L1+Sawyer,+Brittany

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Mrs. Saucier ** **__Lesson #:__ 1 __Facet:__ Analyze**
 * __Grade Level __****: 8 ** **__Numbers of Days:__ 3-4**
 * __Topic: __**** Civil War and Reconstruction **


 * __PART I: __**


 * __Objectives __**
 * Student will understand that there was a division between the North and South. **


 * Student will know about Border States, the Mason-Dixon Line, Rebels, Yankees, Abraham Lincoln and secession. **


 * Student will be able to analyze the reasons behind the differences in the North and South. **


 * Product: ComicLife **

Maine Learning Results
 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Content Area: Social Studies

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard Label: E. History

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard: E1 Historical knowledge, concepts, themes and patterns

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Grade Level: 6-8 Civil War and Reconstruction, 1850-1877

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and in various regions of the world.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The students will meet the standard by gaining a deep understanding about the Civil War era and gain knowledge about important themes such as Border States, the Mason-Dixon Line, Rebels, Yankees, Abraham Lincoln and secession and their influence on the era.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment: __**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a pre-test to show where they are with previous knowledge of the Civil War.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a KWL chart to show what they Know, Want to know, and have Learned. Their KWL will be used as an Exit Ticket to check for understanding.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will receive peer feedback on their ComicLife to assure each student has all the required parts. They will also receive teacher feedback afterwards on which parts the student needs to improve.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife: Students will visually show/explain the differences between the North and South. Students may choose to either do an audio file or text in addition to their ComicLife explaining their ideas.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife is integrated into this lesson as a way to virtually show and explain the differences between the North and South. Students will use an audio file or text to describe their thought processes.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Art: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> This lesson will use ComicLife and students can put together their own drawings or put together a collage of pictures.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **English:** This lesson will use speaking in an audio file or writing text for the ComicLife in which they will explain their thought process.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a KWL chart and participate in a three step interview to discuss their different views on the differences between the North and South.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create and individual ComicLife. They work together in groups of four to complete three step interview to bounce ideas off one another about differences between the North and South that should be included in their ComicLife. Each student's role will be that of peer feed backing.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Verbal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">: Students will present their ComicLife to the class.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Logical: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will think through the difference between the North and South and analyze the differences.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Visual: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will complete a ComicLife to visually represent the differences.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Naturalist: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will include the geographic and agricultural differences between the North and South.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Intrapersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will reflect on their own knowledge of the subject.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Interpersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will work in pairs to create their ComicLife, as well as working in groups for peer feedback.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students are responsible to get missed work, if you are absent you are expected to contact me before the next class day to receive work missed. Students will receive a packet of missed work which they should complete before next class. Students who miss an entire lesson will have to come in for any help during study halls or after school.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">ComicLife is integrated into this lesson as a way to virtually show and explain the differences between the North and South. Students will use an audio file or text to describe their thought processes.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted students can take the differences they choose to exhibit in the ComicLife and use digital storytelling rather than just an explanation of the differences. Another option gifted students have is to use iMovie and Garageband to bring their comic to life.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops and Chargers
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Proper software

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> ComicLife software

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> iMovie software

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Garageband software

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Projector

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Screen

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> KWL Handout

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Pencils

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Paper

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Rubrics

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Check lists <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Packet for absent students

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">[]- Civil War information
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []- Civil War information

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []- Pictures

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []- Pictures

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []- ComicLife Tutorial

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []- KWL handout

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]- Cooperative learning activity

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> []- Interactive Map


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Classroom arrangement will be in the U's form to allow students to work easily with their partner.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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) //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Day 1: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Start class off by asking students to complete pre-test with four specific questions about the Civil War era North and South. (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Show hook video. (2)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce and explain KWL worksheet and pair students. (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete KWL worksheet with a partner. (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student pairs will join up with another pair and complete the three step interview. (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce ComicLife with tutorial. (25)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Take questions and collect KWL as Exit ticket (8)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin class by going over general KWL questions/misconceptions (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Go over content notes with students. Take questions. (25)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Complete ComicLife tutorial and take questions. (25)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will begin their ComicLife outline of information and photo collection individually or in pairs. Students will ask questions as needed. (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin class with any questions students have about content or ComicLife. (15)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work on their ComicLife individually. (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will meet in pairs and receive feedback based off of a checklist. (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use the rest of the time to complete their ComicLife. Teacher will individually meet with students for feedback. (25)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given short amount of time to add finishing touches to their ComicLife before presentations. (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student presentations, about 5 minutes long per student. (70)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will understand that there was a division between the North and the South. Students will understand that there were social and economic differences between the North and South, and not solely geographic differences. This information will allow students to understand how our country grew into what it is today. Students will be able to see the cultural differences that existed during the Civil War era, and whether or not those differences exist today. //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and in various regions of the world.// Students will demonstrate understanding of one of the major enduring themes, being the social and economic differences of the North and South, during the Civil War through their ComicLife and their presentation of learned information. Students will watch a YouTube [|video] about the causes of the Civil War. The video will lead to a discussion on preconceived notions about the differences between the North and South, and why those differences were important, which will be accompanied by an [|interactive]activity to guide discussion.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Where, Why, What, Hook, Tailors:** //Visual, Interpersonal, Verbal//


 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Days One and Two: __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will know about border states, the Mason-Dixon line, Rebels, Yankees, Abraham Lincoln, and succession. (See content notes) Through discussion, working with peers and going over notes with the teacher students will learn about new concepts, events and people in the Civil War era. The teacher will introduce the KWL chart and explain how to fill it out with students. The teacher will also complete an example on the board to assure understanding of the activity by all students. Students will be instructed to complete the KWL chart filling out the first two columns only at the beginning. They will then participate in a three step interview to discuss their different views on the differences between the North and South and why they were important. Through this process students will rethink previous notions on these differences if any. Students will then complete the third column of the KWL chart to state any new information they learned from their peers. While students are completing this activity the teacher will be circulating the room to interact with students, answer questions and check facts that students provide to one another. The teacher will end this activity with short class discussion on what students learned from their peers. The teacher will openly ask for any questions, and then instruct the students to complete an exit ticket in which they should include one new fact they learned and any questions they have that they feel uncomfortable asking in front of the class.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Intrapersonal, Visual, Logical//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Days Two and Three:__**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be assigned partners based on a count-off system to bounce ideas off one another, as well as to provide feedback to one another. Students will create their own individual ComicLife, but have the opportunity to discuss the process with their partner to help one another figure out new possibilities with ComicLife that may not have been in the tutorial. Through the creation of the ComicLife students will be able to explore new information through the photograph sites provided using Creative Commons. Through this process students will gain the ability to analyze the reasons behind the differences between the North and South during the Civil War. Students will analyze why these differences would cause the issues that ensued as well as how the differences played a role in the war. To facilitate the learning process the teacher will be talking with students and giving feedback about their product. Learning will also be facilitates in the fact that students should accompany their ComicLife with either text or an audio file explaining why they picked the differences they put into their ComicLife. As this is an individual project, the student’s roles are solely that of peer feedback when working together. The teacher will assure that everyone is participating by holding individual interaction with each pair as they feedback with one another. The teacher will provide a rubric to the students to show them what is expected of them. The teacher will ask questions of the students to assure that all pieces of the assignment are being included, students will use the rubric to informally peer assess and self-assess during the process. During this process students will show their understanding through answering questions that are not too specific and not to broad, they will be asked to elaborate on their answers. Students will have several opportunities to refine their product after peer and teacher feedback.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Explore, Experience, Revise, Refine, Tailors:** //Interpersonal, Intrapersonal, Logical, Naturalist//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Day Four:__**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will present their product and either verbally at the time of the presentation, or playing their audio recording students will explain their ComicLife and what each piece means. Students had the freedom to explore any differences, this presentation allows for other students to learn about something they may not have thought of looking up. Students will self-assess their product through the refining process. Students will be asked to explain their process during their presentation. Students will be asked to elaborate on their thinking and decision processes and explain any changes they would make now that the product is complete. The teacher will provide timely feedback throughout the lesson with individual meetings with the student to discuss any issues they may be dealing with. The teacher will also fill out the same rubric the students were given at the beginning of the process. The students will do any research they are unable to complete in class as necessary as homework. Students will also be assigned a light reading assignment of four to five pages provided by the teacher before and after the lesson to start the lesson and then to bring them into the next lesson. This lesson will provide a base for students’ knowledge to grow upon in lessons to follow, the information presented in this lesson is vital to students being able to continue learning in the rest of the unit, as well as in the final assessment project.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Evaluate, Tailors:** //Intrapersonal, Interpersonal, Verbal, Logical, Visual, Naturalist.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know….. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The divide between the North and South was not only (the Mason-Dixon Line) but also economical and societal.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">North: More industrialized, around 40% of laborers worked in agriculture. Most immigrants tended to move to the North because work was easier to find, plenty of factories and mills would hire immigrants to do manual labor. Transportation was also a benefit to living in the North because the commute was easier, trains and close quarters in cities made the distances seem shorter. A majority of Northerners belonged to the Whig/Republican party. Children in the North were far more likely to attend school than those in the South; there was a large amount of educators working in the North as well. Agriculturally the soil and weather in the North could only support smaller farms and homesteads. Natural resources fueled industry because the natural resources available in the North were more abundant, such as trees/wood and water.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">South: Large plantations and farms were more popular due to rich soil and favoring weather, because it was very profitable in agriculture, there was no need seen to industrialize. 80% of all labor in the South was on a farm or plantation. Slavery was one source of labor, but in reality only around one-third of Southern plantation and farm owners had slaves, but the link was made between farming and slavery regardless. The population of the South was almost equally made up of African Americans and Whites. All of the large cities that existed in the South were ports or located on rivers because of trade. Transportation was difficult in the South, there were not as many train routes and there were not many urban centers, therefore people were pretty spread out. In 1860 the South’s economy began to stall, while the North’s grew. Southerners made up a larger portion of the Democratic Party, and tended towards military or agricultural careers. The literacy of the South was slightly less than in the North, and children tended to spend less time in school.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Vocabulary:

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Border States**- states that were physically located on the Mason-Dixon line, these states declared neutrality mostly because they had a split between the people on which side to take. And they could really benefit from the win of either side in the end of the war.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Rebels**- term used to describe the people of the South

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **King cotton**- the South had a major economic market in cotton, which used slaves for labor. The South felt that the North was to industrialized to understand their economy and felt as though the North was trying to take away their way of life.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Secession**- 11 states total declared secession, which is the act of withdrawing from an organization, in this case the United States of America.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Confederate States of America- the country the South created after their secession, the President of the CSA was Jefferson Davis

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Yankees**- term used to describe the people of the North

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Abraham Lincoln**- President of the United States, elected in 1860.

// Reading homework //
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //KWL Chart//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Rubrics//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Packet for absent students//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Content notes//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Checklists//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Paper tutorial of ComicLife in case of technical difficulties//


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. //**
 * //__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning styles of the clipboard will be met through graphic organizers such as the KWL chart. These students will also have their needs met with a ComicLife tutorial on paper if they would prefer. Students will also receive a rubric that will allow them to see expectations written out for them. **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The learning styles of the microscope will be met through the completion of the Three Step Interview in which they will analyze and question their beliefs and preconceptions on the differences between the North and South during the Civil War Era. **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning styles of the puppy will be met through group activities such as the KWL chart completion in which they can work together to discuss the things they Know, Want to know and have Learned. Students will be able to sit in any part of the room so long as they are completing their work. **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning styles of the beach ball will be met through the completion of group activities such as the KWL chart and the Three Step Interview. These students will have the opportunity to make different decisions about which course they will take with their work. **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The different learning styles will be met through the different activities planned in this lesson. Students will have several opportunities to work alone as well as in groups. Students will have different options in the ways they want to complete their work, as well as present their work. **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: //****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Student will know about Border States, the Mason-Dixon Line, Rebels, Yankees, Abraham Lincoln and secession, along with some other key words as well. These topics will be covered through explanation of the Civil War and further understood through the activities such as the ComicLife and the Three Step Interview. **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: //**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Content Area: Social Studies

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard Label: E. History

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard: E1 Historical knowledge, concepts, themes and patterns

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Grade Level: 6-8 Civil War and Reconstruction, 1850-1877

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and in various regions of the world.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to analyze the reasons behind the differences in the North and South. Students will learn the basic differences of the North and South and then use that information and other information from research to analyze how the differences affected the war. They will also be able to analyze how the differences are still present in the United States today and their effect on how people view the different sides today.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The information taught in this lesson is based on the goal of students understanding the Civil War Era and how it influenced the history of the United States. The final product is directed at the students being able to show their understanding of the differences between the North and South and explain why those differences existed.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: //**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Verbal **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">: Students will showcase their verbal/linguistic skills through the presentation of their ComicLife to the class.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Logical: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will think through the difference between the North and South and use their logical skills to analyze the differences.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Visual: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will use their visual skills to complete a ComicLife to visually represent the differences to clearly show them to the class.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Naturalist: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will use their knowledge of the geographic and agricultural differences between the North and South to show the effects of the war on the land.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Intrapersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will reflect on their own knowledge of the subject during the KWL chart activity.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;">Interpersonal: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10.5pt;"> Students will work in pairs to create their ComicLife, as well as working in groups for peer feedback.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> ComicLife is integrated into this lesson as a way to virtually show and explain the differences between the North and South. Students will use an audio file or text to describe their thought processes. Students will then present their work to show and teach their classmates about what they find to be the most important differences. Students will show higher learning by explaining their differences in their audio file or to the class verbally.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will incorporate their MI into their ComicLife to show other students new ways of learning information. Students will achieve higher learning through this process because they are required to be able to explain their work in a way that is coherent and will help their classmates as well.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The pre-assessment for this lesson will consist of a pre-quiz with four specific questions that the teacher will use to gauge their knowledge of the subject beforehand on an individual basis with no peer influence. Students will then complete a KWL chart with peers to possibly spark any other knowledge they may know but may have escaped them.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a KWL chart to show what they Know, Want to know, and have Learned. Their KWL will be used as an Exit Ticket to check for understanding. Students will receive peer feedback on their ComicLife to assure each student has all the required parts. They will also receive teacher feedback afterwards on which parts the student needs to improve.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will visually show/explain the differences between the North and South through a ComicLife they create on their own. Students may choose to either do an audio file or text in addition to their ComicLife explaining their ideas. Students will then upload their ComicLife to the class wiki in order for the rest of the class and themselves to look back at the work for reference in the future.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be assessed both as a group and on a personal level in this introductory lesson as to allow the teacher to decide where to go on the next lesson. The standards will be met in these forms of assessment through the completion of the pre-test and the ComicLife to show the progression of student understanding of the content, and how it affected the United States in the Civil War Era as well as today.

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