L3+Belton,+Roger

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Roger Belton ** **__Lesson #:__ 3 __Facet:__ Explanation**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2-3**
 * __ Topic: __ Post-Reagan America **


 * __ PART I: __**

there has not been a declared war involving the US 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. 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 **
 * Product: **
 * Webspiration **
 * __ 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.//

Major enduring themes and influences will be revealed in understanding why the decisions in the past 30 years have been made. Influences will be brought to light, and students will be able to see the factual reasoning behind the decisions that have made the world today what it is.
 * Rationale: **


 * __ Assessments __**

Before students progress too far into their webspirations, understanding will be checked by having all groups share some of their answers, using the numbering heads method. This way every group will be able to judge how well they got the assignment based off of other answers, and if any group is off they will be told via instant teacher feedback.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

This initial stage will be assessed using instant peer and teacher feedback.
 * Section II – timely feedback for products (self, peer, teacher) **

After students complete their webspirations and present them, the rest of the class will fill out anonymous feedback forms, and the teacher will write their own feedback form. All will be given to the presenting team after one or two days.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: Technology is integrated as both a resource tool and a assembly line for products. **


 * Math: Math will be integrated to show the importance of statistical understanding. Since statistics often appear in articles and the news, it is very important for students to properly know how to comprehend this concept if they want to do anything with modern media. **


 * Science: Science will be integrated in the form of a scientific analysis of sociology and psychology. A key part of understanding why people do things is understanding the people themselves. **


 * English: English will be integrated by the use of vocabulary and grammar in writing assignments. Modern literature may also find its way into my classroom. **

The 5 W's worksheet can be used, as it requires students to closely examine and explain the way events have been affected by quasi wars. After each individual student completes all of these questions, they will be placed in a group of four, where they will share and discuss their answers.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will then go on to use the common group conclusions and, while still in groups, create a webspiration timeline highlighting each major conflict involving the US since 1980.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Visual:** At the beginning of class, all students will be given a handout listing every major conflict that the US has been involved in since the 1980's.
 * Logical:** Students will then be given the 5 W's worksheet to analyze
 * Intrapersonal:** They will then work on the worksheets individually for a set time period.
 * Interpersonal:** Students will then form their groups of four and share amongst themselves.
 * Verbal:** Presentation of the webspiriation will have to include some form of student narration.
 * Music:** During the independent work session, the teacher will play music generated from some of the conflicts since 1980.


 * __ 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 accommodated by being given adequate time to complete the project. They will be given 3 full days after returning to school and having a conversation with the teacher about the assignment.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Technology is used in a type II way by having students use their laptops to creatively construct a webspiration as a product.
 * Type II technology: **

Gifted students will be given the option to do a free write expanding on their group's project. The free write will need to be at least a page long (written) for credit, and credit will be based upon content.
 * Gifted Students: **

// Student laptops // //Teacher Laptop// //Projector//
 * __ 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) **// 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 know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

// 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 __//**

Clipboards will be the organizers of the group. They will have a field day sorting through and figuring out where to place things on the timeline.
 * // Clipboard: //**

Microscopes will be able to use their powers to find resources that back up the timeline. They will be charged with ensuring that the product is factual and correct.
 * // Microscope: //**

Puppies will be free to use their abundance of energy to generate ideas and get the group going. They will be able to freely express and review the other ideas in the group, especially when it comes to the numbering heads method.
 * // Puppy: //**

Beach balls will have the freedom to bounce. They will be free to contribute to the group however they choose, be it leading or supporting one of the other learning styles. The beach balls will play a large role in group structure and motivation, by giving their teammates encouragement and leadership.
 * // Beach Ball: //**

All learning styles are very adequately addressed by this lesson, and everyone should be fairly happy with the assignment.
 * // 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.//
 * // MLR or CCSS: //**

Interpretation
 * // Facet: //**


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


 * // MI Strategies: //**
 * Visual:** At the beginning of class, all students will be given a handout listing every major conflict that the US has been involved in since the 1980's.
 * Logical:** Students will then be given the 5 W's worksheet to analyze
 * Intrapersonal:** They will then work on the worksheets individually for a set time period.
 * Interpersonal:** Students will then form their groups of four and share amongst themselves.
 * Verbal:** Presentation of the webspiriation will have to include some form of student narration.
 * Music:** During the independent work session, the teacher will play music generated from some of the conflicts since 1980.

Laptops to create webspirations as a product.
 * // Type II Technology: //**
 * // Rationale: 6 out of 8 of the multiple intelligences are accounted for in this lesson, accommodating the vast majority of the class. Technology is used in a type II manner to properly give all students another tool to help in their success. //**


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

Before students progress too far into their webspirations, understanding will be checked by having all groups share some of their answers, using the numbering heads method. This way every group will be able to judge how well they got the assignment based off of other answers, and if any group is off they will be told via instant teacher feedback. This initial stage will be assessed using instant peer and teacher feedback.
 * // Formative: //**

After students complete their wepspirations and present them, the rest of the class will fill out anonymous feedback forms, and the teacher will write their own feedback form. All will be given to the presenting team after one or two days.
 * // Summative: //**

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 * // Rationale: //**
 * // Assessment adequately measures progress at various critical points, allowing students to ask clarifying questions and be able to perform to the best of their abilities. This forms a solid basis for the summative assessment. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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