L3+O'Neil+Christopher

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11 Topic: World War II**

 * =**Objectives**:= ||
 * Student will understand that the leader of each country in the Allied and Axis Alliances played an important role in the outcome of the war. ||
 * Student will know important people: Adolf Hitler, Franklin Delano Roosevelt, Joseph Stalin, Dwight D. Eisenhower, General Patton. ||
 * Student will be able to assume the role of one of the important people during the war. ||

E. History E1. Historic Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "World War II 1939-1945" Students understand major eras, major enduring themes and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze major historic 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. Rationale: In this lesson, we will be focusing on the important people during World War II and how they were important as well as the decisions that they made during the war. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Social Studies.


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * During the learning process, the students will be peer-reviewing each others' interviews. They will be able to rehearse their interview and I will be editing their interviews before they record them for their final grade. ||
 * **Summative** (Assessment of Learning)
 * Podcast: This project will require students to examine one of the important leaders of World War II and go into depth on the decisions they made during the war. ||

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 * =**Integration**= ||
 * English - I will tap into the aspect of public speech as well as formal interview writing by requiring the students to hand in a written copy of their interview as well as create a podcast interview.

Technology - I will use the program Garage Band for students to create a podcast with. Students will use the internet to find information about the important person that they are researching. The students will learn how to create a podcast as well as how to properly perform an interview. ||


 * =**Groupings**= ||
 * The students will be given a number at the beginning of class. They will then be sorted into groups of three based on the numbers they were given. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Interpersonal:** Students will write a record an interview with two partners.
 * Linguistic:** Students will create a written copy of their interview.
 * Musical:** Students will include music in their interviews.
 * Naturalist:** Students have the option of recording their interview outside to add a different feel to the interview.
 * Bodily-Kinesthetic:** Students should act as the person they are interviewing for an added effect.
 * Spatial:** Students may video tape the interview for extra points. ||
 * **Modifications/Accommodations**

If students are absent, they are responsible to get the appropriate information from the class wiki. I will have the description of the assignment as well as video tutorials of how to use the technology needed to create the project. All of the daily notes will be made available on the class wiki as well as any worksheets that were handed out that day. Absent students will have one extra day past the due date to hand in the assignment. If they fail to do so, they will not receive credit for the completed assignment. || Podcast: Students will create a podcast interview with an important leader from World War II. They will be required to research that person and find factual information as well as important decisions the person they are researching made. ||
 * **Extensions**

Garage Band video tutorial Garage Band written tutorial Projector Projector screen Interview Rubric Story Map (Graphic Organizer) Video of Adolf Hitler giving a speech ||
 * =Materials, Resources and Technology= ||
 * Laptops (with wireless internet connection and Garage Band program)

http://www.youtube.com/watch?v=gyrc8fnI-6c
 * =Source for Lesson Plan and Research= ||
 * Adolf Hitler's Speech

Garage Band video tutorial http://www.apple.com/ilife/tutorials/#garageband-podcast-51

Garage Band written tutorial http://manuals.info.apple.com/en/GarageBand_3_getting_Started.pdf

Story Map (Graphic Organizer) http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf ||

Technology - I will use the program Garage Band for students to create a podcast with. Students will use the internet to find information about the important person that they are researching. The students will learn how to create a podcast as well as how to properly perform an interview. ||
 * =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:** This lesson demonstrates Maine Standard for Initial Teacher Certification by providing different ways for students to learn and develop. The students will use the knowledge that was taught to them at the start of the lesson and expand on it. They will use their knowledge of the internet to search for more information relating to an important person during World War II that they chose. They will also learn new knowledge of the software Garage Band. The video tutorial that they will watch will provide them with information on how to use the software. Students will also be given the option of having a written tutorial of how to use Garage Band if they request one. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson demonstrates Maine Standard for Initial Teacher Certification by pre-assessing the students' prior knowledge of the important people during World War II. A brief discussion of the important people during World War II will take place during the first ten minutes of class. The lesson can be modified to fit the knowledge of the students about the important people during World War II. The backward design model was used in designing this unit. Students' IEPs, 504s, and ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
 * Interpersonal:** Students will write a record an interview with two partners.
 * Linguistic:** Students will create a written copy of their interview.
 * Musical:** Students will include music in their interviews.
 * Naturalist:** Students have the option of recording their interview outside to add a different feel to the interview.
 * Bodily-Kinesthetic:** Students should act as the person they are interviewing for an added effect.
 * Spatial:** Students may video tape the interview for extra points.
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification in a variety of ways. A pre-assessment will be done to determine the current knowledge the students have of important people during World War II so that the lesson may be modified to meat the students' learning needs. The students will be placed into groups and will be given instructions on their podcast project. The students will work together in the groups to do some research on the internet about the person their group chose. The students will be required to create an interview in podcast form as a formative assessment and will be provided with a video and written tutorial of how to use the software. Students will read a rough draft of their interview aloud to the class and be given feedback from their peers as well as the teacher on their interview draft. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by documenting the students' progress in the following ways: A pre-assessment of the students' knowledge of the topic when the class beings so that the lesson may be modified to accommodate the students' learning needs. A story map will be filled out by the students with information they have learned and researched in the beginning of class. A rough draft of the interview the students will use in their final product will be assessed by the other students as well as the teacher. The final interview in podcast form will be used as a formative assessment to show the studnets' mastery of the information they were provided and researched. ||


 * =Teaching and Learning Sequence:= ||
 * Students will walk into class and sit at their desk, which will be arrange in standard rows for lecture. I will hand out a number to each student, which they will hold onto until told what to do with it.

Agenda:
 * Hand out numbers to students (5 min)
 * View video of Adolf Hitler giving a speech (5 min)
 * Discuss video as well as the other important people during World War II (10 min)
 * Split into groups (5 min)
 * Hand out story map (Graphic Organizer) (5 min)
 * Hand out rubric (5 min)
 * Work on podcast project (45 min)

The leader of each country in the Allied and Axis Alliances played an important role in the outcome of the war. Students will learn how the decisions made by the leaders in World War II affected the policies and institutes the world has today. Students understand the World War II era, important leaders of World War II, major themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. Students will watch a video clip of Adolf Hitler giving a speech. Students will be able to assume the role of one of the important people during the war. Product: Podcast.
 * Where, Why, What, Hook, Tailors: Spatial, Interpersonal, Bodily-Kinesthetic** ||
 * I will start instructing the class by introducing the students to the podcast project that they will be starting during class today. There will be no lecture in today's class as it is a spin off of the previous class. I will have a brief discussion on the video of Adolf Hitler giving a speech as well as the other important people during World War II. After that discussion, I will have the students split up into groups based on the numbers they were given. I will explain to them the project that they will be doing in their group. I will then hand out the rubric as well as the graphic organizer (see attachments 1 and 2). Each group will select an important person from the list that is on the board. They may choose a person that is not on the board as long as they confirm it with me. Once they have chosen the person they are going to be interviewing, they may start on the project. I will walk around the room to answer any questions they have, as well as evaluate their progress on the project.
 * Equip, Tailors: Interpersonal, Spatial** ||
 * I will introduce the students to the project and hand out a written and visual tutorial on how to use the Garage Band program (see attachment 3). I will explain to the students that they must include music or some kind of sound effects in their podcast and they have the option of recording it outside. If they choose to record it outside, they may visit the Tech Center for the required materials if they do not have them already. The students will then work in their groups on researching the person they chose and start writing down information. I will require them to have a rough draft of their interview done twenty minutes before the end of class. In that time, they will read their interview aloud and receive feedback from their classmates as well as myself. They will then be required to refine their interview and record it on Garage Band for homework.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Bodily-Kinesthetic, Interpersonal, Linguistic****, Musical, Naturalist** ||
 * The students will assess each others' work by giving feedback during the brief presentation of the rough draft of the interview. I will also be providing feedback on all of the interviews. Each group will be allowed to refine their interviews based on the feedback that was given. The students will have about fifty minutes during the class period to research the person that they selected. They may tag any websites that they found online on Delicious so they may visit them on their home computers. The students will be required to have a recording of their interview in podcast format posted on the class wiki.
 * Revise, Refine, Rehearse, Tailors: Interpersonal, Spatial** ||

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