L4+O'Neil+Christopher

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that the outcomes of the important battles affected the outcome of the war. ||
 * Student will know important events: Operation Overlord, Operation Market Garden, Battle of the Bulge, Battle of Midway, and the Battle for Iwo Jima. ||
 * Student will be able to evaluate the outcomes of the important battles of World War II and how they affected the outcome of 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 major battles of World War II and how they affected the outcome of the war. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Social Studies.


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * During the learning process, students will be giving feedback on the scripts for other groups. I will also make myself available to read the scripts of the students and provide my own feedback so that students may revise their scripts before filming. ||
 * **Summative** (Assessment of Learning)
 * iMovie: This project will require students to analyze a major battle from World War II. They must analyze the battle and determine how it will have an outcome on the war. They will play the role as reporters and soldiers and video tape their performance. There will be an attached rubric with the following criteria: ||

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 * =**Integration**= ||
 * English - I will be integrating the aspect of formal writing with the one page summary of the battle that the students are required to turn in with their iMovie.

Technology - I will use the program iMovie for students to create their movies with. Students will be using the internet to find the information about the battles they have chosen to report on. ||


 * =**Groupings**= ||
 * Students will be placed into groups of four based upon the battles they wish to research. ||

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Bodily-Kinesthetic:** Students will be acting as reporters who are reporting about the battle from the battlefield after it ended.
 * Naturalist:** Students will be video taping their iMovie outside to re-create the battlefield feeling.
 * Spatial:** They will use iMovie to edit the video and include special effects in the movie.
 * Musical:** Students are encouraged to have music during their film.
 * Interpersonal:** The students will be working in groups of four and may have help from friends during the video.
 * Intrapersonal:** Each student is required to write their own one page summary of the battle which will be turned in with the final iMovie. ||
 * **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. || iMovie: Students will create an iMovie that covers a major battle from World War II. Students will analyze the battle and describe how it affected the outcome of the war. ||
 * **Extensions**

iMovie video tutorial iMovie written tutorial Projector Projector screen iMovie Rubric DVD Player that can be hooked up to the projector //Band of Brothers// ||
 * =Materials, Resources and Technology= ||
 * Laptops (with wireless internet connection and iMovie program)

http://www.apple.com/ilife/tutorials/#imovie
 * =Source for Lesson Plan and Research= ||
 * iMovie Video Tutorial

iMovie Written Tutorial http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html

Information on Operation Overlord || http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=975&display_order=4&mini_id=1090 http://www.history.army.mil/documents/WWII/g4-OL/g4-ol.htm

Information on the Battle of the Bulge http://www.pbs.org/wgbh/amex/bulge/ http://www.history.army.mil/books/wwii/7-8/7-8_cont.htm http://www.worldwar2history.info/Bulge/

Information on Operation Market Garden http://www.rememberseptember44.com/rs44.htm

Information on the Battle of Midway http://www.history.navy.mil/photos/events/wwii-pac/midway/midway.htm

Information on the Battle for Iwo Jima http://www.iwojima.com/battle/index.htm

I will be providing the //Band of Brothers// DVD

Technology - I will use the program iMovie for students to create their movies with. Students will be using the internet to find the information about the battles they have chosen to report on. ||
 * =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 major battle that they have chosen. They will also learn new knowledge of the software iMovie. 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 iMovie 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 major battles of World War II. Students will be asked to list as many major battles 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 major battles 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 major battles of World War II. The students will then work together in groups of four to do some research on the internet about the battle they have chosen. The students will be required to create an iMovie product as well as a one page summary of the battle as a formative assessment and will be provided with a video and written tutorial of how to use the software. Students will peer-edit each others' drafts of their scripts. The teacher will meet with each group to see what the group is planning on covering in their movie.
 * Bodily-Kinesthetic:** Students will be acting as reporters who are reporting about the battle from the battlefield after it ended.
 * Naturalist:** Students will be video taping their iMovie outside to re-create the battlefield feeling.
 * Spatial:** They will use iMovie to edit the video and include special effects in the movie.
 * Musical:** Students are encouraged to have music during their film.
 * Interpersonal:** The students will be working in groups of four and may have help from friends during the video.
 * Intrapersonal:** Each student is required to write their own one page summary of the battle which will be turned in with the final iMovie.
 * __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 movie. A rough draft of the script the students will use in their final product will be assessed by another group. The final iMovie product and one page summary will be used as a formative assessment to show the students' mastery of the information they were provided and researched. ||


 * =Teaching and Learning Sequence:= ||
 * The students will enter the classroom and sit down at their desks, which are arranged in the standard lecture arrangement. At the end of the lecture, students will be placed into groups of four based upon the battles they are interested in researching.

Agenda:
 * Watch a scene from //Band of Brothers// (10 min)
 * Have students list major battles that they know of already (5 min)
 * Give a brief lecture about major battles during World War II (20 min)
 * Show iMovie tutorial (15 min)
 * Select groups and battle for each group (5 min)
 * Send students in their groups to do research on their battle (25 min)
 * Day 2: Allow students to work on their iMovies (80 min)

The outcomes of the important battles of World War II affected the outcome of the war. Students will learn how to take the outcomes of battles during a war and be able to determine which side will win the war. They may use this knowledge to determine who is going to be victorious in present day wars such as the War on Terror and any wars to come. Students understand the World War II era, important battles of World War II, and the influences these battles had on the outcome of the war. Attack on the town of Foy scene from the HBO Mini Series //Band of Brothers//. I will introduce the students to the project they will be completing for this lesson. The students will work in groups of four and create an iMovie on one of the major battles of World War II. They will be playing the role of a reporter as well as the role of one of the soldiers that fought on the winning side of the battle. I will show the students a video tutorial of how to use iMovie. I will have a written tutorial on hand for students that wish to use that instead (see attachment 1). I will then hand out the rubric for the iMovie (see attachment 2). I will explain to the students that they will have to have a rough draft of their script completed fifteen minutes before the end of class, in which time the students will exchange scripts with another group and provide feedback on them. The students may have the option of creating a script with pictures instead of writing it out. Also, I will inform the students that each individual student must write up a one page summary of their battle so that I may assess their individual mastery of the battle they researched.
 * Where, Why, What, Hook, Tailors: Interpersonal, Spatial** ||
 * I will start to instruct the class on the major battles that took place during World War II. I will provide the students with a list of the major battles that took place in both the European and Pacific theaters as well as a list of who fought the battle and who won the battle. Once I have covered this information, I will have the students discuss which battle they would like to research. Each student will find three other people that want to research the same battle to form a group of four. The students will move the desks into small groups so that they may work together on researching the battle. The students will begin to analyze the battle and start creating their scripts. I will walk around the room and meet with each group to see where they are at in their project and what they are planning on doing so that I may assess their progress.
 * Equip, Tailors: Interpersonal, Linguistic, Bodily-Kinesthetic** ||
 * Day 1:

Day 2: Students will have the full eighty minute period to work on their iMovies. I will write them passes to go outside and film if they still need to do so. I will also open myself up to any questions the groups may have about iMovie and the information they are providing. Students will be advised to take full advantage of this work period so they may complete their iMovie.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Intrapersonal, Interpersonal, Linguistic****, Naturalist** ||
 * The students will self-assess each others' work by exchanging scripts with another group and providing feedback on them. I will meet with each group and have them explain to me how they are going to go about their iMovie and what they are planning on covering for material. Each group will be allowed to revise their scripts and make as many refinements as needed before filming. They may tag links to valuable websites in their [|Delicious] account. The students will be required to have iMovies and one page summaries completed for homework.
 * Revise, Refine, Rehearse, Tailors: Spatial, Bodily-Kinesthetic, Intrapersonal, Interpersonal** ||

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