L6+Wilburn,+Tyler

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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Mr. Wilburn**__Lesson #:__ 6 __Facet:__** Apply
 * __Grade Level__****: 9-Diploma** **__Numbers of Days:__** 2-3
 * __Topic:__** World History


 * __PART I:__**

...World War II included countries that did not fight.
 * __Objectives__**
 * Student will understand that**

...the names of important generals, leaders, and heroes, important technological advances, and how and why World War II was started.
 * Student will know**

...apply their knowledge in order to propose which country they would ally with.
 * Student will be able to do**

Multi-media presentation
 * Product:**

CCSS E. History E1 historical knowledge, content, themes, and patterns 9-diploma : "The World in the Contemporary Era" //Students will understand 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.// Now that the students have learned about WWII in its entirety, they will now be able to apply what they have learned to countries that were not as involved on WWII as other countries. This lesson meets the standards stated above.
 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**
 * Rationale:**


 * __Assessments__**

I will give the students a fact and opinion worksheet to see what they think of World War II and what they understand. After which, they will split up into time pair share groups. They will reflect with each other and correct any knowledge that may have been misunderstood. The students wil create a multi-media presentation about a country that participated in WWII. The presentation will include PowerPoint, videos, pictures, and any other material the students can bring to enhance the presentation.
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**
 * Section II – timely feedback for products (self, peer, teacher)**
 * __Summative (Assessment of Learning):__**

The students will be using PowerPoint, Youtube, and many other internet resources. This lesson is mainly about the history of WWII and how it affected the world.
 * __Integration__**
 * Technology:**
 * Content Areas:**

The students will fill out a fact and opinion worksheet to write down what they know about the war and what their opinion on that fact is. The students will do a time-pair-share activity so they can share their opinions with their peers. This is meant to get the students to see opposing views of a similar topic.
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**
 * Section II – Groups and Roles for Product**


 * __Differentiated Instruction__**

Mathematical - Find the percentage of countries that sided with the Axis powers, Allied powers, and remained neutral. Visual - Draw a map of the world that shows which countries were involved and which side they were on. Bodily - Build a visual representation of a country, including it where its major cities are, its military installments, and fortifications(natural and man-made). Musical - Research and find if there were any famous musicians that protested the war. Intrapersonal - Forget about the actual alliances in the war and make your own sides with different names. Interpersonal - Explain why a country would want to remain neutral during World War II. Naturalist - Find out which countries had allies that provided them with useful natural resources during the war(i.e. oil, iron, gold...).
 * __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.//

I will have all of the work posted on-line, so the student will have the opportunity to complete work while sick. However, this is a best case scenario. Realistically, I will create quick, condensed versions of the information that we went over while the student was ill.
 * Plan for accommodating absent students:**


 * __Extensions__**

The syllabus will be posted on the class wiki, as well as all school work that is done in class and outside of class. In order to prevent students from copying off of each other, students will e-mail me all of their completed work that comes off of the Wiki. After I grade it, then the student will be allowed to post it on the wiki. Their summative assessment also includes PowerPoint, Youtube, and various other internet resources. For gifted students, I will give them the list of multiple intelligence activities and have them complete one of their choosing.
 * Type II technology:**
 * Gifted Students:**

Laptops and chargers Fact and opinion worksheets Rubrics
 * __Materials, Resources and Technology__**

[] - info on the 107 participants of WWII
 * __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)**

__Section 1:__ __Day 1:__ Attendance and agenda(15min) Hook(10min) Intro to lesson(5min) Fact and opinion(15min) Time pair share(20min) Class discussion(15min)

//Day 2:// Attendance and agenda(15min) Lecture(25min) Break(5min) Lecture(25min) Intro to class project(5)

//Day 3:// Attendance and agenda(15min) Class time to work on project(65min)

//Day 4:// Attendance and agenda(15min) Present projects(65min)

Now that the students have learned about WWII in its entirety, they will now be able to apply what they have learned to countries that were not as involved on WWII as other countries. They will learn more about the countries that did not make up the main parts of the Axis and Allied alliances. This is to show students how and why the smaller countries are important. This will allow students to understand why there are several countries instead of a few larger ones. I will be using the CCSS standards to teach them this content. My hook is going to be a world map that shows each country that was involved in WWII and which side they were on. I intend for this to give th students some perspective.
 * Equip, Explore, Rethink, Revise, Tailors:** Visual, Logical, Interpersonal

__Section 2:__ I will start of by telling the students what the lesson will be about. Next, I will give them a fact and opinion worksheet to try and get them to come up with ideas of how smaller countries can help bigger countries and why they do this. Before we go over it as a class, they will complete a time pair share activity so they can see the ideas and opinions of their peers. While this is going on, I am answering any technical questions they may have and observing which students seem to get it and which ones are struggling a bit. After, I will bring the class together and we will discuss what they talked about. The next class, I will give the students all of the information they need to complete the project that I will assign to them. The lecture will include visual aids, statistics, videos, and notes.
 * Equip, Explore, Rethink, Revise, Tailors:** Interpersonal, Intrapersonal, Kinesthetic, visual, logical, linguistic

__Section 3:__ At the beginning of the third class, they will be able to start their projects. They will have to research a country of their choosing that participated in WWII. Once they have the information they need, the students will have to make alliances with each other in preparation for war. Once that is complete, they will play a modified version of Risk and re-enact WWII with the alliances they made. At first they will be working alone, but they will then have to split into groups for the game. They will have to use the knowledge they learned about their country in order to ally themselves with other countries. During the "delegation" period, the students will have plenty of time to rethink about who they want to ally themselves with.
 * Explore, Experience, Revise, Refine, Tailors:** Interpersonal, Intrapersonal, Kinesthetic, visual, logical, linguistic

__Section 4:__ The students will have an opportunity to assess their peers when the presenter shows the class his presentation. I will grade this project by using a rubric in order to provide timely feedback. This lesson traces back to lesson three when I had the students research individual countries.
 * Evaluate, Tailors:** Interpersonal

[] - info on the 107 participants of WWII 2.1 Albania 2.2 Andorra 2.3 Argentina 2.4 Armenia 2.5 Australia 2.6 Austria 2.7 Azerbaijan 2.8 Bahrain 2.9 Belarus 2.10 Belgium 2.11 Bolivia 2.12 Brazil 2.13 Bulgaria 2.14 Canada 2.15 Caribbean Islands 2.16 Ceylon (Sri Lanka) 2.17 Chile 2.18 China 2.19 Colombia 2.20 Costa Rica 2.21 Croatia 2.22 Cuba 2.23 Cyprus 2.24 Czechoslovakia 2.25 Denmark 2.26 Dominican Republic 2.27 Ecuador 2.28 Egypt 2.29 El Salvador 2.30 Estonia 2.31 Ethiopia 2.32 Fiji 2.33 Finland 2.34 France 2.34.1 Free French Forces 2.34.2 Vichy France 2.35 Georgia 2.36 Germany 2.37 Gibraltar 2.38 Greece 2.39 Guatemala 2.40 Haiti 2.41 Honduras 2.42 Hong Kong 2.43 Hungary 2.44 Iceland 2.45 British India (now India, Pakistan & Bangladesh) 2.45.1 Andaman & Nicobar Islands 2.46 Indonesia 2.47 Iran 2.48 Iraq 2.49 Ireland 2.50 Italy 2.51 Japan 2.52 Korea 2.53 Laos 2.54 Latvia 2.55 Lebanon 2.56 Liberia 2.57 Liechtenstein 2.58 Lithuania 2.59 Luxembourg 2.60 Malaya 2.61 Malta 2.62 Manchukuo 2.63 Mexico 2.64 Monaco 2.65 Mongolia 2.66 Morocco 2.67 Nauru 2.68 Nepal 2.69 Netherlands 2.69.1 Netherlands East Indies 2.70 Newfoundland 2.71 New Zealand 2.72 Nicaragua 2.73 Northern Rhodesia 2.74 Norway 2.75 Oman 2.76 Palestine 2.77 Panama 2.78 Paraguay 2.79 Peru 2.80 Philippines 2.81 Poland 2.82 Portugal 2.82.1 Portuguese Timor 2.82.2 Macau 2.83 Romania 2.84 Samoa 2.85 American Samoa 2.86 San Marino 2.87 Saudi Arabia 2.88 Singapore 2.89 Slovakia 2.90 South Africa 2.91 Southern Rhodesia 2.92 Soviet Union 2.93 Spain 2.94 Sweden 2.95 Switzerland 2.96 Syria 2.97 Thailand 2.98 Tonga 2.99 Transjordan 2.100 Turkey 2.101 United Kingdom 2.101.1 Channel Islands 2.101.2 Isle of Man 2.101.3 Northern Ireland 2.102 United States of America 2.103 Uruguay 2.104 Vatican City 2.105 Venezuela 2.106 Yemen 2.107 Yugoslavia
 * __Content Notes__**

Fact and opinion worksheet
 * __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__//**

Structured project Summative assessments requires organization Apply previous knowledge Different perspective Safe group work
 * //Clipboard://**
 * //Microscope://**
 * //Puppy://**

Fact and Opinion worksheet Multi-media presentation My lesson meets the needs of all of these learning styles. My summative assessment is both structured and organized. It applies previous knowledge to be put into a different perspective. There is group work in a safe learning environment. Finally, I use many resources and varied activities.
 * //Beach Ball://**
 * //Rationale://**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

See content notes. E. History E1 historical knowledge, content, themes, and patterns 9-diploma : "The World in the Contemporary Era" //Students will understand 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.// Apply Now that the students have learned about WWII in its entirety, they will now be able to apply what they have learned to countries that were not as involved on WWII as other countries. This lesson meets the standards stated above.
 * //Content Knowledge://**
 * //CCSS://**
 * //Facet://**
 * //Rationale://**


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

Mathematical - Find the percentage of countries that sided with the Axis powers, Allied powers, and remained neutral. Visual - Draw a map of the world that shows which countries were involved and which side they were on. Bodily - Build a visual representation of a country, including it where its major cities are, its military installments, and fortifications(natural and man-made). Musical - Research and find if there were any famous musicians that protested the war. Intrapersonal - Forget about the actual alliances in the war and make your own sides with different names. Interpersonal - Explain why a country would want to remain neutral during World War II. Naturalist - Find out which countries had allies that provided them with useful natural resources during the war(i.e. oil, iron, gold...). The syllabus will be posted on the class wiki, as well as all school work that is done in class and outside of class. In order to prevent students from copying off of each other, students will e-mail me all of their completed work that comes off of the Wiki. After I grade it, then the student will be allowed to post it on the wiki. Their summative assessment also includes PowerPoint, Youtube, and various other internet resources. I have given the students an opportunity to further their learning using MI and Type II technology by giving them the choice to complete an extra activity that fits their intelligence. Some of the activities are Type II and the list is located on the class wiki page.
 * //MI Strategies://**
 * //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.//**

I will give the students a fact and opinion worksheet to see what they think of World War II and what they understand. After which, they will split up into time pair share groups. They will reflect with each other and correct any knowledge that may have been misunderstood The students wil create a multi-media presentation about a country that participated in WWII. The presentation will include PowerPoint, videos, pictures, and any other material the students can bring to enhance the presentation. I believe that students should be able to ask each other questions and be able to gain assistance from their classmates, as well as from me. It creates a stronger classroom environment and will make the students more comfortable with each other. I will assess them and provide informal feedback as the lesson progresses. The formal feedback will come from the multi-media presentation they will create and present. I will use two seperate rubrics to grade their presentations. || ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * //Formative://**
 * //Summative://**
 * //Rationale://**
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