L6+Rose,+Tyler

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 6 **__Facet:__** Self-Knowledge **__Numbers of Days:__** 3
 * __ Teacher’s Name __**** : ** Mr. Rose
 * __ Grade Level __**** : ** 6-8
 * __ Topic: __** World War II and Post-War Era


 * __ PART I: __**


 * __ Objectives __**

Students will understand that World War II has had a lasting impact on today's politics, geography, and the U.S. overall.

Students will know D-Day, V-E Day, Nuclear bombs dropped on Japan, Cold War, capitalism, communism, democracy, SS, concentration camps, Franklin Roosevelt, and Winston Churchill.

Students will be able to reflect on events in today's world that can be traced back or compared to events or the outcome of World War II.

Product: iMovie movie tracing back or comparing events of or the outcome to World War II to the events of today's world.


 * __ 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, themes, and patterns. ==== ==== __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 understanding the impact that the United States had on the topic. Not only this, but the students will be able to see various regions of the world involved during World War II and these same places today.


 * __ Assessments __**

Students will use "Example/Non Example" in order to get a clear idea of what a good example and a bad example of comparing or tracing back an event to or the outcome of World War II to today's world. This will also clear up any misconceptions about World War II and its outcome that the students may have had coming in to this lesson.
 * __ 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 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 be working in pairs, so peer review from their partner or other pairs is possible. ====

(From performance task overview in syllabus)
 * __ Summative (Assessment of Learning): __**

You, along with your journalist partner, are completely broke. You are both in debt up to your eyeballs. Luckily for you, your favorite television channel, The History Channel, has just sent out an advertisement calling for viewers to make video reports for an open episode slot on their new hit show, "World War II and Today's World with Larry the Cable Guy." This show focuses on comparing and tracing back events from today's world to events and the outcome of World War II. Your task will be to find an event in today's world that can be compared or traced back to an event or outcome of World War II. Not only this, but you must prove to the History Channel judges who will be evaluating your entry that your episode will be better than anyone else's. You must make a video report entry on iMovie demonstrating the main focus of what your episode will consist of. This could be your big break because if you win this competition, your names will be out there and surely more job opportunities will follow. Not to mention the $5,000 cash prize for winning. Good luck.


 * __ Integration __**
 * Technology: ** iMovie: Students will use iMovie in order to create a visual piece about the comparisons of World War II and today or how the outcome of World War II has affected the world that we live in today.


 * Content Areas: **

English: Students will use English in order to incorporate text into their iMovie or in their scripts.

Art: The art of film making will be used in order for students to create their iMovie.

Computer Technology: Computer technology will obviously be used since students will be literally dealing with technology on their computers.


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

A "Step by Step Chart" will be used in order to organize and explain how certain events and decisions after the outcome of World War II ultimately led to some of the problems faced in today's world. This chart can be referenced at any time during the lesson.


 * Section II – Groups and Roles for Product **

==== Students will be working in groups during this final product. Although it will be up to the students to decide how to divide up the work, all students need to participate, as it will be a portion of their grade. It is suggested that if students will be acting in their iMovie that all students get screen time at some point. All students should also become familiar with their video recording device as well as iMovie editing. The teacher will be available for oral feedback during the lesson and will provide assistance to the students if they need help with anything. ====


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic: ** The project will be a movie so there will be plenty of opportunities for these M.I.s to perform, make scripts, etc.


 * Logical/Mathematical: ** These M.I.s may want to work with the technical stuff; camera, iMovie, editing, etc.


 * Visual/Spacial: ** The project will be a movie so there will be plenty opportunities to add pictures and video to the project.


 * Bodily/Kinesthetic: ** These M.I.s will have the opportunity to be actors and create a script which could have them moving around, stunts, etc.


 * Musical/Rhythmic: ** These M.I.s will have the opportunity to add music, sound effects, etc. to their iMovie.


 * Intrapersonal: ** There will be the option to work alone, although it is suggested that students form a team.


 * Interpersonal: ** The students will be working in a team.


 * Naturalist: ** The subject on the movie could have something to do with the environment.


 * __ 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: **iMovie will be used as the Type II technology because of all the different features iMovie has to offer. Students can edit their videos as many times as they want until the video is exactly how they want it. Students can also add in special effects, text boxes, credits, etc. These things could not all be down without iMovie.


 * Gifted Students: ** These students have the option of covering more than one subject by making a second movie with only half the time required. These students also have the option to expand their video by adding more time to it if they will be covering another topic.

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

- Laptop for each student

- iMovie for each laptop

- A "Step by Step" graphic organizer for each student

- A print out of all terms and vocabulary for the lesson

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

[] This is where the Step by Step graphic organizer will be chosen from.

[] This is where iMovie will be downloaded for those students that do not have iMovie already on their laptops.

==== - The Americans: Reconstruction to the 21st Century: This will be used for creating and doing activities to do with World War II and the Post-war Era. ====


 * __ 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 deliver the hook, which will challenge students' previous conceptions of the world before this lesson. There will be time for questions after the mini discussion. (10 minutes)

====- Teacher will go over all vocabulary and terminology that will come up in the lesson with the students. (15 minutes) ====

- The teacher will go over what is expected of the students on the final product, what they need to do, and what the requirements are. (10 minutes)

- The teacher will hand out and explain the Step by Step graphic organizers to the students. The students will be reminded that they can use and reference these graphic organizers at any point during the lesson. (10 minutes)

- The teacher will play a Student Sample of what the final product should look like, which the students can also reference and use as an example for their final products. There will be time for questions afterwards. (10 minutes)

- The teacher will then use the Example/Non Example method for checking for understanding. This will clear up any confusion that the students might have. (10 minutes)

<span style="font-family: 'Times New Roman',Times,serif;">- Students will then be formed into film teams of 2-4 students. Assuming that there are 20 students in the class there should be no more than 10 groups and no less than 5. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif;">- Students will be told that for homework they should do some research on topics that they may want to cover that deal with comparing events of today's world to events that took place during World War II or events that can be traced back to World War II that are happening today. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif;">Day 2:

- <span style="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 ask the students what they have decided to do their iMovie project on. At this point all students should have selected or at least thought about which topic they wanted to choose. (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 together at the end of the class so that the students can ask any questions that they have. The teacher will remind the students that their projects will be presented the next class. (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 to the students for the presentation. (5 minutes)

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The students will present their iMovies by explaining their topics, explaining what is on the iMovies, 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;">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. The perimeter arrangement also allows for classroom conversation and debate to flow nicely. Students will understand that World War II has had lasting impacts that are still present in today's world. It is important to understand that many of the things going on in today's world, both positive and negative, can be related back to World War II. The teacher will ask, "What if I told you that many of today's problems in the Middle East can be blamed on the outcome of World War II?" This will be the hook to the lesson. ====


 * Where, Why, What, Hook Tailors:** **Logical/Mathematical, Visual/Spacial, Verbal/Linguistic, Intrapersonal, Interpersonal, Naturalist.**

Students will know D-Day, V-E Day, Nuclear bombs dropped on Japan, Cold War, capitalism, communism, democracy, SS, concentration camps, Franklin Roosevelt, and Winston Churchill. A "Step by Step Chart" will be used in order to organize and explain how certain events and decisions after the outcome of World War II ultimately led to some of the problems faced in today's world. Students will be formed into film teams and will create a video entry comparing or tracing back one event from today's world to an event or the outcome of World War II. Students will use "Example/Non Example" in order to get a clear idea of what a good example and a bad example of comparing or tracing back an event to or the outcome of World War II to today's world.

**Equip, Explore, Rethink, Revise, Tailors:** **Verbal/Linguistic, Visual/Spacial, Logical/Mathematical, Intrapersonal, Interpersonal.**
Students will be able to reflect on events in today's world that can be traced back or compared to events or the outcome of World War II. You, along with your journalist partner, are completely broke. You are both in debt up to your eyeballs. Luckily for you, your favorite television channel, The History Channel, has just sent out an advertisement calling for viewers to make video reports for an open episode slot on their new hit show, "World War II and Today's World with Larry the Cable Guy." This show focuses on comparing and tracing back events from today's world to events and the outcome of World War II. Your task will be to find an event in today's world that can be compared or traced back to an event or outcome of World War II. Not only this, but you must prove to the History Channel judges who will be evaluating your entry that your episode will be better than anyone else's. You must make a video report entry on iMovie demonstrating the main focus of what your episode will consist of. This could be your big break because if you win this competition, your names will be out there and surely more job opportunities will follow. Not to mention the $5,000 cash prize for winning. Good luck. <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: Verbal/Linguistic, Logical/Mathematical, Visual/Spacial, Bodily/Kinesthetic, Interpersonal, Naturalist. **
====<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 iMovie if they were not finished in class, although students will have plenty of time to work on them in class. This product connects to the rest of the lesson because it will be forcing students to use critical thinking in order to compare or trace back events of or the outcome of World War II. This project connects to the rest of the lesson because it will act as the closing lesson of the unit. ====

**Evaluate, Tailors: Verbal/Linguistic, Visual/Spacial, Bodily/Kinesthetic, Interpersonal, Naturalist.**
Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**D-Day:** The Russian leader, Joseph Stalin had been pushing for a second front to open up against the Germans in Europe as Russia had lost hundreds of thousands of men during their war with Germany. Finally on June 6th, 1944 Stalin got his wish. The allies landed on the Beaches of Normandy, France with their mission was to take the beaches and infiltrate the Atlantic Wall, a series of fortifications built by Germany stretching from southern France all the way to northern Norway. The Americans were responsible for two beaches, Omaha and Utah, while the British and Canadians were responsible for three beaches, Gold, Sword, and Juno. Unlike the British who took their beaches relatively easily, the American suffered horrific casualties on the beaches. Overall nearly 156,000 American, British, and Canadian lives were lost taking the 5 beaches, but they had succeeded in their mission. ====

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**V-E Day:** V-E Day stands for Victory in Europe Day. May 7, 1945 was officially the end of World War II in Europe.

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**Nuclear Bombs Dropped on Japan:** 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="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**The Cold War:** 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="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Capitalism: **<span style="background-color: #ffffff; 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="background-color: #ffffff; 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="background-color: #ffffff; 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.

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**SS:** Special and highly trained Nazi forces led by Heinrich Himmler. Responsible for the deportation of the Jews of Europe and also responsible for the carrying out of the Holocaust.

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">**Concentration Camps:** Nazi camps where Jews, political prisoners, and others seen unfit for society by the Nazis were sent to be mass murdered.


 * Winston Churchill:** British Prime Minister during World War II. Responsible for the defense of Great Britain and also responsible for the decision to use Unconditional Surrender of Germany.


 * Franklin Roosevelt: ** The president of the United States during most of the 1930's and nearly all of World War II. Created and followed many questionable policies during World War II such as avoidance of war, lend-lease, and unconditional surrender.

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

// - // Step by step graphic organizer

- List of terms and vocabulary

- List of final product topic options


 * __ 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 project, etc.


 * // Microscope: //** The final product allows for students to really explore and go in depth on their topic. Students also have the option to choose a topic 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 topic of the students' final product is completely up to the students. These students 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: //** Students will use "Example/Non Example" in order to get a clear idea of what a good example and a bad example of comparing or tracing back an event to or the outcome of World War II to today's world.


 * // Summative: //** Students will use iMovie to create a movie tracing back or comparing events of or the outcome to World War II to the events of today's world.


 * // 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: //** Self-knowledge


 * // 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 project will be a movie so there will be plenty of opportunities for these M.I.s to perform, make scripts, etc.


 * Logical/Mathematical: ** These M.I.s may want to work with the technical stuff; camera, iMovie, editing, etc.


 * Visual/Spacial: ** The project will be a movie so there will be plenty opportunities to add pictures and video to the project.


 * Bodily/Kinesthetic: ** These M.I.s will have the opportunity to be actors and create a script which could have them moving around, stunts, etc.


 * Musical/Rhythmic: ** These M.I.s will have the opportunity to add music, sound effects, etc. to their iMovie.


 * Intrapersonal: ** There will be the option to work alone, although it is suggested that students form a team.


 * Interpersonal: ** The students will be working in a team.


 * Naturalist: ** The subject on the movie could have something to do with the environment.


 * // Type II Technology: //** iMovie


 * // Rationale: //**iMovie will be used as the Type II technology because of all the different features iMovie has to offer. Students can edit their videos as many times as they want until the video is exactly how they want it. Students can also add in special effects, text boxes, credits, etc. These things could not all be down without iMovie.

__//**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 problems that we face today can be traced back to World War II and its outcome. This is exactly what students will be discovering during the lesson. 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 iMovie 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 iMovie 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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