L3+Whitney,+Christopher

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr.Whitney __Lesson #:3__ **__Facet:__**Empathize
 * __ Grade Level __**** :9-12 ** **__Numbers of Days: 2-3__**
 * __ Topic: __** Indian Removal


 * __ PART I: __**

Student will understand the different people who played significant roles in American Expansion Student will know terms like Andrew Jackson, James Monroe, Different Indian Tribes, Zachary Taylor, Brigham Young, Student will be able to empathize with events and people during this time period (1820-1850)
 * __ Objectives __**
 * Product: ** Fakebook

__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __ Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History Performance Indicators: A, D
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson meets the standards by teaching students about major eras in U.S. History.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**


 * __ Formative (Assessment for Learning) __**
 * Section 1:** Checking for understanding during instruction.: Stand up/sit down


 * Section II – ** timely feedback for products (self, peer, teacher) Self reflection for timeline activity, peer feed back for performance task


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

Students will use Fakebook to create a fake facebook account for the different people they have learned about. Students will work by themselves,however there is a extra credit assignment where students can get in groups of 3 or 4 and have a conversation posing as the people they used for their fakebook account.


 * __ Integration __**
 * Technology: ** Fakebook will require kids to use laptops. The will also need to use the internet to look up information about their person.


 * Content Areas: ** Students will get pictures of the different people with interesting facts about them that will help the student remember that person.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use time line graphic organizers to sort the information of Indian removal. The will compare notes with the person next to them and talk about what event contributed the most to the removal of Indians. Students will work alone for the project as each of them needs to create a fakebook account to be able to fully grasp the concept and technologies used.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

Interpersonal Student will work in big group during the timeline activity
 * __ MI Strategies __**
 * Verbal/Linguistic:** When students finish the timeline they can then convert the facts into a story or narrative.
 * Logical/Mathematical:** I will find people from this time period who are important to the field or mathematics
 * Visual/ Spatial:** Have an activity where students match a portrait to the name of the person
 * Bodily Kinesthetic**
 * Musical** Finding music online for students to look at how it was written during the 1800's
 * Intrapersonal** Students will work on performance tasks by themselves
 * Naturalist** :While studying the Indian tribes students can focus on terrain and the environments of different tribes


 * __ 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: ** Fakebook


 * Gifted Students: ** For gifted students, I would have them right a page paper on who they admired most from this time period and why. This would give the student a deeper connection with the person and help them remember details about them.

// White Board // // Laptop // // Projector // // Markers // // Dongle //
 * __ Materials, Resources and Technology __**

http://quizlet.com/856034/the-westward-movement-1820-1850-flash-cards/ (general Expansion website) http://www.history.com/topics/trail-of-tears (Trail of Tears)
 * __ 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) //

Agenda Day 1: Hook: 10 minutes Presentation :30 Introduce Fakebook: 30 Assign people for timeline project and fakebook :10 Homework:picture of the person you have: 2 facts about them.

Day 2 Timeline Activity :20 In class work on Fakebook: 60 Homework: Finish Fakebook

Day 3 Present Fakebooks:40 Extra Credit Assignment: 25 Follow up assignment :15

For this project it would be best if the desks were arranged in clusters

Students will understand that westward expansion created a new national U.S. identity

//Students understand major eras, themes and historical influences in U.S and World History// This lesson is to show how America expanded in territories where Indians had already been settled.

Students will get a piece of paper that lists the amount of Indians who were migrated from the different tribes and the number of those who died. The shockingly high numbers will hopefully inspire the students to ask questions about how this could happen.
 * Where,Why,Hook,Tailors:Verbal,Visual,Intrapersonal**, **Interpersonal, Musical, Naturalist**

From there I will go into the my presentation on the Indian Removal. After that I will have students get out their laptops and go to Fakebook and start getting familiar with the program. After students have had time to explore the program I will have students choice a person or group of Indians important to Indian removal for the two assignments. I would end the class by showing a picture of Indians on the Trail of Tears. The next day students would come to class with their picture and facts about the person. We will share those and at this time students will be able to keep their person, or switch to another for the fakebook. Students have the rest of class to start on their projects with me walking around the room helping students and answering questions. Students will come to class on the third day with their projects ready to present. After the presentations there will be time for students to work on the extra credit assignment, or the follow up assignment that will be homework if they do not finish in class.

After students have finished their presentations I will have them reflect on how the could have improved their project, how that this specific type of project helped them learn about the person, or if it did not work for them.
 * Explore, Experience,Refine, Tailors: Verbal, Interpersonal, Visual**

Students will know terms such Andrew Jackson, Indian Removal Act, Five Civilized Tribes, Trail of Tears
 * __ Content Notes __**

Andrew Jackson: Born in the Carolinas in 1767, Andrew Jackson spent most of his life fighting. He grew up fighting Indians in the south, and would transform his role from a lawyer from Tennessee to a war hero against the British during the War of 1812. Stubborn in his opinion, Jackson won the presidential election with an outstanding amount of popular votes, one of Jackson's goals as President was to relocate all of the Indians and free land in the south and west for Americans to settle and create jobs on the booming cotton plantations and industries opening up closer to the Mississippi River.He did so by passing the Indian Removal Act in 1830 that would free millions of acres for Americans to settle.

Indian Removal Act: Bill passed in 1830 by President Andrew Jackson saying that it was legal for the federal government to switch land that the Indians owned with land the U.S got through the Louisiana Purchase to build cotton plantations. The act said that the U.S was suppose to negotiate treaties with the different Indian tribes however this was never the case. Jackson used military force to gain the signatures of tribe leaders and forced the Indians to move onto reservations, leaving the land they had roamed for years.

Trail of Tears: The Trail of Tears is the name of the route thousands of Indians took while being relocated to Oklahoma as part of the Indian Removal Act of 1830. The worst coming in 1838 when 16,000 Cheroke were ordered at gun point in Georgia to travel 1200 miles to relocate. Disease and exhaustion took the lives of thousands of Indians in the devastating march. When asked how the move felt, a tribe leader in Alabama said "a trail of tears and death."

// Timeline G.O // // Fakebook Instruction sheet // // rubric //
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * Clipboard: ** The timeline activity is // organized in a way the will help the clipboards. //


 * Microscope: ** They can ana // zyle numbers of Indians hurt and dead on the Trail of Tears //


 * // Puppy: //**// Everybody is up at the board a //// t the same time so the puppy can feel comfortable being in a group. //


 * // Beach Ball: //**// Hearing about //// different people and moving around will help keep the beach balls fo //// cused //

Rationale:// To be a //**// n effective educator, teachers must be able to connect will all students with different needs. //**


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //**// timeline activity //


 * // Summative: //**// Fakebook pre //// sentations //

// Rationale: It is important to use formative and summative assignment to thoroughly evaluate students and determine where they are at mastering the concepts presented. //

// Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//

// Content Knowledge: see content notes //

// MLR or CCSS: // Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History. Performance Indicators: A,

// Facet:Empathize //

// Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//

// MI Strategies:Intrapersonal, Interpersonal, Verbal, Visual, Naturalist, Musical //

// Type II Technology:Fakebook //

// Rationale:It is important that teachers know how students learn, and teach them skills they will use in real world situations //

__//NETS STANDARDS FOR TEACHERS//__ 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//Rationale:Motivated students are crucial to classroom efficiency//

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

//Rationale: Teachers need to meet the needs of all their students.// ||  ||   || 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].
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