L4+Hunter,+Allison

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Hunter **__Lesson #:__** 4 **__Facet:__** Explain
 * __ Grade Level __**** : ** 9- Diploma **__Numbers of Days:__** 2-3 Days
 * __ Topic: __** Revolutionary Era


 * __ PART I: __**

•there are reoccurring themes within all the Revolutions during the Era •describe the reoccurring themes in the Revolutionary Era.
 * __ Objectives __**
 * Student will understand that **
 * Student will know**
 * about central themes in the Revolutionary Era.
 * Student will be able to do **

Online Prezi Presentation (150 points)- Students will create a Prezi presentation that will include pictures, descriptions and dates for both wars. Students will focus on one of the themes in the Revolutionary Era (battles at home, constitutions, over powering the government, and change in government) students will discuss different events that pertain You will then be able to make connections whether it is color coding, the font or any other means in order to analyze what the themes of the Revolutionary Era are. These will be based off of the discussion after the lecture about different events. After you will write a reflection about the the themes of the Revolutionary Era. This will be graded using a checklist because students will be expected to have one movie, two articles and lots of pictures and color in their prezi presentation. Students must also include a sources section. Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 History Knowledge, Concepts, Themes, and Patterns Grade Span: 9-Diploma "Revolutionary Era" //Students understand major eras, 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.//
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson follows the standardbecause it discusses the major themes of the Revolutionary Era. The Revolutionary Era was a major influence in the United States and in the World because it allowed the lower class to gain the freedom they deserve.
 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

A KWL will be used for pre-assessment, KWL stands for knowledge, wonder, and learn. At the beginning of the lesson they will fill out the knowledge section to explain what they already know about the Revolutionary Era this will include the American Revolution and the French Revolution. They will then fill out the wonder section in order to fill out what they want to know about the Revolutionary Era. This will help me because I want to include information that the students are interested in. By the end of the unit students will fill out the learn section to show what they learned after the unit. I will give them feedback based on this KWL about how I think they did during the unit and write my reaction about the information students learned. This will be from the beginning of the unit.

Students are going to participate in the Three Minute Review. There are a lot of events that make up the Revolutionary Era so in order to make sure that students understand all of them I will give them a three minute review time so either I can quiz them on the events or students can work in pairs and quiz each other. I will use this to see what students understand and which events they need more information on in order to be more successful.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be submitting an outline of the events they are going to include in the prezi presentation. They will also submit a proposal for how the events they chose will explain the theme they chose. This will prove that they can make a presentation and be successful. I will be looking at it and if I see any problems I will address them. I want to write back comments and suggestions in order to get them thinking in the right direction so each student has a great presentation. I will talk to them individually about what they must include so it is that one on one conversation so the students get what they need.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**

The Prezi program will be used to make these presentations. In this program students are able to include pictures and links to other articles and videos that will help enhance the presentation. Students will be using this program in order to make a presentation about one of themes of the Revolutionary Era. They will include the events from both of the wars in order to show how these themes exist in the era.
 * __ Integration __**
 * Technology: **

Students are going to to be incorporating English into this lesson because it has some writing involved with the presentation. Students are going to analyze events and arguments in order to discuss the themes of the Revolution.
 * Content Areas: **

This lesson is going to have to use a concept map as a graphic organizer. These concepts will be the themes and using the timeline from the previous lesson in order to fill in the events for after the war broke out. The concept map will be used to group the events based on themes. As a class, we are going fill in the different event for the different themes so that everyone can have a say for what event they feel is in which category. This will help the students begin their final project.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working either by themselves or with a partner if they choose. However, each person must submit their own outline in order to get the individual feedback from the teacher. The students who are working with partners must pass in a contract between the two of them to ensure that both of them are doing equal amounts of work. Students will be expected to present their prezi presentations to the class and be able to explain why they chose their theme and the events they included.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal**- Students will be making descriptions of the specific events in their prezi presentation.
 * Logic**- Students will be organizing the events in logical groups for similarities in order to make central themes of the Revolutionary Period.
 * Visual**- Students will be making visual aids for their presentation that includes pictures and descriptions.
 * Bodily**- Students will be presenting their presentation and they may choose to assume a role from one of the Revolutions to present it.
 * Music**- Students are allowed to add sound to their presentation as long as it adds to the general effect of the presentation.
 * Intrapersonal**- Students will be making their own prezi presentations in order to gain their own understanding of the Revolutionary Era.
 * Interpersonal**- Students will be presenting their prezi in front of the class and explaining the content and the themes they made for the different eras.
 * Nature**- Students may talk about the conditions of the wars because it had a major effect on both of the Revolutionary and the French Revolution.


 * __ 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 are going to receive a timeline and articles from me in order to get the information about the events of the French Revolution in order to make sure they know about them. They can fill out the timeline and if they are missing information I can give it to them upon their return. If they miss the whole unit, students can write a paper comparing the American Revolution with the French Revolution. They will include which events are alike during the war and how the ending was similar. This essay will be due after the student and I have a conversation about it and what they can include when the student returns to school.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The Prezi program will be used to make these presentations. In this program students are able to include pictures and links to other articles and videos that will help enhance the presentation. Students will be using this program in order to make a presentation about one of themes of the Revolutionary Era. They will include the events from both of the wars in order to show how these themes exist in the era.
 * Type II technology: **

Gifted students are going to have the same requirements but take the information a little further and talk about how the Revolutionary Era effects society today. What did it mean to have independence and what do the different constitutions mean to the different countries? Students can find articles or write an analysis based on how society continued after the war.
 * Gifted Students: **

// Laptop // // Charger // // Projector // // Projector Screen // // Graphic Organizer // //Rubrics// //Powerpoint//
 * __ Materials, Resources and Technology __**

[] American Revolution [] Graphic Organizer [|daretodifferentiate.wikispaces.com/file/view/**strategies**.pdf] - Checking for Understandings [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]- Cooperative Learning []Prezi link []Prezi Tutorial
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

Section One: I will set up my class in a U-shape form because students are going to participate in discussions with each other. Students need to be able to see each other in order to discuss so it shows that people are listening and paying attention. These discussions will help when we are deciding which events belong to which theme. Day One: Day Two: Day Three: Day Four: Students will understand that there are reoccurring themes in the Revolutionary Era. After the outbreak both the American Revolution and the French Revolution designed a constitution for their rights as men. These were both used after the war in order to create a better society for all the different social classes. Both of the wars were fought on the home front and involved other countries in order to help the lower society win. There were also changes in the government system in order to make society better. It is important to learn about this because if these events did not occur than we would not have the society we have today. These battles that were fought happened in order to make a needed change. The lower class realized that they needed to have a change because they were being treated unfairly this needed to change so they could succeed. Our society today is based off of what those soldiers fought for we would not have any freedoms or rights if they did not fight for them for us. To hook the students I am going to talk about how revolutions are still in effect today. Revolution is shown in government systems, stocks and other countries around the world. Today we do not see Revolutions like in the Revolutionary Era but there are different types of Revolutions in society but it continues with people fighting for our rights.
 * __ 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) //
 * Students will be filling out KWL form (10 minutes)
 * Teacher is going to present the Hook and Explain why it is important to learn about these events (20 minutes)
 * Lecture about the different events and periodically students will participate in the Three Minute Review (50 minutes)
 * Homework: Read a journal entry about how people felt about finally gaining their freedom.
 * Placing events into "themes" (15 minutes)
 * Your Thoughts Activities (15 minutes)
 * Project Explanation and Rubric (20 minutes)
 * Get Into Pairs if needed and decide which theme students want to focus on (5 minutes)
 * Begin Outline-to be finished by the end of the class (25 minutes)
 * Homework: Go on the Prezi website and explore; have evidence of your exploration
 * Pass back feedback (5 minutes)
 * Explanation about Prezi and give the tutorial (15 minutes)
 * Show what the students learned through Prezi (10 minutes)
 * Students can start their presentations while each group meets with the teacher individually (50 minutes)
 * Homework: Work on Prezi Presentations
 * Finishing Touches on Prezis (30 minutes)
 * Presentations (50 minutes)
 * What, Why, Where, Hook, Tailors**: Interpersonal, Intrapersonal, and Logic.

Section Two: Students will know about sequence of events in the Revolutionary Era students will have two timelines of the American Revolution and the French Revolution. By having both of these wars drawn out on a timeline it will be easy to talk about themes. Students are going to learn about the different events and battles of the French Revolution. After we discuss the different events we will group them based on themes of the Revolutionary Era. This can be battles, constitutions, and changes in government. See Content Notes for the full lecture.When we are discussing the events of the French Revolution I will be quizzing my students with the Three Minute Review activity. In this activity I am going to quiz them on the information that way I know that they are retaining the material and if they have any questions this would be the opportunity to ask them. There is going to be a lot of material that we are going to cover in the discussion so this activity will help students remember the material better. The next class, students are going to be grouping the events into different themes. Students will work together to decide where the events go for each theme. These themes can be battles on the home front, constitution or change in government system. This grouping will help with the student's final product. After, the students will participate in the activity called Fill in Your Thoughts. In this activity students will be given an event and fill in what they think about it. For me, this shows insight as to how they know the lesson because they need to be able to justify themselves. This allows the students to get involved with the work and actually say how they feel about situations. Did they think that storming a prison was a good idea to kick off a revolution? Was Marie Antoinette innocent?I want to know how they really feel. Students will then be given their final product assignment. Students must create a prezi about one of the themes and include events that make up those themes. This teaches students about the central themes of the Revolutionary Era. Students will need to include movies, articles and pictures into their prezi presentation. Students will be graded based on a checklist which will explain all of the parts they need to include into their presentation. Before the students begin making the presentation they must create an outline of all the information they are going to include into their presentation. This will be submitted to the teacher to review and give feedback on. During class while others are working on their presentation the teacher will meet with each student individually so they can ask questions and make sure everyone is on the right track. This will help students who are concerned about their project. Projects can include the social themes of the Revolutionary Era like the lower class and being in financial crisis and they can not grow their own food. Students can write about how the financial crisis started and how people coped and used music and their words finally to make a stand against the king.
 * Equip, Explore, Rethink, Revise, Tailors:** Visual, Verbal, Kinesthetic, Logical, Interpersonal, Natural, Intrapersonal, and Music.

Section Three: Students will use the high order thinking of analysis and comparing in order to group different events into different themes. First the students must compare the events of the French Revolution with the events of the American Revolution. After, the students must analyze the different events in order to group them into certain "themes" that way students can understand all of the themes of the Revolutionary Era. Students will be able to describe these reoccurring themes between the French Revolution and the American Revolution. Students will do this by grouping the events into categories of themes and then making presentations about them. This proves to me that the students can talk about different themes. I will know based off of the presentations if the students can describe different themes. I will see they understand based on our discussions about themes and where they think certain events will go. Each student will be placing their own event during the discussion to make sure everyone understands the material. For their presentations students can choose to either work with a partner or by themselves. If they are with a partner a contract is to be made between them and signed explaining who is doing which part so not one person is doing all of the work. I will receive this contract during their meeting about their outline. Each students however is responsible to make their own outline and meet with me about it. Each student is going to be graded based off of the checklist rubric so it is the student's responsibility to make sure each part gets done in order to receive the proper grade for their work. When they submit their outline to me I will review it in order to make sure they have all of the parts to be successful. If I see any problems I will be sure to address them during the individual meeting with the student. That way they have an opportunity to change their work before they get too deep into their project and have to redo it. The student is going to be responsible to prove they meet all of the requirements in order to receive a good grade on their assignment. Students will show learning in multiple ways in the lesson the first being the review activity. I will be giving them lots of dates and events to go along with the information they already have so by reviewing it with them I will know whether they have learned the material properly. If I see that a majority of the class does not understand a certain part of the lesson then I will review it with them to ensure everyone understands. The second is when they state their opinion about an event because they need to show evidence of why they feel that way. Students can look at the effects the event had or whether or not it could have been handled differently. This shows me they not only understand an event but also can have an opinion about it. If the students do not know the events then they can not have an opinion about it and be able to justify it. Finally students will be presenting their presentations which will show me that they do know the material because they are able to present it and talk about it in front of the entire class.
 * Explore, Experience, Revise, Refine, Tailors**: Interpersonal, Intrapersonal, Kinesthetic, Visual and Verbal.

Section Four: Students will self-assess by filling in the last part of their KWL. In the last section students will talk about what they learned from the lesson. I want my students to write me a whole page of what they learned and what they thought was interesting about the lesson. I also want them to include any suggestions they have about the lesson and how to make it better. This will be important if kids did not understand parts of the lesson or if they have a different idea that they think might be better to learn the lesson. I will provide timely feedback in two ways for my students. The first way is with the outline where I will write back comments about the work they plan to include. I will also be meeting with each student individually in order to talk about their project and any concerns they may have about it. The second way I am giving them feedback is through their KWL. I will be collecting them to grade at the end of the lesson. I will be grading on how much the students improved and their effort that they put into the lesson. Through the KWL I will know what they already knew before my lesson and then I will know what they learned after I taught it. If I see that they learned a lot they clearly improved and worked hard. If they did not learn anything then they should explain why so I can understand what I can do to help them succeed more. I will also be in the room while students are doing their projects so if they do need feedback all they need to do is come talk to me and I will be available to them. This connects to the homework a little because I am giving them an article what it means to be free. This will tie into the next lesson by connecting the end of the war with the effect on the future. This also is a theme of the Revolutionary Era so it will tie into that idea of central themes. They also are assigned to play with prezi, this will help them get to know the program in order to make their presentations. When I give them the tutorial they will be able to use the program a little before actually making their project. See Content Notes
 * Evaluate, Tailors**: Interpersonal, Intrapersonal, and Verbal.
 * __ Content Notes __**

// Tutorial For Prezi // // Rubrics // // Concept Map Graphic Organizer // //Directions//
 * __ 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 clipboard learning style will be addressed through the graphic organizer. The timeline will organize all of the dates and events in chronological order of the proper dates in order for the students to compare the American Revolution with the French Revolution.These dates will then be organized in a concept map by their different themes. //
 * // Microscope: //**// This learning style will be addressed through the use of analysis in deciding which events go with which theme. Students will analyze the events and using evidence decide why an event goes under the category of each theme. //
 * // Puppy: //**// This learning style will be met through the use of the syllabus and its expectations. It will also be addressed through the one on one conversation about the final product so the students knows exactly what they have to do in order to succeed. //
 * // Beach Ball: //**// This learning style will be addressed through the ability to choose which events belong to which theme. Students can decide which theme they would like to do a presentation about for their final product. //
 * // Rationale: //**// This lesson meets the standard because each learning style is being met to ensure that each student can learn from the lesson and succeed. //
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 History Knowledge, Concepts, Themes, and Patterns Grade Span: 9-Diploma "Revolutionary Era" //Students understand major eras, 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.// The Prezi program will be used to make these presentations. In this program students are able to include pictures and links to other articles and videos that will help enhance the presentation. Students will be using this program in order to make a presentation about one of themes of the Revolutionary Era. They will include the events from both of the wars in order to show how these themes exist in the era. Rationale: // This will meet the standard because students will be assessed in two ways in order to evaluate what they learned. // || ||   || 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].
 * // Content Knowledge: //** Students are going to to be incorporating English into this lesson because it has some writing involved with the presentation. Students are going to analyze events and arguments in order to discuss the themes of the Revolution.
 * // MLR or CCSS: //**
 * // Facet: //** Students will describe the reoccurring themes in the Revolutionary Era. Students will use the events they learned about in both the American Revolution and the French Revolution in order to discuss the central themes of the Revolutionary Era.
 * // Rationale: //**This meets the standard because students will be exposed to different subjects and develop different goals and learning through the requirements of the Maine Learning Results.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Verbal**- Students will be making descriptions of the specific events in their prezi presentation.
 * Logic**- Students will be organizing the events in logical groups for similarities in order to make central themes of the Revolutionary Period.
 * Visual**- Students will be making visual aids for their presentation that includes pictures and descriptions.
 * Bodily**- Students will be presenting their presentation and they may choose to assume a role from one of the Revolutions to present it.
 * Music**- Students are allowed to add sound to their presentation as long as it adds to the general effect of the presentation.
 * Intrapersonal**- Students will be making their own prezi presentations in order to gain their own understanding of the Revolutionary Era.
 * Interpersonal**- Students will be presenting their prezi in front of the class and explaining the content and the themes they made for the different eras.
 * Nature**- Students may talk about the conditions of the wars because it had a major effect on both of the Revolutionary and the French Revolution.
 * // Type II Technology: //**
 * // Rationale: //**// This lesson meets the standard because students are going to be exposed to a variety of instructional strategies where every type of student's needs will be met through the lesson. Technology will be used in order to enhance the lesson for the students to understand the material better. //
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**// Students will be participating in the Three Minute Review. This will help them with the material so they can remember the different dates of the events that were discussed in class. ////The teacher will periodically stop and review what they discussed in class to make sure everyone understands the material and this will be an opportunity for students to ask questions if they do not understand the material. Students will then have an opportunity to express their feelings through the activity of Fill In Your Thoughts. Here, the students will be given an event and write about how they feel about it and the outcome of the event. This will allow the students to give their opinion and see if there is any division.//
 * // Summative: //**// Students will be making a prezi presentation that includes information about different events on the Revolutionary Era. These events will relate to the major themes found in the Revolutionary Era. Students will include movies, articles and pictures to enhance their products.Students will be presenting them to the class and justify why they picked certain events. //
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