L2+Simoneau+Andrea

b =**UMF LESSON PLAN FORMAT**=


 * Teacher’s Name: Andrea Simoneau**

**Topic: History-The Hundred Years’ War Beginnings**
Student will understand that every society uphold traditions, and those traditions sometimes provide the basis for laws. They will be able to connect the places and times we discuss to the Hundred Years’ War, and understand the backdrop, both political and economic, of the Hundred Years’ War. Students will also understand the alternative factors that motivate the declaration of war, and what role economy and political control play in this war. || Student will know the Salic Law, Isabelle, Edward II, Edward III, Philip IV, Joan of Arc, House of Valois, House of Plantagenet, Flanders || Student will be able to outline the basic causes for the Hundred Years’ War, and discuss the events that followed. This provides groundwork for them to build from later in the unit. ||
 * =**Objectives**:= ||


 * =**Maine** **Learning Results Alignment**= ||
 * Content Area**: History
 * Standard Label**: E1
 * Grade Level Span: 9-12**
 * Performance Indicators:** 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. ||
 * Performance Indicators:** 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. ||

Students will use a KWL graphic organizer, detailing what they know about the Hundred Years’ War, what they want to know about the Hundred Years’ War, and at the end of the unit, will go back and fill in what they learned about the Hundred Years’ War. I will collect them and peruse them before moving on to lesson 2 as a way of forming an idea of what level they’re at. || At the end of class, students will have an informal quiz over what they have learned. Questions will be over people introduced, places, economic relations countries have with each other, and how certain events led to other events beginning the war. This will be collected and graded. ||
 * =Assessment= ||
 * Formative** (Assessment for Learning)
 * Formative** (Assessment for Learning)
 * Summative** (Assessment of Learning)
 * Summative** (Assessment of Learning)

Vocabulary-students will know the Salic Law, Flanders, Edward III, Edward II, Philip IV, Isabelle, Eleanor of Aquitane, and the Auld Alliance. Technology-a YouTube video of a Spanish soap opera. ||
 * =**Integration**= ||

The class will work individually on the KWL, but of course discussion between themselves is allowed and encouraged, as long as it pertains to what we’re doing. The class is not broken up into groups during this lesson, but they do function as one large group in the in-class discussion on the beginnings of the Hundred Years’ War, each student bouncing ideas off each other. ||
 * =**Groupings**= ||

I will review all my students’ IEPs and ELLIDEPS and make individual modifications for them as specified on those plans. If I have an ESL student who has an aide, they will communicate through the aide but only when they absolutely have to. Questions to the ESL student will be phrased in simpler English. If there is no aide, during the KWL activity I would work heavily with that student, and review with the student at the end of class their notes and if anything was left out, I would discuss it with the student. || Any absent students will complete the KWL outside of class, and the informal quiz will be made up when the student has had time to study their notes from class that they got from someone else. ||
 * =Differentiated Instruction= ||
 * Strategies**
 * Audio:** Lecture is suited to auditory learners.
 * Interpersonal:** Students will be bouncing ideas off each other during the KWL activity, and contributing to a discussion on the Hundred Years’ War in class.
 * Logical:** To form questions and contribute to the discussion, students have to put the events of the Hundred Years’ War and the surrounding elements into logical order.
 * Intrapersonal:** When the students do their KWL, they have to think about their personal experience with the Hundred Years’ War.
 * Visual:** The YouTube video of a Spanish soap opera makes a humorous point about the relations between France and England, comparing it to a soap opera. This will engage the students’ interest.
 * Verbal:** Students must use their verbal skills to contribute to discussion.
 * Kinesthetic:** Students will toss a ball around during our in-class discussion to keep one person talking at once. This will also enable me to bring everyone into the discussion by mandating that everyone must get the ball at least twice. ||
 * Modifications/Accommodations**
 * Modifications/Accommodations**
 * Modifications/Accommodations**
 * Extensions**
 * Extensions**

LCD projector KWL graphic organizer Pens and pencils Notebooks YouTube video Ball ||
 * =Materials, Resources and Technology= ||

http://www.youtube.com/watch?v=3LPe80TmKdk Maria la del Barrio video ||
 * =Source for Lesson Plan and Research= ||

__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. __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * Rationale:** ** I have tailored this lesson to seven of the eight multiple intelligences, and have made accommodations for students who need them. This lesson improves their discussion skills. It improves their ability to conduct themselves properly in discussion with other students, thus helping their social development. Their cultural development is helped by the fact that they’re exposed to the history of other countries, and therefore gives them a more thorough understanding of the culture of those countries today. ** ||
 * Rationale:** ** In this lesson the student’s previous knowledge is collected and stored to be built upon later. It emphasizes depth of content and mastery of the larger concepts of economic relations between countries, political relations between countries, as well as examining the large and abstract question of tradition and will eventually guide the student’s thinking to at what point tradition should be tempered with innovation, as well as raises the point that wars are often started because countries stand something to gain from the other countries. ** ||
 * Rationale:** ** This lesson utilizes video as type II technology, interaction with fellow classmates, and discussion between the teacher and student, as well as intrapersonal reflection of their previous knowledge of the war. Special needs students and ESL students are accommodated in accordance with their IEP or ELLIDEP. ** ||
 * Rationale:** ** Students complete a KWL to get a handle on what they know already, and what they would like to know. This will be collected and used by me to determine where I need to go to effectively teach these students about the war. This assessment is informal. The quiz shows that they are now equipped with the basic terms and chronology of the beginning of the war, and have an understanding of how economic and political forces shaped the conflict. This assessment is formal. ** ||

When students come into the room, they’ll sit down and I’ll say “Today class we’re going to learn about the Hundred Years’ War, specifically, what started the Hundred Years’ War.” I will pass out the graphic organizer, and ask students to write what they already know about the Hundred Years’ War and what they’d like to know about it. I’ll collect it, and using a ball, I’ll conduct a discussion on what students already know about the Hundred Years’ War, and write their answers on the board. I will clarify any confusing points for them, and at the end of the discussion, do a three-minute review of the class. Again, I will clarify confusion. **What, Explore, Equip, Experience, Rethink, Revise, Rehearse, Refine. Tailor: Bodily-Kinesthetic, Audio, Logical, Verbal, Interpersonal, Intrapersonal** || I will then compare the marital conflict leading to the Hundred Years’ War to that of a soap opera. We’ll watch a brief clip of a Spanish soap opera. I’ll then explain the marital conflict between France and England. I will put special emphasis on the tradition of the Salic Law in France, and get them thinking about traditions in lawmaking, which they will need later in the unit. **Hook, Where, Why, Equip. Tailor: Visual, Audio, Intrapersonal** || I will explain to the students that the marital conflict was only part of the reason the Hundred Years’ War started, and talk about the economic relations between countries, the mutual distrust of each country, and the involvement of other countries and why those countries in particular were involved, and what politically each country desired to get out of their interaction with the others. This helps students understand that wars are not started by a singular cause, and that often in history, each party often stands something to gain economically or politically and that is a motive for war. I will use examples from other wars to reinforce this. **Where, Why, Equip, Explain. Tailor: Audio, Intrapersonal** || Students will complete a quiz on what we’ve covered in class, and write a question that they have now brewing in their minds about the Hundred Years’ War. **Evaluate** || = =
 * =Teaching and Learning Sequence:= ||