L4+Hoffman,+Megan

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Mrs. Hoffman **__Lesson #:__ 4 __Facet:__ Self-Knowledge**
 * __Grade Level __****: 6-8 ** **__Numbers of Days:__ 2**
 * __Topic: __**** Maine in the Civil War: Civilian Influences **


 * __PART I: __**

Students will understand that Maine contributed many key factors in the Civil War Students will know Harriet Beecher Stowe, Hannibal Hamlin Students will be able to realize that their home state made an impact on keeping the United States united
 * __Objectives __**


 * Product: **Fakebook

Maine Learning Results <span style="font-family: 'Times New Roman',serif;">Social Studies E.History <span style="font-family: 'Times New Roman',serif;">E1- Historical Knowledge, Concepts, Themes, and Patterns <span style="font-family: 'Times New Roman',serif;">Grade Level 6-8 "The Civil War and Reconstruction 1850-1877" <span style="font-family: 'Times New Roman',serif;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, <span style="font-family: 'Times New Roman',serif;">the United States, and various regions of the world. <span style="font-family: 'Times New Roman',serif;">Performance Indicators: b,c
 * __<span style="font-family: 'Times New Roman',serif;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * <span style="font-family: 'Times New Roman',serif;">Rationale: **<span style="font-family: 'Times New Roman',serif;">This lesson meets the standard because it discusses the historical influence of Maine in the Civil War


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


 * __<span style="font-family: 'Times New Roman',serif;">Pre-Assessment: __****<span style="font-family: 'Times New Roman',serif;"> None **

<span style="font-family: 'Times New Roman',serif;">At the beginning of class I will give my students a red, yellow and green card. These are cue cards that at various points of the lesson I will ask if they are understanding and they will hold up the card that represents where they are at. Green for totally understand, yellow for iffy understaning and red for not understanding at all.
 * __<span style="font-family: 'Times New Roman',serif;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif;">Section I – checking for understanding during instruction **


 * <span style="font-family: 'Times New Roman',serif;">Section II – timely feedback for products (self, peer, teacher) **
 * <span style="font-family: 'Times New Roman',serif;">Self: **<span style="font-family: 'Times New Roman',serif;">Rubrics **Peer:** pairs for the fakebook project **Teacher:** Teacher will go around and give feedback on projects while working on them in class.


 * __<span style="font-family: 'Times New Roman',serif;">Summative (Assessment of Learning): __**<span style="font-family: 'Times New Roman',serif;">In pairs, students will use a website to make fakebooks, which are fake facebook profiles for every prominent Maine figure in the Civil War. Each student will be allowed to pick from a list who they will make one for. They must include a picture (if there is one) and the basic setup of a facebook profile. They will present to the class and show off their fakebook making skills (20 points)


 * __<span style="font-family: 'Times New Roman',serif;">Integration __**
 * <span style="font-family: 'Times New Roman',serif;">Technology: **<span style="font-family: 'Times New Roman',serif;">Students will be using fakebook to create faux facebook profiles for each prominent Maine resident during this era. This is a type 2 technology because it allows students to convey facts in a digital and creative way.
 * <span style="font-family: 'Times New Roman',serif;">Content Areas: **<span style="font-family: 'Times New Roman',serif;">English- Students will write fakebook profiles


 * __<span style="font-family: 'Times New Roman',serif;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif;">Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * <span style="font-family: 'Times New Roman',serif;">Students will use the sequence chart to help keep track of events in order. **


 * <span style="font-family: 'Times New Roman',serif;">Section II – Groups and Roles for Product **
 * <span style="font-family: 'Times New Roman',serif;">Students will work in pairs on their fakebook project. These pairs will be determined on a randomized number sytem **


 * __<span style="font-family: 'Times New Roman',serif;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman',serif;">MI Strategies __**


 * //<span style="font-family: 'Times New Roman',serif;">Verbal- The fakebook will allow, in certain parts, for verbal students to write down information about their prominent Maine resident in a creative way. //**
 * //<span style="font-family: 'Times New Roman',serif;">Logic- The logical learner can use the sequence chart organizer to help keep track of events in chronological order. //**
 * //<span style="font-family: 'Times New Roman',serif;">Visual- the fakebook activity will allow students to visualize their person in different, more modern way. //**
 * //<span style="font-family: 'Times New Roman',serif;">Musical- The musical learner will enjoy the hook of listening to Civil War music to set the tone for the class. //**
 * //<span style="font-family: 'Times New Roman',serif;">Interpersonal- The three minute review will allow students to work in groups to go over what they have learned about the Civil War. //**
 * //<span style="font-family: 'Times New Roman',serif;">Intrapersonal- The intrapersonal learner will have the opportunity to work alone on the fakebook project. //**


 * __<span style="font-family: 'Times New Roman',serif;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman',serif;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman',serif;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * <span style="font-family: 'Times New Roman',serif;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',serif;">Any students who are absent will be given additional time to complete any assignments given without penalty, provided that they email me with a due date within 3 days of the day back to school. Any extenuating circumstances will be judged on a case-by-case basis.


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


 * <span style="font-family: 'Times New Roman',serif;">Type II technology: **<span style="font-family: 'Times New Roman',serif;"> Students will be using fakebook to create faux facebook profiles for each prominent Maine resident during this era. This is a type 2 technology because it allows students to convey facts in a digital and creative way.


 * <span style="font-family: 'Times New Roman',serif;">Gifted Students: **<span style="font-family: 'Times New Roman',serif;">Students will have the opportunity to do their fakebook on a maine resident from their hometown.

//<span style="background-color: white; font-family: 'Times New Roman',serif;">Laptops //
 * __<span style="font-family: 'Times New Roman',serif;">Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman',serif;"> //Glogster account//

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

<span style="font-family: 'Times New Roman',serif;"> //White board and markers//

<span style="font-family: 'Times New Roman',serif;"> //Sequence Chart Graphic Organizer// //<span style="background-color: white; font-family: 'Times New Roman',serif;">Textbook //

<span style="font-family: 'Times New Roman',serif;"> //Video for hook//

//<span style="font-family: 'Times New Roman',serif;">Harriet Beecher Stowe- [] // //<span style="font-family: 'Times New Roman',serif;">Hannibal Hamlin- __[]__ // //<span style="font-family: 'Times New Roman',serif;">Sequence Chart __[]__ // //<span style="font-family: 'Times New Roman',serif;">Fakebook Tutorial: [] //
 * __<span style="font-family: 'Times New Roman',serif;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman',serif;">PART II: __**

//<span style="font-family: 'Times New Roman',serif;">Day 1: 80 minutes // //<span style="font-family: 'Times New Roman',serif;">Hook Activity (10 minutes) // //<span style="font-family: 'Times New Roman',serif;">Presentation on James G. Blaine (30 minutes) // //<span style="font-family: 'Times New Roman',serif;">Introduce to fakebook and time to work on it in class (40 minutes) // //<span style="font-family: 'Times New Roman',serif;">Day 2: 80 minutes // //<span style="font-family: 'Times New Roman',serif;">Presentation on Hannibal Hamlin (20 minutes) // //<span style="font-family: 'Times New Roman',serif;">Time to finish fakebooks (20 minutes) // //<span style="font-family: 'Times New Roman',serif;">Presentations (40 minutes) //
 * __<span style="font-family: 'Times New Roman',serif;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman',serif;">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) //


 * <span style="font-family: 'Times New Roman',serif;">Teaching and Learning Sequence **
 * <span style="background-color: white; font-family: 'Times New Roman',serif;">Teaching and Learning Sequence **

<span style="font-family: 'Times New Roman',serif;">The classroom will be arranged in pairs with the desks arranged on the outside of the room. This will allow for room for when I do the discussion so everyone can see.

<span style="font-family: 'Times New Roman',serif;">Students will understand that Maine contributed many key factors in the Civil War. //MLR- Students understand major eras, major enduring themes, and historic influences in the history of Maine,the United States, and various regions of the world.// The reason why students need to learn this is because the Civil War had detrimental effects on the nation and prevention of repetition is critical. My hook is to have students listen to popular music from the era. These songs include “Just Before the Battle, Mother” “Battle Hymn of the Republic” and “Dixie Land”. We will then have a discussion on the meaning of these songs.

<span style="font-family: 'Times New Roman',serif;"> **Where, What, Why, Hook, Tailors: Verbal, Logic, Musical, Interpersonal, Intrapersonal**

<span style="font-family: 'Times New Roman',serif;">Students will know James G. Blaine, Hannibal Hamlin (See Content Notes). During the lesson, students will have 2 sequence charts to keep track of information of James G. Blaine and Hannibal Hamlin. I will discuss the lives of these men who played a very key role in the Civil War and Reconstruction. For every ten minutes of the presentation there will be a discussion question. They are then going to have 3 minute review session summarizing their knowledge with a partner. When the students share, questions will be asked for the students to reflect upon and share first with each other and at the end, with the class, their question will be "Was Maine more involved in the Civil War than you first thought it was?”

<span style="font-family: 'Times New Roman',serif;"> **Equip, Explore, Rethink, Tailors: Logic, Visual, Interpersonal**

<span style="font-family: 'Times New Roman',serif;">Students will be able to realize that their home state made an impact on keeping the United States united. When the students do their 3 minute review, questions will be asked for the students to reflect upon and share first with each other and at the end, with the class. During the lesson I will have the kids use cue cards to show if they understand the material. Those who are a 2 or a 1 can get extra help from me**,** and feedback by teacher on Product. Introduce to [|Fakebook], they will watch the tutorial. After they have seen the tutorial I will have them make a fakebook about their favorite tv show to try out the program. Students will work in pairs to create faux facebook profiles for prominent Maine residents in the Civil War. Students who hate working in pairs have the option to work alone. Most work on this project will be done in class.

<span style="font-family: 'Times New Roman',serif;"> **Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Interpersonal, Intrapersonal, Verbal, Logic**

<span style="font-family: 'Times New Roman',serif;">Students will self-assess using a rubric for their fakebook project. Their partner will help them with this assessment process. I will also be walking around and giving feedback as students are working on the projects in class. The combination of this feedback will help students feel more confident of their work. Most students think that theis state had nothing to do with the Civil War and through this lesson and project it will show them that Maine played a key role in the union victory. It also is a flexible project and allows students to express their creativity.

<span style="font-family: 'Times New Roman',serif;"> **Evaluate, Tailors: Logic, Interpersonal, Intrapersonal**

<span style="font-family: 'Times New Roman',serif;">Students will know….. <span style="font-family: 'Times New Roman',serif;">From the very beginning of his political career he was prominent as an opponent of the extension of slavery; he was a conspicuous supporter of the Wilmot Proviso, and spoke against the Compromise of 1850. In 1854 he strongly opposed the passage of the Kansas-Nebraska Act, which repealed the Missouri Compromise. When the Democratic Party endorsed that repeal he withdrew and joined the newly organized Republican Party, causing a national sensation. Hamlin opposed slavery, saying it was morally wrong. He was unable to continue as a member Democratic Party due their support of the Kansas-Nebraska Act which repealed the Missouri Compromise. On June 12, 1856, he withdrew from the Democratic Party and became a Republican. <span style="font-family: 'Times New Roman',serif;">The Republicans nominated him for Governor of Maine in the same year, and having carried the election by a large majority he was inaugurated in this office on the January 8, 1857. In the latter part of February, however, he resigned the governorship, and was again a member of the Senate from 1857 to January 1861. He was chosen for the second place on the winning Republican ticket in 1860. While Vice President he was not necessarily one of the chief advisers to President Abraham Lincoln, although he urged both the Emancipation Proclamation and the arming of African Americans. He strongly supported Joseph Hooker's appointment as commander of the Army of The Potomac, which was a dismal failure. It is believed that this may have been among the decisions that along with his identification with the Radical Republicans caused him to be dropped from the Republican presidential ticket in 1864. Lincoln himself left behind no indication or record revealing the reason he switched his Vice-President. He chose Andrew Johnson, who was a member of the Democratic Party and a southerner. It is believed Johnson was viewed by the Republican Party as someone who could help win southern support but he was not viewed as someone who would help carry the reconstruction of the nation forward.
 * __<span style="font-family: 'Times New Roman',serif;">Content Notes __**
 * <span style="font-family: 'Times New Roman',serif;">Hannibal Hamlin **<span style="font-family: 'Times New Roman',serif;">- was an American politician from the state of Maine. Hamlin served in the Maine Legislature, the U.S. House of Representatives, the U.S. Senate and as Governor of Maine. He was the first Republican to serve as Vice President of the United States, elected as Abraham Lincoln's running mate in the 1860 presidential election.

<span style="font-family: 'Times New Roman',serif;">In 1862 he was elected to Congress, serving in the House thirteen years (December 1863 to December 1876), followed by a little over four years in the Senate. He was chosen Speaker of the House in 1869 and served three terms. The House was the fit arena for his political and parliamentary ability. He was a ready and powerful debater, full of resource, and dexterous in controversy. The tempestuous politics of the war and reconstruction period suited his aggressive nature and constructive talent. The measures for the rehabilitation of the states that had seceded from the Union occupied the chief attention of Congress for several years, and Blaine bore a leading part in framing and discussing them. The primary question related to the basis of representation upon which they should be restored to their full rank in the political system. A powerful section contended that the basis should be the body of legal voters, on the ground that the South could not then secure an increment of political power on account of the emancipated blacks unless these blacks were admitted to political rights. Blaine, on the other hand, contended that representation should be based on population instead of voters, as being fairer to the North, where the ratio of voters varied widely, and he insisted that it should be safeguarded by security for impartial suffrage. This view prevailed, and the Fourteenth Amendment to the Constitution was substantially Blaine's proposition. In the same spirit he opposed a scheme of military governments for the southern states, unless associated with a plan by which, upon the acceptance of prescribed conditions, they could release themselves from military rule and resume civil government. He was the first in Congress to oppose the claim, which gained momentary and widespread favor in 1867, that the public debt, pledged in coin, should be paid in greenbacks. The protection of naturalized citizens who, on return to their native land, were subject to prosecution on charges of disloyalty, enlisted his active interest and support, and the agitation, in which he was conspicuous, led to the treaty of 1870 between the United States and Great Britain, which placed adopted and native citizens on the same footing. //<span style="font-family: 'Times New Roman',serif;">Sequence Chart Graphic Organizer //
 * <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">James G. Blaine- **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Settling in Augusta, Maine, in 1854, he became editor of the//Kennebec Journal//, and subsequently of the //Portland Advertiser//. But his editorial work was soon abandoned for a more active public career. He was elected to the lower house of the state legislature in 1858, and served four years, the last two as speaker. He also became chairman of the Republican state committee in 1859, and for more than twenty years personally directed every campaign of his party.
 * __<span style="font-family: 'Times New Roman',serif;">Handouts __**


 * __<span style="font-family: 'Times New Roman',serif;">Maine Standards for Initial Teacher Certification and Rationale __**


 * __<span style="font-family: 'Times New Roman',serif;">Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman',serif;">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. //**


 * //__<span style="font-family: 'Times New Roman',serif;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman',serif;">Clipboard: There will be an opportunity to use graphic organizers and the notes and links will be on the class wiki so the clipboard learner will be organized. //**


 * //<span style="font-family: 'Times New Roman',serif;">Microscope: There will be plenty of discussion questions addressed in this lesson so the microscope learner will be able to analyze and think critically of Maine’s non-military involvement in the Civil War. //**


 * //<span style="font-family: 'Times New Roman',serif;">Puppy: Since most of the work will be done in class, I will always be on hand to support the puppy learner to offer direction and feedback. //**


 * //<span style="font-family: 'Times New Roman',serif;">Beach Ball: There are many options for the fakebook project so the beach ball learner will have plenty of choices for their interests. //**


 * //<span style="font-family: 'Times New Roman',serif;">Rationale: This lesson will incorporate techniques to reach every learning style so all children will have the opportunity to learn. They will have plenty of support from the teacher, they will be organized with the class wiki and the graphic organizer, they will think critically of Maine’s involvement in the Civil War, and the options will be there for students to have a choice. //**


 * //<span style="font-family: 'Times New Roman',serif;">Standard 6 - //****<span style="font-family: 'Times New Roman',serif;"> //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.// **


 * //<span style="font-family: 'Times New Roman',serif;">Formative: //**<span style="font-family: 'Times New Roman',serif;"> **//At the beginning of class I will give my students a red, yellow and green card. These are cue cards that at various points of the lesson I will ask if they are understanding and they will hold up the card that represents where they are at. Green for totally understand, yellow for iffy understaning and red for not understanding at all.//**


 * //<span style="font-family: 'Times New Roman',serif;">Summative: //****//<span style="font-family: 'Times New Roman',serif;">In pairs, //****//<span style="font-family: 'Times New Roman',serif;">students will use a website to make fakebooks, which are fake facebook profiles for every prominent Maine figure in the Civil War. Each student will be allowed to pick from a list who they will make one for. They must include a picture (if there is one) and the basic setup of a facebook profile. They will present to the class and show off their fakebook making skills (20 points) //**


 * //<span style="font-family: 'Times New Roman',serif;">Rationale: //**<span style="font-family: 'Times New Roman',serif;"> **//There will be a variety of assessment methods used from quick cue cards to more in depth rubrics and projects. This will give the students plenty of chances to get feedback and clarification.//**


 * //<span style="font-family: 'Times New Roman',serif;">Standard 7 //****<span style="font-family: 'Times New Roman',serif;"> - //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.// **


 * //<span style="font-family: 'Times New Roman',serif;">Content Knowledge: See Content Notes //**


 * //<span style="font-family: 'Times New Roman',serif;">MLR or CCSS: //**
 * //<span style="font-family: 'Times New Roman',serif;">Maine Learning Results //**
 * //<span style="font-family: 'Times New Roman',serif;">Social Studies E.History //**
 * //<span style="font-family: 'Times New Roman',serif;">E1- Historical Knowledge, Concepts, Themes, and Patterns //**
 * //<span style="font-family: 'Times New Roman',serif;">Grade Level 6-8 "The Civil War and Reconstruction 1850-1877" //**
 * //<span style="font-family: 'Times New Roman',serif;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, //**
 * //<span style="font-family: 'Times New Roman',serif;">the United States, and various regions of the world. //**
 * //<span style="font-family: 'Times New Roman',serif;">Performance Indicators: b,c //**


 * //<span style="font-family: 'Times New Roman',serif;">Facet:Self-Knowledge //**
 * //<span style="font-family: 'Times New Roman',serif;">Rationale: //**//<span style="font-family: 'Times New Roman',serif;">This lesson meets the standard because it discusses the historical influence of Maine in the Civil War //


 * //<span style="font-family: 'Times New Roman',serif;">Standard 8 - //****<span style="font-family: 'Times New Roman',serif;"> //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.// **

//<span style="background-color: white; font-family: 'Times New Roman',serif;">Verbal- The fakebook will allow, in certain parts, for verbal students to write down information about their prominent Maine resident in a creative way. //
 * //<span style="font-family: 'Times New Roman',serif;">MI Strategies: //**

//<span style="font-family: 'Times New Roman',serif;">Logic- The logical learner can use the sequence chart organizer to help keep track of events in chronological order. //

//<span style="font-family: 'Times New Roman',serif;">Visual- the fakebook activity will allow students to visualize their person in different, more modern way. //

//<span style="font-family: 'Times New Roman',serif;">Musical- The musical learner will enjoy the hook of listening to Civil War music to set the tone for the class. //

//<span style="font-family: 'Times New Roman',serif;">Interpersonal- The three minute review will allow students to work in groups to go over what they have learned about the Civil War. //

//<span style="font-family: 'Times New Roman',serif;">Intrapersonal- The intrapersonal learner will have the opportunity to work alone on the fakebook project. //


 * //<span style="font-family: 'Times New Roman',serif;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif;"> **//Students will be using fakebook to create faux facebook profiles for each prominent Maine resident during this era. This is a type 2 technology because it allows students to convey facts in a digital and creative way.//**


 * //<span style="font-family: 'Times New Roman',serif;">Rationale: This lesson will incorporate most of the learning styles so every child will have the chance to learn in the way that works best for them while also giving them practice time to grow their other strengths. //**

<span style="font-family: 'Times New Roman',serif;">a. Promote, support, and model creative and innovative thinking and inventiveness
 * //__<span style="font-family: 'Times New Roman',serif;">NETS STANDARDS FOR TEACHERS __//**
 * <span style="font-family: 'Times New Roman',serif;">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. **

<span style="font-family: 'Times New Roman',serif;">b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

<span style="font-family: 'Times New Roman',serif;">c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

<span style="font-family: 'Times New Roman',serif;">d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * //<span style="font-family: 'Times New Roman',serif;">Rationale: //**<span style="font-family: 'Times New Roman',serif;"> **//Students will be able to use technology to express their originality through the fakebook project. With all the choices available for them, they will have the opportunity to pick one that resonates with them and put their creativity to work.//**

<span style="font-family: 'Times New Roman',serif;">a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * <span style="font-family: 'Times New Roman',serif;">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. **

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

<span style="font-family: 'Times New Roman',serif;">c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

<span style="font-family: 'Times New Roman',serif;">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].
 * //<span style="font-family: 'Times New Roman',serif;">Rationale: Students will use the digital tool fakebook to put their creativity on overdrive as they pick a topic, do the research and make their fake facebook profiles. They will then present this and show how much they have learned. //** ||  ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.