L2+O'Neil+Christopher

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that the leader of each country in the Allied and Axis Alliances played an important role in the outcome of the war. ||
 * Student will know important events and people: Adolf Hitler, Franklin Delano Roosevelt, Joseph Stalin, Winston Churchill, Hideki Tojo, and Benito Mussolini ||
 * Student will be able to reflect on how the leaders of each country in the Allied and Axis Alliances were important during the war. ||

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 the leaders of each of the major countries that fought in World War II and how the decisions they made affected the war. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Social Studies.

During the learning process, students will comment and revise at least three other student blogs. I will also be commenting and revising each one of the students' blogs. Each student will get a chance to revise or refine their blogs before turning it in for final grading. || Blog: This project will require students to research each one of the leaders of the major countries involved in World War II. Students will learn of the who the leaders were, how long they were in power, how they got elected, and the important decisions they made during the World War II era. Students will be provided a checklist of each of the areas they must cover. The knowledge the students obtain from this project will help them understand how each country fought the war and why each country did what it did. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * English - I will tap into the aspect of proper grammar and spelling as well as the ability to write a correct biography on a person.

Technology - Students will be creating blogs to write and peer-review each others' biographies. They will also be embedding videos and pictures in their blogs. ||


 * =**Groupings**= ||
 * Students will select at least three blogs from the list to read and post comments on. The list will be posted on the class wiki and students are to put their name next to the blog name that they are reviewing. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic:** Students will research and write up a biography on each of the leaders of the major countries involved in World War II.
 * Spatial:** Students will include pictures and video clips in their blog postings to help support their information
 * Musical:** Students will include music in their blog postings to add extra effects to their blogs.
 * Bodily-Kinesthetic:** Students will be typing up their biographies on the computer.
 * Intrapersonal:** Students will do their research and blog postings individually.
 * Interpersonal:** Students will work with other students on editing their biographies**.** ||
 * **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 and or written 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. || Blog: Students will be required to create a blog posting of a biography of each of the leaders from each major country that fought in World War II. They are required to use video clips, pictures, and music in their blogs and provide accurate information that is backed up by primary and secondary resources. ||
 * **Extensions**

Projector Projector Screen Biography Checklist Cluster (Graphic Organizer) Newspaper Headline printouts Written Tutorial on how to setup a blog account ||
 * =Materials, Resources and Technology= ||
 * Laptops (with wireless internet connection and Comic Life program)

http://delicious.com/
 * =Source for Lesson Plan and Research= ||
 * Delicious

Blogger https://www.blogger.com/start

Cluster Web (Graphic Organizer) http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf

Written tutorial on how to create a blog: I will create this tutorial myself

Newspaper Headline of FDR's death http://georgiainfo.galileo.usg.edu/FDReulogies.htm

Franklin Delano Roosevelt Biography http://www.whitehouse.gov/history/presidents/fr32.html

Joseph Stalin Biography and Information http://www.bbc.co.uk/history/historic_figures/stalin_joseph.shtml http://www.cnn.com/SPECIALS/cold.war/kbank/profiles/stalin/

Winston Churchill Biography http://nobelprize.org/nobel_prizes/literature/laureates/1953/churchill-bio.html http://www.answers.com/topic/winston-churchill-political-leader-writer

Hideki Tojo Biography http://www.historylearningsite.co.uk/hideki_tojo.htm

Benito Mussolini Biography http://www.comandosupremo.com/Mussolini.html ||

Technology - Students will be creating blogs to write and peer-review each others' biographies. They will also be embedding videos and pictures in their blogs. ||
 * =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 about each of the leaders of the major countries that fought in World War II. They will also learn new knowledge of how to create a blog and how to use it to review other peoples' postings. The written tutorial as well as the hands on instruction will help the students gain the information on how to create a blog account and setup a new blog. ||
 * __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 the leaders of each of the major countries that fought in World War II. A standard verbal questionnaire asking who was the leader of each country (Great Britain, United States, Germany, Italy, Russia, and Japan). The lesson can be modified to fit the knowledge of the students about each of the six different leaders. 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.
 * Linguistic:** Students will research and write up a biography on each of the leaders of the major countries involved in World War II.
 * Spatial:** Students will include pictures and video clips in their blog postings to help support their information
 * Musical:** Students will include music in their blog postings to add extra effects to their blogs.
 * Bodily-Kinesthetic:** Students will be typing up their biographies on the computer.
 * Intrapersonal:** Students will do their research and blog postings individually.
 * Interpersonal:** Students will work with other students on editing their biographies**.**
 * __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 the six major leaders so that the lesson may be modified to meat the students' learning needs. The students will sit at their desks, which will be arranged in a circle around the room, and discuss the headline of Franklin Roosevelt's death. They will then be given background information about each of the six major leaders (Franklin Roosevelt, Adolf Hitler, Joseph Stalin, Winston Churchill, Benito Mussolini, and Hideki Tojo). The students will then work individually and do some research on the internet about each of the six leaders. The students will be required to create a biography for each one of the leaders in a blog posting as a formative assessment and will be provided with a written tutorial of how to create a blog. Students will read and comment on at least three other biographies. The teacher will also provide feedback on the biographies after they have been posted. ||
 * __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 cluster web will be filled out by the students with information they have learned and researched in the beginning of class. The teacher will meet with each of the students during class and discuss the project and where the student is planning on going with the project. The final biographies of the leaders on the blog as well as the comments they made on the other students' blogs will be used as a formative assessment to show the studnets' mastery of the information they were provided and researched. ||


 * =Teaching and Learning Sequence:= ||
 * Students will walk into the classroom and sit down at their desk, which are arranged in a circle around the room.

Agenda
 * Hand out newspaper headline and have a brief discussion about it (5 min)
 * Ask the students who the leaders of each of the major countries were (15 min)
 * Give some background information on the leaders (20 min)
 * Hand out written tutorial on how to setup a Blogger account as well as how to setup a blog (5 min)
 * Have the students start researching for their biographies (35 min)

Students will understand the leader of each country in the Allied and Axis Alliances played an important role in the outcome of the war. Students will learn how the decisions made by the leaders in World War II affected the policies and institutes the world has today. Students understand the World War II era, important leaders of World War II, major themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. When the students are all in their seats, I will hand out a picture of a newspaper heading of Roosevelt’s death: “Roosevelt Dies: Stroke is Fatal in South; Truman New President.” We will then have a brief discussion on the headline. Students will be able to reflect on how the leaders of each country in the Allied and Axis Alliances were important during World War II.
 * Where, Why, What, Hook, Tailors: Interpersonal, Linguistic** ||
 * I will start off by naming off the leader for each of the major countries during World War II; United States, Great Britain, Germany, Italy, Japan, and Russia. I will then briefly give background information on each one of the leaders. This background information is going to be the scaffolding for the students when they write their biographies. Once I have given the background information to the students, I will have them re-arrange the desks into rows and they may begin to research each one of the leaders on their own. While they are researching, I will require them to write down bits of information in a cluster web so that they can have a basic structure for their biographies. I will walk around the room and meet with each one of the students to see if they have any questions and to see how they are doing in finding information. I will give advice to the class as to certain website they should look at for good information.
 * Equip, Tailors: Intrapersonal, Linguistic, Bodily-Kinesthetic** ||
 * I will introduce the students to the assignment that they will begin in class and finish for homework. I will pass out the written tutorial on how to setup a Blogger account as well as how to create a blog (see attachment 1). I will hand out the checklist of key information the students must have in their biographies of the leaders (see attachment 2). I will explain to the students that they must include pictures, videos, and music to back up their information as well as enhance the quality of their blog. I will have each of the students create their blog and post the links on the class wiki. Once all of the links are posted, I will have each student select at least three blogs that they will read and comment on. Each student will comment on the biographies for homework. Each student will be given a chance to revise or refine their biographies before they turn it into me the next time we meet for class.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Intrapersonal, Musical, Spacial, Bodily-Kinesthetic, Interpersonal, Linguistic** ||
 * The students will spend the rest of the class period researching the leaders on their own as well as writing up their biographies. They should have a good portion of their biographies finished by the time they leave class. For homework that night, the students will finish up their biographies and have them posted by 7:00PM so that the other students may have time to read and comment on their biographies. It is suggested that the students tag the links they find useful in their [|Delicious] account so that they may refer to them when they are home.
 * Revise, Refine, Rehearse, Tailors: Intrapersonal, Interpersonal** ||

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