L2+Ware,+Morgan

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

** LESSON PLAN FORMAT **

**__Lesson #:__2** **__Facet:__ Empathy** **__Numbers of Days:__** **3(80)**
 * __ Teacher’s Name __**** :Ms. Ware **
 * __ Grade Level __**** :9- Diploma **
 * __ Topic: __ Renaissance **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** world historical events influenced the United States.
 * Student will know ** expansion, monarchy, dates, wars.
 * Student will be able to do ** consider why the United States was influenced by the world.
 * Product: ** ComicLife

//Maine Learning Results// //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800//
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**


 * Rationale:This lesson supports the Maine Learning Results by allowing students to understand major themes and the roots of democratic philosophy ideals through the Renaissance. **


 * __ Assessments __**

We will start class with a discussion about the Renaissance and what possible outcomes came from the ideals of the time. How did this influence Europe as well as The United States?
 * __ Pre-Assessment: __**

During instruction students will do the activity exit tickets to test their knowledge of the Renaissance and to give the teacher feed back on what needs to be retaught or just gone over quickly. The teacher will go over the main questions that were raised on the exit tickets. Students can either answer the question on the piece of paper or write down their own question that they have over the project or on the material. They will pass it in to the Teacher as they leave the room.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be given rubrics to self assess themselves during the process of making their ComicLife. Students will have to opportunity for peer and teacher feedback through out the process of working on their ComicLife.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will take on the role of artist and researcher. Students will look at all of the topics that were covered in class and chose one specific event that influenced the United States in some way. Students will create an educational comic on one self-selected major event in World history that influenced the United States. Make sure it is between 10-15 pages, Use specific details to show your understanding of the self-selected event. Be sure to include why that event influenced the United States and why is it important for us to know.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: Students will be using the ComicLife for their type II technology, to show their understanding of the Renaissance or another event that influenced the United States. **


 * Content Areas: English: **Students will write an essay on how the Renaissance influenced the culture of the United States.

Students will use the ISP chart to organize their thoughts for their ComicLife as well as topics from lecture. Students will do the team pair solo cooperative learning activity to talk about how the Renaissance influenced the US.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Groups will be assigned at the beginning of the year through technology partners.Students will fill a sheet with four different types of technologies with another student's name. For all group work students will pair up with their technology partner. After each group activity students will fill out a reflection sheet on what each student did in the group. This will count towards the student's participation grade. The ComicLife product will be done individually.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal: **Students will look at poetry from Europe and Colonial America**.**
 * Visual: ** Teacher will use color cues for different events, like the Renaissance and the French Revolution, during lecture to better enhance the material.
 * Musical: ** Students will listen to background music while working on their ComicLife.
 * Intrapersonal: **Students will do the "Team Pair Solo" activity to brainstorm ideas for their ComicLife.
 * Interpersonal: **Students will write an essay on how Spanish conquest influenced the culture of the United States.
 * Naturalist: **Students will be asked to think about what the world looked like after colonization. How did the environment of Europe change?


 * __ 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 look on the class wiki for the notes and agenda for the class that they missed. Students will come see me the next day that they are in school to get any handouts that they need for the next class.Students can feel free to contact me with concerns about getting assignments or passing in work.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** Students will be using ComicLife to show their ability to integrate their knowledge of the content, the Teacher will show the students how to use the software and show examples of well done ComicLife comics.


 * Gifted Students: ** Gifted students will be given extra pieces to include in their ComicLife that will challenge them with type II technology and with their understanding content material.


 * __ Materials, Resources and Technology __**
 * Laptops
 * Graphic organizer (ISP Chart)
 * ComicLife software
 * Textbooks
 * Posters(Digital and not)
 * Music from the Renaissance
 * White board and markers
 * Projector
 * Power Point
 * Rubric for ComicLife
 * Outside secondary sources

ISP Chart Graphic Organizer: [] Definition of Team Pair Solo cooperative learning: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Hook: [] [] Music From the Renaissance: []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

Students will know….. expansion, monarchy, dates, wars Renaissance
 * __ 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) //
 * (W)** 2.1 Students will understand that....world historical events influenced the United States**(Where)**. The laws of the United States are influenced by Great Britain and our constitution/revolution influenced France to revolt **(Why)**. **//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//(What)**
 * (H)** 2.2 Students will receive pieces of paper as they enter the room with a [|famous quote] about the from the Renaissance. Students will get into groups with the same quote and discuss the meaning of the quote and how the United States was influenced by it.
 * (E)** 2.3 Students will know...expansion, monarchy, dates, wars**(Equip)**. Students will use an ISP Chart to organize their sources for their Comiclife project on a specific event that influenced the United States. Students will also use the "Team Pair Solo" cooperative learning activity to brainstorm about ideas for their ComicLife.**(Explore)** Students will create a comic life about an important event in world history that influenced the United States. **(Experience)**
 * (R)** 2.4 Students will self asses their ComicLife through graphic organizers that were given to them ahead of time. Students will have opportunities to peer review each others story lines for the ComicLife. Students will meet with the teacher to show their progress of their projects. **(rethink, revise)**
 * (E2)** 2.5 Students will pre-assess themselves through the activity "exit ticket", students will be given a piece of paper with a question about an upcoming topic and they will pass it in at the end of class. Students will self-assess through a rubric for their ComicLife so they can check to make sure they are on the right track. Students will also meet with the teacher to go over their story boards for their Comic Life to make sure they are going down the right path.
 * (T)** 2.6
 * Verbal:** Students will look at poetry from Europe during the Renaissance**.**
 * Musical:** Students will listen to background music while working on their ComicLife.
 * Visual:**Teacher will use color cues for different events, like the Renaissance and the French Revolution, during lecture to better enhance the material.
 * Naturalists:**Students will be asked to think about what the world looked like after colonization. How did the environment of Europe change?
 * Interpersonal:** Students will do the "Team Pair Solo" activity to brainstorm ideas for their ComicLife.
 * Intrapersonal:** Students will write an essay on how the Renaissance influenced the culture of the United States.
 * (O)** 2.7 Students will be able to consider why the United States was influenced by the world. **(Empathy)**Product: ComicLife Days: 3 **(Organize)**
 * __Day 1:__**
 * Hook: Students will receive pieces of paper as they enter the room with a [|famous quote] about the from the Renaissance. Students will get into groups with the same quote and discuss the meaning of the quote and how the United States was influenced by it. (20 minutes)
 * Discussion about Renaissance, look at art and poetry from the time. Use ISP chart to take notes and to organize thoughts (30 minutes)
 * Introduce ComicLife project. Assign groups and pass out rubrics. Allow time to experiment with the software and for groups to meet to brainstorm for project. (25 minutes)
 * Exit Ticket (5 minutes)
 * __Day 2:__**
 * Address any questions about exit tickets or project (10 minutes)
 * Begin discussion about the Renaissance. End with team pair solo cooperative learning activity to talk about topics brought up during lecture. (30 minutes)
 * Talk about different scientific discoveries during the Renaissance. (10 minutes)
 * Workshop on ComicLife activity (25 minutes)
 * Exit ticket (5 minutes)
 * __Day 3:__**
 * Address any questions about exit tickets or last minute questions about project (10 minutes)
 * Last minute adjustment to ComicLife. (20 minutes)
 * Presentation of ComicLife (30 minutes)
 * Reflection on Comic Life. How did you think you did? What could you have done differently? If you had the opportunity to redo parts of the project would you? (10 minutes)
 * Assign one paragraph essay on how the Renaissance influenced the culture of the United States.(5 minutes)
 * Exit ticket (5 minutes)
 * __ Content Notes __**

// ISP Chart // // Rubric for ComicLife // // Any written instrucion // // Articles // // Renaissance Art //
 * __ 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: For the clipboards I will be giving the students rubrics for their ComicLife projects and written instructions on the board as well as handouts. //**


 * // Microscope:Students will be given full range in their final product and during group discussions so they feel in control. They will be given the opportunity to explore more into the reasons why the Renaissance influenced the United States and Europe. //**


 * // Puppy: Students will have to opportunity to work with peers for feedback and for brainstorming ideas through the team pair solo activity. This will create a welcoming environment that allow students with this learning style to feel comfortable with learning. //**


 * // Beach Ball:Students will have the opportunity to have to choices with their product as well as other assignments. Assessments will be varied so that there is a break in the routine. //**


 * // Rationale: My instruction will incorporate all the learning styles in order for students to learn the Renaissance the best way they can. Students will be given the structured routines as well as choices that they need to succeed. //**


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


 * // Content Knowledge: //**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**

//Maine Learning Results// //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800//
 * // MLR or CCSS: //**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**


 * // Facet: //** Student will understand that world historical events influenced the United States.


 * // Rationale: // This lesson supports the Maine Learning Results by allowing students to understand major themes and the roots of democratic philosophy ideals through the Renaissance. **


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


 * // MI Strategies: //**
 * Verbal:** Students will look at poetry from Europe during the Renaissance**.**
 * Musical:** Students will listen to background music while working on their ComicLife.
 * Visual:**Teacher will use color cues for different events, like the Renaissance and the French Revolution, during lecture to better enhance the material.
 * Naturalists:**Students will be asked to think about what the world looked like after colonization. How did the environment of Europe change?
 * Interpersonal:** Students will do the "Team Pair Solo" activity to brainstorm ideas for their ComicLife.
 * Intrapersonal:** Students will write an essay on how the Renaissance influenced the culture of the United States


 * // Type II Technology: //** Students will be using ComicLife to show their ability to integrate their knowledge of the content, the Teacher will show the students how to use the software and show examples of well done ComicLife comics.


 * // Rationale: Students will be use type II technology to incorporate their intelligences in their ability to incorporate the Renaissance and its influence on the real world. //**

During instruction students will do the activity exit tickets to test their knowledge of the Renaissance and to give the teacher feed back on what needs to be retaught or just gone over quickly. The teacher will go over the main questions that were raised on the exit tickets. Students can either answer the question on the piece of paper or write down their own question that they have over the project or on the material. They will pass it in to the Teacher as they leave the room. Students will be given rubrics to self assess themselves during the process of making their ComicLife. Students will have to opportunity for peer and teacher feedback through out the process of working on their ComicLife. Students will take on the role of artist and researcher. Students will look at all of the topics that were covered in class and chose one specific event that influenced the United States in some way. Students will create an educational comic on one self-selected major event in World history that influenced the United States. Make sure it is between 10-15 pages, Use specific details to show your understanding of the self-selected event. Be sure to include why that event influenced the United States and why is it important for us to know.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**

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 * // Rationale: Students will complete many forms of a final summaitve product and formative assessments through out the lesson that will assess their knowledge of colonialism and their ability to apply their knowledge to the real world such as using activities like Exit Ticket. These assessments will incorporate the many intelligences to ensure the students' success in understanding and learning about the Renaissance. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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