L2+Scheffler+Erich

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Vietnam War**

 * =**Objectives**:= ||
 * Student will understand that student activism played a huge role in ending the war.||
 * Student will know key factual information about the student activism of the time.||
 * Student will be able to do analyze the opinions of the multiple sides and why each side did what they did||

E1. Historical Knowledge, Concepts, Themes, and Patterns 9-Diploma "The Vietnam War in the United States 1960-1975" b. Analyze and critique major historical 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.||
 * =**Maine Learning Results Alignment**= ||
 * E. History

Students will be given KWL Charts on the first day of the unit to see how much, if anything, they already know about the activism during the Vietnam War. Students will also be asked to fill out what they would like to learn about activism. At the end, students will be asked to fill out what they learned about activism in this time period. || Students will be graded on their Garage Band projects, using a rubric that I will be creating. Students will also be assessed on what they have learned in unit, via their KWL Charts. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Type II: Students will use Garage Band for their projects, and will watch clips from the internet to help them better understand the material. English: Students will need to use skills learned in English class to help them with the writing out of their scripts. ||
 * =**Integration**= ||
 * Technology:


 * =**Groupings**= ||
 * Students will use the Jigsaw model. In their group of four, students will meet and discuss what has been taught in a certain class.  In these discussions, students will answer any question they might have through peer-to-peer teaching.  Students will also be able to ask the teacher questions.  ||

Visual: Students can watch the footage of the riots and explain to other students how one event in the riot can lead to another event. Bodily-Kinesthetic: Students can lead a class demonstration of a mock peaceful protest done in class. Naturalistic: Students can identify major protests and see if where these protests took place had any impact on why these protests took place. Interpersonal: Students can analyze how the actions of the group affect the actions of one or two people or vice versa in a riotous situation. Intrapersonal: Students can look at the riots and figure out they impact their own lives. Linguistic: Students can interview someone who was alive during this time and ask about their feelings about both the war, and the protests, and record the interview. || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. In the event of an absence, said absent student will have to come see me at a convenient time in order to make any missed work or notes. If the student has a legitimate reason for their absence, it will not be a problem, they can just make up any work. But if there is no legitimate reason for absence, then student will have to make up missed work in addition to being marked down. If unexcused absence is continual, then student will fail the course.| Students will use Garage Band to make a fake radio broadcast that is happening live from the scene of a student-led anti-war riot. Students will need to apply what they learn in class about why students protested, how protests turn into full-scale riots, and how these situations were handled. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

Garage Band ||
 * =Materials, Resources and Technology= ||
 * [|Youtube video on Kent State riot]

[|Overview of protests in Bay Area of California] [|Youtube video that will be shown in the beginning of class]  ||
 * =Source for Lesson Plan and Research= ||
 * [|Overview of protests on UCLA campus]

In my class, I will utilize the myriad resources I have at my disposal to teach the students. These may include, but are not limited to, straight lecturing, films, music, etc. I will also make sure each student feels safe, so as to promote emotional development. I will also use a lot of group work in my class. || When I teach this lesson, I will take into account the fact that students may not have a lot of knowledge about activism during the Vietnam War. That is why I am having the students complete a KWL Chart. So that way, I can gauge how well students may or may not know the subject prior to the unit. Also, I will take into account the fact that there may be special needs students in my class, and I will plan accordingly as the situation dictates. || Visual: Students can watch the footage of the riots and explain to other students how one event in the riot can lead to another event. Bodily-Kinesthetic: Students can lead a class demonstration of a mock peaceful protest done in class. Naturalistic: Students can identify major protests and see if where these protests took place had any impact on why these protests took place. Interpersonal: Students can analyze how the actions of the group affect the actions of one or two people or vice versa in a riotous situation. Intrapersonal: Students can look at the riots and figure out they impact their own lives. Linguistic: Students can interview someone who was alive during this time and ask about their feelings about both the war, and the protests, and record the interview. || Students will be assessed formally on their Garage Band presentations, using rubric that the teacher has created. Students will also informally assessed, using their KWL Charts, so that the teacher can track each students' progression throughout the entire 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:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**


 * =Teaching and Learning Sequence:= ||
 * On the first day of the unit, students will come to class and sit in their seats with their groups. When all the students are in the classroom, I will then play the Youtube clip of the Kent State riot of May 1970.  After the clip is shown, we will have a small discussion, and after, I will ask students to fill out their KWL Charts.  I will then teach about why students did not support the war, and why they felt they had to protest the war.  During the last 20 or so minutes of class, I will allow the students to talk amongst their group about what they have learned in that class, and how they feel about it, and they can answer any questions they might have.  At the end of the unit, I will show the class the Youtube clip again, and the class will have a more in depth discussion.  ||
 * On the first day, students will learn about the education system in America at the time, and will learn about important events such as the implementation of the draft. On the second day, I will teach about why students may not have supported the war, and why they felt they needed to protest it, and sometimes partake in riots.   ||
 * Again, students will dictate what is taught in this unit. After they fill out their KWL Charts, I will read them over, and gauge what and how much they know, and will plan my lessons accordingly.  I will teach them what they do not know, and what they want to learn.  Again, students will help themselves learn through the Jigsaw model, when they will discuss what was taught in a particular class period, and teach each other somethings they may be having trouble grasping.  ||
 * Students will prepare a mock radio broadcast using Garage Band. The premise of the assignment is that students will be in the middle of an anti-war protest that has slowly descended into a riot.  Students will include why the students were protesting in the first place, and how exactly the peaceful protest turned into a forceful riot.  ||

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