L3+Hunter,+Allison

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Hunter **__Lesson #:__** Three **__Facet:__** Empathy
 * __ Grade Level __**** : ** 9- Diploma **__Numbers of Days:__** 2-3 Days
 * __ Topic: __** Revolutionary Era


 * __ PART I: __**

•there are reoccurring themes within all the Revolutions during the Era. •consider the root of the divisions among the Revolutions and how people felt about the division. Students will be making their own timeline for either the American Revolution and the French Revolution. This will be used to understand the basic theme of division in society. Students will be making two timelines for each of the Revolutions. These both will be used in order to compare the different events of the American Revolution and the French Revolution. Students will then analyze how these events are similar and how it creates the central theme of social division for the Revolutionary Era. Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 History Knowledge, Concepts, Themes, and Patterns Grade Span: 9-Diploma "Revolutionary Era" //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.//
 * __ Objectives __**
 * Student will understand that **
 * Student will know**
 * About the central themes of the Revolutionary Era.
 * Student will be able to do **
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This meets the standard by addressing the enduring theme of division in the era. Both of the Revolutions began because of the division. Students will look at the roots of the division and the sequence of events that lead to the breakout.


 * __ Assessments __**

A KWL will be used for pre-assessment, KWL stands for knowledge, wonder, and learn. At the beginning of the lesson they will fill out the knowledge section to explain what they already know about the Revolutionary Era this will include the American Revolution and the French Revolution. They will then fill out the wonder section in order to fill out what they want to know about the Revolutionary Era. This will help me because I want to include information that the students are interested in. By the end of the unit students will fill out the learn section to show what they learned after the unit. I will give them feedback based on this KWL about how I think they did during the unit and write my reaction about the information students learned. Before the lesson begins I am going to number the students one or two. Group one will be the King and group two will be the lower class. They will fill in a mini KWL before we start of what they know about social division with the American Revolution and the French Revolution. When we begin to discuss different events I will call on different members of the two groups to ask their opinions about the events. Students will have to answer with a historically accurate opinion. By explaining the different opinions it will show division among the different classes. This helps students understand what division means and how it effects a country. We can discuss as a class the division and see how different classes coped with the social problems during the Revolutionary Era.
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be working by themselves on their timelines so that each has an individual one about the events they feel are important. Before beginning the timeline students will submit an outline of what events they are going to include in their timeline. I am going to be looking for content and analysis of events to make sure that students understand the theme of division. I will make comments on the content and the events, if they have not added a event that should be added I will let them know. I will also look at their comparisons to see if they have evidence of why an event from the American Revolution is like the events from the French Revolution.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**

Teach-nology.com has a program where students can begin designing their timeline template. They may choose themes and different styles of designing their timeline. From there, students can download the template and add the events they are going to be including in their timeline for the American Revolution and the French Revolution. This program also includes a section where students can add little explanations with each event. This can be used to talk about what happened during the event and which event it relates to in the Revolutionary War. This section is where they are going to write their comparisons.
 * __ Integration __**
 * Technology: **

Students are going to be incorporating English with this lesson. Students will be writing and making comparison of different events and then analyze their effects on the Revolutionary Era. Through these comparisons of different events they are going to analyze the events as a whole and then identify why these events relate to the central theme of division and be able to explain why division is a central theme in the Revolutionary Era.
 * Content Areas: **

A timeline chart will be used to organize the different events. There will be two timelines used in order to compare the Revolutionary War and the French Revolution. One timeline will be used to write notes on the French Revolution, the second the students already have from the previous lesson. Both of these timelines will be used in the discussion about comparing the French and American Revolution.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working individually making timelines of events that compare the French Revolution and the American Revolution. Students will work together to fill out their timelines so that everyone has all of the information. The events the students will be looking at were the events leading up to the outbreak of the war. Students will compare similarities between the French and American Revolution and analyze how both of the outbreaks occurred. The students are going to need pictures and evidence in order to support why they think certain events from the American Revolution and the French Revolution are similar. At the end of their lesson the students must share their timeline and explain why they think certain events are similar. The class will then talk about how the central theme of division effected both wars and which events started the division until the eventual outbreak of the war.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * **Visual**: Students will be able to put pictures or draw in their time line for specific events. They can be creative and make a 3D visual time line to make it interactive.
 * **Logic:** Looking at dates and how the taxes from the different acts effected prices. Look at the financial crisis in the French Revolution why did this crisis occur?
 * **Verbal**: Writing about feelings looking at the point of view of the people. By writing for perspective you get a better understanding of what it was like during the time period.
 * **Bodily:** Students don't have to necessarily make a visual for their time line, if they don't like making a visual they can make a time line with short clips of role playing of the time period.
 * **Music**: Students can do research about how during the French Revolution about how the lower class used the time period to make music because they did not have anything else to do. This could be a part of of a students time line about the lower class.
 * **Intrapersonal**: Students will be working alone to create their time lines that way they show their own creativity, make their own design, and decisions.
 * **Interpersonal**: Students will be sharing these time lines online for the class to view them through a virtual museum where the students are going to be the tour guides.
 * **Nature**: Students can look at the agriculture and cropping that was going on during this time period and look at how the acts and taxes effect agriculture.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

If a student is absent the first day of class their will be notes about the French Revolution on the wiki in order for them to read. They can access the timeline chart if they wish and fill it in for notes in order to begin their project. If they have questions they can see the teacher the next day they are in school in order to make sure they understand all of the information. If they miss the whole lesson, the student can write about the central theme of division. This paper will include evidence from both the reading and the homework about the French Revolution and the information the classed learned about on the Revolutionary War. This paper will also analyze the division seen in both wars in order to discuss how division is a central theme.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Teach-nology.com has a program where students can begin designing their timeline template. They may choose themes and different styles of designing their timeline. From there, students can download the template and add the events they are going to be including in their timeline for the American Revolution and the French Revolution. This program also includes a section where students can add little explanations with each event. This can be used to talk about what happened during the event and which event it relates to in the Revolutionary War. This section is where they are going to write their comparisons.
 * Type II technology: **

Gifted students are going to take it even further than just the American Revolution and the French Revolution. Students will look at another Revolution where the country is split through division and analyze how that war is similar to the other revolutions. The student will be expected to make another timeline and include the information about the other Revolution into their analysis.
 * Gifted Students: **

// Laptop // // Charger // // Projector // // Projector Screen // // Graphic Organizer // //Rubrics// //Powerpoint//
 * __ Materials, Resources and Technology __**

[] French Revolution [|http://www.teach-nology.com/web_tools/materials/timelines/]Timeline Design/Maker [] American Revolution [] Graphic Organizer [|daretodifferentiate.wikispaces.com/file/view/**strategies**.pdf] - Checking for Understandings [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]- Cooperative Learning
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

I will have my room set up into two groups so that the students are divided this will begin the lesson of division with social class. This will be used with during the activities throughout the lesson. Day One: Day Two: Day Three: Day Four: Students will understand the division of society and how division is a central theme of the Revolutionary Era. Students will begin the lesson by filling out the KWL for the information they know about the French Revolution. This will be based mostly on the reading the students did for their homework. Students will write about what they know about the French Revolution. The "W" section of the KWL will be about what the student want to know about the French Revolution, is there anything that they are interested in or are confused about so they want to know more. This will help me when I am talking about the different events to add information about what they want to know about the French Revolution. Students will learn about the different events that lead to the outbreak of the French Revolution. As a class we will be discussing the division and different events that occurred. Students will learn about the French Revolution and compare it to the American Revolution in order to discuss the central theme of division. It is important for students to learn about the central theme of division because it happens in many countries throughout history. You see it in modern history today with government systems and old society vs. new. It is important realize the division but also make sure it does not effect society by starting another Revolution. The teacher will then present the hook to the students by giving M&Ms to all of the students. Then the students are going to discuss the events that they read about from their homework and the teacher will take away M&Ms from the "poor society" and give them to the "high class". This will represent how much the high class was favored during the French Revolution and begins the discussion on division. The Maine Learning Results states that //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.// This lesson will meet the standard because the students will be understanding a major theme from a major era. They will be analyzing social division in both the American Revolution and the French Revolution. The students will then look at the different roots of the division before the outbreak of the war. All of the information the students will learn about and discuss will help them create their final product.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * Students will begin by filling out a KWL worksheet. (10 minutes)
 * Students will participate in the M&M game. (15 minutes)
 * Teacher will explain why division is so important in history and how it still effects our society. (5 minutes)
 * Teacher will review American dates quickly and discuss about the events before the outbreak of the French Revolution while the students fill out the timeline graphic organizer. (40 minutes)
 * Students will be participating in the Numbered Head Activity and discuss how they feel about certain events. (10 minutes)
 * Homework: Students will read about the different battles during the French Revolution and take notes on them.
 * Teacher will begin with the word sort game to match events to different descriptions. (15 minutes)
 * Teacher will pass out rubrics and project assignments and explain what the students have to do for their product. (20 minutes)
 * Students will use the tutorial and have the teacher help them for beginning their timeline. The teacher will be helping them with the program to make sure everyone know what they are doing. (30 minutes)
 * Students will make an outline of their events that they want to do so the teacher can take them home and review them and write feedback. (15 minutes)
 * Students will receive the feedback from the teacher and if they have any questions they will be addressed. (10 minutes)
 * Students will continue to work on their projects. (70 minutes)
 * Students will have a little time to edit their timelines if needed. (20 minutes)
 * Presentations of the timelines (60 minutes)
 * Where, Why, What, Hook, Tailors**: //Interpersonal, Intrapersonal, Visual, and Kinesthetic.//

Section Two: Students will know the major theme of social division in the Revolutionary Era. This was a theme for the Revolutionary Era. See Content Notes for the events that are covered in this lesson. I will be focusing on the events leading up tho the actual outbreak of the war such as the economic depression for many of the lower class and farmers or the storming of Bastille. During the lecture students will be filling out their graphic organizer. They will have two timelines for a graphic organizer. The firs timeline is from the previous lesson that has the American Revolution information filled in already. The second timeline will be used in order to fill in the information about the events of the French Revolution. Both of these timelines will be used to compare the American Revolution with the French Revolution. By comparing them, students will understand the central theme of division in society. After the discussion students will be playing the Numbered Head Game. I am going to change the rules a little bit where I am just going to split the class into two groups; the high class society and the lower class society. I am going to ask a representative from each group how they feel about different events that happened before the outbreak of the war. From the different opinions that are going to be discussed students will realize what it means to be divided about events. They will notice that their class is split like the social classes before the outbreak of both the wars. Students will analyze how the how the division between the social classes lead to the outbreak of the war. The next class students will participate in the Word Sort Game. In this activity the teacher will have the students match the event to the description. This will not only let students practice learning the different events but also allow me as the teacher to see what the students remember and know. It will allow me to see what I need to review for the students in order for them to do their projects. The students will then receive the handout for the project and the rubric. I will explain what the student must do and how to be successful. The students will be making a timeline of both the American Revolution and the French Revolution. They will be able to choose which events they want to choose to include in their timelines. These events can be the different smaller battles that occurred for the outbreaks. Students can look at finance with farming and other lower class problems such as sickness. Students should include the major people involved in the events. Then the students will be expected to analyze how the events are similar and how it relates to the central them of social division. After the assignment has been discussed students will learn how to use the timeline website in order to create their timeline. By the end of class students will submit an outline of the events they are going to include in their timeline. This will be used for feedback from the teacher. I will be looking at the events the students choose in order to see if they are able to make comparisons. I will also be looking at the notes on their analysis in order to discuss the central theme of social division during the Revolutionary Era. If I see anything that might cause issues for the student I will address it. I want to make sure each student is on the right track. Section Three Students will explore the higher levels of thinking through analyzing how events are alike and how they relate to the central theme of social division. After the students are finished with their timelines they will write an analysis of how the central theme of social division began the Revolutionary Era. Students will consider the root of the division in status and society as a whole and how it lead to the eventual outbreak of the war. This facet explains how the students are going to look at the events leading up to the outbreaks of both the American Revolution and the French Revolution. We will begin by discussing the roots which for both of the wars is financial crisis. The students will work together to talk about the similarities between the events of the American Revolution with the events of the French Revolution. They will then work together when they participate in the activity of Numbered Heads. They will be split between the lower class and the higher class, when I ask them about an event before the Revolution they will say how they feel about that event. This reactions need to be historically accurate so students need to work with their class in order to make a response. This activity will help the whole class understand what it is like to be divided because you will have one side of the class be in favor of the lower class and the other favor the higher class. Students will have a better understanding of why society was split in France during the Revolution. During the word sort activity students will be working by themselves. It is almost like a pop quiz where students will match the event with the description of the event. This will help students learn about the different events. For the product, students will be working on their timelines by themselves. They will choose the events they want to include in their timeline. These events are going to be used to compare the American Revolution with the French Revolution. After the student has finished their timeline of both of the wars students will analyze how their events are alike. The students will then take this information and relate it to the central theme of social division for the Revolutionary Era. The students will then share their timelines with the class. Students will be constantly showing their learning they will use will show their analysis of the information with the Numbered Head activity where they show they know how each class was effected by different events. They will be assessed through the Word Sort activity because they will be asked to match the event with the description of the event. This will show that they learned from the lesson because they will be able to match the events correctly. Finally the students will be assessed by their final product. Students will be explaining different events and then analyzing how they relate to the theme of social division. All of these different assessments will let me know as the teacher how they are learning the material and whether I need to go over the material at all. After I look at their project when they submit their outline students will have the opportunity to choose new events for their timeline. If their analysis was not accurate I will give them advice on how to fix it. They can make changes to their project before submitting the final project to me for a final grade.
 * Equip, Explore, Rethink, Revise, Tailors:** //Music, Logic, Interpersonal, Intrapersonal, Nature, Visual, Kinesthetic, and Verbal.//
 * Explore, Experience, Revise, Refine, Tailors**: //Interpersonal, Intrapersonal, Visual, Verbal, Bodily, Nature and Logic//.

Section Four Students will self-assess by filling out the last part of their KWL. This section is where the students have an opportunity to talk about what they learned. Students should be honest and explain if they had any challenges during the lesson. If they did have challenges the students should discuss how the I can teach it better or explain it better. I will give timely feedback to my students during for the outline by the next class. Students will know what they need to improve on before they create the project so they do not have to redo it. For the KWL I will read each one and write back comments for each student individually. I think it will be important to hear from me about their thought and give feedback instead of giving them a grade. The projects will be graded promptly so the students know the grade they received. The homework assignment for the students will help them with the future lessons. Students will have a preview of what the next lesson will be about so they know and can prepare for it. The assignments will be reading and reactions so that student will not have to worry about memorizing facts they can just begin to learn about the different events. The students should be reviewing the events that were discussed in class before they create their projects so they are comfortable with the material.
 * Evaluate, Tailors: Intrapersonal.**
 * __ Content Notes __**

// Graphic Organizer // // Rubrics // //Tutorials// //Worksheet For Download//
 * __ Handouts __**


 * __ 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. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**// The clipboard learning style will be addressed through the graphic organizer. The timeline will organize all of the dates and events in chronological order of the proper dates in order for the students to compare the American Revolution with the French Revolution. ////Students will also receive the rubric which will explain all of the parts of the project in order for the student to receive.//


 * // Microscope: //**// The microscope learning style will be addressed through the analysis of events and division. In the Numbered Head Game students will portray the attitude of what a certain person in a certain social class about different events. Students will need to analyze what happened during the event and then how would their "person" react to it based on the social class they are in //**//.//**

//Puppy//: // The puppy learning style will be addressed through the expectations in the syllabus of the students. The students will be expected to act according to what the syllabus says. Before turning in their syllabus students will be able to make an outline of their timeline in order to get feedback from the teacher. This feedback will help them finish the product because they will know what is expected of them. //

//**Beach Ball**//: // The beach ball learning style will be addressed through the choice of which events the students want to do. They may choose the event that they think lead to the division and the eventual outbreak of both of the wars. During the Word Sort Game students will decide which events fit which description in order to get a better understanding which event is which. //
 * // Rationale: //**// This lesson meets this standard because it addresses all of the different learning styles so that everyone in the class can be successful. //
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

// Students will know dates leading up to both the French Revolution and the American Revolution. Students will then compare how both of the wars began and that will help them understand the central theme of division in the Revolutionary Era. //
 * // Content Knowledge: //**

// MLR or CCSS: // Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 History Knowledge, Concepts, Themes, and Patterns Grade Span: 9-Diploma "Revolutionary Era" //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.// // **Facet:** Students will consider the root of the division in status and society as a whole and how it lead to the eventual outbreak of the war. // // Rationale:This lesson will meet the standard because students will be learning about themes and social division as a historic influence in the Revolutionary Era. // // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. // // MI Strategies: // // Type II Technology: // Teach-nology.com has a program where students can begin designing their timeline template. They may choose themes and different styles of designing their timeline. From there, students can download the template and add the events they are going to be including in their timeline for the American Revolution and the French Revolution. This program also includes a section where students can add little explanations with each event. This can be used to talk about what happened during the event and which event it relates to in the Revolutionary War. This section is where they are going to write their comparisons. // Rationale:This lesson will meet the standard because all of the different intelligences are addressed so everyone has an opportunity to learn. The lesson is also using a type two technology in order to create their timelines. //
 * Visual: Students will be able to put pictures or draw in their time line for specific events. They can be creative and make a 3D visual time line to make it interactive.
 * Logic: Looking at dates and how the taxes from the different acts effected prices. Look at the financial crisis in the French Revolution why did this crisis occur?
 * Verbal: Writing about feelings looking at the point of view of the people. By writing for perspective you get a better understanding of what it was like during the time period.
 * Bodily: Students don't have to necessarily make a visual for their time line, if they don't like making a visual they can make a time line with short clips of role playing of the time period.
 * Music: Students can do research about how during the French Revolution about how the lower class used the time period to make music because they did not have anything else to do. This could be a part of of a students time line about the lower class.
 * Intrapersonal: Students will be working alone to create their time lines that way they show their own creativity, make their own design, and decisions.
 * Interpersonal: Students will be sharing these time lines online for the class to view them through a virtual museum where the students are going to be the tour guides.
 * Nature: Students can look at the agriculture and cropping that was going on during this time period and look at how the acts and taxes effect agriculture.

// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. // // **Formative**:Students will show formative assessment when going through the Word Sort Game and the Numbered Head Game. The Word Sort Game allows the students to practice learning the different events. The students will match the events with the description of the event. This allows the students to remember the event and proves to me they learned from lecture. The students will also participate in the activity of Numbered Head where the students will be split up based on social classes. I will ask them how they feel about different events. Based on their assigned social class they will answer in a historically accurate manner. Students will be able to see division in the class based on the social group they are assigned. I will know whether they learned from the lesson based on their answer and they will have to show analysis for how different social classes reacted to the different events that lead to the outbreak of the Revolution. // // **Summative**: Students will be making timelines that have events from both the French Revolution and the American Revolution. Students will compare how the events are similar and different. They must include the people involved when discussing the events. The students are then going to look at the similarities of the events and analyze how it correlates with the theme of social division for the Revolutionary Era. // // **Rationale**: Students will be assessed in a variety of ways in order to prove they learned and can use the information from the lecture in order to develop a project. There is a variety of ways to prove assessment in order to support the different learners. // || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.