L6+Belton,+Roger

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Roger Belton **__Lesson #:__** 6 **__Facet:__** Empathy
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__** 2
 * __ Topic: __** Post-Reagan America


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** the American military has been at the top of the list as far as power and spending go.
 * Student will know ** about the effects of having a large military on people, how it effects choice of location for events, and even how a large military effects specific events.
 * Student will be able to **remain open to other perspectives and make own conclusions about the effects of having a large military.


 * Product: ** Wikispace

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.
 * __ 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.// The standard is met through the use of multiple perspectives and a knowledge of opposing views. This perspective allows students to better understand why certain actions happened, furthering their understanding of the topic.
 * Rationale: **


 * __ Assessments __**

Understanding will be assessed throughout the project by example, non-example.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will also use self and teacher feedback to determine understanding and progress. Self assessment will be given by each student during the round robin, and after presenting their product.
 * Section II – timely feedback for products (self, peer, teacher) **

Formative assessment is done through self assessment and teacher assessment during and after product presentation.
 * __ Summative (Assessment of Learning): __**

Technology is integrated through the use of personal computers to create a wikispace page to demonstrate content knowledge.
 * __ Integration __**
 * Technology: **

English/Language Arts - English skills will come in handy here, as the wikispace page will have to look professional. This means no typos and proper grammar. The skills learned in English class will play out heavily here.
 * Content Areas: **

Students will use a t-chart to examine things involving the military and list their effects while working in a Round Robin.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

With the graphic organizer, students will create a wikispace page. The wiki page will include everything listed on the t-chart that the students create. This project is to be completed individually, but students will work with the rest of the class as peer reviewers.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical:** T-chart will be a large part of the lesson.
 * Intrapersonal:** Students will be required to complete projects individually.
 * Interprasonal:** The round robin ensures that students will have to work together at some point, just to toss out ideas and get feedback.
 * Kinesthetic:** Students will be free to move around during the round robin.
 * Visual:** Using a wikispace to create this project will be a very visual aspect, in addition to viewing other presentations.
 * Verbal:** All presentations will be required to have a verbal supplement for explanation.


 * __ 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. //

Students will be required to see the teacher for product feedback and assignment directions. They will be given the same amount of time as other students to complete the assignment individually. The teacher will check in to check for understanding.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Technology is used in a type II way to create a wikispace page that would interest fellow historians, news producers, or historical documentarians.
 * Type II technology: **

Gifted students will be required to be given additional sources to back up their information. They will need at least 2 more sources, and they can write in their journals about how finding additional sources influence the quality of their information.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ 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 __**

// List the items that need to be printed out for the lesson. //
 * __ 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 vital to the creation process through their ability to organize and put together the baselines for projects.
 * // Clipboard: //**

The microscope will flourish in resource gathering and the analysis of information for projects. Their ability to analyze will be very useful in checking the quality of information.
 * // Microscope: //**

Puppies will be given a safe environment to share ideas, where they will receive helpful feedback that helps them better complete their project.
 * // Puppy: //**

Beach balls will have significant personal freedoms and choices when it comes to working on the project, since it is to be completed individually.
 * // Beach Ball: //**

All learning styles will be able to find a good area to work on for this project, and they will be able to share their ideas with other students to create the best products possible.
 * // Rationale: //**


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

See notes above.
 * // Content Knowledge: //**

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.
 * // MLR or CCSS: //**

//Students will understand major enduring themes, and historic influences in US and world history including the roots of democratic philosophy.//

Empathy
 * // Facet: //**


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


 * // MI Strategies: //**
 * Logical:** T-chart will be a large part of the lesson.
 * Intrapersonal:** Students will be required to complete projects individually.
 * Interprasonal:** The round robin ensures that students will have to work together at some point, just to toss out ideas and get feedback.
 * Kinesthetic:** Students will be free to move around during the round robin.
 * Visual:** Using a wikispace to create this project will be a very visual aspect, in addition to viewing other presentations.
 * Verbal:** All presentations will be required to have a verbal supplement for explanation.

Technology is used in a type II way to create a wikispace page that could be used by historians or educators to teach this subject. Instruction is differentiated to accommodate several MI, and technology is used to create something practical.
 * // Type II Technology: //**
 * // Rationale: //**


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

Understanding will be assessed throughout the project by example, non-example. Students will also use self and teacher feedback to determine understanding and progress. Self assessment will be given by each student during the round robin, and after presenting their product.
 * // Formative: //**

Students will also use self and teacher feedback to determine understanding and progress. Self assessment will be given by each student during the round robin, and after presenting their product.
 * // Summative: //**

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 * // Rationale: //**
 * // Assessment checks for understanding both during and after the assignment is completed. The assessment methods provide a very accurate series of pictures of development that show progress. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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