L2+Richardson+Cassandra

=**UMF LESSON PLAN FORMAT**= E. History E1. Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma: 'The Expansion and Interaction of Civilization, 600-1450 AD' Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future.
 * __ Teacher’s Name __**** : Miss Cassandra Richardson __Date of Lesson__: TWO **
 * __ Grade Level __**** : 9-12 __Topic__: the Middle Ages **
 * __ Objectives __**
 * Student will understand that ** **the Middle Ages were a time of transition from the Roman Empire to the Reformation.**
 * Student will know medieval sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **
 * Student will be able to describe the effects of religion, politics, and social aspects of life on each of the social classes. **
 * __ Maine __****__ Learning Results Alignment __**
 * Maine **** Learning Results ** //Social Studies//

Rationale: In this lesson, we will focus on the importance of different perspectives present during historical events. Students will partake in a discussion of similarities and differences between Christianity and Islam. This will be used to assess students understanding of religion in a historical context, and analyze particular elements that are crucial to both. Venn diagram graphic organizers will be filled in as the discussion progresses. Blog entries: These after-activity blogs will discuss the mock Crusade and their side's experience. Students will self-evaluate how their group fared during the Crusade, how they contributed to the group effort, and how their daily performance was as a whole. They will have the opportunity to reflect with their classmates and give positive feedback on their peers performances. IMovie: Students will also create a class IMovie documenting the mock Crusade’s events. This will provide a visual and allow students to critique their actions and analyze how they are similar or different compared to historical context. Type II Technology: The blog entries will allow the entire class to give positive feedback to each other on their performances in the mock Crusade. I will also be giving feedback to the students. English: Students will take part in a discussion of similarities and differences between Islam and Christianity, and analyze passages from the Koran and the Bible that illustrate these. Math: Students will plan strategic moves to take the Classroom (for this purpose, it is the 'Holy Land'), and weigh the costs and benefits. Art: Students will draw up visual battle plans to accompany the strategic plan. After the whole classroom discussion of Islam and Christianity, students will be divided into two teams for the mock-Crusade based on their favourite television show genre (comedy, sitcom, reality, etc.). I will review students' IEPs, 504s, or ELLIDEPs, and make the appropriate modifications and accommodations. If students are absent for any reason, I will expect that they consult their homework partners (groups of three or four that can catch their partners up in the event of absence), me, or the class wiki for the class agenda, homework, and pertinent information. If they have evidence of extenuating circumstances for why they failed to contact any of the three sources, such as a written note from parent or guardian, or other appropriate source), an extension will be given and no points will be deducted from their grade. However, if such evidence were not presented, points will be deducted. Students will be contributing to their blog journals on a near-nightly basis. Entries that feature in-depth discussion of the day's activity and daily critical questions, and make an attempt to find information that compliments these entries (such as other web resources or media samples), will be considered above and beyond. In addition to discussions, students will also be expected to comment on the critical thinking of at least one peer.  Students:  Pens/Pencils  Notebook  Textbook  Laptops  Teacher:  Call to prayer by imam. http://www.youtube.com/watch?v=EAvlimEYEpQ Current textbook or printed source. Handouts of passages from Bible and Koran. Poster paper, markers. Camera and additional equipment. Wiki accounts for class pages: http://www.wikispaces.com/ Medieval music. Selection from the Sixteen and Harry Christophers. Sample here. http://www.youtube.com/watch?v=AkYxOWfORmw&feature=related Call to prayer by imam. http://www.youtube.com/watch?v=EAvlimEYEpQ
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * *Verbal: ** Students will take part in a discussion of similarities and differences between Islam and Christianity.
 * Kinesthetic:** Students will participate in a mock-Crusade for the Classroom (also the 'holy land').
 * Logical:** Students will plan strategic moves to take the Classroom.
 * Natural:** The mock-Crusade will take place outside.
 * Interpersonal:** Students will work together on two different sides.
 * Musical:** Medieval music will be played in the background during the activity.
 * Visual:** Students and their sides will draw up visual battle plans.
 * Intrapersonal:** Students will complete a peer reflection of group effort and their individual effort.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

Textbook. IMovie video tutorial. http://www.youtube.com/watch?v=pwg1fAremCs IMovie written tutorial. [|http://reach.ucf.edu/~pezone/tech/imovie/] http://www.historyforkids.org/learn/romans/history/fall.htm http://www.mrdowling.com/606islam.html http://www.bbc.co.uk/religion/religions/islam/history/earlyrise_1.shtml http://en.wikipedia.org/wiki/Islam http://www.vlib.us/medieval/lectures/christianity_rise.html http://www.pbs.org/wgbh/pages/frontline/shows/religion/why/starksociology.html http://www.thenagain.info/webchron/WestEurope/VerdunTreaty.html http://www.ctlibrary.com/ch/1990/issue28/2809.html http://ancienthistory.about.com/od/constantine/g/edictofmilan.htm http://en.wikipedia.org/wiki/Crusade http://www.vlib.us/medieval/lectures/great_schism.html http://ehistory.osu.edu/osu/archive/hundredyearswar.cfm http://www.lepg.org/religion.htm As the students enter the room, the video will be ready and waiting, playing as the students come in. Students will be seated in a semicircle so I am completely visible, geared for classroom discussion. At each desk I will be placing a leaflet of handouts of passages from the Bible and the Koran, as well as their Venn diagrams. I will do the daily performance check, where I go around and check that each student has completed their blog entry for the day before, and commented on at least one other person's entry (these I will read after school and provide additional feedback). After asking if there are any remaining questions for the day before, I will explain the day's activities.
 * __ 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 ** : I believe I demonstrate this standard by teaching in accordance to Multiple Intelligence Theory, where sections of each lesson will be directed for the benefit of students with a specific learning style. The classroom environment will remain a safe and educational environment at all times, creating a physically and emotionally respectful learning community.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //**
 * Rationale ** : I believe I demonstrate this standard by teaching in accordance to Multiple Intelligence Theory, where sections of each lesson will be directed for the benefit of students with a specific learning style. In order to respectfully understand not only specific eras of history but different peoples in our world today, students should know at least preliminary information, and be able to understand different perspectives and how those affect decisions. The students experience several different activity groupings with different students, so they are constantly interacting with new people and perspectives. I encourage different viewpoints and opinions within group discussions and activities. The classroom environment will remain a safe and educational environment at all times, creating a physically and emotionally sound learning community at all times by respecting opinions and ideas, creating a safe haven for respectful learning experiences for each individual student. Students will be able to rely on each other for most of the answers, rather than having me spout them off and have them copy the answers down. This will create a heightened sense of independence and collaboration between students, to be ‘self-taught.’
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : Each lesson is tailored in some way to each of the learning styles described in the Multiple Intelligence Theory. For this particular lesson, they are as follows:
 * Verbal:** Students will take part in a discussion of similarities and differences between Islam and Christianity.
 * Kinesthetic:** Students will participate in a mock-Crusade for the Classroom (also the 'holy land').
 * Logical:** Students will plan strategic moves to take the Classroom.
 * Natural:** The mock-Crusade will take place outside.
 * Interpersonal:** Students will work together on two different sides.
 * Musical:** Medieval music will be played in the background during the activity.
 * Visual:** Students and their sides will draw up visual battle plans.
 * Intrapersonal:** Students will complete a peer reflection of group effort and their individual effort.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment  strategies to evaluate and support the development of the learner. //**
 * Rationale ** : The blog entries from the day before will build on pre-assessment strategy. Questions students have from the day before will be discussed as a class before launching into the day's activities. The graphic organizers will be collected, and the posters assessed for understanding. The blogs will be read and assessed for completion and understanding. The mock-Crusade will be recorded using IMovie and assessed for student participation.
 * __ Teaching and Learning Sequence __**** : **

Performance check. Video. Passage analysis. Crusade/IMovie. Homework blog assignments and Quiz 1. We will begin the discussion with the video, and what students thought of it, what they thought it meant. (10 minutes) From there, we will launch into an analysis of similarities and differences between Christianity and Islam using the handouts of passages from both the Bible and the Koran. (20 minutes) After the discussion, I will divide the class into two teams according to their favourite television show genre, and lead them outside (weather permitting). **What, Where, Why, Hook, Tailor: Verbal, Kinesthetic, Interpersonal.** Once outside, we will lay the groundwork. This activity will be filmed as well. The classroom or outside area will then become the Holy Land, and they are the Crusaders. Students will prepare both visual and logical battle plans for taking the Classroom for their side, but also provide the reason for their claim on the Holy Land. Once their claims are given to me, they will be able to put their plans into effect. My intention is for each team to hold the Holy Land for a short amount of time, before the other team reclaims it from them. (45 minutes) **Equip, Experience, Explore, Tailor: Natural, Visual, Kinesthetic, Interpersonal.** After this point has been proven, we will proceed to return to the classroom. Blog assignments, which will be taking a stand on which side deserves Jerusalem, Christianity or Islam and Quiz 1 will then be handed out, and I will collect the Venn diagrams and the visual battle plans for the day. (5 minutes) Product for the day: Blog, comments on classmates' blogs, Quiz 1, visual battle plans and claims to the Holy Land, our class iMovie. **Rethink, Refine, Revise, Tailor: Intrapersonal, Visual.**
 * Agenda**

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