L2+Hunter,+Allison

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __****:** Allison Hunter **__Lesson #:__**Two **__Facet:__** Perpective
 * __ Grade Level __****:** 9-Diploma **__Numbers of Days:__** 2-3 Days
 * __ Topic: __** Revolutionary Era


 * __ PART I: __**

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.// This lesson will meet the standards because it looks at roots of events and the different ideals people had during the time period for different institutions in the world. The people of this time period were historic influences and made the war occur. 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. This assessment will be done at the beginning of the unit. Before the lesson begins students will fill out a mini KWL based on the information they know about the Revolutionary War. This is a more focused KWL unlike the one from the beginning of the unit. I want students to focus spefically on the American Revolution. Students are going to be assessed of their understanding by playing the Slap It activity. The teacher is going to write different social statuses on the board and ask questions about them which events either negatively or positively effected that group. That way students have a better understanding of division based on the different event. The teacher will focus on the different taxes that occurred before the war because that is what started the division between England and America.
 * __ Objectives __**
 * Student will understand that **there are sequence of events throughout the Revolution.
 * Student will know** about sequence of timelines and how events effect each other.
 * Student will be able to do **analyze the division between America and England.
 * Product: ** Students will be making a Imovie where they will be showing the feelings of the different classes of the Revolutionary War, the groups will be: Farmers, British Aristocrats, Merchants, and Parliament.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * __ Assessments __**
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will be put into one of the groups of four. The four groups are for the different social classes during the American Revolution such as Farmers, British Aristocrats, Merchants, and Parliament. They will be working together to make a Imovie that shows the different feelings of the classes based off the different events. Students will be assigned roles once they get into the groups; one person will be the storyboard creator, two people write the script, one person finds the music, and the other gets the notes about the events. Each student will submit evidence of their role such as the notes, the script and the storyboard. The teacher will then meet with each group individually in order to discuss progress, content and how the team is working together. After the meeting the students will be able to begin filming, if they need the teacher I will be available for any assistance.
 * Section II – timely feedback for products (self, peer, teacher) **


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

IMovie (150 points): A movie will be created showing the feelings of the social class. The movie will focus on how they felt when certain laws were passed. The movie should also focus on how they lived their lives during the era. This movie is being used to represent the people and how they felt to understand exactly how this era effected the entire population as a whole. This will be graded using a rubric.
 * __ Integration __**
 * Technology: **


 * English: ** Students will be writing scripts and storyboards, and then also doing research before filming their movie.

During the discussion students will be filling out the cause and effect graphic organizer. This will help students understand direct effects of events during the Revolution because it was not just other events that were effected it was mainly the people of the time period that were effected. The students and the teacher will be able to have a discussion about what happened to the different social classes this will be a discussion of the physical, social and metal feelings about the Revolutionary War.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**

The students will be working together to produce the Imovie; each student will be required to be in the movie. This does not mean they have to be a character if they are not comfortable they may be an extra but they need to be in the movie. Each student will be assigned a role when they get into their groups. One will be assigned to make the storyboard and two will be working on the scripts. The fourth partner will be assigned to get the notes on the information and the music. Each student will pass in their portion of the project to the teacher when the teacher meets with the group in order to show they are doing work. During the meeting the teacher will be discussing how the members are working with each other and how their project is coming along.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __MI Strategies__**
 * **Verbal**- A storyboard needs to be created including a script, a verbal/linguistic intelligence person could write it using their writing creativity in order to make the story and the script.
 * **Logic**- Looking at the different incomes among social class and comparing the amounts and what is the reason for it. Looking at how the different taxes effect pricing then analyze how much prices went up from their original price.
 * **Visual**- Visual intelligent people can create the background or the setting for the movie. If you are in the lower class for instance, you would have posters made advertising the new tax system. Visual intelligent people could also videotape the movie because they most likely have a good eye for a visual picture.
 * **Bodily Kinesthetic**- Becoming the actor in the movie. Students should really get into the role of their character and have a great performance. Getting up and acting the role will allow them to show their talent and creativity.
 * **Music**- Students can create the background music for the movie. A play list can be created that has music that fits the time period and portrays the emotion of the movie.
 * **Intrapersona**l- You can make your own ideas and add your own creativity into the movie. If students want to work alone, they could request to be the one to edit the movie and then ask for feedback.
 * I**nterpersonal**- Working with a group in order to make a movie for the final assessment. Students need to be able to collaborate ideas in order to make a full movie.
 * **Nature**- Be outside to shoot your movie, if you are doing the American Revolution most of the population in the South were cotton farmers. Use nature to figure out what it was like to be on the farms, was the land good for fertilizing and growing?


 * __ 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 who are absent for the class are expected to get the notes from the teacher the next day and have the work done for the next class. If they are absent the next day the student may access the notes and homework from the class wiki. The student may submit the homework either on the day of their return or the next day. If the student will be out for several days the teacher and the student will meet after school in order to discuss an alternative assignment that will be due when they decide that way the student does not have to stress about getting the homework done as well as every other class's homework done.
 * Plan for accommodating absent students: **


 * __ Extensions __**

IMovie is a type II technology where students can make download recorded movies and edit them in order to make their project. Students will be making a movie to represent the different feelings of the classes when different events occurred, students will analyze how their lives were before events and then how the changed after the events.
 * Type II technology: **

Students who are considered gifted will take the movie process a little further they will be will research one event and find actual opinions from journals, articles and any other sources of the people of the time period and then incorporate it into the movie. They will write a short write up about their findings citing the information. The student will be in charge of that portion of the movie which means they will be assigned the role of the script creator.
 * Gifted Students: **

// Laptop // // Charger // // Downloaded IMovie // // IMovie Tutorial // // Storyboard Design // // Syllabus // // Graphic Organizer // // Usual Materials (something to write with and paper) // // Itunes if for their music // // Video Camcorder // // Tape for recording // // Storyboard Template // // Video Notes // // Projector Screen // // Projector //
 * __ 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 [|http://www.apple.com/ilife/imovie/]Imovie Download []- Storyboard Template [] - Maine Learning Results []- Information []
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

Section One: My classroom will be in the shape of a u because it allows for class discussion. After the information is given the students will talk about the content and how they think each class was effected by the different events. //Day One: 80 minutes// Day Two: 80 minutes Day Three: 80 minutes Day Four Students will be understanding that there was a division between America and England forming until the eventual war broke out. This will show through the discussion about how the different events effected the different social statuses of the time period. This will lead to the eventual split between America and England and what started the Revolutionary War. Students will be learning this content because social status is important to know because it prevents the division from occurring again. We can learn a lot from our pasts mistakes but the most important is to keep them from reoccurring. There are still division in our society whether it be social status or diversity its is a concept people need to realize occurs and prevent it from effecting society. The lesson will begin with the pre-assessment of a journal entry that they will discuss what they already know about the content. This will allow me to know what they already know about the content so I can review certain aspects of the lesson and teach them the content they do not know. The events they learn they will have to analyze in order to show the effects of the events. 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." Students will meet these standards because the events before the Revolutionary War had a major "historic influence" on the time period because they lead to the outbreak of the war. Students will examine the wisequence of events and their cause and effects where they will see how the division began and ended when the war broke out. Division is a major theme in the Revolutionary Period, you see that in the American Revolution and the French Revolution. For homework, students will be reading about the financial crisis in France. I will hook the students with an activity that will be used throughout the lesson. Half the class will be assigned the high class and the other half will be assigned the lower class. For the entire lesson I will obnoxiously cater to the higher class's needs and not the lower classes. It will be obvious that I am portraying the king and how he acted during the time period which was one of the reason the split began. Section Two Students will know [|sequence of events for the Revolutionary War] such as taxes and laws that the King dictated to Americans.Students will use this information in order to figure out how the division began between America and England. See content notes for full explanations of the events. Students will be pre-assessed through a journal entry. They will write about how much they know about the events leading up to the war. They should have a basic knowledge about the events from the last lesson but we are focusing on more detail with the events before the war broke out. Students should talk about feelings of the people if they know information about it. Students will pass it in to me so that I can read them to see what I need to cover more in my discussion. Students then will receive the [|cause and effect graphic organizer] where they will have one side to write the events and a description about the events. On the other side they have the effects which we will discuss about as a class and they will fill in the information. After the discussion about the events and the effects which would take up most of the class the students will be playing a activity called [|Slap It.] Slap it is where the teacher writes on the board terms and asks questions and the students slap the answer. I am going to change the game a little bit and instead of slapping the answer I am going to read statements for the different acts and ask which group would be most effected. These groups will be specific such as women, farmers and such so we can really hit on who was effected the most by what act. When the students hit on which group they chose they must justify it in order to receive the points. The next class students will begin with the rethink activity in order to get them rethinking about the topic. The students will participate in the activity called [|Think Pair Share]. Students will begin by thinking about what they wrote about the start of the last class and then think about what they learned. They will then get with a partner and share their thoughts. This will lead to the discussion that reviews the information from last class to be sure everyone understands the content. Then the teacher will introduce the final assessment. I will handout the rubric and information about the project first and then explain it. The students are to get into their assigned groups and make a movie on the feelings of the social classes during the Revolutionary War. The class will vary from Parliament to farmers discussing about how crops were effected when they closed Boston Harbor they can also be merchants being effected by the different taxes because they have to sell their products at a higher rate in order to make a profit. They will be assigned different social groups to represent and make a movie. In order to make sure everyone is participating in the project students will be assigned roles in order to prove they are participating. Two students will be writing the script, one will make the storyboard, and the last student will be making the playlist for the movie and getting notes on the event to incorporate it into the movie. I will meet with each of the groups in order to make sure everyone is doing their role and the group is making good progress. If there are any problems I see or the students they will be addressed for feedback. Students will then have the weekend to film as well as part of the class time. Movie presentations will be the following day. Section Three When going through the lecture students will be doing the high order thinking of analysis and connecting with [|events and people]. Students will be given the content notes about the different tax acts the King demanded of the Americans they will see the effects and how they ultimately were used to help the King. Students will analyze how America changed because of these acts such as feeling and life styles. Through connecting the tax and the effects of people and then how it benefited the King. Using their cause and effect concept map they will be able to write about the events on the cause and on the effect side they will be able to write notes about the discussion. After I go over the different events I want to have a discussion about the effects from the events. By discussing it students have an opportunity to make the connections between the effects of the people in America and then how it benefited the King. The Slap It game after the discussion will help the students truly know the material because they have to justify their decision when they slap the certain class. I am going to give them parts of the declarations from the acts and they will figure out which act it is and then slap the class it had either the most negative effect for or the most positive effect. When they have made their decision they must justify it with evidence and reasoning. This helps students make stronger connections with cause and effect which is the main aspect of this lesson. When the students participate in the Think Pair Share it allows them to have an opportunity to talk about the content. That way if the students have questions they can discuss it with either me or their partner. This activity is going to show them what they learned so they see improvement. For the [|Imovie] project students will be assigned different roles in order to do their project. This guarantees that each student is contributing to the movie. All of the students must also be present in the movie so they can get credit, it does not necessarily mean that they have to have major roles they just must be a part of a scene. The roles the students have is either [|storyboard creator, script writer], or creator of the playlist and take notes. Students will have the weekend to get together and shoot the beginning of the movie and if there is any additional time needed they may use the class time. The objective of the movie is to show feelings of the different classes that way other students have a better understanding of how the class feels about events. For example, the tea tax effected merchants as well as women. Since they could not pay for the tea they boycotted it using other means to get their tea. A major effect of that act was the Boston Tea Party in which they dumped all of the tea into the harbor. As they are going through the process the students will have a meeting with the teacher about their work so that the teacher can give them feedback about their work and progress. This is also the time for the teacher to assess whether the students are working well together or not. Grades are also dependent on whether the students fulfills the role they are given. If the teacher notices any changes that need to be added to the movie the students will have the opportunity to revise their movie to receive a better grade. After the presentations of the movie students will write a new journal entry about how the social classes were different during the era. Students will need to incorporate what they learned in the lesson. I will know whether the students learned the lesson based off of this journal entry. The last paragraph of the journal entry students should write about what they learned over the course of the lesson and talk about it. If they did not learn anything they should explain why and what the teacher can do better. Section Four Students will self-assess with a journal entry, that way both they know and I know that they improved. Students will write about the connections they made and then at the end write about what they learned over the lesson. I will read it and then comment on it, the comments will be positive comments about what they learned and advice if needed. If the student writes about how they did not learn anything then they should give advice as to why it did not work for them and I will take that into consideration. I will provide timely feedback for the movie by meeting with them and talking to the group or individually depending on the situation. That way the students know right then what they need to change in order to make their project better. I consider feedback to be crucial to a student so I think immediately talking about it to them is important so they have time in order to make changes. For the journals I will write back to them saying positive comments or suggestions and the students will receive those the next class. I feel like feedback should be very quick to give back especially in a school setting. This lesson will tie into the homework because they will read about the French Revolution's financial crisis. This is very similar to America where a split in classes occurred and lead to a eventual revolt. It is important for the students to read because they will be learning about themes of the Revolutionary Era and division is one of the larger themes. Further into the unit students will be doing a lot of comparing between the French Revolution and the American Revolution in order to make connections and analyze the themes. Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ 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) //
 * Teacher will begin by passing out the outlines for the class while the students write a quick write up about what they know about the financial situation in America. (5 minutes)
 * Teacher will begin discussing the information and showing the slide show showing the different events. (25 minutes)
 * There will be a big decision held discussing how these events might have effected the different classes (20 minutes)
 * Students will participate in the Slap It game (20 minutes)
 * Teacher and students will debrief about the discussion and students will write a short journal about what they learned. (10 minutes)
 * Homework: Students will read about the French Revolution financial crisis.
 * Students will begin the class with the activity Think Pair Share where the students will first think about what they wrote in their journal from last class and see what new information they have learned. They will discuss it with the student next to them and then have a discussion about what they believe was the relation between the events and social status. (20 minutes)
 * Students will be given the rubric and the instructions of the project and the expectations. (15 minutes)
 * Students will be assigned their groups that they will be working in. (10 minutes)
 * Students will be given the instruction and download the Imovie program on their laptops. (15 minutes)
 * Students will get in their groups and begin assigning roles for each other to do.
 * Homework: Students will get together over the weekend to do roles and put together the beginning of the project.
 * Each group will meet with the teacher for a discussion of the project and the progress of the group. (30 minutes)
 * Students will have the rest of the class to finish up their projects. (50 minutes)
 * Students will be given time to do final touches to their projects. (20 minutes)
 * Presentations (50 minutes)
 * Students will write about what they learned from the lesson (10 minutes)
 * Where, Why, Hook, Tailors:** //Verbal/Linguistic (script and storyboard), Music (play list), Kinesthetic (movie making), Interpersonal (working in group), Intrapersonal (working on your role).//
 * Equip, Evaluate, Rethink, Revise, Tailors**: //Interpersonal, Intrapersonal, Verbal Linguistic, Kinesthetic, Logic, Nature.//
 * Equip, Evaluate, Rethink, Revise Tailors**: //Interpersonal, Intrapersonal, Verbal Linguistic, Kinesthetic.//
 * Evaluate, Tailors:** //Intrapersonal//
 * __ Content Notes __**

// Syllabus // // Graphic Organizer // // Rubrics // // IMovie Information // // Notes on Content //
 * __ 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 clipboard learning style will be addressed by using a graphic organizer. This allows the students to have organized notes where they can see the connections between the events and the effects of the people and other events. Students will also receive a rubric about their final assessment so they know all of the qualifications to succeed on the project. This allows the students to go through their project making sure that they are following the objectives.


 * // Microscope: //** The microscope learning style will be addressed during the different discussions in the class. The discussions will consist of analysis and seeing the connections between the events and the people. Through analysis and logic students will have a clearer understanding of how the events were effecting society. During the Slap It activity students will be using logic to decide which group of people were most effected by a event and then they must have evidence to back up their decision.

Puppy: The puppy learning style will be met by giving the students the syllabus and having them know the expectations of the class. Also, the students will be given the rubric as well as their role in their group for their final assessment. Students will know what is expected of them as a student and a group member in order to succeed in the lesson. The students will have an opportunity to meet with the teacher in order to receive feedback as well as make sure their group is working well together. That way the students know whether they are doing a good job or not.


 * // Beach Ball: //** The beach ball learning style will be met through the assessments. For the activities they are given the choice of justifying which social class was more effected than others. With the movie they have the decision for which group they would like to be a part of. With these choices the student may decide which one is best for them to do and ultimately succeed.


 * // Rationale: //** This meets the standard because the lesson will accommodate all of the different learning styles so the students have an opportunity to learn. Each of the learning styles were used in the lesson and changes would be made to help the student learn.


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

Students will be looking at sequence of events and look at cause and effect about the war.
 * // 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 analyze division between America and England. Students will focus on the feelings of the different classes during the time period how did they react to the different event such as the imposing taxes. Students will analyze how life was before the events and then how life changed after the events. Students will be showing this through their movie.
 * // Facet: //**

Rationale: This meets the standard because it follows the students understanding of themes, historic influence and different ideals. The lesson establishes all of these requirements and allows students to learn them in order to pass the Maine Learning Results.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

IMovie is a type II technology where students can make download recorded movies and edit them in order to make their project. Students will be making a movie to represent the different feelings of the classes when different events occurred, students will analyze how their lives were before events and then how the changed after the events.
 * //MI Strategies://**
 * **Verbal**- A storyboard needs to be created including a script, a verbal/linguistic intelligence person could write it using their writing creativity in order to make the story and the script.
 * **Logic**- Looking at the different incomes among social class and comparing the amounts and what is the reason for it. Looking at how the different taxes effect pricing then analyze how much prices went up from their original price.
 * **Visual**- Visual intelligent people can create the background or the setting for the movie. If you are in the lower class for instance, you would have posters made advertising the new tax system. Visual intelligent people could also videotape the movie because they most likely have a good eye for a visual picture.
 * **Bodily Kinesthetic**- Becoming the actor in the movie. Students should really get into the role of their character and have a great performance. Getting up and acting the role will allow them to show their talent and creativity.
 * **Music**- Students can create the background music for the movie. A play list can be created that has music that fits the time period and portrays the emotion of the movie.
 * **Intrapersona**l- You can make your own ideas and add your own creativity into the movie. If students want to work alone, they could request to be the one to edit the movie and then ask for feedback.
 * I**nterpersonal**- Working with a group in order to make a movie for the final assessment. Students need to be able to collaborate ideas in order to make a full movie.
 * **Nature**- Be outside to shoot your movie, if you are doing the American Revolution most of the population in the South were cotton farmers. Use nature to figure out what it was like to be on the farms, was the land good for fertilizing and growing?
 * // Type II Technology: //**
 * // Rationale: //** This lesson meets the standard because it incorporates all of the different learning styles of the multiple intelligence theory. Students may have a choice based on their preferred intelligence. The students will also be using a type II Imovie software in order to edit their videos for submission.


 * // 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 show formative assessment through participating in the activities of Slap it. This allows them to make connections and analyze the events with the effects on the different classes. Students will then participate in the activity of the Think Pair Share where they will be able to think about what they have learned and discuss it with a partner and then share it. This leads a discussion about the content just in case there is confusion between students. I can also review what the students know and need help with. By doing this before the final assessment it will clear up confusion as well as prepare students about thinking of the effects and connections.


 * // Summative: //** Students will be working in groups in order to make a movie. This movie will show how different classes were before certain events and then how the event effected them. Some classes were very effected about the taxes because they ended up spending more money on goods. Money was scarce so having to spend more would make it very difficult to succeed in society. When the students are creating their movie they will be doing their roles that their group decided on. The students must complete their roles and be a part of the movie for their participation to count. If the group believes that the student did not do anything then I will make changes in the final grade.

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].
 * // Rationale: //** Students will be assessed in a summative and formative fashion in order to show growth in the lesson. This follows the standard because the teacher will have evidence of assessment and see how the student learned the material. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="16" height="16"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.