L1+Belton,+Roger

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Belton ** **__Lesson #:__ 1 __Facet:__ Self-Knowledge**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2-3 Days**
 * __ Topic: __ Post-Reagan America **


 * __ PART I: __**

Students will understand that the American military has been #1 for a few decades, and that status comes with a price tag.
 * __ Objectives __**

Students will know major events, people, and locations

Students will be able to be aware of why various locations were chosen and the affects of these decisions. Product is a Vlog.

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 __**

This relates to the above standard in the fact that historical knowledge and themes will be given in classroom instruction. Determining patterns will be an in class individualized experience, based off of the historical knowledge and themes.
 * Rationale: **


 * __ Assessments __**

A quiz to test students' prior knowledge to establish a baseline for the class.
 * __ Pre-Assessment: __**

Provide students with a rubric and have them hand it in after they present their final project, in order to self assess themselves. Checks for understanding: Portfolios, journals, checklists, direct questioning, peer understanding, note sampling. Check for understanding using clickers. Students will use it during their reflection period and have the opportunity to ask questions about the graphic organizer. Peer and teacher assessment could be used with each technology usage, and assessment could be given at presentation of Vlogs. Students will have timely self and teacher feedback, and they will be expected to make adjustments to their Vlog.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **


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


 * __ Integration __**
 * Technology: ** The plan for integration of a type II technology in the classroom for this lesson involves a Vlog. After students come up with a timeline of sorts, they can do a mini-recording or a video sample regarding the subject discussed in class. In this case, it could be about the economic difficulties, national debt, and the current conflicts across the world involving the US.

Science could be integrated into this lesson as well. Scientific research has a lot to do with increased military spending, and has created many new innovations to be used by the armed services. Science has also played a huge role throughout history, as improvements in technology have given nations golden ages and destroyed others.
 * Science: **

A timeline can be used to display important events, with people and locations added on as extra details. Importance of events can be determined via a three minute review.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in pairs to create a vlog describing the above events, using the timeline as a base base for each entry.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

Visual: One section of the lesson will consist of a powerpoint. Verbal: The powerpoint will be supplemented by verbal presentation. Interpersonal: Students will then be able to brainstorm ideas for their project presentation, and each idea will be written up on the board. Kinesthetic: After this, students will have the option to get up, walk around, and find their own partner. Logical:Following the partner selection, each pairing will choose a presentation method from the previously brainstormed list. Naturalist:Weather permitting, the class will go outside, and the next 20 minutes will be dedicated to partners figuring out their presentations.
 * __ MI Strategies __**


 * __ 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. //

If a student is absent, the teacher will put a folder together with all missed work, and a sticky note for missed quizzes or tests. The student will be expected to pick up the folder and complete all missed work within two days of returning to school. If the student has a legitimate excuse for not being able to complete the work in the time allotted, additional time will be given as the teacher sees fit.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The plan for integration of a type II technology in the classroom for this lesson involves a Vlog. After students come up with a timeline of sorts, they can do a mini-recording or a video sample regarding the subject discussed in class. In this case, it could be about the economic difficulties, national debt, and the current conflicts across the world involving the US.
 * Type II technology: **

Extra credit will be given if students are able to include an additional sub topic from the brainstormed list into their presentation.
 * Gifted Students: **

Laptop Projector Screen Student Laptops Printouts of Graphic Organizer Whiteboard Whiteboard markers Whiteboard erasers
 * __ Materials, Resources and Technology __**

http://www.eduplace.com/graphicorganizer/ Graphic organizers.
 * __ 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) **


 * Classroom will be arranged in twos, since the project requires students to work in pairs.**
 * Day 1 (80)**
 * Start off lesson (use hook). (10)**
 * Provide and review material needed to complete the project. (20)**
 * Introduce Vlogs. (5)**
 * Describe and assign the project. (10)**
 * Brainstorming session for sub-topics under the main topic (military might vs. military cost). (15)**
 * Brief partner finding session, small break. (5)**
 * Students will then work with their partner to determine a topic. (5)**
 * Class moves outside (weather permitting) to work on projects. (10)**
 * Day 2 (80)**
 * Students present projects. (50)**
 * Peer review session of projects. (15)**
 * Final reflections or projects. (10)**
 * Give an overview of next class. (5)**

Students will understand that the American military has been #1 for a few decades, and that status comes with a price tag. Students will learn about the effects of long-term high military spending, in addition to the effects of constant global military deployment. Students will understand major enduring themes, and historic influences in US and world history including the roots of democratic philosophy.

At the beginning of class, show a video of the attack on the World Trade Center. If necessary, explain what is happening, then starta class discussion about events that led up to this attack, and why the terrorists chose that location.

Students will know major events, people, and locations. A timeline can be used to display important events, with people and locations added on as extra details. Importance of events can be determined via a three minute review. Students will work in pairs to create a vlog describing these events, using the timeline as a base base for each entry.

Check for understanding using clickers. Students will use it during their reflection period and have the opportunity to ask questions about the graphic organizer. Students will have timely self and teacher feedback, and they will be expected to make adjustments. Feedback will be given as quickly as possible for this reason.

Formative assessment is self and teacher feedback.

Visual: One section of the lesson will consist of a powerpoint or have a paper copy. Verbal: The powerpoint will be supplemented by verbal presentation. Interpersonal: Students will then be able to brainstorm ideas for their project presentation, and each idea will be written up on the board. Kinesthetic: After this, students will have the option to get up, walk around, and find their own partner. Logical:Following the partner selection, each pairing will choose a presentation method from the previously brainstormed list. Naturalist:Weather permitting, the class will go outside, and the next 20 minutes will be dedicated to partners figuring out their presentations.

Students will be able to be aware of why various locations were chosen and the affects of these decisions. Product: vlog. Time: 2-3 days.

Students will know…..
 * __ Content Notes __**

Events: Iran-Contra affair, Berlin Wall, Iranian hostage crisis, the Gulf War, 9/11, the war in Afghanistan, the war in Iraq. People: Reagan, Bush, Bush Jr., Clinton, Gorbochev, Osama Bin Laden, Saddam Hussein. Locations: Columbia, Iran, Iraq, Afghanistan, Germany, United States.


 * Prepare a clip on a laptop of the World Trade Center being hit by one of the hijacked planes.
 * Once the class is in the room, begin playing the video.
 * After the conclusion of the video, take roll.
 * Conduct a brief (5 minute) conversation about the attack. Some good questions:
 * Why did this happen?
 * How did this happen?
 * How has this changed the world since?
 * Who has suffered the most because of this?
 * Hand out all paperwork, this will include the following:
 * Graphic organizer (timeline)
 * Grading rubrics
 * Written instructions for the project
 * Introduction to Vlogs
 * Pre-Assessment
 * Information packet
 * Allow a 10 minute review session (at maximum, may take less) of the information packet. Encourage students to ask questions, and provide answers as best as you can.
 * For the remaining 10 minutes, allow students to complete their pre-assessment. If there is time left over after either of these parts, just move on with the lesson.
 * Ask students to take out the handout on Vlogs and read them. Allow them to ask clarifying questions, and answer to the best of your ability.
 * Do the same as the previous step with the project hand out. Go over rubrics as well.
 * Conduct a brainstorming session, with the motive of creating topics for the project. Encourage all students to produce ideas, and write ALL ideas on the board. These ideas should relate to the main understanding of military might and cost. If some ideas do not match up with this criteria, they can be erased at the end of the brainstorming session.
 * Have students find partners for their project. After they find someone, they can take a short break for the remainder of the 5 minute session.
 * For the remaining 10 minutes, go outside if possible. While outside, conduct a 3 minute review session where pairs will discuss their topic and ask questions. For the remainder of the class period, have students work on their timelines.
 * CLASS 2
 * Project presentations. Encourage a respectful and mature environment for presentations.
 * Following the presentations, conduct a peer review session where students will write down one positive and one constructive piece of criticism on a notecard. This needs to be done for each presentation. Collect notecards after all students have completed the task.
 * Have students write a self-reflection on their project. Encourage students to ask themselves these questions:
 * How did my presentation go?
 * How well did I capture my audience?
 * What do I think I deserve on this project?
 * How can I improve future projects?
 * What did I do well?
 * Was the work shared equally?
 * If there is any extra time, have students work on a reading assignment from the textbook.

Timeline hand outs Rubrics Description of 3 minute reflection Instructions for assignment Syllabus Information packet Introduction to Vlog sheet
 * __ 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 assignment is clearly laid out in a logical order. It follows the system of idea creation, group creation, and project creation. Expectations are made very clear in rubrics. //**


 * // Microscope: Exploration is conducted through the use of a variety of resources. A fair amount of time will be dedicated towards analyzing resources and weeding out biases. This requires all students to take a deep look at what they're reading. //**


 * // Puppy: The class will maintain an open atmosphere, especially at the beginning of the lesson. Mutual respect will be strongly enforced during the brainstorming session particularly. All opinions will be welcomed. //**


 * // Beach Ball: Students will be given a variety of resources, ranging from online sources to books, in addition to free access during the class period to the art room and the library. The only concrete portion of project is the Vlog, which can be made using whatever method the students see fit, as long as it accomplishes all the standards set forth on the rubrics. //**


 * // Rationale:This lesson provides for six out of eight of the multiple intelligences. The lesson also covers all four of the above stated learning styles. The lesson provides for a wide variety of students and is adaptable enough to provide Differentiated Instruction for individual students as necessary. //**


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


 * // Content Knowledge: //**
 * // Students will know about how people, places, and events played a role in the history of the past 30 years. This includes a knowledge of major conflicts, political uprisings, creation and demise of various countries, and of who did what. //**

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

Self-Knowledge - students will be able to analyze their own reasoning for their decisions.
 * // Facet: //**


 * // Rationale: Lesson is based off of content knowledge. All the knowledge provided fits the standards provided and can be applied to the facet used. //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

Visual: One section of the lesson will consist of a powerpoint. Verbal: The powerpoint will be supplemented by verbal presentation. Interpersonal: Students will then be able to brainstorm ideas for their project presentation, and each idea will be written up on the board. Kinesthetic: After this, students will have the option to get up, walk around, and find their own partner. Logical:Following the partner selection, each pairing will choose a presentation method from the previously brainstormed list. Naturalist:Weather permitting, the class will go outside, and the next 20 minutes will be dedicated to partners figuring out their presentations.
 * // MI Strategies: //**

The plan for integration of a type II technology in the classroom for this lesson involves a Vlog. After students come up with a timeline of sorts, they can do a mini-recording or a video sample regarding the subject discussed in class. In this case, it could be about the economic difficulties, national debt, and the current conflicts across the world involving the US.
 * // Type II Technology: //**


 * // Rationale:Instruction covers a variety of student backgrounds, and uses technology in a type II way. Students are actively using the technology to create something, while instruction and product creation work towards tapping into every student through their MI's. //**


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

Formative assessment is done by including a number of understanding checks in the lesson plan and using self, peer, and teacher feedback. Some of the checks for understanding include the graphic 4-3-2-1 method, the 3-2-1 method, example non-example, and the time-proven method of asking questions.
 * // Formative: //**

Summative assessment is conducted through the process of creating a product. This involves using technology in a type-II way, including the use of graphic organizers, and different types of group activities.
 * // Summative: //**

Each lesson includes its own formative assessment method, and the way in which the summative assessment is given also varies in each lesson. This requires a comprehensive knowledge of different tools, technologies, and methods. || ||   || 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: //**
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