L5+Perkins,+Alexa

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ : ** Ali Perkins **__Lesson #:__** 5 **__ Facet: __** Analyze
 * __ Grade Level __ : ** 8 **__ Numbers of Days: __** 4
 * __ Topic: __** The Expanding Nation


 * __ PART I: __**

Student will understand that life would not be the same if the events that occured in the 1800's had not happened. Student will know about all of the events of the 1800s that we have covered and create proof of their knowledge. Student will be able to learn about the importance of change and equality.
 * __ Objectives __**

Garage Band: At the end of our unit, we will have a class review of everything we have learned. After you will be assigned a piece of music from the time period. It is your job to create a track on garage band that uses this song and a current song. Analyze the two songs and look for similarities and differences. Once your track is created write a one page paper about how the two songs represent their time periods and to each other. It may help to research both of the artists that created of preformed the songs and to see how they relate to the melody or lyrics. Worth 20 Points
 * Product: **

__ Maine Learning Results __
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Content Area: ** Social Studies
 * Standard Label: ** E History
 * Standard: ** E1 Historical Knowledge, concepts, themes and patterns
 * Grade Level: ** 6-8 "The Expanding Nation"
 * Statement: ** 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: ** a, b, c, d


 * Rationale: ** This lesson will focus on historic influences, themes and patterns through studying the social effects changes had on the 1800s.


 * __ Assessments __**

I will use timed peer share to check for understanding during the lesson. During the lesson we will stop what we are doing and allow time for students to discuss what they are working on, any problems they are having and to share their work. Because the students are using knowledge that has already been covered in class, we will not need to much time for checking for understanding. This lesson will be used so the students can review the content covered in the unit and relate it to present day.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self assess their work using a rubric and peers will give feedback to improve the notes students produce for their debates. The rubric will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will create their notes for the debate and I will give written feedback on them. These comments will be specific to each student.
 * Section II – timely feedback for products (self, peer, teacher) **


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

Garage Band: At the end of our unit, we will have a class review of everything we have learned. After you will be assigned a piece of music from the time period. It is your job to create a track on garage band that uses this song and a current song. Analyze the two songs and look for similarities and differences. Once your track is created write a one page paper about how the two songs represent their time periods and to each other. It may help to research both of the artists that created of preformed the songs and to see how they relate to the melody or lyrics. Worth 20 Points

By using GarageBand, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use GarageBand to mix and match songs and to create their own music. This is a great project to offer to verbal students.
 * __ Integration __**
 * Technology: **


 * Art: ** This lesson will require students to use art and creativity.
 * Writing: ** The students will need write lyrics for their compsitions
 * Math: ** Students will need to use math to edit the music and make sure that the timing is correct.
 * Music: ** Students will use music to create the project.

The students will not use graphic organizers in this lesson.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

This project will be done independently. However, when peer editing, students will be working in groups. To make these groups I will let them chose their partners and peer edit. Then I will assign them partners based on the MI surveys from class one. In these partners they will peer edit again to make sure they have a full understanding of what they need to work on.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Musical: ** The class will hear music in the beginning of the class and create their own music for the project.
 * Interpersonal: ** The class will work together as a whole to create the timeline on the back board of the 1800's.
 * Verbal ** : The class will have a discussion about the importance of music and its effects on a society.
 * Intrapersonal: ** Students will get a chance to record their thoughts regarding the meaning of the two songs.
 * Visual: ** Together the class will create a timeline on the white board of the events of the 1800s.
 * Logical: ** Students will have to use math to create the right timing of the music and to record.


 * __ 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. //

Classes will be summarized on the class wiki and all homework will be posted. I will find a few students that are willing to share their graphic organizers on the Wiki. Skype buddies may also be assigned for presentations or peer assessment.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: **

By using iMovie, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use iMovie to create a real life movie that has use and thought.

If gifted students need more work, they will be assigned to create an album cover for their composition. They can do this by using artwork from the time period.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**

-All graphic organizers and notes from prior classes -Laptops -Board -Markers -Speakers -Internet -Rubric printouts -Recording systems on their laptops


 * __ 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) //

__ Day One __ -Begin with hook: In the beginning for class a trashy pop song will be played and then followed by a song from the 1800s. Students will be asked to write down what the meaning of each of the songs was. (15 mins) -Unit overview with students. This will be creating a timeline of the time period together on the white board and letting the students take notes as they wish. This will also be a time for students to ask questions about areas they missed or were unclear about. (55 mins) -Give students time to explore music from the 1800s (10 mins)

Assignments: Continue looking up music from the 1800s online.

__ Day Two __ -Begin class by discussing the importance to music and how it effects a society, change and history. (20 mins) -GarageBand tutorial (15 mins) -Explain the project and questions (15 mins) -Begin playing with GarageBand (20 mins)

Assignments: Choose songs for the project.

__ Day Three __ -Begin by sharing chosen songs with passing around a ball. (10 mins) -Have students peer edit with partner #1 -Peer edit with # 2 (30 mins) -Students work on projects as I meet with each student and give them feedback and answer questions (40 mins)

Assignments: Get ready to present!

__ Day Four __ -Begin by answering questions(10 Mins) -Presentations!

The classroom will be set up using a perimeter set up. This way all of the students can see the board, me and each other.

Students will understand that life would not be the same if the events that occured in the 1800's had not happened. //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world.// To learn about the importance of change and equality.

Begin with the hook: In the beginning for class a trashy pop song will be played and then followed by a song from the 1800s. Students will be asked to write down what the meaning of each of the songs was.


 * Where, Why, What, Hook Tailors: ** Verbal, visual, intrapersonal and interperonal.

Students will be able to show all they have learned in this unit and get creative. This lesson will really focus on getting the students to work on their own and with each other. My hope is that they will have fun with this project and be able to dig deep into it. The students will have a lot of freedom when they are working in class. If they do not stay on task they will loose this freedom. Students will be encouraged to work together and help one another. I will always be available for help while they are working. Giving students a lot of class time to work will raise the expectation for the project and will mean that they will have to get it done. Students will have no excuse why they did not finish this project.
 * Equip, Explore, Rethink, Revise, Tailors: ** Visual, Interpersonal, verbal, and logical.

After completing this project and lesson, students should have a good understanding of how the changes made in the 1800s changed present day life. Students will need to analyze the songs they choose and use what they have learned in this unit to make connections between the two songs. Students will need to create this project on their own which is a huge responsibility. There projects result will be created by they and they should feel proud. The first class will review the whole unit. This will give students a chance to focus on their thoughts, questions, and concerns from the unit and past lessons. These will help me to plan the other classes and know what to discuss with the class as a whole. I will also be available for students during the class work time and outside of class. This is a big project so I will need to be available to students and accommodating to their needs. Students will work have time to work together in class on their projects. This will give them ideas for their own and a deeper understanding. Students will receive a rubric from their peers which they can use to improve their debates. Students will be given two copies of the rubric so they can use one for their own projects as well. The teacher will give written feedback to all of the students. Class three will also have a period of time that students can work on the projects and use their peers feedback. As they are doing this, I will come around and spend time with each student. I will look though their projects and have a discussion with them. Students will have time to ask specific questions about their projects at this time. Before moving onto the next student, I will write down my comments so they can use them for a reference. The students final presentation and projects will receive a grade with a list of comment that use positive specific feedback.
 * Explore, Experience, Revise, Refine, Tailors: ** Visual, verbal, interpersonal, logical, intrapersonal.

Students will use peer rubrics lists during class. They will also use the same rubric to self review their projects. I will give the written comments during class three and have a discussion with all of the students. The final project will receive a grade and comments. Students will be able to make corrections to their projects and show them to me outside of class for a higher grade. There final grades for the project will be given at the end of day one of lesson two. This project will lead into our final lesson.
 * Evaluate, Tailors: ** Visual, verbal, interpersonal, logical, intrapersonal.

The notes from prior lessons in the unit.
 * __ Content Notes __**

-Three copies of the rubric to each student.
 * __ 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 __//**

There is a lot of math used to create the music. There is organization involved with in creating the songs as well. The students need to organize their thoughts, ideas and the content to succeed with the project.
 * // Clipboard: //**

Students will need to dig deep into the content found in the 1800s. They will need to think about what it was like to live during this time. They will use math to figure out the differences in the expenses and dates.
 * // Microscope: //**

The class will need to work together to produce successful songs, even though they are doing them individually. They will need to ask each other questions and help one another.
 * // Puppy: //**

In this class we will use a lot of different learning styles to create the songs. The class will constantly be moving from one thing to another.
 * // Beach Ball: //**

This lesson targets a lot of different learning styles that all cover the same content. The students will be required to be organized in order to complete their notes and to complete their projects. They will also need to analyze each event and its effects. They will have to place themselves in this event and think about what they would do. While discussing the the events of the 1800s the students will be required to really be thoughtful and use compassion. Many of the classes will contain deep discussion. It takes a caring and supportive class to learn about these changes effectively. This lesson will also use a lot of different techniques to teach the students about the economics. The class will constantly be moving from one task to the other.
 * // Rationale: //**


 * // 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. //**

I will use timed peer share to check for understanding during the lesson. During the lesson we will stop what we are doing and allow time for students to discuss what they are working on, any problems they are having and to share their work. Because the students are using knowledge that has already been covered in class, we will not need to much time for checking for understanding. This lesson will be used so the students can review the content covered in the unit and relate it to present day. Students will self assess their work using a rubric and peers will give feedback to improve the notes students produce for their debates. The rubric will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will create their notes for the debate and I will give written feedback on them. These comments will be specific to each student.
 * // Formative: //**


 * // Summative: //**

Garage Band: At the end of our unit, we will have a class review of everything we have learned. After you will be assigned a piece of music from the time period. It is your job to create a track on garage band that uses this song and a current song. Analyze the two songs and look for similarities and differences. Once your track is created write a one page paper about how the two songs represent their time periods and to each other. It may help to research both of the artists that created of preformed the songs and to see how they relate to the melody or lyrics. Worth 20 Points

By using GarageBand, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use GarageBand to create a real life composition that has use and thought.
 * // Rationale: //**


 * // 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: //**

Students will understand that life would not be the same if the events that occured in the 1800's had not happened. //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world.// To learn about the importance of change and equality.


 * // MLR or CCSS: //**

__ Maine Learning Results __
 * Content Area: ** Social Studies
 * Standard Label: ** E History
 * Standard: ** E1 Historical Knowledge, concepts, themes and patterns
 * Grade Level: ** 6-8 "The Expanding Nation"
 * Statement: ** 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: ** a, b, c, d


 * // Facet: //**

In this lesson, Students will really be asked to analyze and come up with causes and effects. They will have to look at the relationships between now and then. They will learn how the nation grew and the events that occured in the process. This lesson will give them a overview of what happened in the 1800s and lead them into learning more about the specific changes that happened. Students will also discover how music is a art that ties time periods together and never ends.


 * // 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: //**
 * Musical: ** The class will hear music in the beginning of the class and create their own music for the project.
 * Interpersonal: ** The class will work together as a whole to create the timeline on the back board of the 1800's.
 * Verbal ** : The class will have a discussion about the importance of music and its effects on a society.
 * Intrapersonal: ** Students will get a chance to record their thoughts regarding the meaning of the two songs.
 * Visual: ** Together the class will create a timeline on the white board of the events of the 1800s.
 * Logical: ** Students will have to use math to create the right timing of the music and to record.


 * // Type II Technology: //**

By using GarageBand, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use GarageBand to create a real life composition that has use and thought.

This lesson targets all learning types. It uses visuals on the board and in the students notes. It encourages logical students to use math to analyze the changes. It gives musical students a chance to relate their strengths to the 1800s. It uses both group work and class work. Students also give feedback to each other and themselves. Interpersonal students will be able to work in groups to share their ideas. The final project gives all of the intelligences a chance to use their strengths to produce a composition.
 * // Rationale: //**

**//__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

This project really encourages students to reflect on what they have learned. It requires them to stretch their minds to be able to make connections between the different times. This project will enable students to tie their own interests into the subject. This will hopefully get them excited and happy to learn. Students will need to get creative with this project in order to learn and prove their point. There is very little structure to the project, so they must work hard to create their projects and to organize their ideas.

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

**//Rationale://**

**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

This lesson really connects the students interests to the content. They are able to customize and personalize their project with no limits. They are able to use two compositions of their choice and compare and contrast them. The projects will all be completely different depending on the students who made them. This will make the presentation fun and enjoyable. Students will be able to share their musical strengths in this project and try using a technology that is not used in class often.

d. Provide students with multiple and varied formative and summative assessments aligned with content and tech ||  ||   || 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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