L4+Scheffler+Erich

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: The Vietnam War and the World At Large**

 * =**Objectives**:= ||
 * Student will understand that the Vietnam War had a profound impact on other things that were happening in the world at the time. ||
 * Student will know important events and people, and how these events and people impacted the world around them. ||
 * Student will be able to do apply what they learn to better understand other areas of history, and to current events. ||

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)
 * Students will grade each other's songs using a rubric, but they will also be able to grade their own songs using that same rubric. Also, students will have the chance to grade their own songs using the rubric.  Students will also be given a Spider Map at the beginning of the lesson to show what they know, and then will complete it again at the end to show what they learned.  ||
 * **Summative** (Assessment of Learning)
 * Students will be graded on their Garage Band songs, and also they will take a short quiz at the end of the lesson to show not only how much they learned during the lesson, but also how much they learned about how the war impacted the world. Not only will I grade the students on their songs, but the students will also grade each other using a rubric. ||

= = English: Students will need writing and poetry skills in the writing of their songs. Music: Students will need musical skills in the creation of their songs. ||
 * =**Integration**= ||
 * Type II Technology: Students will use the Garage Band software to create a song, and students will grade each other on good the songs are.


 * =**Groupings**= ||
 * Think Pair Share. Using the Think Pair Share method, students will be posed a question in class, then they will think about their answer by themselves.  They will then choose one partner that is sitting near them, and then share their response with their partner.  After they have done this, they will get into small groups of about 4, and share their responses with them.  ||

Interpersonal: Students will be making their songs in small groups. Linguistic: Students can write the lyrics to their songs. Mathematical: Students can plan out the number of beats and measures in their song. Intrapersonal: Students can work on their songs solo if they choose. Bodily-Kinesthetic: Students can dance to their song when they present it.| 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**
 * Musical: Students can play instruments on their songs.
 * **Modifications/Accommodations**
 * I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * **Extensions**
 * Students will use Garage Band to create a song that is modeled after popular anti-war protest songs of the 1960's/1970's. Students will also be able to listen to other students' songs and grade them on their songs.  This assignment will enhance each students' understanding of what was happening in the world at the time, and how different events related to each other. ||

Garage Band Headphones for each student ||
 * =Materials, Resources and Technology= ||
 * Laptops

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 * =Source for Lesson Plan and Research= ||
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Musical: Students can play instruments on their songs. Interpersonal: Students will be making their songs in small groups. Linguistic: Students can write the lyrics to their songs. Mathematical: Students can plan out the number of beats and measures in their song. Intrapersonal: Students can work on their songs solo if they choose. Bodily-Kinesthetic: Students can dance to their song when they present it. ||
 * =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 the freedom to make which ever kind of song they want to. The Clipboard learners will have the objectives for the assignment clearly laid out and defined.  The Microscope learners will be able to analyze the events of the time to put them into song.  The Puppy learners will be respectfully graded by their peers on their songs. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students will be able to explain how the Vietnam War played such a big impact on larger world events, such as the Cold War, and why the Vietnam War was such an important event in the history of the world. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** Students will use Garage Band to better understand how the events of the time were related, and how tensions between the United States and the Soviet Union impacted the United States' actions in Vietnam, and how the U.S.'s actions in Vietnam impacted relations with the Soviet Union. Students will have a variety of ways they can approach their assignment, and can utilize the myriad instruments at their disposal and can create any kind of song they want to.
 * __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 take a short quiz about what has been taught to them during the lesson. This will show me in part how much they have learned.  Also, students will be graded on the songs they create using Garage Band via a rubric I will create.  Also, students will grade each other's songs using that same rubric.  Additionally, students will be given a Spider Map to fill out at the beginning and end of the lesson, to show what they originally know, and what they have learned throughout the lesson.   ||


 * =Teaching and Learning Sequence:= ||
 * On the first day when students first come in, they will sit in their seats, and I will read various quotes, all about the Vietnam War, aloud from various historical figures. I will then give a short introduction to the lesson, and begin.  I will pass out the Spider Maps, and students will be asked to fill them out based on their prior knowledge of the lesson topic.  Students will then be given a brief lecture.  They will be given the rest of the period to take the short quiz that has been prepared.  It is important that students know that events such as this are not self-contained and actually have an impact on the world at large.||
 * The first day will be comprised of the hook that will teach students about the Vietnam War's impact in other areas of the world. Then, we will have a short discussion on what kind of impact the students think was made by the Vietnam War.  I will then hand out the Spider Maps, and students will fill them in based on what they already know about the Vietnam War and it's affect on the world.  After this, I will give a lecture on how the Vietnam War impacted the world.  I will then start the Think Pair Share activity, and I will start with a question like, "Why do you think the United States felt that if Vietnam fell to Communism the entire Southeastern part of Asia would as well?"  The students will think about it by themselves, then discuss in pairs, then in small groups.  After this, I will introduce the assignment on Garage Band.||
 * In the beginning of class on the second day, I will give students a short quiz based on what they learned the previous day. After the quiz, I will pass out the laptops and let the students begin work on their songs.  Each student will be given a pair of headphones if they do not already have a pair so as not to disturb the other students while they're working on their songs.  Students will be given the entire class period to work on their songs, as well as any other addition time they need.  I will be around for the students to ask me any questions about whether or not they are on the right track with the lyrics of their songs.  This project is meant for students to analyze how an event such as a major war can impact not only the parties involved, but the whole world as well.  ||
 * For this project, students will work alone to create a song about the world in the time of the height of the Vietnam War, in the mid-to-late 1960's. They will listen to popular anti-war songs of the time, and model their songs after these songs.  Students will get the whole second day of the lesson to work on their songs, and any additional time they may need to complete the assignment.  When the students present their songs to the class, I will grade them using a rubric that I have created.  Students will also self assess themselves on their songs using that same rubric, and grade their peers' songs using the rubric as well.    ||

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