L5+Simoneau+Andrea

=**UMF LESSON PLAN FORMAT**=

**Topic: Hundred Years' War Final Debate Project**

 * =**Objectives**:= ||
 * Student will understand that there are two sides in each conflict, and for successful resolution of conflict, an understanding of both sides are necessary. ||
 * Student will know Flanders, Isabelle, Philip IV, the Auld Alliance, the English Channel, Edward III, House of Valois, House of Plantagenet, privateers, Eleanor of Aquitane. ||
 * Student will be able to debate the two sides of the conflict leading to the Hundred Years' War, using research they've gathered, and utilizing the rules of debate to discuss the beginning of the Hundred Years' War. ||


 * =**Maine Learning Results Alignment**= ||
 * **Content Area:** History
 * Standard Label:** E1
 * Grade Level Span:** 9-12
 * Performance Indicator(s):** Analyze and critique major historical eras, major enduring themes, turning points, events, conseuences and people in the history of the United States and world and the implications for the present and the future. ||

The persuasion map does not show new knowledge of content; rather, it helps students to outline their research in an organized manner. This will show me how cohesively the student will be able to articulate their argument, and with what evidence. It will be used later in the conferencing process by the student. || The students will be assessed on the final product. Each team will be assessed based on how cohesive their arguments are, their evidence of planning for counterarguments and questions, and their enthusiasm in portraying their role. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Technology: Webquest and "Jerry Springer" video. Students will post their project on YouTube for the Internet community to vote on as well. ||
 * =**Integration**= ||
 * Vocabulary: Isabelle, Philip IV, Eleanor of Aquitane, House of Valois, House of Plantagenet, Flanders, the English Channel, privateers, the Auld Alliance.


 * =**Groupings**= ||
 * Students will group into threes to do initial conferencing on their persuasion maps, and eliminate the weak points in argument. Class will be divided in half, and students will meet with their half (Valois or Plantagenet) and further hone their argument for debate. ||

If I have students with IEPs or ELLIDEPs, appropriate accomodations will be made for them in accordance with their IEP or ELLIDEP. If I have a student who is ESL, I will communicate with them through the aide provided for them, and if no aide is provided, I will take that student aside during part of the persuasion map group work activity and work with them privately for a few minutes, making sure they understand the nature of the assignment. Or I may partner the student with an English speaking student and ask the English speaking student to explain the assignment to the ESL student.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** Students will be shown a video from the "Jerry Springer Show" to give them an idea of how to make this an episode of the "Jerry Springer Show" and not just a debate, and students will be working with a WebQuest as a visual guide of what I expect them to do.
 * Verbal:** Students have to be able to clearly articulate their arguments, therefore they have to word them exactly right. They also have to articulate these arguments to a diverse audience (the studio audience) in the final stage, and their peers in the planning stage.
 * Logical:** Students have to order their arguments in a manner that make logical sense. They also have to anticipate the logic of the opposing house, so they can attack the weak points in that logic.
 * Audio:** Students have to listen to feedback from peers, interpret it, and integrate it into their final argument.
 * Interpersonal:** Students have to work with a diverse and large group of peers, therefore, student has to be able to work with several different personality types to produce a final project.
 * Intrapersonal:** Student has to ask themself "What do I feel the important points to argue are? What is unnecessary, or does not merit as much attention as some others?" Student also has to develop a character to play in the debate, since they are in the roles of fourteenth century nobles.
 * Bodily-Kinesthetic:** Student is up and moving around while they are acting, in the role of a fourteenth century noble. ||
 * **Modifications/Accommodations**

The ESL student I will pair with an English speaking student, and that student will rehearse with the ESL student what the ESL student's part in the debate will be. The ESL student may even be appointed as "Jerry", if the situation proves that would be helpful. ||
 * **Extensions**

Students who are absent during this class are expected to meet with me to discuss the project, and their role in it. They will still be required to turn in a persuasion map, and will be held to preparing for hte debate in the time frame specified. ||

YouTube Costumes Scripts Persuasion map Pencils LCD projector WebQuest ||
 * =Materials, Resources and Technology= ||
 * Camera


 * =Source for Lesson Plan and Research= ||
 * Notes from Sister Mary de la Salle O'Donnell's lecture. St Joseph's College, November 2005.

Dr. Lynn H. Nelson, Professor Emeritus of Medieval Studies at University of Kansas. "Causes of the Hundred Years' War" http://www.vlib.us/medieval/lectures/hundred_years_war.html ||


 * =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 supports students' social development by demanding that they work together with half the class. Such sheer number presupposes a variety of personality, and therefore the student will be forced to deal with several personalities different from their own. This prepares the student for the real world, where they will have to deal with infinite differing personality types. It also contributes to their social and intellectual development by giving them debate skills, and moreover, helping them to see the other side of an issue and helping them be able to articulately defend their own point of view. This is needed for intelligent discussion of any major issue the student will find in their lives. Their emotional development is helped by the fact that they are forced to act in front of other people. This will raise their confidence; being part of a group that is putting on a play for others in which they have to be convincing. Their cultural development is cultivated, because it gives them working knowledge of a major formulating war in the history of France and England, therefore gives them some knowledge of the culture of those countries. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson builds from previous knowledge the students possess of the start of the Hundred Years' War, reinforcing it in the minds of the students. It is in line with the curriculum goals, because it fits the MLR standard of "analyzing and critiquing major eras in history". What better way to analyze an era in history than to form a debate over it? The students are examining the factors that led to teh Hundred Years' War in detail, and from every possible side, and critiquing the arguments by attacking the weak points. It is in line with development theory because it utilizes six of the eight multiple intelligences. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson utilizes six of the eight multiple intelligences, with a video from "Jerry Springer" to give students an idea of what their project will ultimately look like (except it will pertain to content). ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** The persuasion map serves as informal assessment. It is not so much for my use as the student's use. I know the students possess knowledge of the Hundred Years' War's beginning, as they have already been formally assessed on this content. But the use of the persuasion map will allow the student to outline how much they know about the Hundred Years' War's beginnings, and to organize the research they've collected on it. Students will receive a participation grade for doing this assignment. (Check plus, check, etc, according to how thoroughly they've articulated arguments and explored research) The project will be formally assessed based on how cohesive each group's argument is, their evidence of planning for questions and counterarguments, and enthusiasm. ||


 * =Teaching and Learning Sequence:= ||
 * The students will come into the room, and when they sit down we'll start discussing instances in history when diplomacy prevented conflict. We'll talk about the avenues of conflict mediation accessible to Americans, steering the subject toward talk shows and trash TV. I'll show them a short clip of Jerry Springer (explain that the intent of Jerry Springer is not really conflict mediation, but that's what we're going to use it for) and explain the nature of the final project to them, which is that the entire class is going to participate in a debate to be aired on our own version of the Jerry Springer show. I will write "VALOIS" and "PLANTAGENET" on the board, and students will tell me which house they'd like to be part of. If we have more in one house than another and it is possible to regroup, I will do so. **Hook, Equip, Where, Why. Tailor: Interpersonal, Intrapersonal, Visual** ||
 * The students will then go onto the WebQuest, and the WebQuest will direct their research. I will review the rubric with them and clarify any questions. Students will spend time collecting research and begin to formulate arguments. For homework, the students will take home a "persuasion map" to map out their arguments on paper. **Explore, Intrapersonal, Audio, Verbal, Visual** ||
 * Students will reconvene, and get into groups of three of their choosing, the stipulation being that each member be of the same house. They will present their arguments to their group members, and the group members will attack the weak points in the arguments. The group members will then offer feedback on how to strengthen their argument, and each student will take a turn being the presenter. Students will add to each other's perspectives and perfect their arguments in this way. Students will then, with their new arguments, convene with their entire house and present arguments, and construct debate strategy out of these arguments, planning for questions from Jerry and the audience, as well as the arguments of the other house. **Rethink, Revise, Refine. Tailor: Verbal, Logical, Audio, Interpersonal** ||
 * Students will stage this debate for the audience of another class, and the debate will be broadcast on the Internet. Students are being evaluated on completeness of argument (did they cover all the points that led to the start of the Hundred Years' War?), their understanding of the argument, enthusiastic participation, and evidence of planning for questions and counterarguments. **What,** **Experience, Evaluate**. **Tailor: Interpersonal, Bodily-Kinesthetic, Logical, Verbal** ||

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