L2+Belton,+Roger

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Roger Belton ** **__Lesson #:__ 2 __Facet:__ Perspective**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 1-2**
 * __ Topic: __ Post-Reagan America **
 * __ PART I: __**

there are several different perspectives in history. about how perspective makes a difference when creating history, and how they can see through these biases. analyze and criticize the reasoning for locations of various events. Quizlet The Maine Learning Results Grade Level: 9-12 Content Area: Social Studies Subject: "The post-Reagan era." Standard E-1 Historical knowledge, themes, and patterns.
 * __ Objectives __**
 * Students will understand that **
 * Students will know **
 * Students will be able to **
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

//Students will understand major enduring themes, and historic influences in US and world history including the roots of democratic philosophy.// Students will meet this standard with the knowledge of the role of perspective in the modern and post-modern era. This can be seen in their ability to define what different perspectives led to different conclusions. This lesson with also give students a more in-depth view of the facts behind the decisions of the past 30 years.
 * Rationale: **


 * __ Assessments __**

Understanding will be checked by early pupil feedback. Students will interact closely with each other when sharing opinions, and students will correct others on assignment details, and ask questions if something is confusing.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

While forming their graphic organizer, students will give themselves feedback in addition to feedback from their peers.
 * Section II – timely feedback for products (self, peer, teacher) **

The final product, the quizlet, will be analyzed by their creator, other students, and the teacher.
 * __ Summative (Assessment of Learning): __**

Technology is integrated into the classroom via a virtual product and online resource gathering. Technology is presented primarily as a tool to reach resources.
 * __ Integration __**
 * Technology: **

__** Content Areas: **__

Science could be integrated into the lesson very effectively through the science of psychology. While this might be considered a little bit more in the way of a social science, the biology and chemistry of psychological reasoning could be included in the lesson. Math can be included by describing the growing importance of statistics over the past 30 years, and how statistical evidence often plays a role in reasoning. The lesson can also include a portion about how statistics can be skewed by improper collection methods and manipulation of question wording. Classic English skills, such as proper grammar and punctuation, will be expected in all assignments. Further English involvement will include the integration of historical literature that brings another perspective to the table.
 * Science: **
 * Math: **
 * English: **

A fact and opinion sheet can be used, allowing students to take facts and form their own opinions based off of them. Opinions can be shared and adapted based off of a three step interview.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use their opinions to form questions on a quizlet, and after completion the quizlets will be shared in groups of three. After everyone completes a quizlet, answers will be shared to show how perspective can skew the facts.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

The presentation will be supplemented by verbal instruction, and will detail more information about the specific facts behind these events. Class will start with a visual presentation, such as a powerpoint or whiteboard demonstration, discussing major events since 1980. While students are working on this, music will be played from the 1980's onward, with one or two songs from each decade. After the "breaking in" period concludes for the groups, students will be required to work independently on their own idea sheet. When students get into their groups, they will be allowed to socialize for a few minutes and discuss the assignment. After the next step (below) students will resume working with the group and share one different perspective from their sheet. After the initial presentation, students will be allowed to move around and find partners for their three step interview.
 * Verbal: **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **


 * __ 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 given all the handouts given in-class, but they will have to complete the project individually with the same time frame (1-2 days, not including day(s) absent)
 * Plan for accommodating absent students: **
 * __ Extensions __**


 * Type II technology: **


 * Gifted Students: **

// Student Laptops // // Graphic Organizers // // Teacher Laptop // // Projector // // Whiteboard // // Whiteboard equipment (markers, erasers) //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

Expectation/Disillusion and Presidential Popularity: The Reagan Experience Lee Sigelman and Kathleen Knight The Public Opinion Quarterly, Vol. 49, No. 2 (Summer, 1985), pp. 209-213 Published by: [|Oxford University Press] on behalf of the [|American Association for Public Opinion Research] Article Stable URL: http://www.jstor.org.prxy8.ursus.maine.edu/stable/2748828
 * Statistic-heavy article - math integration**

http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf **Graphic Organizer**

http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities **Cooperative Learning**

Ties to the Dead: Connections to Iraq War and 9/11 Casualties and Disapproval of the President Scott Sigmund Gartner American Sociological Review, Vol. 73, No. 4 (Aug., 2008), pp. 690-695 Published by: [|American Sociological Association] Article Stable URL: http://www.jstor.org.prxy8.ursus.maine.edu/stable/25472550
 * In-class article for vocab and psychological review**

Echoes of Vietnam? Casualty Framing and Public Perceptions of Success and Failure in Iraq William A. Boettcher III and Michael D. Cobb The Journal of Conflict Resolution, Vol. 50, No. 6 (Dec., 2006), pp. 831-854 Published by: [|Sage Publications, Inc.] Article Stable URL: http://www.jstor.org.prxy8.ursus.maine.edu/stable/27638527
 * Extra-credit article for gifted/talented students**

http://hspm.sph.sc.edu/Courses/J716/a01/stat.html
 * Review of statistics**

http://quizlet.com/**Quizlet**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * Day 1**
 * Hook - free write on the reasons behind the invasion of Iraq (10) **
 * Reading of "Ties to the Dead: Connections to Iraq War..." and "Expectation/Disillusion and Presidential Popularity" followed by QA session (40)**
 * Introduction of Quizlet (5)**
 * Describe and begin project (35)**
 * Assign the project as homework if not completed in class.**
 * Day 2**
 * Project Presentations (45)**
 * Another QA session to check for final understanding from lesson (15)**


 * Hook: Ask students the question "Why do you think America wanted to invade Iraq in 2003?" Allow students adequate time to write a response. Responses should be capped at about a page. After completing the free write, have a class discussion and have students explain why they have their opinion. Encourage students to respect different opinions and views on this controversial issue.
 * Have students read "Ties to the Dead," and inform them that they will be allowed to ask questions after completing the reading.
 * During QA session: have students write down all vocab that they didn't understand. Do not define words for them unless absolutely necessary. This will tie into their project later.
 * After completing the first article and QA session, hand out "Expectation/Disillusion," and ask students to look at the tables in the article. Proceed to ask students about prior knowledge of statistics. Work with student definitions as well as the resource listed above to explain the statistics used in the article. Allow students to freely ask questions, and answer them to the best of your ability.
 * Have students go onto their laptops and look up the quizlet website. Show them to the "make flashcards" section, and explain to them how to input information into the text boxes. This is mostly just to show students where to go to make their quizlets, there should not be much trouble with them knowing what to do.
 * Describe the project. A handout is attached to the lesson plan, this handout should be copied and provided to the class.
 * Students will then have the rest of the class time to work on the project. If they have any work left over, they will have to complete it as homework for the next class.
 * To start, students will have to make a list of vocabulary or concepts that they had a hard time understanding or find interesting on an individual basis.
 * They will then form their groups and use their

// Graphic Organizer // // Description of Quizlets //
 * __ 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: Clipboards will be able to focus in on the more organizational aspects of making the flashcards using the Quizlet. They will be able to categorize vocabulary and statistical methods very effectively with their product. //**


 * // Microscope: Microscopes will be involved heavily in the finer study of the reasoning behind the decisions to invade Iraq and the biases in the articles. They will be tested in their analytical ability by the articles. //**


 * // Puppy: Puppies will be able to freely share their ideas (and struggles) throughout the article review and product creation process. //**


 * // Beach Ball: Beach balls will get the chance to vary their classroom experience with the final product, since they will be free to choose which words or concepts they wish to use. //**


 * // Rationale: //**


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


 * // Content Knowledge: //**

//Students will understand major enduring themes, and historic influences in US and world history including the roots of democratic philosophy.//
 * // MLR or CCSS: //**

Perspective
 * // Facet: //**


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

The presentation will be supplemented by verbal instruction, and will detail more information about the specific facts behind these events. Class will start with a visual presentation, such as a powerpoint or whiteboard demonstration, discussing major events since 1980. While students are working on this, music will be played from the 1980's onward, with one or two songs from each decade. After the "breaking in" period concludes for the groups, students will be required to work independently on their own fact and opinion sheet. When students get into their groups, they will be allowed to socialize for a few minutes and discuss the assignment. After the next step (below) students will resume working with the group and share one different perspective from their sheet. After the initial presentation, students will be allowed to move around and find partners for their three step interview.
 * // MI Strategies: //**
 * Verbal: **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **

Creation of a Quizlet using the web.
 * // 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: //**


 * // Summative: //**

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