L4+Wilburn,+Tyler

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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Mr. Wilburn**__Lesson #:__ 4__Facet:__** Understanding
 * __Grade Level__****:** 9-Diploma**__Numbers of Days:__** 2-3
 * __Topic:__** World History


 * __PART I:__**

**Student will understand that**
...World War II was fought in Europe and the Pacific Ocean.

**Student will know**
...about psycological warfare, trench warfare, effects of the weather on troops, total war, and great generals and leaders.

**Student will be able to do**
...explain what war was like in the perspective of the soldiers.

**Product:**
Motivational comic book using ComicLife.

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**
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 th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World//.

**Rationale:**
Many students think that war is all about shooting, honor, glory, and explosions. While this may be true, there is much more to war than that. This lesson serves to explain exactly how a war is fought in the eyes of a soldier. This content meets the standards above.

**Section I – checking for understanding during instruction**
I will use the flowchart graphic as a way to get students to organize their thoughts on paper. This makes it easier for them to ask questions on what they do not understand.

**Section II – timely feedback for products (self, peer, teacher)**
I will assign one student to be a "sage" for the circle the sage activity. This way, students can give direct feedback to each other and I can observe what they need to work on.

**__Summative (Assessment of Learning):__**
Each student will create a motivational comic book, much like the ones that were given to troops during WWII. Based on what students know about the harsh life of a soldier, they will have to create a comic that encourages soldiers.

**Technology:**
ComicLife - This will be used to create the comic books.

**Content Areas:**
Art - Students will have to either draw pictures or find pictures on the internet to create the comic.

**Section I - Graphic Organizer & Cooperative Learning used during instruction**
__Circle the Sage__ - "First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved." [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] __Flowchart__ - The flowchart is meant to get students to connect their ideas and thoughts, write them down, and see their process on paper. This should make it easier for them find gaps in their knowledge and see their thinking process.

**Section II – Groups and Roles for Product**
For the final product, students may choose to work alone or with a partner. One student may be an excellent artist and another students may have a great story. As long as the two share an equal amount of he work work, working with a partner is just fine.

**__MI Strategies__**

 * Mathematical** - Compare and contrast the number of deserters in each countries military.
 * Visual** - Draw a picture of life in the trenches.
 * Bodily** - Chop up some onions to get an idea of what mustard gas does to the eyes.
 * Musical** - Find songs that soldiers sang while they were fighting.
 * Intrapersonal** - Give war themed nick names to the people who want them in class.
 * Interpersonal** - Write a letter back home to your parents that has to do about the war.
 * Naturalist** - Find a before and after picture of some of the places where battles were fought.

=

 * //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:**

**Type II technology:**
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.

**Gifted Students:**
Gifted students will have to find the names of at least two real people that participated in WWII and incorporate them into their comic.

**__Materials, Resources and Technology__**
Laptop Comiclife Projector Paper Drawing supplies Rubrics

**__Source for Lesson Plan and Research__**
[] - psychological warfare deffinition [] - psych warfare

__Section 1:__ I will maintain the U-shape design that has beed used in the past two lessons.

__Class 1:__ -Attendance and agenda(10min) -Hook(15min) -Intro to mental toll of warfare(20min) -Circle the sage and flowchart(15min) -Discuss what makes students stressed out(10min) -Compare to wars(10min)

__Class 2:__ -Attendance and agenda(10min) -Mental effects of chemical warfare, total war, trench warfare, and fighting in the winter(45min) -Break(5min) -Assign project and allow students to choose partners(10min) -Closing comments(10min)

__Class 3:__ -Attendance and agenda(10min) -Class time to work on projects(55min) -Presentations for those who are ready(15min)

Class 4: -Attendance and agenda(15min) -Presentations(65min)

While war may be about shooting, explosions, fighter planes, and warships, it is also about the soldiers. This lesson is designed to show the students that war is a terrible act and it can do horrible things to a person's mind. We will go over how chemical warfare, total war, trench warfare, and fighting in the winter affects a soldier's moral, living conditions, health, and state of mind. War is always happening, and it would be good for the students to understand what soldiers go through when they are at war. This is why my hook is going to be showing them comic books from the 40s. These comics were made to boost the moral of the soldiers and give them something to be happy about in the midst of all of the death and destruction.
 * Where, Why, What, Hook Tailors:** Linguistic, Interpersonal, Spacial, Bodily, Intrapersonal

__Section 2:__ While teaching this part of the unit, I want my students to be able to simulate the feeling of being at war. So, my hook is meant to show how the soldiers kept their moral up. After, I will give them a quick introduction to the psychological effects war has on people and then have them do a circle the sage activity so students can reflect on what they know and how they feel about the topic. They will be taking notes on a flowchart so they can see how they processed their ideas. When they have finished that, I will ask them what they learned from their peers and have them give examples of what stresses them out. This allows me to check their understanding and application of the information and it may give me some valuable information on my students. Once they get connected with the information and see how it is relavent, I will then go more in depth with the content.
 * Equip, Explore, Rethink, Revise, Tailors:** Spatial, Bodily, Interpersonal, Intrapersonal, Linguistic

__Section 3:__ Instead of giving a test or having the students write a reflective paper, I will have them create their own comic book with a 1940s theme. I want students to be able to understand what the soldiers went through, then apply that to a creative comic book that would boost the moral of a soldier. Students will be able to understand the struggles of a foot soldier and this project will give them the opportunity to express their understanding. I will give the students the chance to work in a small group of 2-3 people or by themselves. This will allow the students who work best alone to do so and those who work well in groups pool their collective knowledge together. Some students are amazing artists, some are great writers, and others are very good with computers. These are three equal parts of the project and how the groups should split up the work. If the groups feel confident enough in their project, I will allow them to present their comic to the class and make enough copies for everyone. I will also allow students to pass it in directly to me if they do not want to share it.
 * Explore, Experience, Revise, Refine, Tailors:** Linguistic, Spatial, Interpersonal, Intrapersonal, Bodily, Logical

__Section 4:__ During the lesson, students will havethe chance to self-assess with the flow chart, peer asses with the sage activity, and teacher assessment through discussion questions. With the comic life assignment, I will give them group feedback to let them know how they did as a group(if needed) and personal feedback to let them know how well I felt they understood the content. Since the ComicLife project is a graded assignment, I will try to get it graded within a week. This connects with the first lesson, which was about how people in a recession live and how it effects them. There are similar themes that help connect the two and enough difference so that it is a different topic.
 * Evaluate, Tailors:** Interpersonal, Intrapersonal

**__Content Notes__**
The use of various techniques, such as propaganda and terror, to lower an enemy's morale One of the first leaders to inexorably gain fanatical support through the use of microphone technology was Nazi Germany's [|Adolf Hitler] Adolf Hitler was an Austrian-born German politician and the leader of the National Socialist German Workers Party, commonly known as the Nazi Party. He was Chancellor of Germany from 1933 to 1945, and served as head of state as Führer und Reichskanzler from 1934 to 1945... By first creating a speaking environment, designed by [|Joseph Goebbels] Dr. Paul Joseph Goebbels was a German politician and Reich Minister of Propaganda in Nazi Germany from 1933 to 1945. As one of Adolf Hitler's closest associates and most devout followers, he was known for his zealous oratory and anti-Semitism..., he was able to exaggerate his presence to make him seem almost [|messianic] Messiah A messiah is a redeemer figure expected or foretold in one form or another by a religion. Slightly more widely, a messiah is any redeemer figure. Messianic beliefs or theories generally relate to eschatological improvement of the state of humanity or the world.Messiahs appear in many religions... Hitler also coupled this with the resonating projections of his orations for effect. British Prime Minister [|Winston Churchill] Winston Churchill Sir Winston Leonard Spencer-Churchill, was a British politician and statesman known for his leadership of the United Kingdom during the Second World War. He is widely regarded as one of the great wartime leaders. He served as Prime Minister twice... made similar use of radio for [|propaganda] Propaganda Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position so as to benefit oneself.... against the Nazis. The British set up the [|Political Warfare Executive] Political Warfare Executive During World War II, the Political Warfare Executive was a British clandestine body created to produce and disseminate both white and black propaganda, with the aim of damaging enemy morale and sustaining the morale of the Occupied countries.... to produce and distribute black and white propaganda. Through the use of [|powerful transmitters] Aspidistra (transmitter) Aspidistra was a British radio station used for black propaganda against Nazi Germany during World War II. It was named for the popular foliage houseplant, as mentioned in the song "The Biggest Aspidistra in the World", because its transmitter was the largest off-the shelf unit Britain could buy..., broadcasts could be made across Europe. [|Sefton Delmer] Sefton Delmer Denis Sefton Delmer was a British journalist and propagandist for the British government. Fluent in German, he became friendly with Ernst Röhm who arranged for him to interview Adolf Hitler in the 1930s... managed a successful black propaganda campaign through several radio stations which were designed to be popular with German troops while at the same time introducing news material that would weaken their morale under a veneer of authenticity.

During World War II, psychological warfare was used by the military. The invasion of Normandy was considered successful in part because of the displayed fusion of psychological warfare and [|military deception] Military deception Military deception is an attempt to amplify, or create an artificial fog of war or to mislead the enemy using psychological operations, information warfare and other methods. As a form of strategic use of information, it overlaps with psychological warfare....

D-Day D-Day is a term often used in military parlance to denote the day on which a combat attack or operation is to be initiated. "D-Day" often represents a variable, designating the day upon which some significant event will occur or has occurred; see Military designation of days and hours for similar..., Operation Quicksilver, one element of [|operation Fortitude] Operation Fortitude Operation Fortitude was the codename for the deception operations used by the Allied forces during World War II in connection with the Normandy landings..., which itself was part of a larger deception strategy ([|Operation Bodyguard] Operation Bodyguard Operation Bodyguard, performed during World War II, was the overall Allied strategic deception plan in Europe for 1944, carried out as part of the build-up to the invasion of Normandy...), created a fictional "First United States Army Group" (FUSAG) commanded by General George Patton that supposedly would invade France at the [|Pas-de-Calais]. American troops used false signals, decoy installations and phony equipment to deceive German observation aircraft and radio interception operators.

When the actual invasion began, the success of Fortitude was that it misled the German High Command into believing the landings were a diversion and of keeping reserves away from the beaches. [|Erwin Rommel] Erwin Rommel

Erwin Johannes Eugen Rommel, popularly known as the Desert Fox, was a famous German Field Marshal of World War II.... was the primary target of the psychological aspects of this operation. Convinced that Patton would lead the invasion, Rommel was caught off-guard and unable to react strongly to the Normandy invasion, as Patton's illusory FUSAG had not "yet" landed. Confidence in his own intelligence and judgement rendered the German response to the beachhead ineffectual.

[]

Czechoslovakian-born Barbara Lauwers Podoski, who set up one of the most successful psychological operations of World War II, which caused the surrender of over 600 Czechoslovakians fighting for the Germans, has passed away at 95. One of the few female operatives in the Office of Strategic Services (forerunner of CIA) she found creative ways to sabotage German morale. Much of her work remained secret until 2008, when her OSS records were declassified. In 1944 a Nazi sergeant she interrogated mentioned that Czechs and Slovaks were used to do the Germans' "dirty work." Lauwers realized there was a chance to flip the loyalties of her former countrymen. (washingtonpost.com)

Flowchart
 * __Handouts__**

=

 * //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.//**======

**//Clipboard://**
Taught in an organized manner Visual aids and pictures Relavent information

**//Microscope://**
Interesting concepts and information

**//Puppy://**
Group Work Ensured friendly environment

**//Beach Ball://**
Able to choose partners Able to choose story for ComicLife

**//Rationale://**
My lesson meets the needs of each of these learning styles. Whenever I teach, I make sure to keep my information organized, easy to follow, relavent, and incudes visual aids, which is good for clipboard learners. I also make sure that my topics are interesting and offer a chance to analyze a new concept for microscope learners. For puppy learners, I have allowed the choice for group work and ave ensured an education friendly environment. For beach ball learners, I have given the students some leeway when it comes to choosing partners and the topic their project will be on.

**//Content Knowledge://**
See content notes

**//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 th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World//.

**//Facet://**
Understanding

**//Rationale://**
While war may be about shooting, explosions, fighter planes, and warships, it is also about the soldiers. This lesson is designed to show the students that war is a terrible act and it can do horrible things to a person's mind. We will go over how chemical warfare, total war, trench warfare, and fighting in the winter affects a soldier's moral, living conditions, health, and state of mind. War is always happening, and it would be good for the students to understand what soldiers go through when they are at war.

**//MI Strategies://**

 * Mathematical** - Compare and contrast the number of deserters in each countries military.
 * Visual** - Draw a picture of life in the trenches.
 * Bodily** - Chop up some onions to get an idea of what mustard gas does to the eyes.
 * Musical** - Find songs that soldiers sang while they were fighting.
 * Intrapersonal** - Give war themed nick names to the people who want them in class.
 * Interpersonal** - Write a letter back home to your parents that has to do about the war.
 * Naturalist** - Find a before and after picture of some of the places where battles were fought.

**//Type II Technology://**
ComicLife PowerPoint w/additional medias

**//Rationale://**
My lecture will be a PowerPoint, which by itself, is not Type II. However, when pictures, videos, and interactive online websites, my presentation goes from boring text and lecture to an engaging and interactive discussion. Also, the ComicLife that the students will make is an example of type two technology. Instead of having students write a paper on the life of soldiers during WWII, they get to create a comic book based on the knowledge that they learned from the lesson.

**//Formative://**
I will assign one student to be a "sage" for the circle the sage activity. This way, students can give direct feedback to each other and I can observe what they need to work on. I will use the flowchart graphic as a way to get students to organize their thoughts on paper. This makes it easier for them to ask questions on what they do not understand.

**//Summative://**
Each student will create a motivational comic book, much like the ones that were given to troops during WWII. Based on what students know about the harsh life of a soldier, they will have to create a comic that encourages soldiers.

**//Rationale://**
I believe that students should be able to ask each other questions and be able to gain assistance from their classmates, as well as 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 ComicLife project. This will allow me to gauge their knowledge and their ability to apply it. || ||   || 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.
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