L5+Scheffler+Erich

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Experience of American soldiers in Vietnam War**

 * =**Objectives**:= ||
 * Student will understand that each side of the war had a specific agenda, and every person involved in the war was impacted in some way.||
 * Student will know the key factual information about what soldiers and others went through during the Vietnam War.||
 * Student will be able to do consider each side of the war, and why each side had the agenda they did, and how everyone was affected by the war.||

E1. Historical Knowledge, Concepts, Themes, and Patterns 9-Diploma "The Vietnam War in the United States 1960-1975" b. 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.||
 * =**Maine Learning Results Alignment**= ||
 * E. History


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * In the beginning of the lesson, students will receive a T-Chart. At the top of the T-Chart students will write the board topic of "The Vietnam War."  Then, on each side of the T-Chart, students will write down different parties of the war, and in the space underneath, write what they think each party was looking to accomplish in the war. ||
 * **Summative** (Assessment of Learning)
 * Students will be formally assessed by the three rubrics I will use when grading their projects: one on the video, presentation, and paper. The three scores from these rubrics will then be averaged together for each students' grade. ||

= = iMovie: Students will use iMovie to create a short video about the experiences of soldiers during the Vietnam War. Their videos can cover both what they experienced while serving in Southeast Asia, but the videos can also cover what the soldiers experienced while they were home in America. English: Students will need skills learned in English class, such as writing and grammar skills, to create effective scripts. Art: Students will need to have artistic skill to make their videos look good. ||
 * =**Integration**= ||
 * Type II Technology:


 * =**Groupings**= ||
 * Students will use the Partners model to help to teach their peers, and also to discuss what has been taught in the lesson. Students will be paired up by a method of counting off as "hawks" or doves", and each "hawk" will have to find a "dove" partner to work/discuss with.  ||

Intrapersonal: Students will be able to work alone when they are writing their papers. Linguistic: Students will also be able to write a paper along with the movie. Visual: Students will be able to shoot their movie however they want, and can make it as artful as possible. Mathematical: Students can look at the injuries sustained by veterans during the war, and look at other statistics as well. Bodily-Kinesthetic: Students can coordinate their productions, and make people stand wherever they want them to stand.|| In the event of an absence, said absent student will have to come see me at a convenient time in order to make any missed work or notes. If the student has a legitimate reason for their absence, it will not be a problem, they can just make up any work. But if there is no legitimate reason for absence, then student will have to make up missed work in addition to being marked down. If unexcused absence is continual, then student will fail the course.||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Interpersonal: Students will be able to work in groups to make the movie.
 * **Modifications/Accommodations**
 * I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * **Extensions**
 * The assignment that students will have to do is complete a WebQuest assignment that will eventually lead them to create an iMovie presentation about the experiences of soldiers during the Vietnam War. In conjunction with this iMovie production, students will also hand in a short essay that describes what they learned, so the knowledge will be even more reinforced. ||

Laptops with iMovie software Projector for showing iMovie presentations ||
 * =Materials, Resources and Technology= ||
 * iMovie

[] Speech by John Kerry about his experiences in Vietnam [] A short history of the group Vietnam Veterans Against the War []||
 * =Source for Lesson Plan and Research= ||
 * Website that shares stories of soldiers' time in Vietnam, which were written by actual veterans

Interpersonal: Students will be able to work in groups to make the movie. Intrapersonal: Students will be able to work alone when they are writing their papers. Linguistic: Students will also be able to write a paper along with the movie. Visual: Students will be able to shoot their movie however they want, and can make it as artful as possible. Mathematical: Students can look at the injuries sustained by veterans during the war, and look at other statistics as well. Bodily-Kinesthetic: Students can coordinate their productions, and make people stand wherever they want them to stand.||
 * =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:** The Beach Ball learners in my class will have to ability to create both an iMovie presentation and a short essay, so they will have options of what they will complete. The Clipboards in my class will have the experience of having all the objectives of their assignment laid out before they begin, so they will know exactly what they will have to complete for the assignment.  The Microscopes in the class will be able to discuss what they learned when they complete the Partners activity, and the Puppies in my class will be so comfortable because their classmates will respect what they say during the discussions.||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**Students will look watch the movie //Born on the Fourth of July// at the very beginning of the lesson, so they can get a good idea of the experiences that the Vietnam veterans had when the Vietnam War was being waged. But in the lesson itself, I will go deeper into the idea of a soldier's experience, and students will be able to discuss with one another why some soldiers were treated the way they were, and how it affected both the soldiers themselves and the war.||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**Through the use of the movie-making software iMovie, students will gain a much better and deeper understanding of what soldiers went through in the Vietnam War. They will be introduced to the assignment via a WebQuest on the Internet, and they will be able to use various resources on the Internet to also increase their understanding of the topic.  Additionally, they will write a short paper chronicling what they learned, so that will only reinforce the source material.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**At the end of the lesson, students will be formally evaluated using three different rubrics, that I will create. One will be on the video itself, the second will be on the group's presentation, and the third will be on each students' paper they write.  After these rubrics have all been filled out, the grades will be averaged together to find each student's grade.  The students will informally assess themselves using the T-Charts they will complete, and also by the discussions they will have.     ||


 * =Teaching and Learning Sequence:= ||
 * At the beginning of class, students will take their seats in the groups of four. Then I will put in the movie //Born on the Fourth of July// and the students will watch one or more clips of it to get a feel for what they will learn in the lesson.  After this, I will hand out the T-Charts to the students, and they will fill them out according to their prior knowledge of the subject.  After I finish my lesson, the students should realize the in any war, not just the Vietnam War, there are many people who fight it, and these people are all affected, no matter which side they are on.  Also, they will learn that each of the parties involved in the, be they country or any other group, has specific reasons as to why they enter the war.  ||
 * To learn as much as they can from this lesson, students will need to learn about what actually happened to soldiers who fought in the Vietnam War, and they will need to know how certain soldiers may have reacted to certain important events. Finally, I will convey these thought to my students using a Powerpoint presentation, and at the end of the lesson, they will have been graded on their whole projects.  ||
 * When students are going to be discussing what they learned in class at the end of the first period, I will have them count off as either "hawks" or "doves." Ten, each "hawks" will have to find a "dove" to discuss with, and vice versa.  At the end of the lesson, students will be able to look at each party involved in a war, and analyze and consider why each side chose to go to war.    ||
 * Students will assess themselves because they will be able to accurately describe what they themselves know about the subject in the beginning of the lesson, using the T-charts. Also, they will be able to use the discussions they have with their partners as a way to self-assess because it will show them how much they know and how much they have to learn about the subject.  I will provide timely feedback to the students because I will grade their videos and presentations as I am watching them, and I will grade their papers as soon as possible, so the students will find out their grades in a timely fashion.  ||

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