L4+Belton,+Roger

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Roger Belton ** **__Lesson #:__ 4 __Facet:__ Interpretation**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2**
 * __ Topic: __ Post-Reagan America **


 * __ PART I: __**

the US has not declared a war since WWII. why certain individuals made the decisions that they did, how this affected their stature on the world stage, and how these actions shifted geographical boundries and created significant events. read between the lines and make meaning of why the people behind the most important actions of the last 30 years acted the way they did. Comic Life 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 __**
 * Student will understand that **
 * Student will know **
 * Student will be able to do **
 * 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 better understand the circumstances and reasoning behind events, allowing them to better associate the events in recent history with current events. Students will be able to, after meeting all objectives and standards, find meaning that goes beyond the facade of mainstream media.
 * Rationale: **
 * __ Assessments __**

Students will then be placed with partners, where they will share their flowcharts and examine each others' reasoning.Students use a 3-2-1 interaction with the teacher to check for understanding at all points of the project. Students use a 3-2-1 interaction with the teacher to check for understanding at all points of the project. Formative assessment is the 3-2-1 method as well as self and teacher evaluation. Technology is integrated with the inclusion of student and teacher laptops for product creation and presentation.Students will be using the internet as a resource tool in addition to a comic creating machine.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: **
 * Science: **
 * Science could be integrated through the study of psychology of the reasons for certain actions in the past 30 years.**
 * Math: **
 * Math could be integrated in the form of statistics in approval ratings for the president and for certain actions done by congress or the president.**
 * English: **
 * English could be integrated in the form of vocabulary, and the development of the modern press and how presentation of facts can be biased by simple word changes.**

A flowchart can be used as a graphic organizer, as it allows students to come up with one broad idea or concept, and then deduce reasoning from it. Students will then be placed with partners, where they will share their flowcharts and examine each others' reasoning.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical:** The students will use a worksheet/graphic organizer that is very logical in ordering and in function.
 * Intrapersonal:** Students will be required to complete their flowcharts individually.
 * Interpersonal:** After completing their flowcharts, students will work in pairs to prepare a comic life strip.
 * Verbal:** Instruction on the assignment will be gone over verbally by the teacher, and understanding checks will be verbal.
 * Kinesthetic:** Students will not be restricted in movement and be allowed to move freely after completing their flowcharts.
 * Naturalist:** The option will be made available for students to go outside or work in the greenhouse (if applicable) if they want to.


 * __ 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 an additional 3 days after returning to school to complete the comic life independently. They will be given a full description of the assignment in addition to all the same paperwork as everyone who was able to attend class.
 * Plan for accommodating absent students: **
 * __ Extensions __**

Technology is used in a type II manner by using student laptops to create a Comic Life as an educational product. Gifted students can be given extra credit if they take their group's Comic Life and expand it by a least 1 page. Students will be give 5 bonus points per page, up to 10. New material must not be repetitive and have a clear meaning following the same quality standard laid forth in the original product.
 * Type II technology: **
 * Gifted Students: **
 * __ Materials, Resources and Technology __**

// List all URL and describe. //
 * __ 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) **

Day 1: Day 2:
 * // Take roll (2 minutes) //
 * Hook students by asking them to write a free response to the question, "Will there ever be peace on Earth? Why or why not? (10)
 * Students will then pick any leader of their choice, pick an event that the aforementioned person was involved in, and then have them complete a flowchart with brainstormed ideas about why this person made the decisions that they did. (15)
 * Form students up in pairs, and have them compare sheets and discuss answers. (peer evaluation) ( 15)
 * Students will then go on their laptops, still in pairs, and research information about their respective individuals. They will be required to have at least 2 internet sources, and they are welcome to use their textbooks (if provided). (20)
 * Quick write: 3-2-1 written analysis. (5)
 * After completing their research, students will have to find some relationship between their chosen influential person and their partner's. They will have to collaboratively make 1 page in the comic life about this relationship. (15)
 * As homework, students will be required to complete the individual portion of the project, completing their 2 pages about their chosen individual.
 * Product presentations (60)
 * Final peer assessment, done by notecards passed out to every student. (5)
 * Free write - self reflection on assignment (15)

Students will know
 * __ Content Notes __**

why certain individuals made the decisions that they did, how this affected their stature on the world stage, and how these actions shifted geographical boundries and created significant events.

// Graphic organizer // //Description of product/assignment details//
 * __ 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 get a special treat with this lesson plan. The assignment is mainly focused around putting a logical order to the reasons behind various decisions in the past 30 years. Since this is one thing that clipboards are noted for enjoying, they should find this particularly satisfying. //**


 * // Microscope: Microscopes will be able to analyze very specific details to help the clipboards figure out their logical conclusions. They will play a critical role in finding the evidence that supports a logical structure of decision-making. //**


 * // Puppy: The puppy will play a very large role in the peer review process. They will be free to come up with their own ideas, and then present them to the group. They will be incredibly helpful to the activity by brainstorming ideas and forming the basis for the other intelligences to grow off of. //**


 * // Beach Ball: Honey badger don't care. Kidding aside, beach balls will be able to provide the leadership for the group, making decisions (with the approval of the partner) as to which leader they would like to do, and how to best carry out forming the product. //**


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

Usage of student laptops to create a Comic Life as a product of learning. The lesson plan is designed to accomodate 6 out of 8 of the Multiple Intelligences, and allows for student usage of technology that produces a viable product.
 * // MI Strategies: //**
 * Logical:** The students will use a worksheet/graphic organizer that is very logical in ordering and in function.
 * Intrapersonal:** Students will be required to complete their flowcharts individually.
 * Interpersonal:** After completing their flowcharts, students will work in pairs to prepare a comic life strip.
 * Verbal:** Instruction on the assignment will be gone over verbally by the teacher, and understanding checks will be verbal.
 * Kinesthetic:** Students will not be restricted in movement and be allowed to move freely after completing their flowcharts.
 * Naturalist:** The option will be made available for students to go outside or work in the greenhouse (if applicable) if they want to.
 * // 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. //**

Students will then be placed with partners, where they will share their flowcharts and examine each others' reasoning.Students use a 3-2-1 interaction with the teacher to check for understanding at all points of the project. Formative assessment is the 3-2-1 method as well as self and teacher evaluation. 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].
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //**
 * // Assessment is conducted using both peer and teacher feedback. The 3-2-1 method is also a different method for checking understanding, and these methods do evaluate and support development by ensuring comprehension. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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