L3+Scheffler+Erich

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Media Coverage of the Vietnam War**

 * =**Objectives**:= ||
 * Student will understand that media coverage of the war, especially on television, increased heavily during the Vietnam War, as opposed to that during World War II.||
 * Student will know important events people, and how important newspeople influenced how people may have viewed the war. ||
 * Student will be able to do interpret and critique various event in the war and the viewpoints of major players.||

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

Using the Idea Rake, students will review what they know about media coverage during the Vietnam War. Also, they will redo the Idea Rake at the end of the lesson to show what they learned. || Students will be graded on their Comic Life project using a rubric I made. Also, they will take a short quiz at the end of the lesson. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Comic Life: Students will use Comic Life to create a fictional story about a fictional newsperson during the Vietnam War, and how the news that person reported may have changed people's opinions of the war. English: Students will need writing skills to create the scripts for their comics. Art: Students will need art skills to create their comics. ||
 * =**Integration**= ||
 * Type II Technology:


 * =**Groupings**= ||
 * In the Think Pair Share model, students will think about discussion questions on their own, then discuss them in pairs, then discuss them in small groups. ||

Mathematical: Students can analyze number of news viewers before, during, and after the war. Linguistic: Students can write a script for a news broadcast. Interpersonal: Students can talk about how groups of people are influenced by what they see on the news. Intrapersonal: Students can describe how the news influences their own opinions. Visual: Students can analyze how the images of the war that are shown on television, in newspapers, magazines, etc. influence peoples’ opinions. Bodily-Kinesthetic: Students can recreate a news broadcast. || 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 Comic Life to create a comic about a fictional newsperson that the student creates, and the story of that newsperson during the Vietnam War. This assignment will enhance the students' understanding of what influence the media had on people's views of the war. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

[] Short video about media in Vietnam War [] Video on impact of Walter Cronkite [] Second article on Media and Vietnam [] ||
 * =Materials, Resources and Technology= ||
 * Summary of television coverage of Vietnam War

Comic Life Projector for showing Comic Life presentations ||
 * =Source for Lesson Plan and Research= ||
 * Laptops

Mathematical: Students can analyze number of news viewers before, during, and after the war. Linguistic: Students can write a script for a news broadcast. Interpersonal: Students can talk about how groups of people are influenced by what they see on the news. Intrapersonal: Students can describe how the news influences their own opinions. Visual: Students can analyze how the images of the war that are shown on television, in newspapers, magazines, etc. influence peoples’ opinions. Bodily-Kinesthetic: Students can recreate a news broadcast. ||
 * =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:** The Beach Ball learners in my class will be able to create any kind of story they want when creating their comics.  They can make a drama, comedy, or anything.  The Clipboards in my class will have a rigid learning sequence, that will be clearly defined.  The Microscopes in my class will be satisfied because they will be able to have discussions in the Think Pair Share activity, and they will be able to analyze opinions.||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students will be able to analyze the opinions of people during this time, and see if media coverage really had an influence on the public's opinion. They will use both prior knowledge about media and also knowledge gained through the lesson to better analyze.  And they will also use their Comic life projects to better understand. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** Using Comic life, students will gain a better knowledge of exactly how media coverage expanded during the Vietnam War, and how exactly this media coverage, and the amount of media coverage may have helped to influence public opinion of the war.  They will gain a better understanding of the idea that television may have a great influence not only on the way the general public thinks, but on the way they think as well.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will be formally assessed at the end of the lesson when they take a short quiz on what they learned in the lesson. Also they will be formally assessed on their Comic Life projects.  They will be informally assessed via the Idea Rakes they will complete at the beginning and end of the lesson.  When they fill out the Idea Rakes in the beginning, they will be showing me how much they previously know about the topic of media coverage during the Vietnam War, and when they fill out the Idea Rakes at the end of the lesson, they will show me how much they have learned.  ||


 * =Teaching and Learning Sequence:= ||
 * Students will walk into the classroom, and sit down in their seats, which are arranged in groups of four desks. They will then view the video about Walter Cronkite to get a feeling about how important not only he was, but how important the media in general was in influencing mainstream America's opinions of the war.  After the video is watched, I will pass out the Idea Rake sheets, so the students can fill them out so I can see how much they know about the subject.  As I begin my lesson, I will make it clear to the students that they should know that in any war, the media plays a very important role, because it is through the media that people can know what's going on in the war, so they can greatly influence opinions.    ||
 * During this lesson, students will need to know important people such as famous news reporters like Walter Cronkite, as well as important events, and how those events may have been covered in the media. I will teach the students about these people and events, using a Powerpoint presentation.  At the end of the lesson, students will take a short quiz based on the lesson that was just completed, and they will be graded on it.      ||
 * At the end of the first class period of the lesson, I will have students reflect on what they learned in class that day. Then, I will have students choose a partner from their table and discuss what they reflected on individually.  After this, the students will share out with the other two people at their tables, similar to the Think Pair Share model.  After the lesson, students should be able to interpret what they see on the media, and critique it if they think that the media is influencing peoples' opinions of something.  During the second class period, students will be able to revise the scripts that they are using for their Comic Life projects, so they can create their projects the next day.  ||
 * Students will assess themselves using the Idea Rake sheets at the end of the lesson, because they will be able to show exactly how much they have learned during the lesson. As for their Comic Life projects, I will grade the projects as they are presenting them, and then give the student their grade right when they finish, so the feedback comes as quickly as possible.  ||

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