L1+Simoneau+Andrea

=**UMF LESSON PLAN FORMAT**=

**Topic: Hundred Years' War-Charles VII and Joan of Arc**

 * =**Objectives**:= ||
 * Student will understand that in history, there are often multiple sides to each issue and all deserve examination, and that sometimes previously held beliefs need to be rethought and/or strengthened. ||
 * Student will know chronology of events in the death of Joan of Arc, characters Joan of Arc and Charles VII. They'll also know the region of Burgundy. ||
 * Student will be able to shift perspectives from their own, interpret and articulate arguments, and participate in organized discussion. ||

History-E1 a) 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 the future. ||
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results//


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * After distributing articles by historians on the subject of Charles's failure to save Joan of Arc from being executed, the students will complete a Venn diagram, outlining the differences and commonalities between the arguments. The Venn diagram will be collected at the end of class, and they will indicate the student's level of debate skills. I will determine this information by how well they were able to pinpoint the arguments of the historians, and find commonalities between them. The students will also find what facts the historians use to support their arguments. This will show if I need to discuss how to find arguments, commonalities in arguments, and how to defend arguments, in preparation for their class project. ||
 * **Summative** (Assessment of Learning)
 * After the "Circle the Sage" activity, where they surround "Charles VII" and "Joan" and pelt them with questions, the students will submit a "conclusions" paper. They will write which actor swayed their previously held opinion of whether Charles was a "bad, ungrateful person" or if he had acceptable reasons for not saving Joan of Arc. They'll support their opinion with things the actors said. ||

= = Vocabulary-students will be able to identify Charles VII, Joan of Arc, Jean LeMaitre, Bishop Cauchon, and the region of Burgundy. ||
 * =**Integration**= ||
 * Technology-a YouTube video depicting the trial and death of Joan of Arc, to be discussed in class shortly thereafter. Put conclusions on the blog, and comment on other people's blogs.

The class will circle around two actors, "Charles VII" and "Joan of Arc". They will ask questions of each character as to why Charles did not save Joan of Arc. "Joan" will argue that Charles should have saved her, "Charles" will defend himself. The students will have opportunities to reword questions as well as write new ones if they feel it is necessary. When Charles and Joan respond to the students, the students will have opportunity to discuss at intervals the answers of Joan and Charles with each other. They will give each other feedback on questions, as well as clarify confusing points for each other. ||
 * =**Groupings**= ||
 * On the Venn diagram, the class will work in pairs. One student will find the arguments or facts, and the other record on the Venn diagram. They will switch off after each argument or fact so to ensure that one student is not doing more work than the other. They will also compose their questions to "Charles" and "Joan" in pairs, giving each other feedback and suggestions for questions.

If I have an ESL student or a student with an IEP, I will read their IEP and make appropriate accomodations. For an ESL student, if they have an aide that speaks their language, I would communicate through that aide. If not, I would work with the student while the others worked on their Venn diagram, and help the student work on their questions as well. || As the "Circle the Sage" is an in-class activity, that cannot be made up for absent students. However, I would give the absent student the articles by the historians, and have them write their "conclusions" paper on which historian swayed their opinion and support it with facts from the article. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** The YouTube video provides a visual aid to the trial and death of Joan of Arc, as opposed to lecture.
 * Interpersonal:** The students are working in pairs on the Venn diagram, as well as working as an entire class during "Circle the Sage". They have to be able to offer feedback and ask for it.
 * Intrapersonal:** In forming their questions, the students have to look inside themselves and ask themselves how they feel about this issue, and in revising their questions and writing their papers, they have to question those thoughts they'd had at the beginning of the class.
 * Logical:** When constructing an argument, one piece of argument has to come in a logical order with the other.
 * Verbal:** The students have to be able to articulate their thoughts clearly through their words, and make clear the intent of their questions. They also have to interpret the words of the actors. They also have to articulate in their conclusion papers why they felt swayed by one argument or the other.
 * Audio:** The students have to listen carefully to the answers of the actors, and to their peers in revising their questions. ||
 * **Modifications/Accommodations**
 * **Extensions**

Venn diagram Articles by historians Pens and pencils YouTube video LCD projector ||
 * =Materials, Resources and Technology=

Death of Joan of Arc ||
 * =Source for Lesson Plan and Research= ||
 * http://www.youtube.com/watch?v=w5EIsrZuczk&feature=related


 * =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 employs six of the eight multiple intelligences. By differing my teaching style to suit the needs of multiple learners, I am making the content accessible to the entire class, not just a few who do well in one particular intelligence. It helps their social development by having them do group work and interact with others. They also have to be on their "guest" behavior when the actors are here. It helps with their emotional development because it requires intrapersonal reflection, and forces students to examine previously held beliefs with a more critical eye. It helps their cultural development because it covers an event that, to the French people, is very important. Therefore, the students have a more developed understanding of French culture concerning Joan of Arc. It helps them intellectually because it equips them with the skills they need to hold an intelligent conversation, using questions and dialogue. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This is in line with learning and development theory because it is suited to the grade level. It employs six of the eight intelligences, therefore it is in line with learning theory. It also employs the "backward design" model, which is part of Understanding by Design, also a key part of learning theory. This lesson builds on the previous lessons detailing what happened with Joan of Arc, and how Charles VII did not intervene to save her. This lesson examines the content more in depth, and one of the goals of the curriculum was to give students a deep understanding of the content, and mastery of its concepts. The students' knowledge is planned for, since it builds off what they have learned previously in class. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson employs video, interaction with actors, circle discussion, collaborative work and development of argument. Students with special education needs are accomodated through their usual method (technology, an aide, whatever they need). This suits the need of a variety of different learners, incorporating visual, audio, interpersonal and intrapersonal activities in teaching. ||
 * __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 will have a formal assessment at the end, in the form of a "conclusions" paper, where students articulate who has swayed their argument and why, supporting their evidence with facts. This will show me whether or not the students have developed proper debate skills, in asking questions and most importantly in forming arguments supported with evidence. They will also have an informal assessment through the Venn diagram. The Venn diagram will show me whether or not they grasp the concept of argument, and how to support it. When I have seen the results of the Venn diagram, I can determine whether further instruction in forming arguments and supporting them is needed. ||


 * =Teaching and Learning Sequence:= ||
 * When students come into the room, they will sit down and I will explain what they're about to see, which is a clip from "Joan of Arc" starring LeeLee Sobieski. They'll watch the video, and I'll discuss with them the failure of Charles to save Joan of Arc, relating the events of the trial, and explaining what in the movie is truthful and what is "Hollywood". I'll ask them what they think of it, and they'll all probably shout that its unfair. With that in mind, I'll distribute the articles by historians either defending or attacking Charles VII for not saving Joan. **What, why, where, equip, and hook Tailor: Audio, verbal, visual, intrapersonal** ||
 * The students will pair up and I'll hand out a Venn diagram. I'll explain to students that what I want them to do is find the main arguments in the articles, and list them in the Venn Diagram. Where the articles have common points, put that in the middle. On a separate sheet of paper, the students are to make an outline, showing the main arguments and, bulleted, list the facts that support each argument. The students will be asked, if Joan of Arc and Charles were here, what questions they would ask them to clarify their points of view. After they have done so, "Charles" and "Joan" will enter. The class will circle up around them to ask their questions. **Explore, experience, rethink**. **Tailor: Interpersonal, intrapersonal, verbal, audio**, **logical** ||
 * Upon hearing the answers of "Charles" and "Joan", the students will have an opportunity to reword their questions, or rethink them entirely. The students will have opportunity to discuss the answers of "Charles" and "Joan" among themselves. This gives the students opportunity to rethink their position if need be. **Revise, refine**. **Tailor: Interpersonal, intrapersonal, verbal, audio, logical** ||
 * After the "Circle the Sage" exercise, the students will write a "conclusions" paper. This will tell how the students now feel about the issue, and which actor swayed them to their point of view, and have facts supporting why this is so, citing things the author has said, or perhaps even things from the articles distributed at the beginning of class. **Evaluate, Tailor: intrapersonal, verbal** ||

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