L5+Slack,+Alexander

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** :Mr. Slack ** **__Lesson #:__ 5 __Facet:__ Empathy**
 * __ Grade Level __**** : 9 to Diploma ** **__Numbers of Days:__ 4**
 * __ Topic: __ World Cultures **


 * __ PART I: __**

History is a world sense as it coincides with culture Students will need to know vocabulary, terminology, and Important people Students will be able to pick a important political figure that they liked and create a podcast about them as if this person was in modern time. 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 **
 * 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 __**

The students will be able to use each other for peer feedback as well as scoring methods that I will collect that will allowed me to see how much of the information they are getting. The students will be able to use me as a resources as well through out the assessment.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be able to use there classmates for help throughout the project and each student will be giving feedback during each others presentations. Students will be able to get self feedback in the form of the 3-2-1 scoring to make sure they understand the information that they are achieving. Students can also always ask me for help with there project and get feedback from me, as well as I will me grading the project.
 * Section II – timely feedback for products (self, peer, teacher) **

I will be grading the video as well as the presentation of the projects, I am looking for creative energy coming from each student in there own way, as well as accurate information. Make the project fun and learn something. The students are going to be using video recording software on there computers to edit and manipulate the video as well as the internet and resources to upload there videos as pod-casts.
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: **

Social Studies- Historical people Speech - Presentation Theater - dressing up and performing English - writing a speech or conducting one.
 * Content Areas: **

The graphic organizer is going to be the 5W's which will allow the students to see what important events or question this person would address in their time period and translate them to modern time as well as set up the speech that they want to conduct. The differentiated instruction for this class comes in the form of understanding historical context and being able to translate it to modern times as well as the ability to make personal connections to the work so that you can really be the person that you are trying to be and make the project fun.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students can either do this project alone or in pairs but either way they each need to turn in a speech, if only one person wants to perform and the other wants to record that is fine. This is for the sake if someone has trouble speaking or is uncomfortable, I will not give them the option to but if the approach me I will be ready. Students if they work in two can have one person perform a speech and the other do all the technical work. Yet each needs to write a speech as the person so they can each get a feel for what it means to be that person in modern times.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

Verbal-Linguistic - talking to each other during the set up of the project or the actual script or speech of the video. Logical/Mathematical- the tech work of the video and podcast as well as the logistical planning. Visual/Spatial - the actual video, the video needs to be engaging and visually appealing, whether costume or setting. Bodily/Kinesthetic -the round robin, in this process we will be engaging and active, as well making the video fun and engaging. Musical/Rhythmic- the sound of the video adding effects, or manipulating the musical or sound of the video. Intrapersonal - working on the acting alone, or you may choose to this project alone. Interpersonal- bouncing ideas of each other in the round robin or working in a group to complete the project. Naturalist -nature in the speech, or video taping the project outside or in the natural setting.
 * __ 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 to me and get the logistics behind the project as well as get more time to do the project if possible go last in the presentations, but it still stands that they can always come to em or i will give them the work and explain to them how to catch up.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The students are going to be using video recording software on there computers to edit and manipulate the video as well as the internet and resources to upload there videos as pod-casts.
 * Type II technology: **

Gifted students can come to me with interest of doing an honors contract which we will build together.
 * Gifted Students: **

computers projector white board FiveW's video camera organized desk groups past notes
 * __ Materials, Resources and Technology __**

Past sites that we have booked marked about famous people
 * __ Source for Lesson Plan and Research __**

@http://www.biography.com/people/genghis-khan-9308634 - Genghis Khan @http://www.biography.com/people/montezuma-ii-9412612 - Montezuma http://www.biography.com/people/atahualpa-9191364 - Atahualpa @http://www.biography.com/people/confucius-9254926 - Confucius http://www.biography.com/people/miyamoto-musashi-38201 - Musashi http://www.historynet.com/shaka-zulu-chieftain.htm - Shake Zulu http://www.biography.com/people/hern%C3%A1n-cort%C3%A9s-9258320 - Hernan Cortes @http://www.biography.com/people/francisco-pizarro-9442295 - Francisco Pizzaro


 * __ PART II: __**

Day 1 Introduce the idea of Culture again in a aspect of change and moving from one point of history to another 10 SNL skit for a hook both video and some improv live 30 pass out 5iveW's chart and explain project 15 pass out list of famous people i have and brainstorm more that people are interested in that we either haven't done or are more modern, ie cant be alive today. rest of class
 * __ 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 2 Come in with finalized list of people 10 round robin brainstorming to see which person best fits with people. 50 last part of class tinker with IMovie and such to get a feel for better quality video and effects 20

Day 3 Work on videos in class this is basically for the use of making the video as creative as possible or writing the script for the actual speech

Day 4 Present the videos

Students will be learning the essential understandings fro culture in context surrounded by famous people from the culture that will allow the to modify the material to get a better understanding of culutre as it changes through time. Students will understand culture through History**.** Students will pick a political figure from another country or someone important that they like and create a video or podcast about them making a speech then upload together as a class. Students analyze different sections of the world by culture, History, and individual connections to the world. The students will pick form the list of people that i give them or they will pick someone they personally like and really get into character as them and have fun with the situation. The hook for this lesson is going to be SNL skits where they impersonate famous people to see how it can be funny then we will do some fun improv things in class. The purpose of this hook is to accentuate that this process is going to be fin and engaging for the other people watching it. Therefore students should understand that they have some lee weigh to have fun with this project, whether it is through bloopers, satire, or just funny jokes as the character they choose to study.
 * Where, What, Why, Hook Tailors -** Verbal, Logical, Intrapersonal, Interpersonal, and Visual

Students will know terminology, and famous political figures or people from another country pop culture included. The students are going complete the 5 W's chart to help them understand what they are going to say and we will be doing this as round robin brainstorming so they can generate ideas as a class in hands on way also making the activity fun. This process will get kids into the mindset of the charters that they picked to help them better know what to say about there person or political figure and also ways that they can make it fun and engaging. They will be working alone in the video but in a team to produce both the video and the podcast. What this means is that students will work alone on the interview questions and answers and will pass those in for a grade but will work in pairs to produce both videos and turn them into a podcast.
 * Equip, Experience, Explore Tailors-** Verbal, Logical, Intrapersonal, Interpersonal, Visual, and Kinesthetic

They students will be able to build off each other in the brainstorming and working together for technical support. Students have the intrapersonal work of working solo on the questions and answers of the their actual character yet they will have support of their partner for technical help with the video and the podcast. Students will evaluate with 3-2-1 and peer, and teacher feedback. This means that students can evaluate there work with the 3-2-1 system as well get help form their peers where needed as well as through the round robin brainstorming activity. Students will also get help form me when ever asked as well as inc lass work time. Students will be able to score using 3-2-1, they will receive positive constructive feedback from their peers, and feedback from me. Students will use 3-2-1 scoring, peer, and teacher feedback
 * Revise, Rethink, Refine Tailors -** Verbal, Logical, Intrapersonal, Interpersonal, Visual, and Kinesthetic

Students will be able to create a fun, laughable, and creative video based on culture and how it transgresses through history by analyzing a famous figure in history that we have studies and seeing what there viewpoints and such would be like today. Students will also make personal connections by analyzing some famous person that they admire or follow so that they can be thorough in there work and make great connections to historical people. The students will be creating a video and then uploading this video as podcast and we will do this as class on either the Class wiki or something of their own creation.
 * Empathy Tailors -** all multiple intelligences.

Students will know all of the people that I have linked above, therefore if you need information on these people use the direct links above. yet essentially you need to understand some form of political leader from a different culture that we have studied and transverse what they were like in there time to what they would be like today, for example if they were to give speech today what would they say and how does there culture impact them in a modern setting.
 * __ Content Notes __**

List of Famous People Five W's organizer
 * __ 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 5W's organizer 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 improv and making the project creative and funny. 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 the movie. Also beach balls will really enjoy the aspect of acting out the movie and making that aspect fun.

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 addresses 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 each other during the set up of the project or the actual script or speech of the video. Logical/Mathematical- the tech work of the video and podcast as well as the logistical planning. Visual/Spatial - the actual video, the video needs to be engaging and visually appealing, whether costume or setting. <span class="wiki_link_ext">Bodily/Kinesthetic -the round robin, in this process we will be engaging and active, as well making the video fun and engaging. <span class="wiki_link_ext">Musical/Rhythmic- the sound of the video adding effects, or manipulating the musical or sound of the video. <span class="wiki_link_ext">Intrapersonal - working on the acting alone, or you may choose to this project alone. <span class="wiki_link_ext">Interpersonal- bouncing ideas of each other in the round robin or working in a group to complete the project. <span class="wiki_link_ext">Naturalist -nature in the speech, or video taping the project outside or in the natural setting.
 * // MI Strategies: //**


 * // Type II Technology: //** IMovie is a great tool for type II because it allows the students to both record the video as well as edit the material.


 * // 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 movie and podcast 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;">They students will be able to build off each other in the brainstorming and working together for technical support. **(Rethink)** students will evaluate with 3-2-1 and peer, and teacher feedback. **(Revise)** Students will be able to score using 3-2-1, they will receive positive constructive feedback from their peers, and feedback from me. **(Refine)** <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> **(E)** 5.5 3-2-1 scoring, peer, and teacher feedback