L4+Simoneau+Andrea

=**UMF LESSON PLAN FORMAT**=

**Topic: The Hundred Years War through Song**

 * =**Objectives**:= ||
 * Student will understand that history is not always expressed as spoken word. It can also be lyric, and has been for a long time. History has long been expressed in alternative forms. They will also understand the significance of specific characters and events in the war. ||
 * Student will know the Battle of Crecy, the Battle of Sluys, the Battle of Agincourt, the Siege of Orleans, Joan of Arc, Henry V, the Treaty of Troyes, Charles VII, Edward III, John II, crowning at Rhiems ||
 * Student will be able to produce a lyric that tells the chronological events of the war and explains them, explains their significance and explains their role in the larger web of events that make up the Hundred Years' War. This demonstrates thorough knowledge of the war's events. ||


 * =**Maine Learning Results Alignment**= ||
 * **Content Area:** History
 * Standard Label:** E1
 * Grade Level Span:** 9-12
 * Performance Indicator(s):** Analyze and critique major historical eras, major enduring themes, turning points, events, conseuences and people in the history of the United States and world and the implications for the present and the future. ||

The story maps show what the students have learned about the war, and shows the depth of their understanding. As they work in pairs they will refine their storyline, but ultimately the story map will show how well they understand the phases of the war. If they can explain the war's chronology through song, poem or rap, they have to have a thorough, working knowledge of the phases of the war so that the lyric remains cohesive. They have to know which events are most significant in the war, and how they affect the next phase of the war. || The final product will show whether the student has gained a cohesive knowledge of the chronology of the war and its major events, and is so comfortable with the material they can make a lyric out of it, in other words, transform it from dry history. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Vocabulary- Battle of Agincourt, Battle of Sluys, Battle of Crecy, Joan of Arc, Siege of Orleans, Treaty of Troyes, Edward III, Charles VII ||
 * =**Integration**= ||
 * Technology-GarageBand helps students to make their lyric into song.


 * =**Groupings**= ||
 * Students will be paired up to do the story map, and giving feedback to each other. They will remain partnered for the duration of the project. ||

If I have students with IEPs or ELLIDEPs, appropriate accomodations will be made for them in accordance with their IEP or ELLIDEP. If I have a student who is ESL, I will communicate with them through the aide provided for them, and if no aide is provided, I will take that student aside during part of the spider map group work activity and work with them privately for a few minutes, making sure they understand the nature of the assignment. Or I may partner the student with an English speaking student and ask the English speaking student to explain the assignment to the ESL student.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** Students are working to create a lyric to a song, a poem or a rap lyric. This requires use of higher vocabulary and linguistic nuance to communicate their ideas effectively.
 * Logical:** Students have to have a command of the logic of the Hundred Years' War to explain how each part flows seamlessly into the next.
 * Audio:**Students have to be able to interpret lecture.
 * Interpersonal:** Students are working in pairs for this project so they have to work interpersonally.
 * Intrapersonal:** Students have to ask themselves: What do I feel is the best method/genre to express the story of the Hundred Years' War?
 * Musical:** Students are composing a piece of music, slam poetry which deals heavily with pentameter, or a rap lyric. ||
 * **Modifications/Accommodations**

Students who have extreme shyness about singing but still want to write a song do not have to perform the song themselves. However, they will be responsible for finding a performer. ||
 * **Extensions**

Students who are absent in this class are responsible for getting the notes, and will be granted one day's extension on the project. ||

Pencils Notebooks Chalk Story map GarageBand ||
 * =Materials, Resources and Technology= ||
 * Windows Media Player


 * =Source for Lesson Plan and Research= ||
 * Notes from lecture-Sister Mary de la Salle. Taken at St. Joseph's College of Maine, November 2005, in Western Civilization 102 A. ||


 * =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:** Students are supported socially by being partnered on this project, and in being in charge of offering constructive feedback to their peers to better their lyric. They are culturally supported because they can choose any manner of music they want to express this song. It could be a heavy metal song or a rap or a folk song or pop, whatever the students feel best expresses the story. It can even be a slam poem if the student doesn't want to sing. The student's emotional development is supported in that of the student is being encouraged to express the story of the Hundred Years' War in the way of their choosing, in the lyrical way they find most interesting. Their intellectual development is helped because the students are working with expressing an idea with clarity, and in pentameter. They're also learning to offer constructive feedback. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** The students' previous knowledge is revisited in the lesson, and put into context with the events in the new content. The Maine Learning Result E1 mandates that students can analyze and understand major events, people, and eras in history, and with the new content presented and retold from their point of view, students are demonstrating understanding of the major characters and events in the Hundred Years' War. It is in line with development theory as it utilizes six of the eight intelligences **(verbal, logical, audio, interpersonal, intrapersonal, musical)** ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** Students are working with GarageBand in a Type II way (producing a musical piece of their own) and utilizes six of the eight intelligences. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students are assessed informally with the story maps they're using to create their lyric, and formally assessed with the product they come up with, based on how thoroughly and clearly they explain each phase of the war and the major events and characters in it, and how each ties to the next. ||


 * =Teaching and Learning Sequence:= ||
 * When students come into the room and sit down, I will ask the students "in what ways do people tell stories?" I will connect back to what they did last class, which was chronicle part of history without using words. We'll recap briefly the role art can play in passing along history. I will raise the question again of what other ways can people pass on their history? As an example, I will play for them "James K. Polk" by They Might Be Giants, and ask them what the song expresses and what they've learned about James K. Polk and the election of 1844 after listening to it. I will then tell students to keep this on the back burner of their minds as we discuss the Hundred Years' War, because they're going to be designing a song at the end of the period based on what they're learning today; that is, they're going to construct a song that tells the entire story of the war. **Why, Where, Rethink, Hook. Tailor: Musical, Verbal, Interpersonal, Intrapersonal, Logical** ||
 * We will have lecture for part of the period, while I outline what happened from the declaration of the war through Henry V to a deliberately vague sketch of Charles VII and Joan of Arc. I ask the students what the aftermath of the war was, and if they remembered from yesterday or need to look at their artwork to remember, that's permissible. **Equip, Tailor: Visual, Verbal, Audio, Logical, Interpersonal, Intrapersonal** ||
 * Students will pair up, and I will hand out story maps. These will help the students, in partners, map out the plot line of their song. Their song is intended to outline the chronology of the war, the major battles, the major figures, and what events led to the successes or downfalls of either camp. Students will give each other feedback and I will be standing by to help when they are stuck, clarifying chronology, characters, anything they don't understand. A keyboard will be available if they need to pick out a tune for their song. **Explore, Experience, Revise, Refine. Tailor: Audio, Verbal, Interpersonal, Intrapersonal, Logical, Musical** ||
 * Students will use GarageBand to create their song, or if they want to make a recording some other way, or even if they want to play or sing it live, that is acceptable. The students will present their song to the class, and it will be graded based on how thoroughly they outline the story of the war, whether they remembered to include the major battles and characters, and has a "flow" to it, meaning, the storyline is not choppy and full of holes. **What, Evaluate. Tailor: Interpersonal, Musical, Audio, Verbal** ||

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