L6+Hunter,+Allison

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Hunter **__Lesson #:__** 6 **__Facet:__** Reflect
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 2-3 Days
 * __ Topic: __** Revolutionary Era


 * __ PART I: __**

• Online Chat (125 points): You are going to be assigned a country and have a discussion with other countries about trade and what it is like in society. Be sure to add effects of the war for both of the countries and what it is going to be like between the two countries now that they war is over. The countries may talk about tariffs and debt during the war. The chat should have historical context and students must stay in character during the conversation. This will be graded using a checklist in order to guide your conversation. 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 **
 * changes in the country itself after war and its effects on other countries.
 * Student will know **
 * Changes over time- amendments, popular sovereighty, Independence Day, citizenship
 * Student will be able to do **
 * reflect on how other countries were effected by the country in Revolution
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This meets the standard because it is a major theme and historic influence. Foreign policy is constantly occurring especially after wars.


 * __ 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. There are a couple of ways for checking instruction, the first is when the students are doing their Think Pair Share activity. This is when the students will write about what they think America should do with foreign affairs. They will first write about what they think and then they are going to share it. I will be able to read them after the activity.
 * __ Pre-Assessment: (Lesson 1 only) __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

They will have a checklist that they will have during the discussion. This will guide them for what they need in order to receive a good grade. Students can ask each other information to help make sure they cover all of the material they need to. This is peer feedbacking so that each can help each other get a good grade.
 * Section II – timely feedback for products (self, peer, teacher) **

• Online Chat (125 points): You are going to be assigned a country and have a discussion with other countries about trade and what it is like in society. Be sure to add effects of the war for both of the countries and what it is going to be like between the two countries now that they war is over. The countries may talk about tariffs and debt during the war. The chat should have historical context and students must stay in character during the conversation. This will be graded using a checklist in order to guide your conversation. Skype has a group application where groups of people can talk. The students are all going to be on the chat portion of skype and I am going to be a part of their conversations but not comment. I will have the history of the conversation in order to print it and grade it.
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: **

Students are going to be using communication skills and English in order to talk to each other about foreign affairs. They will be discussing and making decisions and agreements. Some people are going to have to be persuasive in order to gain the favor of other countries.
 * Content Areas: **

Students are going to be using the cause and effect graphic organizer because we are going to discuss how the changes after the war effected the future between America, France and England. Students are going to be mainly working together during this lesson. Their roles are to be a country and have discussions with others about foreign policy. After they will be responsible for participating in the final discussion and reporting out about what they discussed for their group. For the product students will be responsible for representing their countries.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal**- Students will be communicating with one another about their country affairs.
 * Logical**- Students will be making decisions about how to make tariffs and agreements with other countries. They will think about logical ways to have peace among societies.
 * Visual**- Students will be able to see the flow of the conversation and have guidelines about their conversation in order to understand what they will say next.
 * Bodily**- Students can videotape their chat if they prefer just as long as it is still a conversation between the two different countries.
 * Intrapersonal**- If you use a chat room you will have more time to think about your thoughts and you aren't having an actual conversation in person it is online so you won't have to be nervous.
 * Interpersonal**- You are having a conversation with another person.
 * Nature**- Feel free to discuss policies about land with other countries because that was a major factor after the war.


 * __ 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. //

Students who miss class will be expected to see the class wiki site for the missing notes and homework. The graphic organizer will be on there and filled out along with the class work and homework. The student can try to do the work but it will not be due when they get back. Upon their return we will have a meeting about what we learned and the work that we did. We will then discuss a new due date for the homework and project.
 * Plan for accommodating absent students: **
 * __ Extensions __**

Skype has a group application where groups of people can talk. The students are all going to be on the chat portion of skype and I am going to be a part of their conversations but not comment. I will have the history of the conversation in order to print it and grade it.
 * Type II technology: **

Gifted Students will take it further by talking to each of the countries with a proposal of why they should be allies. This can be made by a video, poster, or speech. They must try to convince other countries and sign a treaty between them. This will then be submitted to me in order to review. The country must agree, this will show how foreign policies are solved. // Laptops // // Chargers // // Projector // // Projector Screen // // Headphones? //
 * Gifted Students: **
 * __ Materials, Resources and Technology __**

[|http://www.ushistory.org/declaration/revwartimeline.htm- Information] []- 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: __**

Section One: Students will be grouped in a U-shape because we are going to have discussion about the different foreign affairs that occurred after the Revolutionary War between Britain, France and America. Day One: 80 minutes Day Two: 80 minutes Day Three: 80 minutes Students will understand changes in the country and with other countries. It is important to learn this because students need to know how foreign policy works. Without the help of other countries we would not have some of our supplies or money. We buy and borrow constantly with countries. Students should learn about it because it is part of their lives. I will hook the students through a game. Each student will be given a product to sell and trade with other countries. Students are going to need to be able to make deals with each other to keep the cycle going. This helps them understand the idea of trade which is what many countries participate in.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //
 * Hook and Explain why it is important to learn this information. (20 minutes)
 * Content Notes (40 minutes)
 * Think Pair Share (20 minutes)
 * Homework: Get a Skype account
 * Three Step Interview (25 minutes)
 * Get project information and explain checklist (30 minutes)
 * Start writing notes for conversation (25 minutes)
 * Homework: Write questions and notes for your conversation.
 * Interview with countries (50 minutes)
 * Reflect on the conversation and lesson (30 minutes)

Section Two: Students will learn about changes in the country after war. Before, America was only allowed to trade with England and it was outlawed to trade otherwise. Now that America is on its own then they can trade with many countries. Students are going to be using a cause and effect graphic organizer because we are going to talk about the different changes that occurred like trading and borders and the effects of them. This organizer will help students understand how these changes effected other countries. Students are then going to participate in the Think Pair Share Activity. This game is where the students are going to think about how America should deal with other countries, for example, should they come to the other countries aid or trade with them. They then are going to share their thoughts with a partner and discuss it. I am going to collect their thought to check for understanding of the material. I am going to check for understanding also through the Three Step Interview. In this activity, students are going to ask what policies of trade they want. The first person is going to share in the first step and the other person is going to comment. Then the second step is the other partner sharing while the other person is writing comments. In the final step they will have a discussion about their polices where the partners share their comments. I will be collecting all of the different steps to see how the students are understanding the material. Students will then participate in a conversation about foreign policies. They will have a checklist of what to include in their interview but students can still add material that interest them like trade, border lines, traveling and the growth of art in the countries during this time.

Section Three Students are going to be making connections and decisions for their countries and others. They are going to be using persuasive methods in order to try to gain allies with other countries. Students will be able to reflect on the changes between countries after the Revolutionary War. This will happen on the last day of the lesson where the students will talk about their conversations and the different information they learned about these changes. This will be another opportunity for me to check for understanding of their work. Students will be grouped as a whole in a U-shape in order for it to be easier to have conversations about the changes that occurred between all of the different countries. Students are then going to be working together in the interview activity in order to check for understanding. The students are then going to have a conversation with each other for a final project. Each student is going to be assigned a country and negotiate with another country. There are going to be three options, England, France and America. In order to get a good grade students need to follow all of the requirements of the conversation. This also needs to be historically accurate. My main method of checking for understanding is through the discussion at the end of the lesson where we bring it all together as a class and discuss. This will help me talk to the students directly about what they think about the lesson. The students are going to be revising the product through asking each other questions that are related to the requirements. They will work together to make sure they cover all of the requirements.

Section Four Students will be assessed through filling out the last section of the KWL where students write about what they learned. The last day of the lesson is also a discussion section for students. We will talk about the different discussions that took place. We will then talk about what it is like today with foreign policy. We will discuss how America, France, and England are strong allies. The homework is to help students with the material and learning to use Skype. This is before class begins so they are prepared with a Skype account started. That way we will be able to get started. Students will have directions on how to start an account and they will be able to be ready to chat.

Students will know….. // See Content Notes //
 * __ Content Notes __**

// Checklist // Graphic Organizer Skype Information
 * __ 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 //** : This learning style will be met through the rubric because it states all of the qualifications to succeed. Also the graphic organizer allows the students to organize their thoughts.


 * // Microscope //** : //This// learning style is met through analysis of connections. All of the events are connected because they are changes and they have a direct effect on the people. Students can analyze this.

//** Puppy **////** : **//// This learning style will be met through the meeting with the teacher. I am there for support and to talk to about their work and give them advice to make it better so that they feel comfortable and proud of their work. //

//** Beach Ball **////** : **////This learning style will be met through the ability to chose and make your character's life. Students have to opportunity to create their character and who they are. Based on the country they represent.//

//** Rationale **////** : **////This meets the standard because each of the learning styles is met in the lesson.//


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students are going to be using communication skills and English in order to talk to each other about foreign affairs. They will be discussing and making decisions and agreements. Some people are going to have to be persuasive in order to gain the favor of other countries. 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.//
 * // Content Knowledge: //**
 * // MLR or CCSS: //**

Students will be able to reflect on how other countries were effected by the country in Revolution.
 * // Facet: //**
 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal**- Students will be communicating with one another about their country affairs.
 * Logical**- Students will be making decisions about how to make tariffs and agreements with other countries. They will think about logical ways to have peace among societies.
 * Visual**- Students will be able to see the flow of the conversation and have guidelines about their conversation in order to understand what they will say next.
 * Bodily**- Students can videotape their chat if they prefer just as long as it is still a conversation between the two different countries.
 * Intrapersonal**- If you use a chat room you will have more time to think about your thoughts and you aren't having an actual conversation in person it is online so you won't have to be nervous.
 * Interpersonal**- You are having a conversation with another person.
 * Nature**- Feel free to discuss policies about land with other countries because that was a major factor after the war.

Skype has a group application where groups of people can talk. The students are all going to be on the chat portion of skype and I am going to be a part of their conversations but not comment. I will have the history of the conversation in order to print it and grade it.
 * // Type II Technology: //**
 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: Students are going to be assessed through the Think Pair Share activity where they are going to write their own ideas and then share them with a partner. They are also going to participate in the activity of a Three Step Interview this is where the students are going to interview each other. //**

• Online Chat (125 points): You are going to be assigned a country and have a discussion with other countries about trade and what it is like in society. Be sure to add effects of the war for both of the countries and what it is going to be like between the two countries now that they war is over. The countries may talk about tariffs and debt during the war. The chat should have historical context and students must stay in character during the conversation. This will be graded using a checklist in order to guide your conversation.
 * // Summative: //**

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 * // Rationale: This meets the standard because the students will be assessed in two ways, a formative and and summative way. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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