L5+O'Neil+Christopher

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that the important events that affected the outcome of the war. ||
 * Student will know sequences and timelines: Europe 1939-1944, United States 1941-1944, Europe and the Pacific 1944-1945. ||
 * Student will be able to produce a timeline of the important events throughout World War II. ||

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 events that affected the outcome of the war. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Social Studies.

During the learning process, students will revise each others' power point products. I will also be checking each of the power point presentations and giving feedback on them so that students may revise them before turning them in for a final grade. || Power Point: This product will require students to look at all of the important events that took place during World War II and determine how each of these events had an affect on the war. Students will organize these events in a timeline format by using Power Point. There will be an attached rubric with the following criteria: Content, Content accuracy, and Creativity. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Mathematics - I will tap into the aspect a logical sequences from Mathematics. Students will be using logical sequences by creating the timelines.

Technology - I will use the Power Point software for students to create their timelines with. Students will be using the internet to find the information that they need for their timelines. ||


 * =**Groupings**= ||
 * Students will sit in the center of the room in a circle. Each student will close their eyes and put their heads on their desk. When I tell them too, they will hold up their hands and indicate a number of their choice with their fingers. The students will then open their eyes and partner up with one other person that held up the same number as them. If there were some people that did not hold up the same number as other people, they will be paired up with the person that held up the closest number to theirs. This will be called the number group activity. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Interpersonal:** Students will work in groups of two on their power point.
 * Bodily-Kinesthetic:** Students will be grouped up by doing the number group activity.
 * Spatial:** They must include animated graphics in their power point.
 * Linguistic:** They must include text in their power point.
 * Musical:** Students are encouraged to add sound effects into their power point.
 * Logical:** Students must use the correct sequence of events in their timeline. ||
 * **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. || Power Point: Students will create an animated Power Point presentation showing a timeline of important events. Students will include a brief description of the event and how it affected the war. ||
 * **Extensions**

Projector Projector screen Timeline Rubric Clip of Atomic Bomb ||
 * =Materials, Resources and Technology= ||
 * Laptops (with wireless internet connection and Microsoft PowerPoint program)

http://www.youtube.com/watch?v=fWoNDxjOksM&feature=related ||
 * =Source for Lesson Plan and Research= ||
 * Atomic Bomb Clip

Technology - I will use the Power Point software for students to create their timelines with. Students will be using the internet to find the information that they need for their timelines. ||
 * =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 the important events of World War II. They will also learn new knowledge of the software PowerPoint. Students will be shown by the teacher how to use Microsoft PowerPoint. ||
 * __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 events of World War II. Students will be asked to list as many important events of World War II that they know. The lesson can be modified to fit the knowledge of the students about the major battles of 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. ||
 * __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 the important events of 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 background information about the important events of World War II. The students will then work together in groups of two to do some research on the internet to find all of the important events of World War II. The students will be required to create a PowerPoint timeline as a formative assessment. Students will peer-edit each others' timelines. The teacher will meet with each group to see how the group is doing with their timeline.
 * Interpersonal:** Students will work in groups of two on their power point.
 * Bodily-Kinesthetic:** Students will be grouped up by doing the number group activity.
 * Spatial:** They must include animated graphics in their power point.
 * Linguistic:** They must include text in their power point.
 * Musical:** Students are encouraged to add sound effects into their power point.
 * Logical:** Students must use the correct sequence of events in their timeline.
 * __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. The teacher will meet with each group to see their progress as well as what they are planning on doing for their timeline. A rough draft of the timeline the students will use in their final product will be assessed by another group. The final PowerPoint timeline will be used as a formative assessment to show the students' mastery of the information they were provided and researched. ||


 * =Teaching and Learning Sequence:= ||
 * When students walk into class, I will have them move all of the desks to in a circle around the room. We will then do the number grouping activity to choose groups for the time line projects.

Agenda:
 * Create groups for timeline project (5 min)
 * Watch a brief clip of the atomic bomb explosions on Hiroshima and Nagasaki (5 min)
 * Hand out rubric for project (5 min)
 * Explain what the project will entail (15 min)
 * Answer any questions the students have about the project (10 min)
 * Send the students off to work on their projects (40 min)

The important events and the affect they had on the outcome of World War II. Students will connect the dots to see how one event led to another and then use that information to connect the dots of how one event led to another in the current conflicts in today’s world. Students will understand the World War II era, major enduring themes, and major events throughout the war. Students will be able to produce a timeline of the important events throughout World War II. Product: Power Point Presentation
 * Where, Why, What, Hook, Tailors: Interpersonal, Spatial****, Bodily-Kinesthetic** ||
 * I will start off the class with the number group activity to sort the students into their groups for the project. I will show the students the video clip of the Hiroshima and Nagasaki atomic bomb explosions. The students will then break off into their groups and began to construct a rough draft of the timelines. While they are creating their rough drafts, I will walk around the room and look at the progress the students are making. After about twenty minutes, I will meet with each of the groups and go over their rough drafts. I will assess their knowledge and give them suggestions of events that they should add or take out. I will use the rough drafts as my pre-assessment for this lesson.
 * Equip, Tailors: Interpersonal, Linguistic, Bodily-Kinesthetic, Spatial, Interpersonal** ||
 * I will introduce the students to the short project that they will be completing for this lesson. The students will be working in groups of two and construct a timeline of the important events that affected the outcome of World War II. I will hand out the rubric for the project (see attachment 1) and go over any questions the students have on the project. Once the students have constructed a rough draft of their timeline and I have gone over it with them,. I will explain to the students how to use Microsoft Power Point. I will show the students the basics of how to use Power Point and the basic things they need to know. Once I have made sure that the students are familiar with Power Point, I will send them off with their partners to get started on the final presentation. During the time that they are working, I will meet with each of the groups and answer any questions that they have and point them to any useful links for their timeline. In the last twenty minutes of class, I will have the students present their power points to another group so that they may receive feedback by other groups. They will then revise their power points for homework.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Interpersonal, Logical, Bodily-Kinesthetic, Linguistic****, Spatial** ||
 * Students will be peer-editing each others' work in the last twenty minutes of the class period. They will meet with one or two other groups and give each other feedback on their timelines. They may share links and information for the timelines. While the groups are giving each other feedback, I will be walking around the room and observing the peer-editing. I will give feedback to each of the groups while they are working on their power points. I will make myself available to answer any questions that they students have during the entire class period. I will also give them information and hints as to where to look for information. I will encourage the students to E-Mail me their power points so that I may provide additional feedback. I will continue to provide feedback until the next day that we meet as a class. The students will be required to have the Power Point completed for the next time we meet.
 * Revise, Refine, Rehearse, Tailors: Interpersonal** ||

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