L4+Rose,+Tyler

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

** LESSON PLAN FORMAT **

**Facet:** Perspective **__Numbers of Days:__** 3
 * __ Teacher’s Name __**** : ** Mr. Rose
 * __Lesson__ ** __#__ 4
 * __ Grade Level __**** : **6-8
 * __ Topic: __** World War II and Post-War Era


 * __ PART I: __**

Students will understand that the U.S. experienced many changes during the post-war era. Students will know Nuclear bombs dropped on Japan, the Cold War, capitalism, communism, and democracy. Students will be able to see from the points and views the changes the U.S. experienced during the post-war era. Product: Poster about the economic, social, or any other changes in the U.S. during the post-war era.
 * __ Objectives __**


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

__Grade Level Span:__ Grades 6-8 World War II and Post-war America.
==== //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. // ====

__Performance Indicators:__ b, c, and d.

 * Rationale: ** Students will be learning about the major concepts and themes of the World War II era as well as seeing the changes that the U.S. went through during the post-war era. Not only this, but the students will also have the chance to create a poster that highlights economic, social, or any other changes in the U.S. during this time.


 * __ Assessments __**

The students will be using the "Give One, Get One" method to check for understanding. With this method of checking for understanding, the students start off with a list of all the things they can think of about the topic, (in this case U.S. changes in post-war era), and then the students will go around the room comparing their lists to other students' lists. Each time two students compare a list, they must give the other student something they don't have on their list and get something from the other student that wasn't on their list. By the end of the activity the students' lists will have grown much longer than they were before.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) **

The teacher will be available during the lesson and the product for oral feedback. If students have questions the teacher will be able to answer them and clear up any confusion. The teacher can also view what the students are working on and be able to give feedback on them before their drafts, final product, or grading. Students will also be working in partners for the final product so they will have the opportunity to use peer feedback as well.


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

Students will use Glogster in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S.

Students will be grouped together in teams of four in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S. Students will use Glogster to be able to do this project. The groups will have to come up with four changes mentioned above, (one for each group member), and accurately describe them on their posters using text and pictures in order to get their points across. Afterwards students will share their posters with the rest of the class.


 * __ Integration __**
 * Technology: ** Glogster will be used for this lesson and the students will demonstrate the changes in the U.S. during the post-war era using this technology.


 * Content Areas: **

English: English will be used in the text on the posters for the final product. Art: The final product is a poster, which will allow for students to use their artistic side to convey information. Political Science: The students may choose to do their poster on political changes in the U.S. during the post-war era. Science: The students may choose to do their poster on scientific/medical advances in the U.S. during the post-war era.


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

The 5 W's Chart will be used in order to organize the entire story, (who, what, where, when why), of the lesson. Students may choose to reference this graphic organizer at any point during the lesson or unit.

Students will be working in groups for the final product in order to make a poster. Although it will be left up to the students to divide up the work, everyone in the group must participate. The teacher will be available for oral feedback during the lesson and will provide assistance to the students if they need help with anything.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic: ** The poster project for this lesson will be perfect for these M.I.s because they will be able to use key words on the poster in order to describe a much larger and complex subject.
 * Logical/Mathematical: ** These M.I.s could choose to have their poster highlight the many technological and mathematical advances in the U.S. during the post-war era.
 * Visual/Spacial: ** The poster will give these M.I.s the opportunity to use many pictures in order to back up their text or to describe their poster's theme overall.
 * Musical/Rhythmic: ** These M.I.'s could choose to do the changes in the music industry during the post-war era.
 * Interpersonal: ** The poster will be completed in a team, so these M.I.s will have teammates to work with.
 * Naturalist: ** These M.I.s could choose to have their poster's theme be on environmental changes during the post-war era.


 * __ 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: **If a student misses a class they are responsible for contacting me and getting assignments that they missed. This must take place during my office hours or at a mutually agreed time during the school day that has been set up via email. Since students will be working in pairs for the final product for this lesson, the absent student can contact their partner and their partner can fill them in. However it is still recommended that students contact/come to the teacher to be fully caught up on everything that was missed.


 * __ Extensions __**


 * Type II technology: ** Glogster will be used as the Type II technology because of the different features available on the app that cannot be done in real life without it. If students were to make and use a poster out of paper or cardboard, it would require materials, artistic ability that some students may not possess, and much more. The Glogster app has many features that make the poster much more interactive and students can even embed links to different resources within their poster as well.


 * Gifted Students: **These students will have the option to cover more changes than just one, if they wish. This means that instead of just going over one social, economic, or any other change, these students can cover two or even more different changes.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// - // One laptop for each student - The 5 W's Graphic Organizer - Print out of all vocabulary and terms - Access to Glogster

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**

[] This is where the 5 W's Graphic Organizer was found. [] This is where the students will go online in order for them to create their posters. The Americans: Reconstruction to the 21st Century: This book will be used for students to read about America in the post-war era and will be referenced by the teacher throughout the lesson. Activities during this lesson may also be taken from this textbook.


 * __ 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: - 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) - The teacher will begin the class by delivering the hook. The hook will be an artifact from the post-war era that is no longer in use and will be displayed and explained to the class of what its purpose was and when it was invented. (10 minutes) - The students will write down a list of all of the terms that they know that have to do with the U.S. during the post-war era. They will then use the "Give One, Get One" method. In this method of checking for understanding, the students start off with a list of all the things they can think of about the topic, (in this case U.S. changes in post-war era), and then the students will go around the room comparing their lists to other students' lists. Each time two students compare a list, they must give the other student something they don't have on their list and get something from the other student that wasn't on their list. By the end of the activity the students' lists will have grown much longer than they were before. (10 minutes) - The teacher will list off all of the important vocabulary and terminology for the lesson as well as pass out these vocabulary lists to the students. (15 minutes) - The teacher will pass out the 5 W's graphic organizer and will explain the graphic organizer to the students. (5 minutes) - A list of political, social, economic, and more changes will be written on the board for the students to view (5 minutes) - The teacher will explain the final product, which will be on Glogster, to the students. (10 minutes) - Students will be checked for understanding using the "Thumbs Up, Thumbs Down" method. (1 minute) - The students will be formed into groups based on counting off by 5's (assuming there are 20 students in the class). Once in groups the students will discuss which topics they will want to cover for their final product. (10 minutes) - Students will then come together as a class and tell the teacher which topics they selected from the list on the board. If students already knew a topic they wanted to cover, but it was not listed on the board, the students will have to justify it to the teacher. (13 minutes)

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Day 2: <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The teacher will make sure that the students have decided to keep their project topics from the previous class. If there have been any changes, now is the time for the students to notify the teacher. (10 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- Students will be given the entire period to work on their projects. By doing this, the teacher is present during the class in case any questions or confusion arises. Another advantage of this strategy will be so that students don't have to worry about meeting up somewhere during the week or on a weekend if they don't know the student(s) they're working with very well. During this time the teacher will be circulating around the room making sure that all students are on task and answering any questions. Also during this time, students will be able to use peer support from within their group or from other groups. (60 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The class will come back as a whole and the teacher will ask again if there are any further questions. The teacher will answer any remaining questions and remind the students that the next day of class will be the students presenting their projects. (9 minutes)

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Day 3:

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The teacher will explain the directions for the presentation to the students. (5 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The students will present their posters by explaining their topics, explaining what is on the posters, and showing us the final product. Assuming there are 20 students in the class, (5 groups), each group will get 12 minutes to explain their project. This equates to 10 minutes of presenting and 2 minutes for questions. (60 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- After all of the presentations have been completed the students will be debriefed. During this time the teacher will ask the students what they found interesting about the other presentations, what they found interesting about their own, and what they thought about the project as a whole. (14 minutes)

__<span style="font-family: 'Times New Roman',Times,serif;">Classroom Arrangement __

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The classroom will be set up using the perimeter arrangement. This way students will have at least one classmate next to them that they can reference to if they need help or one classmate to work with them. This arrangement will also be useful for when students are working on the final product in class. It is important to know about the vast amount of changes that took place during the post-war era in the United States and especially the speed at which these changes occurred. // Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world //. An artifact from the post-war era that is no longer in use will be displayed and explained to the class of what its purpose was and when it was invented.

**Where, Why, What, Hook Tailors:** **Logical/Mathematical, Visual/Spacial, Interpersonal, Intrapersonal.**
Students will know Nuclear bombs dropped on Japan, the Cold War, capitalism, communism, and democracy. The 5 W's Chart will be used in order to organize the entire story, (who, what, where, when why), of the lesson. Students will use Glogster in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S. Students will use the "Give One, Get One" method for checking for understanding, which involves students writing something that they know about the subject, sharing with a classmate, then writing down one thing that they learned from the other student. This process continues until the student's list is substantially longer and more extensive than it was at first.

**Explore, Experience, Revise, Refine, Tailors: Visual/Spacial, Verbal/Linguistic, Interpersonal, Intrapersonal, Logical/Mathematical.**
Students will be able to see from the points and views the changes the U.S. experienced during the post-war era. Students will use Glogster in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S. Students will be grouped together in teams of four in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S. Students will use Glogster to be able to do this project. The groups will have to come up with four changes mentioned above, (one for each group member), and accurately describe them on their posters using text and pictures in order to get their points across. Afterwards students will share their posters with the rest of the class. <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will be working in teams so peer feedback will be available. The teacher will be available for oral feedback as well.

**Explore, Experience, Revise, Refine, Tailors: Visual/Spacial, Muscial/Rhythmic, Naturalist, Verbal/Linguistic, Interpersonal, Intrapersonal.**
====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will be able to self-assess their final products depending on the teacher's feedback or feedback from their peers on day 2. Depending on what the students' peers say, the students will be able to reflect on what they need to work on in order to have a project that meets all of the requirements. The teacher will be available for oral feedback during the lesson. This will allow students to make any corrections that they need to make and clear up any confusion. The homework for this lesson will consist of finishing the posters if they were not finished in class, although students will have plenty of time to work on them in class. This project connects to the rest of the unit well because the U.S. experienced many different and broad changes, which the students will be studying and presenting. The project also connects with the rest of the unit because it is a building block for the next lesson on the U.S. during the post-war era. ====

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**


 * <span style="font-family: 'Times New Roman',Times,serif;">Nuclear bombs dropped on Japan: **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> After Germany's surrender in Europe in early 1945 the Americans still found themselves at war with Japan. After taking many strategic island in the Pacific, the Americans were now in range to bomb Japan. After devastating mos Japan's cities, the allies dropped an atomic bomb, which was designed during World War II by a combined American, British, and German refugee scientists. The first bomb was dropped on the Japanese city of Hiroshima, killing 90,000-165,000 people. However, despite these horrific losses the Japanese did not surrender. Following Japan's refusal to surrender a second nuclear bomb was dropped on the Japanese city of Nagasaki killing 60,000-80,000 people. Only after the second bombing did the Japanese finally surrender bringing an end to World War II.
 * <span style="font-family: 'Times New Roman',Times,serif;">The Cold War: **<span style="font-family: 'Times New Roman',Times,serif;"> Often dated from 1947-1991. Weapons, missel, nuclear, and other military races between Russia and the United States. Mainly a struggle between. Capitalism/Democracy of the West and Dictatorship/Communism of the East. Began shortly after the end of World War II. Many wars fought during this time, (Korean War, Vietnam War, the war in Afghanistan), that one side would support whoever was against the other side. An example of this was the Russians arming and supplying the North Vietnamese Army in order to keep fighting the Americans during the Vietnam War. M.A.D. (Mutually Assured Destruction) meant that if one nation used nuclear weapons on the other, then the other side would use nuclear weapons on them. The end result would be complete destruction of both sides. The Cold War ended with the fall of communism in Russia during the early 1990's.
 * <span style="font-family: 'Times New Roman',Times,serif;">Capitalism: **<span style="font-family: 'Times New Roman',Times,serif;"> The Free Market approach to an economy. Private sector businesses are promoted and government intervention, regulations, and control is frowned upon. Those who study hard, earn a good education, and take financial risks that turn out to be successful, will rise to the top of society as their reward. This style of economy was the signature approach of the Western countries.
 * <span style="font-family: 'Times New Roman',Times,serif;">Communism: **<span style="font-family: 'Times New Roman',Times,serif;"> The approach to an economy with the government in control of businesses, workers, and the economy in general. Everyone is paid, supplied, and trained equally. Those who work, work for the state and provide for all of those living within the state. This style of economy was the signature approach of the Eastern countries.
 * <span style="font-family: 'Times New Roman',Times,serif;">Democracy: **<span style="font-family: 'Times New Roman',Times,serif;"> A style of government where all citizens are equal and possess an equal say in who is in charge, what happens in the country, and what their money goes to. Democracies may either be representative democracies where citizens vote for people to represent them in Congress, (like the U.S. has), or direct democracies where every decision is voted on by the people.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**

- The 5 W's Graphic Organizer - Print out of all vocabulary and terms - List of topics for the final product


 * __ 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: //** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The lesson is set up in steps, allowing for students to plan out what they want to accomplish each day. The teacher will keep the students informed on what the class will consist of, how much time they will have to work on their posters in class, and keep them informed on their time limit during the presentation portion of the lesson. The use of the 5 W's graphic organizer will also be very helpful for organization as well as all of the important aspects involved with their final product.
 * // Microscope: //** The final product allows for students to really explore and go in depth to four topics. These topics are from a list provided by the teacher, but are chosen by the students. Students also have the option to choose a topic from the list that may not actually be on the list as long as there is a good justification for it, which allows for ownership of the students' work. During Day 2 of this lesson students will be able to use their peers for support with discussions. This will help students who prefer learning and adapting with discussions.
 * // Puppy: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The teacher will work alongside the students during the preparation portion of the lesson to help the students prepare for making their comics. By doing this the teacher will make sure that the students feel comfortable, confident, and accomplished before they present it in front of the class.
 * // Beach Ball: //** The students have the option to not only choose their own topics from a list provided by the teacher, but also choose a topic of their own that's not on the list. These students who wish to make their comic on a topic that's not on the list will have to justify their choice, but if they can do that then they will have much more personal freedom with their final product.
 * // Rationale: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">During this lesson the students will have plenty of opportunities to use their specific learning styles to their advantage. The actual lesson will consist of many opportunities for students who associate more with clipboard and puppy, while the final product will best associate with microscope and beach ball students. This will allow all students to have a fair and equal chance to succeed.


 * // 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: //** <span style="font-family: 'Times New Roman',Times,serif;">For the formative assessment of this lesson the students will write down a list of all of the terms that they know that have to do with the U.S. during the post-war era. They will then use the "Give One, Get One" method. In this method of checking for understanding, the students start off with a list of all the things they can think of about the topic, (in this case U.S. changes in post-war era), and then the students will go around the room comparing their lists to other students' lists. Each time two students compare a list, they must give the other student something they don't have on their list and get something from the other student that wasn't on their list. By the end of the activity the students' lists will have grown much longer than they were before.
 * // Summative: //** <span style="font-family: 'Times New Roman',Times,serif;">Students will create a poster about the economic, social, or any other changes in the U.S. during the post-war era. Students will use Glogster in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S. Students will be grouped together in teams of four in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S. Students will use Glogster to be able to do this project. The groups will have to come up with four changes mentioned above, (one for each group member), and accurately describe them on their posters using text and pictures in order to get their points across. Afterwards students will share their posters with the rest of the class.
 * // Rationale: //** In this lesson there will be a formative and summative assessment. The formative assessment will not only help the teacher figure out what the students already know about the subject, but will also help the students expand their knowledge on the subject before the lesson really even gets into much detail. The summative assessment will take what the students have been learning, combine it with what their peers have been learning with peer support, and demonstrate their learning through a project.


 * // Rationale: //**
 * // 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: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //


 * // Facet: //** Perspective


 * // 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: //**


 * Verbal/Linguistic: ** The poster project for this lesson will be perfect for these M.I.s because they will be able to use key words on the poster in order to describe a much larger and complex subject.
 * Logical/Mathematical: ** These M.I.s could choose to have their poster highlight the many technological and mathematical advances in the U.S. during the post-war era.
 * Visual/Spacial: ** The poster will give these M.I.s the opportunity to use many pictures in order to back up their text or to describe their poster's theme overall.
 * Musical/Rhythmic: ** These M.I.'s could choose to do the changes in the music industry during the post-war era.
 * Interpersonal: ** The poster will be completed in a team, so these M.I.s will have teammates to work with.
 * Naturalist: ** These M.I.s could choose to have their poster's theme be on environmental changes during the post-war era.


 * // Type II Technology: //** Glogster


 * // Rationale: //** Glogster will be used as the Type II technology because of the different features available on the app that cannot be done in real life without it. If students were to make and use a poster out of paper or cardboard, it would require materials, artistic ability that some students may not possess, and much more. The Glogster app has many features that make the poster much more interactive and students can even embed links to different resources within their poster as well.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 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.**

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:**// The final product for this lesson allows for students to think on their own and think creatively. They have the option to choose their own topics that they want their final products to be on. This promotes and supports student creativeness and innovative thinking. Many of the same problems faced in the U.S. during the post-war era still affect the lives and the world we live in today. So learning about these changes and their aftermath is a very important step in the process of how to solve them. Students will be demonstrating these by using digital tools and resources, such as Glogster for their final product. This lesson may also clarify students' misconceptions about the world we live in today. The class discussions and collaborative peer supports will assist students greatly in student reflection.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 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.**

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

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://** The material covered in this lesson is all relevant to the entire unit, which is relevant to the world we live in today. Through the use of Glogster as the final product for this lesson, the students will demonstrate these learning experiences. The students will be learning and demonstrating their learning through the use of digital tools throughout the lesson. All of the Multiple Intelligence learning styles have been taken into account during the creation of this lesson. As well as the instruction of the lesson, the formative and summative assessments have also been created with MI learning styles in mind as well. ||  ||   ||
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