L1+Slack,+Alexander

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

** LESSON PLAN FORMAT **

**__ Teacher’s Name __**** : Mr. Slack ** **__Lesson #:__ 1__Facet:__ Explain** **__ Grade Level __**** : 9-Diploma ** **__Numbers of Days:__ 3-4 Days** **__ Topic: __ World Cultures **


 * __ PART I: __**

Student will understand that the countries of the world are located in different regions. Student will know foreign policy, countries names, as well as the countries locations in relevance to the course and areas of the world. Student will be able to do create a map using Google Earth. Product: Google Earth Map.
 * __ Objectives __**

Maine Learning Results
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

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.

//**Rationale:**// This will be an effective means of meeting this standard by allowing the kids to make connections to other countries of the world and explore foreign policies.b
 * __ Assessments __**


 * __ Pre-Assessment: __**Survey the kids ask them what they want to know, how they know it, and explain what you want to learn in the class.

Students will use the clickers in my class to not just show individual understanding but the understanding of the groups as well. When the Google Earth Map is finished the students will give peer positive constructive feedback about other projects as well as each group and person shall receive teacher feedback from myself.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**Google Earth - Have the students map the countries in a section of the world using Google Earth as the tool for mapping, this project will be worth 100 points.

**Technology:** My type II technology is Google Earth and will be used to make an interactive project that maps out a continent by country with each capital city being clearly marked. Students will need to be able to manipulate Google Earth to effectively create a map of the assigned continent.
 * __ Integration __**

**Social Studies:** The students will effectively identify the countries of the continent and effectively identify the capitals of the countries. Art- the students will also have to use Google Earth to creatively display the map. Speaking - the students will display  their project in an oral presentation.

The ladder graphic organizer will be used to introduce the step procedure of making the course as well as effectively plot out there ideas and find similarities in their ideas to find there partners. This will lead to a interview process to see each others ideas and help then build on their own ideas and the best ways to handle their course. In class they will be working groups to bounce ideas of of each other and also distinguish who will be there partner for the actual project. They will also be working in partners to do the actual Google Earth Map and once the generate ideas session through the three-step interview process once they reach this step they will compare the ladders and in this process get a final idea as well as map out the final project one partner will complete the ladder the other will prep the project.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal-** Go over the counties and lessons in group and in discussion format.
 * Logical-** What is the best way to plot a road course the idea of figuring roads vs highway, and all around factions of building a course.
 * Visual-** Google Earth mapping and the use of creative colors in the project.
 * Kinesthetic-** Participate in geography games in class as well is interactive teams about geography.
 * Musical-** Play cultural music that reflects the country they are passing through.
 * Naturalist-** Learn about wildlife and the environment of the cultures and countries they are learning about.
 * Intrapersonal-** Reflections over the course of the Google Earth Map
 * Interpersonal-** Working in groups during the Google Earth Mapping


 * __ 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. //

<span style="font-family: 'Times New Roman',Times,serif;">** Plan for accommodating absent students: **If you are absent from my class there are options on what you can do. The first is if you have internet you can log onto the class wiki to see what you missed and see what you can deduct on you own. You can look at the syllabus I handed out on the first day to see if there is anything that you missed or you could do for homework. The third option is if you need help you can com to me in your own time, I show up to school early and am willing to help you in any free time.
 * __ Extensions __**


 * Type II technology: **My type II technology is Google Earth and will be used to make an interactive project that maps out a continent by country with each capital city being clearly marked. Students will need to be able to manipulate Google Earth to effectively create a map of the assigned continent.


 * Gifted Students: **<span style="font-family: 'Times New Roman',Times,serif; font-size: small;">Honors contract program if I have students that are willing to sign and participate in the honors version of this class there assignment will be to not only find the capital city but mark three physical landmarks in each country, as well three facts that are unique to the country that they are in.

I need: Laptops, projector, screen, Google Earth, graphic organizers, map of the continent, video on Amazing Race, organized room for three-step interview, tutorial for Google Earth, rubric, checklist, and a head full of ideas.
 * __ Materials, Resources and Technology __**

[] - They need to be able to download Google Earth and also follow the tutorial on the page. @http://www.eduplace.com/graphicorganizer - where I got the graphic organizer @http://www.youtube.com/watch?v=5kyyi64V9vo - The source for the video @http://www.worldatlas.com/webimage/countrys/as.htm - Source for mapping information www.sheppardsoftware.com/web_games.htm - Good source for map games for future studying, as in future test.
 * __ 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) **// 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 1-**__ 80 Minutes
 * 1.** Start the class with a discussion about what traveling the world, as in questions such as Where in the world have you been, where do you want to go, what are the benefits or world travel, and why not connect the entire world. (10 mins)
 * 2.** The next step would be to then bring up the "letter" or task description that all of the students are going to get as cartographers have them all read it, then follow it up with an amazing race video. (15 mins)
 * 3.** This will be followed up by then having everyone download Google Earth onto their computers and take the tutorial. watching the student sample that I created about South-East Asia (25 mins)
 * 4.** The project will then commence at this point with the graphic organizer being handed out (The Ladder), and also maps of the continent so the kids can also start learning the capitals. At this point I will bring up the Honors Contract and if anyone is interested they will some and talk to me after class. (20 mins)
 * 5.** In the last section of class the students will be finishing up there maps. as well as start the process of finding out with content they picked in comparison to the rest of the class, and also start to talk to the other students to see their ideas for the project (10 mins)


 * __Day 2-__**
 * 1.** The second day of the project will start with a quick discussion over what countries have been picked as well as concerns with the technology that we are going to be used. (5 mins)
 * 2.** I will then show the class a source for online geography games so the students can study the countries of the world in their own time and in preparation fro the Google Earth Maps, as well as a future test. (5 mins)
 * 3.** The next activity will be the Three-Step- Interview process in which the students will get in small groups and interview each other about what their ideas are then rotate to another set of people, how they are going to create their project, and any concerns that they might have. (40 mins)
 * 4.** After this discussion has happened I am going to use the clickers to one show which areas of the world have been picked (change ones that have to many in one continent), overall understanding if any one is confused (If there are confused people I will tell them to see me after class) then after this step we will discuss who would be best to be partners with and why based on the interview process. (20 mins)
 * 5.** The last section of class will then be for the groups to get started working on their project (10 mins)

__**Day 3-**__
 * 1.** The first thing we will be doing is some basic map games over information about random countries from random sections of the world one because it will be fun and two because to see who is actually using the online map games. (30 mins)
 * 2.** The rest of class will be to work of the presentations which will be due next class. (50 mins)


 * __Day 4-__**
 * 1.** The projects will be due and I will circumvent the classroom to see who is finished and see who needs more time. If i majority of the class isn't finished then I will give more time.(5 mins)
 * 2.** If everyone is ready we will commence the presentations. This will start with me handing out one the rubric for the presentation and going over what I want and what are good presentation skills. This will be followed up by what I plan to say many times in this class and that is everyone is friends in my classroom and no one will be made fun, joking is one thing but we are all class mates together. (15 mins)
 * 3.** The rest of the time will be presentations (60 mins)

Students through out this project will be learning about countries of the world and where they are located, as well as similarities in countries and the basic demographics of the countries. This will lead to a broader understanding of the world and closer lead us to inter connectivity of the world in a class room sense.

The first section of this class brings a assessment that not only opens the door for the kids to learn the countries and capitals of the world but gives them preliminary study resources for future assessments as well, yet the heart and soul of this lesson is that the students will learn each countries location in a world sense. this is the essence and root for the framework of this class. We are going to try and accomplish an idea of inter-connectivity by learning through culture and countries of the world through culture in a historical sense. By learning through this process the students will be able to draw there own conclusions thus openign the door for even more possibilities of inter-connectivity, peace, and culture on a world scale. The hook for this video will start with a discussion about world travel, where you want to go and what are ideas for its importance. This discussion will translate into the task which will then be followed by the final part of the hook which is a section of a you tube video about the amazing race Asia final episode. Students will get to know foreign policy in this assessment by understanding where other countries are, where there capital city is located as well as facts about the countries if they choose to include them. Students also will have the option when we are first prepping for this lesson by finding areas of the world that they are interested in as well as logically planning out what needs to be done using the graphic organizer called The Ladder. The Ladder not only will let them pick the area of the world they want to map but also in doing this process will find a partner who has picked the same area as them. Students will not be allowed to pick Asia for it has already been performed on The Amazing Race or America. This process will divide the class up into groups of two or three students depending on the numbers with every member of the group having the intention of studying the same area as well as hopefully someone each student wants to work with. The students will participate in a activity known as the three step interview. This activity will get the students thinking as a person, thinking as a team, and thinking as a class. During the three step interview students will be moving around the room as individuals talkign to each other groups and project creators to try and understand what they are studying what they are using for facts and basis for their maps as well as the creative fixtures of Google Earth. After this activity clickers will be used to not only assess each students individual understanding but team understandings. If there are still uncertainties they will assessed after class. After the project is complete and the presentations are done each student will give peer feedback to each others projects as well as feedback about the overall project to me. The students will be asked to create a Google Earth Map as well as presentation using Google Earth. Students will be given time to experiment will Google Earth in class in the tutorial and just for free lance work time in class. The students will be asked for this project to simply identify the countries and the capital city and maybe some minor facts if the can do it. The students should make this project as creative as possible with color and using Google Earth to its full potential. Students will also be asked to conduct the presentation I will go over my standards before the presentation begin which is positive no judging during presentations, and as far as the actual presentations just make sure you are loud, speak to the whole room and have fun for the first presentation.
 * What Where Why Hook Tailors:** Intrapersonal, Interpersonal, Logical, and Visual
 * Equip Explore Experience Tailors:** Interpersonal, Intrapersonal, Logical, Kinesthetic, Visual, and Verbal.
 * Rethink Refine Revise Tailors:** Interpersonal, Intrapersonal, Verbal, Logical, Kinesthetic, and Musical (timers)
 * Explain Tailors:** Verbal, Logical, Visual, Kinesthetic, Musical, Naturalist, Intrapersonal, and Interpersonal

Student will know foreign policy, countries names, as well as the countries locations in relevance to the course and areas of the world. What you are going to need to know about this is either a map that identifies all of the countries of the world, and their capitals or have a understanding of this. Also you will need to at least visit the Google Earth website and take the tutorial to have a understanding of how to use Google Earth to assist the kids if they have a question, make sure to encourage they be creative in there project, really get the juices flowing. Be familiar with each countries ideals or based demographics to help the students who are incorporating them into there project. If their is your own spin on an idea or if their is something else that you wanted to teach the class then just include it and write it down for me somewhere. Make sure the class is learning their country through and through, use the chat map that I have made to quiz them randomly about there continent. If you think and any trickier questions or ways of culture to ask them then do it cause that is where we are headed after this project. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

graphic organizer map of the students continent rubrics checklists for understanding.
 * __ 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: //** Students will get a graphic organizer where they can plan out the steps of their project step by step and also the project can be done in simple methods as well as includes a checklist for understanding so clipboards can fully understand what they are doing in the project and get all of the material needed to one get a good grade and two get a great understanding of the material.


 * // Microscope: //** Students will be able to dive deep into the undertsanding of the project and will also be able ot learn much more that just the locations and forgin policies of the countries if they want to include them in there project. Microscopes will be able to go deeper than skin deep if they want to do the honors contract or just really understand the information.


 * // Puppy: //** This project allows you to work with another person for personal reasons or just for some one to talk and work with. Puppies will be able to not only feel comfortable in my class cause everyone will be friends in my class but if they have any thing else they can always talk to me.


 * // Beach Ball: //** This class will be full of energetic and creative energy it is what I am best at as a teacher, and their will never be a dull moment in my class always room to be creative always room to have fun.


 * //Rationale://** // Studnets can take this lessona nd relate it to every dya life and travel as well as just eh pracitcality of seeign the world and growign the possibilties of what is out there. //


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

Students will learn where each country in the world is located, what is their name, their capital, and some foreign policy Students will also learn the basics of Google Earth as well as a effective presentation
 * // Content Knowledge: //**


 * // MLR or CCSS: MLR Maine Learning Results //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Maine Learning Results
 * // Facet: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Content Area: Social Studies

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard Level: E. History

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard: E2 individual, cultural, international, and global connections in History

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade Level Span: 9-Diploma "World Cultures" students analyze different sections of the world by culture, History, and individual connections to the world.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//**Rationale:**// This will be an effective means of meeting this standard by allowing the kids to make connections to other countries of the world and explore foreign policies.


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


 * // MI Strategies: //**


 * Verbal-** Go over the counties and lessons in group and in discussion format.


 * Logical-** What is the best way to plot a road course the idea of figuring roads vs highway, and all around factions of building a course.


 * Visual-** Google Earth mapping and the use of creative colors in the project.


 * Kinesthetic-** Participate in geography games in class as well is interactive teams about geography.


 * Musical-** Play cultural music that reflects the country they are passing through.


 * Naturalist-** Learn about wildlife and the environment of the cultures and countries they are learning about.


 * Intrapersonal-** Reflections over the course of the Google Earth Map


 * Interpersonal-** Working in groups during the Google Earth Mapping


 * // Type II Technology: //** The Type II technology being used in this project will be Google Earth which utilizes a modern map making tool in a very creative and visual manner that the students can download and use on any platform or computer.


 * // Rationale: //** this lesson was able to utilize the multiple intelligences that were asked and also utilized a type two technology that futher amplified the understanding of this project.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** The students received a formative checklist that allowed them to check for understanding at there own pace, receive peer feedback during presentations, as well a feedback from me. Also they were able to work together to not only find partners but other information by talking to each other during the Three-Step-Interview.


 * // Summative: //** The Google Earth map and the presentation will be assessed for grading at the end of the project.

Three-Step-Interview to gain knowledge and use each other. Plus the presentation and the Google Earth Map will be formative grades that I will assign. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**]
 * // Rationale: //** Students were able to reviem them selves with the checklist for understanding, give feedback to other presentations and projects, and also use the
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