L6+Slack,+Alexander

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** :Mr. Slack ** **__Lesson #:__ 6 __Facet:__ Self Knowledge**
 * __ Grade Level __**** : 9 to Diploma ** **__Numbers of Days:__ 4**
 * __ Topic: __ World Cultures **


 * __ PART I: __**

History is a world sense as it coincides with culture, countries of the world and where they are Students will need to know vocabulary, terminology, and Important people, countries names, capitals, everything we have covered in class. Students will be able to create a Google Earth map that includes both countries and capitals as well as important references to the cultural that corresponds with the area.. 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
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This is an effective means of meeting the standards because it requires the kids to analyze a new section of the world as well as draw personal conclusions to the information and learn some great historical data.


 * __ Assessments __**

The students will be able to use each other for peer feedback as well as scoring methods that I will collect that will allowed me to see how much of the information they are getting. The students will be able to use me as a resources as well through out the assessment.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be able to use there classmates for help throughout the project and each student will be giving feedback during each others presentations. Students will be able to get self feedback in the form of the 3-2-1 scoring to make sure they understand the information that they are achieving. Students can also always ask me for help with there project and get feedback from me, as well as I will me grading the project
 * Section II – timely feedback for products (self, peer, teacher) **

This is the final Google Earth map that fully utilizes the potential of the Google Earth and the potential of the student's knowledge of culture.
 * __ Summative (Assessment of Learning): __**

Google Earth
 * __ Integration __**
 * Technology: **

Social Studies - Google Earth, Geography, Culture, Historical Events English - good presenting skills, and effective paper writing Speech - good presentation Art- creative Google Earth
 * Content Areas: **

The graphic organizer is going to be the spider web feature that will allows the students to conglomerate all of the information that they have used in the past to finalize this project. The students will be able to use each other, themselves, and me to finalize this project in the class room and use all of the resources we have used in the past.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will be assigned groups based on their desired work material as well as what country they pick, also kids are allowed to pick the same thing if they both are generally interested in the material and work well together.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

Verbal-Linguistic talking to each other to brainstorm ideas about the presentations Logical/Mathematical the plotting of what to write and how to design you Google Earth map. Visual/Spatial The aesthetics of the Map and adding graphics or visual interpretations of the information. Bodily/Kinesthetic the hands on set up of the project or the engaging classroom exercises we will do to get ideas flowing of global diversity.  Musical/Rhythmic adding music to your Map or audio files that coincide with the idea of global diversity. Intrapersonal - writing the cultural data behind the mad while making it personal or giving answers that are personal connections you have made. Interpersonal the team set up to get ideas, or working together as a class to analyze each others maps. Naturalist - make the map have pictures of the environment or cultural reference the their surrounding habitat


 * __ 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 can come and see me.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Google Earth
 * Type II technology: **

The can come and see me and we will set up an honors contract to theirs desired achievements.
 * Gifted Students: **

computers Google Earth All the resources form past classes video clips fun attitude.
 * __ Materials, Resources and Technology __**

All of the past URL's from my previous lesson plans
 * __ 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 Talk about our feelings of culture in general 15 hook a conglomeration of everything that we have enjoyed in the class 30 introduce the project 10 pass of spider map and go over Google Earth again 15 brainstorm on what to do the rest of class

Day 2 Team, pair solo activity 30 ever pupil response 20 brianstorm ideas for projects finalize idea rest of class

Day 3 work day

Day 4 PRESENT!

Students will understand culture of the world through History as well as where the countries of the world are located**.** Students will take there first project that they did as a class and pick a new section of the world and do a similar structure of a Google Earth map but these students must also include cultural and historical facts about the countries in their presentations. By other facts I want students to build off what they already know about the area by mixing in the cultural of the area, significant people. and just all around facts of the regions. Students analyze different different sections of the world by culture, History, and individual connections to the world. The hook for this will be any deadliest warrior clips that they students want to watch, or another cultural significance they have liked over the class that they want to do again. This assessment is designed to combine all of the fun information that we have learned and combine it into an ending project using Google Earth.
 * What, Where, Why Hook Tailors -** Intrapersonal, Interpersonal, Logical, and Verbal.

Students will know countries, capitals, terminology, culture, important people, ideas of world connections, and the rest of the class material. The students are going to complete a spider map that allows hem to bring all of there ideas into one that they will discuss or write about. We are looking for a combination of all of the above materials listed based on their favorite section of the world. The students will be paired off based on the location and interest in information that they express. This way the students will be in pairs base don what they want to learn and hoe they want to learn it so they have a common goal. They will be working in pairs to do this project. The pairs will work with each other to complete everything that they desire so that then are at a consensus for all of the material.
 * Equip, Experience, Explore Tailors -** Interpersonal, Interpersonal, Logical, Verbal, Kinesthetic

The team, pair, solo will allow for maximum input and every pupil response allows for student feedback to me. These activities will allow to students to constantly adjust to what they want to learn as well as develop a superior understanding of the material, so that they are capable of creating a great project and presentation. Students will evaluate in every pupil response, watching each others presentations, and student feedback. The students will watch each others presentations and give input throughout the creation of each project. Every pupil response, peer feedback through positive criticism, and teacher feedback will be used. For students to be able to revise there project from start until they are ready to present.
 * Refine, Revise, Rethink Tailors -** Kinesthetic, Intrapersonal, Interpersonal, Verbal, Logical

Students will be able to understand culture of the world through History by using Self-Knowledge and the ability to combine all of the past knowledge of this class in an amazing and fun Google Earth map. The students will be able make personal connections through the cultural aspect and historical aspect of the project and will be able to conglomerate all of the information that they have obtained and display it in the is project. Students can put what ever they want into there project and I can hep them put in whatever information they have learned that they want to share. The Google Earth map will take approximation 4 days hopefully but there is always room to adjust the time because I want the students to be able to achieve the best they can on this project and mot importantly have fun. Students will know a combination of all of my content notes from past lessons and a conglomeration of everything that we have covered in the class.
 * Self Knowledge Tailors -** ALL OF THEM
 * __ Content Notes __**

Spider Map
 * __ 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 spider map and the step by step manner of this lesson and the organization will address clipboards and allow to to follow procedures and take organization to the max.


 * // Microscope: //** This project is pivotal on personal analysis and diving deeper into the information, I want really cool personal connections that can be made by every student yet microscopes can really excel at this part and will fit there learning style.


 * // Puppy: //** These students can be comforted by both there friends and me in this class. I will always provide support to my students as well my room shall always be a room of comfort**//.//**


 * // Beach Ball: //** Beach Balls will love Google Earth because it will give them the energy and excitement that they feel as people and will be able to display there creative fun energy into the Google Earth. also the circle the stage activity I think will be enjoyable for beach balls as well.

Rationale: Students can take this lesson and make personal connections that each of them can relate to yet also this lesson has each section that directly addressess each learning style.


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

Students will further enhance their knowledge of culture and important events through history. They will also further enhance their knowledge of presenting and also more technology that they can use to present online.

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 lessons effectively meets the standards because all students can draw positive conclusions and also they effectively analyze the historical and cultural context. **// Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

Verbal-Linguistic talking to each other to brainstorm ideas about the presentations Logical/Mathematical the plotting of what to write and how to design you Google Earth map. Visual/Spatial The aesthetics of the Map and adding graphics or visual interpretations of the information. <span class="wiki_link_ext">Bodily/Kinesthetic the hands on set up of the project or the engaging classroom exercises we will do to get ideas flowing of global diversity. <span class="wiki_link_ext"> Musical/Rhythmic adding music to your Map or audio files that coincide with the idea of global diversity. <span class="wiki_link_ext">Intrapersonal - writing the cultural data behind the mad while making it personal or giving answers that are personal connections you have made. <span class="wiki_link_ext">Interpersonal the team set up to get ideas, or working together as a class to analyze each others maps. <span class="wiki_link_ext">Naturalist - make the map have pictures of the environment or cultural reference the their surrounding habitat
 * // MI Strategies: //**


 * // Type II Technology: //** Google Earth will be used because it is amazing technology and students have a background in the program already.


 * // Rationale: //** This project both utilizes the learning styles and a technology process to further enhance the learning of the process.


 * // 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 able to formally assess themselves by feedback through the help process, as well as will receive feedback in the think-pair-share activity from their peers as well individual feedback from me.


 * // Summative: //** The summation assessment is the actual Google Earth as well as the presentation that will be assessed for a grade.

Rationale: This lesson has many ways of gauging where you stage and the formative and summative assessments allows for the student to exceed and more importantly have fun and learn in this process || ||   || 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].
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Portions not contributed by visitors are Copyright 2011 Tangient LLC. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext">Verbal-Linguistic talking to each other to brainstorm ideas about the presentations <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext">Logical/Mathematical the plotting of what to write and how to design you Google Earth map. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext">Visual/Spatial The aesthetics of the Map and adding graphics or visual interpretations of the information. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext">Bodily/Kinesthetic the hands on set up of the project or the engaging classroom exercises we will do to get ideas flowing of global diversity. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext"> Musical/Rhythmic adding music to your Map or audio files that coincide with the idea of global diversity. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext">Intrapersonal - writing the cultural data behind the mad while making it personal or giving answers that are personal connections you have made. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext">Interpersonal the team set up to get ideas, or working together as a class to analyze each others maps. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span class="wiki_link_ext">Naturalist - make the map have pictures of the environment or cultural reference the their surrounding habitat