L5+Hunter,+Allison

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Hunter**__Lesson #:__ 5 __Facet:__** Interpret
 * __ Grade Level __**** : 9-Diploma ** **__Numbers of Days:__** 2-3 Days
 * __ Topic: __** Revolutionary Era


 * __ PART I: __**

Journal Wiki (125 points): Construct a journal entry describing what it is like being in the country after war. You as a citizen have just been granted freedom and now you are able to start a new life. The journal must have feelings and what is like to be a citizen during the time. This journal should also include now that the way is over what are you going to do? For example if you are a farmer and just got back are you going to continue farming and trade. Each student will decide their own story based on what they find interesting or what they want their character to become. This will be graded by a rubric. Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 History Knowledge, Concepts, Themes, and Patterns Grade Span: 9-Diploma "Revolutionary Era" //Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world.//
 * __ Objectives __**
 * Student will understand that **
 * changes in the country itself after war and its effects on other countries.
 * Student will know **
 * Changes over time- amendments, popular sovereighty, Independence Day, citizenship
 * Student will be able to do **
 * evaluate the changes in the country in the Revolution.
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

This lesson will meet the standard because it covers the major era of the Revolutionary Era. It will also talk about the idea of being free and having a constitution which is a theme in the Revolutionary Era.
 * Rationale: **


 * __ Assessments __**

A KWL will be used for pre-assessment, KWL stands for knowledge, wonder, and learn. At the beginning of the lesson they will fill out the knowledge section to explain what they already know about the Revolutionary Era this will include the American Revolution and the French Revolution. They will then fill out the wonder section in order to fill out what they want to know about the Revolutionary Era. This will help me because I want to include information that the students are interested in. By the end of the unit students will fill out the learn section to show what they learned after the unit. I will give them feedback based on this KWL about how I think they did during the unit and write my reaction about the information students learned. Students will participate in the Round Robin Activity where they will go around the room and talk about how a government is formed and what a government needs in order to be successful. Each student will have a chance to share and there will be a discussion held in order to talk about the different ideas being suggested and why some of them work and others do not. This will help students realize why America took so long to make a government system that worked and how little things can effect government.
 * __ Pre-Assessment: (Lesson 1 only) __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be submitting an outline to the teacher in order to get feedback on their journal entry that way the student knows any changes they need to make. After the rough draft is done students will partner up and read each others journals. Students who are reading will look at content and see if the other student needs to add more information. Editing is not the goal of this sharing it is more to look at creativity and content.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**

Students will be submitting their journal entries to the class wiki site this way I can see them as the teacher and others can read them. This will be online for students to refer to as they need it and I refer to it in upcoming events. Wiki is a site where students can submit their work and it stores it so that both the teacher and the student can access it as they need. Students will be using English in their product because part of their grade is grammar and mechanics. They are going to be writing in the first person and describing their lives after the revolution.
 * __ Integration __**
 * Technology: **
 * Content Areas: **

Students will be using a Spider Map in order to organize the different changes that America went through. One of the changes is the constitution another is the government system and the policies they made.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Student will take on a role of a character that has just been through the Revolutionary War. This character can be anyone the student wants to however the student must make a journal entry about how the changes in the country has effected them. The roles for peers, is to partner up and read each others journal entries
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal**- Allows them to write a journal in the first person to show feelings and understanding of the content.
 * Logical-** Asking for their opinions of how the government system is working. Is there anything they think would improve the system?
 * Visual**- You are may use descriptions to paint a picture of your life right now and how you are feeling. Students can feel free to add pictures next to their entries because most diaries can also be scrapbooks.
 * Bodily**- You are going to be sharing your journal entry and you may take on the role of your "character".
 * Music**- You may have verses in your journal entry because it is personal if your "character" is music and likes to express feelings in verses feel free to do so.
 * Intrapersonal-** You are writing your entry by yourself and it is your own personal feelings.
 * Interpersonal**- You will be working with a partner sharing your journal entries.
 * Nature**-Feel free to talk about the nature around you, now that the war is over are people coming back and planting? What does the society look like now?


 * __ 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. //

The wiki site will have information regarding the information that was presented in class. The student can write their journal entry and make their character and send it to the teacher for feedback. If the student misses the whole lesson they can still write the entry however the student and the teacher will have a meeting about when the entry is due.
 * Plan for accommodating absent students: **
 * __ Extensions __**

Students will be submitting their journal entries to the class wiki site this way I can see them as the teacher and others can read them. This will be online for students to refer to as they need it and I refer to it in upcoming events. Wiki is a site where students can submit their work and it stores it so that both the teacher and the student can access it as they need.
 * Type II technology: **

Gifted students will be researching the different laws and decisions that were passed after the Revolutionary War that would affect their character. They will explain what the law is and why it affects their character. // Laptop // // Charger // // Projector // // Projector Screen // // Handouts //
 * Gifted Students: **
 * __ Materials, Resources and Technology __**

[|http://www.ushistory.org/declaration/revwartimeline.htm- Information] []- Graphic Organizer [|daretodifferentiate.wikispaces.com/file/view/**strategies**.pdf] - Checking for Understandings [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]- Cooperative Learning
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

Section One: I am going to be having my students in groups because they are going to be discussions and working in partners in order to read their pieces. Day One: 80 minutes Day Two: 80 minutes Homework: Rough Draft Day Three: 80 minutes Homework: Submit journal entry to the wiki.
 * __ 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) //
 * Introduce hook and have a discussion of why this is important (20 minutes)
 * Discussion of content (50 minutes)
 * Entrance/Exit Ticket Activity (10 minutes)
 * Round Robin Activity (20 minutes)
 * Introduce project (20 minutes)
 * Get students logged on to the wiki site (15 minutes)
 * Create Outline (25 minutes)
 * Partner reading (30 minutes)
 * Meeting with teacher while others correct their papers (60 minutes)

Students will understand the changes in country after a Revolution. Students will have used a KWL in order to preassess the students. The "K" for KWL is for knowledge; students will write about what they know about the Revolutionary Era before the unit. This will help me as a teacher because if a majority of the students know the same subject I will not have to go over it in greater detail. The "W" section for the KWL stands for wonder. This section is for students to write about what they want to know during the unit. This will help me engage the students especially if I can include all of the events they would like to discuss. The final section of my KWL chart is learn. This is where students write about what they learned over the unit. This will be in a journal format so they can tell me what they learned and liked and what they learned and did not like. This is an opportunity for feedback so I can improve the unit. Students will be learning about changes in the country after Revolution. It is important to learn about these changes because it is what our government system and society is based on today. If our government had turned into a different system we might not have the freedom we have today that we take for granted. Our country grew from the decisions made after the Revolutionary War and it is important to learn about it. The [|Maine Learning Results]states that //"students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world."// This will be met because students will be learning about the major theme of creating a government as well as the historic influence because the creation of a government system and the idea of freedom is a major influence on the United States. The hook will be a short Youtube video of the freedom speech from "Brave Heart" this will get the students thinking about what freedom means to them. The students will be then asked what do they think about when they hear the word freedom. After they have considered it for a bit they will then share with the person next to them. This will then lead into the discussion.
 * Where, Why, What, Hook Tailors:**

Section Two: Students will know about changes in the country after the Revolution. See content notes for full detail of the lesson. Students will be using a [|Spider Map] graphic organizer. This serves the purpose of organizing all of the different events that occurred after the war. Event such as British surrender and leaving, the decision of the president and the different changes in the towns of America. A spider map will help the students pull all of the different events together in order to talk about how America began changing. After the discussion of the content on the first day students will participate in the Entrance/Exit activity. The teacher will give them a question at the beginning of class as a entrance ticket. The question will be based on the content and at the end of the class the student must have the answer to the question to leave as their exit ticket. This will help me because it allows me to check for understanding as well as to make sure the students are paying attention to the content. If a student does not have an answer they can explain why because it is possible that they did not understand the material. The next day the students will participate int the Round Robin Activity. Here, the students will talk about what they think a government needs in order to be successful we will go around the room asking what they think and have a discussion about it. The student must be able to justify their answer and as a class we will discuss why this aspect of government would be important and would it work in American government. If the student does not feel comfortable sharing they may write down their answer and hand it in to me before we begin the discussion that way they are still participating at a comfortable level. Students will have several opportunities for feedback and checking for understanding. The first are the two activities they are going to be participating in because it allows me to check their understanding of the content they learned. The second, is when the students are going to partner up and read each others pieces in order to give opinions or ideas. They will give each other feedback on their piece. This is not to be an editing session, students will be looking at ideas and what they can add to their journals in order to make it better. The third round of feedback student will have is with me where they will be looking at the grammar of their piece. After they have gone through both sessions of feedback students will have the opportunity to revise their piece before submitting it to the wiki to be graded. Students will be creating a character in the United States who has just been granted their freedom students will use the content about government and the laws that were passed to talk about the new lives their character has based off of the changes in the country. Students will be learning about how people lived their lives after the war and then how they continued them. Students have the freedom to make their character, they may use farming, music, government official or merchant. Students will be expected to give a little background knowledge of their character in order to give them a story. For visual people, you can paint a picture of your life with your words describe what it is like to live in your characters life and how they go about their day and the changes that they faced.
 * Equip, Explore, Rethink, Revise, Tailors**

Section Three Students will use the high order thinking of connections because all of the changes that occurred after the Revolutionary War such as rules and government systems. Students will be able to evaluate the changes in the country in the American Revolution. This means that they will look at all of the changes and see the effects that they had on the people. Their will be discussions about how the women were treated after the war and the letter Abigail Adams sent to her husband. Students will be grouped in two ways, the first is when they are writing their journal entries they are going to be by themselves. They are going to be making their own characters and writing a journal entries about how that character lives life now that the war is over. The second grouping is with partners. The students are going to partner up in order to read their pieces this session is so that students can give each other ideas. Students will take notes about the discussion and give them to me to see how the discussion went and the different ideas they thought of. This will show to me that both partners participated in the session. This is not meant to be an editing session because they are going to be editing with me when we meet individually. This session is meant to give new ideas that the students might not have thought of in order to make their piece better. Students A final session will be with me where I will read it and edit it so the student can have feedback on their pieces to fix before they submit it to be graded. This will also give me an opportunity to have a conversation about the lesson in order to see what the students learned and if they did not understand the material. It is my opportunity to check for understanding. After these two session the students will have an opportunity to revise and edit their piece before submitting it to the wiki for a final grade.
 * Explore, Experience, Revise, Refine, Tailors**

Section Four Students are going to self-assess when they fill out the last section of the KWL. This is where students write about what they learned from the lesson. This is how I can check for understanding and see what the students learned. If they did not learn anything new they should explain why and we can discuss how to make changes. I will not be grading the KWL because it is a check in for my students. Students will receive timely feedback in two ways, the first is when they have a meeting with me about their journal entry. They will know what I think about it and I will give them suggestions about any changes I think will help them. I will also be writing back to them after the KWL. I think this is important because they will know how I think they did during the lesson and we will have an opportunity to make changes for students who might have struggled during the lesson. Students will have some homework during the lesson, it will be writing the journal entries. The first assignment is the rough draft of it so they can edit their work the next day. The final homework is submitting it to the wiki site when they think it is done. I will have the due date be for noon the next day just in case students do not have access to internet. This will also allow them to meet with me in the morning in case there are any problems. They will be graded using a rubric based off content and grammar and creativity. Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * Evaluate, Tailors**
 * __ Content Notes __**

// Wiki Tutorial // // Graphic Organizer // // Rubric //
 * __ 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: This learning style will be met through the rubric because it states all of the qualifications to succeed. Also the graphic organizer allows the students to organize their thoughts.

Microscope: // This // learning style is met through analysis of connections. All of the events are connected because they are changes and they have a direct effect on the people. Students can analyze this.


 * // Puppy: //**// This learning style will be met through the meeting with the teacher. I am there for support and to talk to about their work and give them advice to make it better so that they feel comfortable and proud of their work. //


 * // Beach Ball: //**// This learning style will be met through the ability to chose and make your character's life. Students have to opportunity to create their character and who they are. //


 * // Rationale: //**// This meets the standard because each of the learning styles is met in the lesson. //


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

Students will be using English in their product because part of their grade is grammar and mechanics. They are going to be writing in the first person and describing their lives after the revolution.
 * // Content Knowledge: //**

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 History Knowledge, Concepts, Themes, and Patterns Grade Span: 9-Diploma "Revolutionary Era" //Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world.//
 * // MLR or CCSS: //**

Students will be able to evaluate the changes in the country in the American Revolution.
 * // Facet: //**


 * // Rationale: //** This meets the standard because the lesson sets a goal and includes different subjects like English into the lesson.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal**- Allows them to write a journal in the first person to show feelings and understanding of the content.
 * Logical-** Asking for their opinions of how the government system is working. Is there anything they think would improve the system?
 * Visual**- You are may use descriptions to paint a picture of your life right now and how you are feeling. Students can feel free to add pictures next to their entries because most diaries can also be scrapbooks.
 * Bodily**- You are going to be sharing your journal entry and you may take on the role of your "character".
 * Music**- You may have verses in your journal entry because it is personal if your "character" is music and likes to express feelings in verses feel free to do so.
 * Intrapersonal-** You are writing your entry by yourself and it is your own personal feelings.
 * Interpersonal**- You will be presenting to the class and discussing why you feel the way you do.
 * Nature**-Feel free to talk about the nature around you, now that the war is over are people coming back and planting? What does the society look like now?

Students will be submitting their journal entries to the class wiki site this way I can see them as the teacher and others can read them. This will be online for students to refer to as they need it and I refer to it in upcoming events. Wiki is a site where students can submit their work and it stores it so that both the teacher and the student can access it as they need.
 * // Type II Technology: //**
 * // Rationale: //** This meets the standard because it uses instructional strategies that work for every type of student and uses a technology that all students can use.


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


 * // Formative: //**// Students will be assessed through the //// Round Robin activity and the Entrance/Exit ticket activity these will help with checking the student's understanding of the activity. These will help me see that they learned through the lesson. //
 * // Summative: //**// Students will be making a journal entry where they will be making a character that has just been granted their freedom in America. Students will be talking about the changes that occurred after the war and how it would effect their character. //

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 * // Rationale: //**// This meets that standard because the students will be assess in both a formative and a summative manner. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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