aspects of the aftermath of the war. They will be graded based on how well they defend their choice of symbols. This assignment will show that students understand the content to a point that they don't need words to explain it. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Technology: projection of Goya's "The Third of May 1808" through LCD projector. Type 1 usage. ||
 * =**Integration**= ||
 * Vocabulary: Battle of Agincourt, Battle of Crecy, Battle of Sluys, crowning at Rhiems, Domremy, Joan of Arc, Charles VII, dauphin, Henry V, Treaty of Troyes.


 * =**Groupings**= ||
 * Students will be working in groups on the spider map activity, bouncing ideas off each other for symbols to use to show different aspects of the aftermath of the Hundred Years' War. ||


 * =Differentiated Instruction= ||
 * **Strategies**


 * Visual:** The students are exposed to a piece of art which communicates nonverbally the significance of a historical events, and several factors at work in that event. This gets students thinking about how they possibly could communicate the significance of the war for the development of each country nonverbally.
 * Spatial:** The students are actively producing art, using spatial intelligence to do so.
 * Logical:** Students are required to think about which aspects of the aftermath of the war they want to represent, and what symbols would be best to communicate those ideas. They have to think about how they can lead the viewer with a single depiction of an object to a larger concept in the aftermath of the war; therefore, they have to employ logic and anticipate what the logical processes of the viewer will be.
 * Audio:** Students will listen to a lecture and participate through questions.
 * Verbal:** Students will participate in Round Robin brainstorming, thus using their verbal skills to articulate their suggestions and why they chose them. They will also write a paper explaining their choices, as well as share their artwork with the class.
 * Interpersonal:** They will work in groups on the spider map.
 * Intrapersonal:** Students must decide for themselves what they would like to choose to represent the aspects of the aftermath of the war. ||
 * **Modifications/Accommodations**

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 spider map 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. ||
 * **Extensions**

Students who are absent will have to get the notes from present students, and I will accept their work late. The students who opt to use materials that are not provided in class will also be granted a one-day extension to do this, but they will be required to detail why they chose the materials they chose in their explanation papers they pass in with their art. ||

Pens Notebooks
 * =Materials, Resources and Technology= ||
 * LCD projector

Technology: Type 1 projection of "The Third of May 1808"

Resources: www.edu.pe.ca/.../class_webs/ art/images/goya.jpg

The Third of May 1808 at Prince Edward Island website ||


 * =Source for Lesson Plan and Research= ||


 * =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 utilizes six of the eight multiple intelligences. It develops them intellectually by making them communicate the chronology and significance of an event without words, thus requiring thorough understanding of the topic. Their social development is helped by the sharing of their artwork in class (thus helping them develop public speaking skills) and the group work in class. It is a study of foreign countries and their development, so that will help their cultural development in understanding the history of the countries in question. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This project has to have detailed knowledge of the Hundred Years' War aftermath to work. This is in line with curriculum goals (as under the E1 Maine Learning Results students must demonstrate thorough knowledge of content, and be able to analyze and critique eras in history) This allows the students to retain the information and find ways to represent the concepts using symbols. This is in line with learning and development theory because it utilizes a project that is non-traditional and hands on. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** The lesson plan utilizes six of the eight multiple intelligences, and technology is utilized as a visual aid. ||
 * __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 uses informal assessment (the Round Robin brainstorming and spider map graphic organizer), and formal assessment (grading the final artwork based on how well they defend their choices). ||


 * =Teaching and Learning Sequence:= ||
 * Students will come into the room and sit down. I am going to recap what the students know already about the war, how it started, and the outbreak. The students will take notes on the events of the war following the outbreak up to the end of the war, going through the battles of Crecy, Sluys, and Agincourt, as well as the figures of Henry V, Joan of Arc, and Charles VII. Students will learn about the domestic upheaval in England following the war, and the distrust of government. They will know about the centralization of the government of France, and their rekindled nationalism. They will also know who gained control of which lands, and how this affected economic relations between countries (not just France and England), and how the social structure of each country was changed, particularly England and the decline of feudalism. **What, where, why, equip. Tailor: Audio, Verbal, Logical** ||
 * I will exhibit to them a copy of Francisco de Goya's "The Third of May 1808" and give them a quick backround on what's going on in the painting, pointing out the symbolism he uses to represent larger ideas such as the Catholic church, the working class, and the occupation of Napoleon. It communicates nonverbally the story of Napoleon's occupation and Spanish resistance, and the Catholic church's silence on the issue. The students will choose groups and work together with a "spider map" graphic organizer. This will help students put their ideas in order of what symbol they want to use in their picture to represent their ideas of the aftermath of the Hundred Years' War. After this activity, we will reconvene as a class and do Round Robin brainstorming, putting suggestions on the board. **Explore, Experience, Hook. Tailor: Interpersonal, Intrapersonal, Audio, Verbal, Logical, Visual** ||
 * Students will then begin work individually on their art. If students desire to use materials not provided in class, they can take it home and work on it, but they will spend the remainder of class mapping out exactly what it is they're going to do. I will be walking around helping students, offering guidance when they're stuck. **Revise, Refine. Tailor: Intrapersonal, Spatial, Visual** ||
 * At the end of class today or at the end of class tomorrow (keeping in mind the students who wish to use alternative materials) I will collect the pictures, and grade them. Students will also submit a written explanation of why they chose what they chose to represent the aspects of the aftermath of the war. Students will be given an opportunity to share their work at the beginning of the next available class. **Evaluate. Tailor: Interpersonal, Verbal, Audio** ||

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