L5+Belton,+Roger

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Roger Belton ** **__Lesson #:__ 5 __Facet:__ Application**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 3**
 * __ Topic: __ Post-Reagan America **


 * __ PART I: __**

there are many perspectives on different aspects of the last 30 years. how perspectives have altered world views of events, people, boundaries of countries, and locations. design and build a model showing why important events in the past 30 years happened. Graphic animation 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 do **
 * Product: **
 * __ 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.//

Students will learn how to apply the knowledge provided in the unit to their own lives. The understanding provided through this application will meet the standards above.
 * Rationale: **
 * __ Assessments __**

Understanding will be checked a various points throughout the assignment with the written 4-3-2-1 method. In addition to this, students will use peer and teacher feedback to help determine understanding. The peer feedback can be given during the team-pair-solo activity, where students will interact with each other at the start.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will use peer and teacher feedback to help determine understanding. The peer feedback can be given during the team-pair-solo activity, where students will interact with each other at the start.
 * Section II – timely feedback for products (self, peer, teacher) **

Assessment is done via the peer review during the creation process and teacher review at the end when the project is presented.
 * __ Summative (Assessment of Learning): __**

Technology is integrated through the use of student laptops to create a graphic animation that could be used to teach similar class to the one they are currently in.
 * __ Integration __**
 * Technology: **

Computer science can be integrated here through the use of animation programs to create a visually striking product that will catch the eye of teachers. Students can use a sequence chart examine cause and effect of various perspectives and figure out just how they affected these subjects on the global scale.
 * Content Areas: **
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual:** Initial instruction will be a video, followed by a visual presentation.
 * Verbal:** Verbal presentation will supplement the visual, and students will need to communicate verbally to one another when working together.
 * Interpersonal:** Students will work in groups and pairs initially.
 * Intrapersonal:** Following the Team, Pair, Solo method, students will complete their projects independently.
 * Musical:** Music from several different contrasting cultures can be played during the student work session.
 * Logical:** Students' use of a sequence chart to put down and reflect on ideas is a logical part of the development process.


 * __ 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. //


 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: **


 * 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 are accommodated by the amount of planning of the project.
 * // Clipboard: //**
 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


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

See notes above. 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.
 * // Content Knowledge: //**
 * // MLR or CCSS: //**

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


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


 * // MI Strategies: //**
 * Visual:** Initial instruction will be a video, followed by a visual presentation.
 * Verbal:** Verbal presentation will supplement the visual, and students will need to communicate verbally to one another when working together.
 * Interpersonal:** Students will work in groups and pairs initially.
 * Intrapersonal:** Following the Team, Pair, Solo method, students will complete their projects independently.
 * Musical:** Music from several different contrasting cultures can be played during the student work session.
 * Logical:** Students' use of a sequence chart to put down and reflect on ideas is a logical part of the development process

Technology is used in a type to manner to create an animation that could be used by teachers to teach other students about this time period. Multiple intelligences are accommodated in this lesson, and technology is used in a type II manner to allow students to create work of meaning.
 * // 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 checked a various points throughout the assignment with the written 4-3-2-1 method. In addition to this, students will use peer and teacher feedback to help determine understanding. The peer feedback can be given during the team-pair-solo activity, where students will interact with each other at the start.
 * // Formative: //**
 * Section I – checking for understanding during instruction **

Students will use peer and teacher feedback to help determine understanding. The peer feedback can be given during the team-pair-solo activity, where students will interact with each other at the start. Assessment is done via the peer review during the creation process and teacher review at the end when the project is presented. 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].
 * Section II – timely feedback for products (self, peer, teacher) **
 * // Summative: //**
 * // Rationale: //**
 * // Assessment incorporates a wide variety of techniques and includes methods that assess all students, while providing checks for understanding. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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