L4+Slack,+Alexander

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** :Mr. Slack ** **__Lesson #:__ 4 __Facet:__ Perspective**
 * __ Grade Level __**** : 9 to Diploma ** **__Numbers of Days:__ 3**
 * __ Topic: __ World Cultures **


 * __ PART I: __**

History is a world sense as it coincides with culture Students will need to know vocabulary, terminology, important events, major turning points, and critical details, Create a rap video or public service announcement (PSA) about culture. video taking 3 days as well a presenting there video Maine Learning Results Content Area: Social Studies Standard Level: E. History Standard: E2 individual, cultural, international, and global connections in History Grade Level Span: 9-Diploma "World Cultures" students analyze different sections of the world by culture, History, and individual connections to the world
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Student will be able to do **
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This is an effective means of meeting the standards because it requires the kids to analyze a new section of the world as well as draw personal conclusions to the information and learn some great historical data.


 * __ Assessments __**

Students will be able to check for understanding by using each other during class as well as using myself as resources. Feedback will come in the form of self feedback by kids having time in class to work on their presentation, come from their peers when they bounce ideas off of each other, and from me when I check in with them each day. Students will also get feedback from the presentations as well. The video will be the assessment I am looking for in depth work as well as creative display of the material. This project will be worth 100 points.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** The technology that is going to be used is IMovie or any other form of technology that creates a movie. as well as computers and any form of son g creation such a garage band or other song creation.


 * Content Areas: ** History - learning about culture in historical sense, Music - creating a song, English - writing lyrics to the song, Media - creating a video, Speech presenting the video.

The students will be given a story map as a graphic organizer and asked to complete it as if you are creating the video. Students will pick a culture that they liked and either create a rap video or PSA as if they live in that culture. Students will get to pick there groups that they work with so they are comfortable with the people so they can really be creative and really make this project fun.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will be working in groups of two to three to complete this project with each person putting there creative juices into every aspect of the project. To try and make it as creative and fun as possible.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

Verbal-Linguistic Talking to your partner, or interaction between the two partners, as well as writing a script of dialogue. Logical/Mathematical spacing out the time in the music video as well as manipulating the effects. Also you can control the numbers of effects and time of the video. Visual/Spatial The actual aesthetics of the video, as well as dressing up in character, basically making the video overall visual attractive. Bodily/Kinesthetic The acting of the video, making the video as funny, engaging, inspirational as possible. Musical/Rhythmic The music of the video, This means that in you video you can incorporate music or sound effects. Intrapersonal Reflections by themselves, after the video each partners is going to make reflections of there work and the project. Interpersonal Working in a group, or the partnership to complete this project. Naturalist Video tape outside, make the video engaging so therefore let the setting be somewhere creative like outside.
 * __ MI Strategies __**
 * __ 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. //

absent students will be able to come and see me to receive any of the work that they miss as well as pick there partner or join a group that they feel comfortable with.
 * Plan for accommodating absent students: **


 * __ Extensions __**

IMovie or any other movie creation software music creation software such as garage band
 * Type II technology: **

Honors contract set up with me
 * Gifted Students: **

Computers IMovie Garage Band Story Map Creative Imagination Open Mind
 * __ Materials, Resources and Technology __**

h@ttp://www.mongolianculture.com/ - mongol culture website @http://www.japaneselifestyle.com.au/culture/culture.html - Japanese culture @http://www.cultural-china.com/ - Chinese culture
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ 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) //

Day 1 Students come in and we will review what we have discussed about Eastern Culture ranging from Chinese, Mongolia, or Japan. (10 mins) Hook I will show the Hamlet "What it is" video to show them what I am looking for, and to get them laughing. (10 mins) I will then show them what IMovie is (10) Also Introduce Garage Band (10) Have them play around with both (20) Discuss what the project is the Rap or PSA video project and then have them pick there partners and start brainstorming for what they want to create or even write there song lyrics. (20)

Day 2 Have the students work on there presentations remind them that they are making this video as if they were in the culture of the time periods. also work on the actual video unless they want to preform there song outloud.

Day 3 Present

Students are going to learn culture, important people, important events, and critical details to help them create there movies. this information will allow the students to fully obtain the information necessary to make engaging connections so that they can go forth and make these videos as if they were people living in these cultures. This project will help the students learn about the culture and make these personal connections as well as show creative juices and have fun. The Hook for this project will be the "What it is Hamlet" video on YouTube because it is a fun and engaging way of showing this project can be fun.
 * Where, What, Why, Hook Tailors** - Kinesthetic, Verbal, Visual, logical, Interpersonal, and intrapersonal

Students will know terminology, critical detail in another country, and important people. The students will complete a story map as a graphic organizer to plot out their ideas as well as working in partners through out this whole project. while rating the system in a 4-3-2-1scoring. They are going to work in a group to create music video. This all allows for a great build up to the project and allows the studnets to score themsleves giving self feedback. as well as the group to analyze what they are doing effectively.
 * Equip, Explore, Experience Tailors -** Interpersonal, Logical, Verbal, Visual, Intrapersonal, and Kinesthetic, as well as Musical.

The students will be able to revise there working by working together in a group. Students will evaluate themselves in a 4-3-2-1 scoring that allows us to see what things score high and what things score low and I will give feedback. Students will receive feedback from me and give feedback through 4-3-2-1**.** this all allows the students to have many ways of making this project good and they can always come to me if they want extra help or are having problems in the group.
 * Rethink, Revise, Refine Tailors -** Logical, Verbal, Visual, Kinesthetic, Inteapersonal, and Interpersonal.

This project will allow the students to take on the perspective of the culture that we are studying to really dive deeper into the culture and creative a fun project as in a music video. this project is going to be fun and will get the students going. This allows the students to really make personal connections to the culture that is being studied as well as learn about the history and the culture.
 * Perspective Tailors -** All of the intelligences

Students will know The cultures of China, Mongolia, and Japan all around from the year 1300 on this allows for the students to diverge from a multitude of information that every student will find interesting whether it be the brutal Mongol take over, the pristine art of the Chinese life style, or the radical life of the Japanese.The students will be able to learn about Important people and events such as Mongol/Chinese/ Japanese Life Mongol Take Over Genghis Khan Confusicus Japanese samurai lords Warfare Art The Great wall.
 * __ Content Notes __**

Story Map
 * __ 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 Story Map and the step by step manner of this lesson and the organization will address clipboards and allow to to follow procedures and take organization to the max.


 * // Microscope: //** This project is pivotal on personal analysis and diving deeper into the information, I want really cool personal connections that can be made by every student yet microscopes can really excel at this part and will fit there learning style.


 * // Puppy: //** These students can be comforted by both there friends and me in this class. I will always provide support to my students as well my room shall always be a room of comfort**//.//**


 * // Beach Ball: //** Beach Balls will love prezi because it will give them the energy and excitement that they feel as people and will be able to display there creative fun energy into prezi. also the circle the stage activity I think will be enjoyable for beach balls as well.

Rationale: Students can take this lesson and make personal connections that each of them can relate to yet also this lesson has each section that directly addressess each learning style.


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

Students will further enhance their knowledge of culture and important events through history. They will also further enhance their knowledge of presenting and also more technology that they can use to present online.
 * // Content Knowledge: //**

Maine Learning Results  Content Area: Social Studies  Standard Level: E. History  Standard: E2 individual, cultural, international, and global connections in History  Grade Level Span: 9-Diploma "World Cultures" students analyze different sections of the world by culture, History, and individual connections to the world.
 * // MLR or CCSS: //**
 * // Facet: //**


 * // Rationale: //** This lessons effectively meets the standards because all students can draw positive conclusions and also they effectively analyze the historical and cultural context.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

Verbal-Linguistic Talking to your partner, or interaction between the two partners, as well as writing a script of dialogue. Logical/Mathematical spacing out the time in the music video as well as manipulating the effects. Also you can control the numbers of effects and time of the video. Visual/Spatial The actual aesthetics of the video, as well as dressing up in character, basically making the video overall visual attractive. <span class="wiki_link_ext">Bodily/Kinesthetic The acting of the video, making the video as funny, engaging, inspirational as possible. <span class="wiki_link_ext">Musical/Rhythmic The music of the video, This means that in you video you can incorporate music or sound effects. <span class="wiki_link_ext">Intrapersonal Reflections by themselves, after the video each partners is going to make reflections of there work and the project. <span class="wiki_link_ext">Interpersonal Working in a group, or the partnership to complete this project. <span class="wiki_link_ext">Naturalist Video tape outside, make the video engaging so therefore let the setting be somewhere creative like outside.
 * // MI Strategies: //**


 * // Type II Technology: //** IMovie, Garage Band


 * // Rationale: //** This project both utilizes the learning styles and a technology process to further enhance the learning of the process.


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


 * // Formative: //** These students will be able to formally assess themselves by feedback through the help process, as well as will receive feedback in the circle the stage activity from their peers as well individual feedback from me.


 * // Summative: //** The summation assessment is the actual video as well as the presentation that will be assessed for a grade.

Rationale: This lesson has many ways of gauging where you stage and the formative and summative assessments allows for the student to exceed and more importantly have fun and learn in this process. || ||   || 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].
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Portions not contributed by visitors are Copyright 2011 Tangient LLC. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">The Prezi will be the assessment I am looking for in depth work as well as creative display of the material. This project will be worth 100 points.