L6+Cummons+Michael

  **UNIVERSITY OF MAINE AT FARMINGTON ** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **__LESSON PLAN FORMAT __**     E. History E1.Historical knowledge, concepts, themes, and patterns c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the World using historical sources    Students will show some form of research, either through notes, and outline, index cards. Students must however show a significant amount of research using at least two primary sources. <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> Students will create a Garage Band product. Students will use creativity, using primary sources of the Revolutionary Era, to show that the ideas of Democracy were present in the Revolutionary era. <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif"">Type II Technology- Students will use Garage Band to show hints of Democracy in the Revolutionary War. Art- Students will use some form of acting to create their garage band product Music- Students will use music in their garage band products. <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif"">Students will be put in groups to create their garage band products. Each team will have five members. The members of the group will be chosen by which color card they are given in the first class. There will be five different index cards given: red, blue, yellow, green, and blue. Each team is equally responsible for passing in one garage band product and one 3-4 page blog. <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif"">*Students will create a class wiki with each other blogs on the same page. This will be a final product that parents, teachers, and other classes can view. Each group is responsible for getting their blogs up on the wiki. This will be due at the end of the marking period <span style="font-size: 12pt; font-family: "Times","serif""> > 2.Pencil <span style="font-size: 12pt; font-family: "Times","serif""> > 2.) History.com, (this site offers resources for facts on the Revolutionary war > 3.) theamericanrevolution.com This site offers events, timelines, and key figures of the Revolutionary war. <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif""> Interpersonal: students will work in groups, Intrapersonal: students will make comments on the other groups blogs, Linguistic: students write a research paper in their teams blogs.
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Teacher’s name: __**<span style="font-size: 12pt; font-family: "Times","serif""> Mr. Cummons **__Date of lesson:__** 1 Fall 08
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Grade Level: __**<span style="font-size: 12pt; font-family: "Times","serif""> 10 **__Topic:__** Webquest
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Objectives: __**
 * <span style="font-size: 12pt; font-family: "Times","serif"">Student will understand that **<span style="font-size: 12pt; font-family: "Times","serif""> Democracy was a part of the Revolutionary era
 * Student will know** Constitutional and Democratic ideas can be found in primary sources
 * Student will be able to** do trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the World using historical sources
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Maine Learning Results Alignment __**
 * <span style="font-size: 12pt; font-family: "Times","serif"">Maine Learning Results: **<span style="font-size: 12pt; font-family: "Times","serif"">Social Studies
 * <span style="font-size: 12pt; font-family: "Times","serif"; font-weight: normal">Grade 9-Diploma "Revolutionary Era 1754-1783" ****<span style="font-size: 12pt; font-family: "Times","serif"">
 * //<span style="font-family: "Times","serif"">Students understand major eras, major enduring themes and historic influences in United States and World history including the roots of democratic philosophy, ideals and institutions in the World //** **
 * <span style="font-size: 12pt; font-family: "Times","serif"">Rational **<span style="font-size: 12pt; font-family: "Times","serif"">: By using prior knowledge students will be research democracy in the Revolutionary era in primary documents and come to conclusions about where democracy exists in this era. Through this process students will understand where democracy is in the Revolutionary era and how to use a variety of sources to come to this conclusion.
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Assessment __**
 * <span style="font-size: 12pt; font-family: "Times","serif"">Formative (Assessment for Learning) **
 * <span style="font-size: 12pt; font-family: "Times","serif"">Formative **<span style="font-size: 12pt; font-family: "Times","serif""> (Assessment for Learning)
 * <span style="font-size: 12pt; font-family: "Times","serif"">Summative (Assessment for Learning) **
 * <span style="font-size: 12pt; font-family: "Times","serif"">Summative **<span style="font-size: 12pt; font-family: "Times","serif""> (Assessment of Learning)
 * Students will write a 3-4 page research blog using three or more primary sources. Students will leave comments on each others blogs.
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Integration __**
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Groupings __**
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Differentiated Instruction: __**
 * <span style="font-size: 12pt; font-family: "Times","serif"">Kinesthetic **<span style="font-size: 12pt; font-family: "Times","serif"">- students will have the opportunity to move around the classroom when working on their projects.
 * Musical/Rhythmic**- students will add music to their garage bands
 * Mathematical/Logical**: timing on garage band
 * Interpersonal**- students will work in groups
 * Intrapersonal**- students will make comments on the other groups blogs
 * Linguistic**- students write a research paper in their teams blogs
 * <span style="font-size: 12pt; font-family: "Times","serif"">Modifications / Accommodations **
 * <span style="font-size: 12pt; font-family: "Times","serif"">*I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. **
 * //<span style="font-size: 12pt; font-family: "Times","serif"">Absent Students: //**<span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif"">Absent Students: Students who are absent will be asked to read the webquest instructions. Students will be given their card and asked to work with their group. If students miss day one and day two then they will be asked to work on the project by themselves. Students will be given one week to complete this project. If students have circumstances that require more time then it will be allotted at the teacher's approval.
 * <span style="font-size: 12pt; font-family: "Times","serif"">Extensions **
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Materials, Resources, Technology __**
 * 1) <span style="font-size: 12pt; font-family: "Times","serif"">Laptops
 * 1) <span style="font-size: 12pt; font-family: "Times","serif"">history.com (this site offers resources for facts on the Revolutionary war)
 * 2) <span style="font-size: 12pt; font-family: "Times","serif"">theamericanrevoluton.org This site offers events, timelines, and key figures of the Revolutionary war.
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Source for Lesson Plan and Research __**
 * 1) <span style="font-size: 12pt; font-family: "Times","serif"">1.) Documents from previous lessons
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Maine Standards for Initial Teacher Certification and rationale: __**
 * //<span style="font-size: 12pt; font-family: "Times","serif"">Standard 3 //**<span style="font-size: 12pt; font-family: "Times","serif""> - 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.
 * <span style="font-family: "Times","serif"">Rationale: ** I taught in a number of ways that all students can learn from. I varied my instruction so I taught in multiple ways. The essential question and what I want he students to understand promotes development in every way for the student. I gave students opportunities in may different ways to learn. Students use prior knowledge from the unit and express it in writing a blog and using music and art skills to make a Garage Band product.
 * //Standard 4//** - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * <span style="font-family: "Times","serif"">Rationale: **The students will used prior knowledge form all assignments about democracy and constitutional values in the Revolutionary Era. Students will use knowledge of people, events, and documents to come to conclusions about democracy in the Revolutionary War.
 * //Standard 5//** - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * <span style="font-family: "Times","serif"">Rationale: ** I taught to many intelligences. Kinsthesetic: students will have the opportunity to move around the classroom when working on their projects, Musical/Rythmic: students will add music to their garage bands, Mathmatical/Logical: timing on garage band,

<span style="font-size: 12pt; font-family: "Times","serif""> <span style="font-size: 12pt; font-family: "Times","serif"">Agenda. 1. Hook 2. Students will be given the the URL for their webquest. (I DIDN'T ACTUALLY DO A WEBQUEST, I'M DOING THE "MAINE MEMORY NETWORK" PROJECT. 3. Work time 4. Presentations
 * //<span style="font-size: 12pt; font-family: "Times","serif"">Standard 8 //**<span style="font-size: 12pt; font-family: "Times","serif""> - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * <span style="font-family: "Times","serif"">Rationale: ** I assessed students using many formal and informal assessments. Students will show some form of research, either through notes, and outline, index cards. Students must however show a significant amount of research using at least two primary sources. Students will create a Garage Band product. Students will use creativity, using primary sources of the Revolutionary Era, to show that the ideas of Democracy were present in the Revolutionary era. Students will write a 3-4 page research blog using three or more primary sources. Students will leave comments on each others blogs
 * __<span style="font-size: 12pt; font-family: "Times","serif"">Teaching and Learning Sequence: __**

Day 1

Hook: Before students come into the classroom the teacher will write the URL for the web quest up on the board. Students will be asked to read the introduction and task (see attachments).

When students walk into class the teacher will hand each student Students will be given time to read the introduction, think about the introduction and task. Students will have time to ask questions and talk about any concern they have about the project. Students will be asked to use the same documents that they have been given throughout the unit and to you to www.theamericanrevolution.org for other sources.

Next, students will break up into teams. Students will be asked to meet with other students who have the same color card. Students will break up into teams to begin research. Weather permitting, students will be able to get their sources and then go outside to read sources and discuss how they want to do their project. The teacher will meet with each group and see how they are coming along on each of their points and planning for the Garage Band product. Students will be reminded by the teacher that there projects are due in two classes

Day 2

This class is a work day. Students would be forming notes, an outline, or some kind of script for their blog. Students should have a good portion of their blog written by the end of class. Students should be encouraged to work on their garage band products in class once they have the main ideas for the blog done. The teacher will go around and give each students suggestions and ask them to change certain points in their projects. Students are reminded that their projects are due next class. The teacher should hand out rubrics (see attachments) and are told that they must be handed in the next class. Students must also make comments on other students blogs

Day 3.

This class is a presentation day. Students must pass in their rubrics