L2+Slack,+Alexander

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** :Alex Slack ** **__Lesson #:__ 2 __Facet:__**
 * __ Grade Level __**** : 9-Diploma ** **__Numbers of Days:__ 2-3**
 * __ Topic: __ World Cultures **


 * __ PART I: __**

The areas of the world that coincide with culture Students wil learn vocabulary, terminology, important people, culture and personal connections to different parts of the world. Students will create a comic strip using comic life that correlates to a countries culture whether it is a real story or made up. A comic strip that they make about another culture. Maine Learning Results 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. This assessment meets the standard by allowing students to study the culture of another country through means of terminology, vocabulary, and important people, thus through this process drawing personal connections to the different people as well as diversifying their knowledge of foreign countries
 * __ 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 __**
 * Rationale: **


 * __ Assessments __**

Think-Pair-Share will allow the kids to learn from each otherbb about the tribes we are studying.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The class will be using self feedback form each others knowledge about the tribes as well as creative ideas for there comic strips.
 * Section II – timely feedback for products (self, peer, teacher) **

A Comic Strip detailing on of the cultural aspects of the tribe of their choice.
 * __ Summative (Assessment of Learning): __**

Research online for Primary cources for the time period to get a feel for the acutal happenings. Comic Life online comic strip creator for their actual projects.
 * __ Integration __**
 * Technology: **

Students will use the cluster world web, and the think-pair-share. Students will read the designated text and annotate it, then they will get withe there group and participate on what ideas should be contributed, then participate in the interaction between the tribes of the class.
 * Content Areas: History - the study of culture through History. English - reading effectively. Speech - presenting. Art - creative comic strip **
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal-** Students are going to talk to each other and themselves about what they want to do, as well as the process of an Oral Presentation.
 * Logical-** students will have to calculate the exact amount of space and ideas for the comic strip, as well as the logistical process of planning the material of the comic.
 * Visual-** Comic Life is a great tool for the kids to be creative first of all, great planner in a visual aid, and also a lot of fun.
 * Kinesthetic-** Students will be encouraged to act or present their comic in a skit instead of a presentation, yet still also have the comic.
 * Musical-** include music in their comic, have the music playing in the background.
 * Naturalist-** Wildlife can be part of the culture in their comic or include elements of nature that corresponds with the country.
 * Intrapersonal-** Working by themselves to complete this project.
 * Interpersonal-** talking to each other to get ideas is a great resource as well as sharing and interacting with the group allows students to get a multitude of ideas.


 * __ 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 able to read all of the articles and generalize from there what materials they can build there comic strip on.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: Comic Life as well as internet and research for ideas and information about the culture or alternative to comic life. **


 * Gifted Students: Honors Contract with me that requires them to do more work, where they not only create a comic strip for the class but also write a 2 page paper about a significant member of the tribe or culture they did there comic strip on. **

Readings on Tribes Graphic organizer Comic Life
 * __ Materials, Resources and Technology __**

Primary Sources or articles.
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

Day 1 Class meets and go over basic understanding of Africa tribal history if any knows has any wicked cool ideas. (5 mins) Hook time!! first I bring up the comic of the Black Panther and explain the background about him, then watch the clip of Shaka Zulu from Deadliest warrior. (15 mins) The classroom activity of reading a sharing (50 mins) questions and topics (10 mins)
 * __ 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 2 Work on comic (30 mins) discuss further enhancing of the slides as well as strategies for Comic Life. (rest of class)

Day 3 Present the comics

Students will know The basics of the tribal a cultural past of parts of Africa, since we do not have enough time in a week let alone a semester to talk about all of the cultural history. Therefore you will start with the essential question that will be discussed in the class to see if the kids have any prior knowledge. Don't correct them just listen, and function within the conversation, mediate it. Talk about the black panther get geeky and have fun, which will get the class laughing and in a good mood for the deadliest warrior clip. Then lead this next into the reading give intros to each reading a talk about the tribe they are talking about them discuss the depth of the annotations that should be performed while read. Then give them time to read while making yourself available to questions and keeping them on task. Then after they finish reading have them discuss the important qualities in their tribal groups and have them facilitate the graphic organize rot be ready to take other groups points. Have the groups interact will each other and discuss the importance of their tribe and really try to get all of the groups to get the heart of each tribe. From this point facilitate a group consensus discussion about each group. Try to get the points across so everyoen can generate an idea for there comic. Allow for the comics to be picked and worked on in the later days, really check for creativity and the information is being used.
 * __ Content Notes __**

Readings, Graphic Organizer
 * __ 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 step by step process allows for clipboards to excel at this project.


 * // Microscope: //** Being able to dive deep into the cultures of the people allows for students to really look further than skin deep and develop these thoughts in there own connections and creativity.


 * // Puppy: //** Students have each other to fall back on as well as me whenever they have questions or concerns.


 * // Beach Ball: //** I want creativity and craziness and the comic allows for beach balls to really get that,


 * // Rationale: //** This project reaches all of these learning styles and effectively meet the standards.


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


 * // Content Knowledge: //** Students will learn terminology, vocabulary, important people, and culture through history as well as the art of comic making.

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

//Rationale: //// //This lessosn effectively meets all standars desginated by the level.// //
 * Standard // 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Verbal-** Students are going to talk to each other and themselves about what they want to do, as well as the process of an Oral Presentation.
 * Logical-** students will have to calculate the exact amount of space and ideas for the comic strip, as well as the logistical process of planning the material of the comic.
 * Visual-** Comic Life is a great tool for the kids to be creative first of all, great planner in a visual aid, and also a lot of fun.
 * Kinesthetic-** Students will be encouraged to act or present their comic in a skit instead of a presentation, yet still also have the comic.
 * Musical-** include music in their comic, have the music playing in the background.
 * Naturalist-** Wildlife can be part of the culture in their comic or include elements of nature that corresponds with the country.
 * Intrapersonal-** Working by themselves to complete this project.
 * Interpersonal-** talking to each other to get ideas is a great resource as well as sharing and interacting with the group allows students to get a multitude of ideas.


 * // Type II Technology: //** Comic Life


 * // Rationale: //** This allows this students the type II technology for understanding and the strategies for learning.

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

// Formative: // These students will be working together and be able // to // work together and build off from each other.

// Summative: // The Comic strip will act as formative assessment.

// Rationale: // This project fits all forms of assessment and will accurately gauge the effect of the learning through effort and understanding. || ||   || 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. How do we learn about other cultures through History?
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