L4+Whitney,+Christopher

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

** LESSON PLAN FORMAT **

__ Teacher’s Name __ :Mr Whitney __Lesson #:__ __4__ __Facet:__ Analyze __ Topic: __
 * __ Grade Level __** :9-10 **__Numbers of Days:__** __2-3__

__ PART I: __

__ Objectives __ Student will understand that Students will understand that during this time period the Untied States gained a new national identity

Student will know Students will know terms such as Stephan Austin,Santa Ana, the treaty of Guadalupe, and the many battles of this war, on both U.S and Mexican fronts

Student will be able to do Students will be able to analyze the Mexican American War and interpret the effects it had on the United States and Mexico

Product: Online Magazine

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

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

__ Assessments __

__ Pre-Assessment: (Lesson 1 only) __

__ Formative (Assessment for Learning) __ Section I – checking for understanding during instruction green, red, yellow post it notes. Students who are having trouble put up red students who have mastered the material put up a green card and in between students can use yellow to show they are unsure about the content.

Section II – timely feedback for products (self, peer, teacher) Teacher feedback on the Online magazine through a rubric. Also students will have to view another students Magazine and offer a compliment and a wish for that project.(Peer)

__ Summative (Assessment of Learning): __ Students will use a online magazine program to make a online magazine about the Mexican American War. Students can work in groups of up to 3 or by themselves. (Groups with 3 people need to have more articles and advertisements​.

__ Integration __ Technology: Students will use their laptops to make Online Magazines related to the Mexican American War.

Content Areas:Students will be using English skills to make a online magazine, also art design in making up the lay outs of their magazine and cover art.

__ Groupings __ Section I - Graphic Organizer & Cooperative Learning used during instruction Bubbles graphic organizer. Students will use the graphic organizer for notes.

Section II – Groups and Roles for Product

Students can work alone or with groups of up to 3 for the Online Magazine they will create.

__ Differentiated Instruction __

__ MI Strategies __


 * Verbal/Linguistic:** Students will really like the magazine assignment as verbal learners
 * Logical/Mathematical** They can record things like death count, army numbers, number of people injuried
 * Visual/ Spatial:** Have an activity where students match a portrait to the name of the person
 * Bodily Kinesthetic** Timeline activity has students move around
 * Musical**Play music for students during class time
 * Intrapersonal** students work on the magazine article by themselves
 * Interpersonal** students do the timeline activity in groups
 * Naturalist:** Can do a magazine article on agriculture and vegetation of Mexico.

__ Modifications/Accommodations __ // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Plan for accommodating absent students:

__ Extensions __

Type II technology: Students will use a online magazine source to create a magazine related to the Mexican American War.

Gifted Students: Gifted students can add different sections to their magazine such as ask the editor or a photography section.

__ Materials, Resources and Technology __ // Laptop // // Projector // // Worksheets // // GO //

__ Source for Lesson Plan and Research __

http://www.britannica.com/EBchecked/topic/379134/Mexican-American-War (General MA information) http://www.pbs.org/kera/usmexicanwar/war/wars_end_guadalupe.html (Treaty of Guadalupe) http://www.andrews.edu/~rwright/Oldwww/Alamo/revolution.html(Santa Anna) http://www.shmoop.com/manifest-destiny-mexican-american-war/summary.html (Manifest Destiny in connection to the MA war.)

__ PART II: __

__ Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) // Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

// Agenda Day 1 // // Hook 10 minutes // // Presentation :30 // // Introduce Online Magazine :20 // // Decide groups and topics for O.M: 20 // // Homework: work on projects //

// Day 2. // // Getting good links :15 // // In class time on O.M 55 // // Homework: work on O.M //

// Day 3 // // Check in :10 // // Finish O.M. Projects 45 // // Reflection: 15 //

//For this lesson it would be best if the groups were in groups of 4//

Students will understand that during this time period the Untied States gained a new national identity //Students understand major eras, themes and historical influences in U.S and World History// //This lesson is to show how the Mexican War effected both the U.S and Mexico financially, geographically, economically, and in the eyes of the world.//

//Students will walk into class and sit down. When everyone is seated I will play the trailer to the Alamo. Then I will have students discuss the trailer with a partner and then ask the students as a whole if they know why the Alamo happened. This will be a good transition into my lesson.//
 * Where,Why,Hook,Tailors:Verbal,Visual,Intrapersonal**, **Interpersonal,**

Students will know terms such as Santa Ana, the treaty of Guadalupe, and the many battles of this war, on both U.S and Mexican fronts(See content notes below)

I will have a power-point presentation I will give. Throughout the presentation I will be asking questions to help further the knowledge of students. We will have discussions analyzing the effects of the Mexican American War and how effects of it are still present today. Some questions I will ask students is How did the Mexican American war help to shape the identities of the two nations? Did the way the U.S handle this war set a precedent for international relations? How did Manifest Destiny and the Monroe Doctrine help the U.S in the Mexican American War?

Afterwards student will be become familiar with the online magazine program, being split up into groups to work on the project. The next day I will do a lesson on how to find good websites as the project asks for students to find 3 online resources to use. Afterwards students will have time to work on their magazines in class. That will also be their homework.
 * Explore, Experience,Refine, Tailors: Verbal,,Interpersonal, Visua**l,**Naturalistc**

On day three I will check in and hopefully have all groups ready to turn in their projects at the end of class. Students will each get a paper asking them to reflect on the project for improvements and what worked well.

__ Content Notes __

Stephan Austin: Led the first group that settled in Texas, tried to start his own country, however failed before getting anywhere.

Treaty of Guadalupe: The treaty that officially ended the Mexican American War. Signed on Feburary 2nd 1848. The treaty granted the United States 500,000 square miles in the southwest that would help transform the nation into a world power during the last half of the 19th century. It is the longest standing treaty between that United States and Mexico. America used sure force and military power to bully Mexico into a treaty that would cost them land and resources. The end of the war also symbolized the start of a lopsided relationship between the two countries (America prosper as Mexico falls) Just like the with Native Americans, the U.S. was able to take advantage of Mexicans in the treaty.

Mexican American War: When the United States admitted Texas to the Union in 1845, the Mexican government was in such turmoil that the nation's new leader would not even meet with the Americans; they were too weak even to negotiate concessions. Both sides awaited the outbreak of violence. On May 9, 1846, President James K. Polk received word that Mexican forces had ambushed two of General Zachary Taylor's companies along the Rio Grande. He immediately demanded that Congress appropriate funds for war, proclaiming that the Mexicans had initiated a full- blown conflict. Somewhat reluctantly, Congress agreed, and the Mexican American began. The Mexican War lasted one and a half years, and ranged all throughout Texas, New Mexico, and California, and even into the Mexican interior. Mexican resistance was stubborn and benefited from greater manpower than US forces, but ultimately proved futile. The US won an easy victory due to superior artillery and leadership. The Treaty of Guadalupe Hidalgo, signed February 2, 1848, ceded Texas, New Mexico, and California to the US, completing American claims to land all the way across the continent. In return, the US assumed all monetary claims of US citizens against the Mexican government and paid Mexico $15 million. The West was now officially open and secure to Americans.

Santa Anna: Mexican General who would be thrown in jail by is own government and then return, funding troops with his own money to try and defeat the Americans. One of the reasons why Mexico could not get out of its own way. With no checks and balances in government, and a presidency that changes hands every two years, there was never a consistent figure leading the country. Every two years laws would be outlawed and new laws would be put in place, not allowing the Mexican government to build on the progress of past leaders, but rebuild after every leaders term was up. __ Handouts __ // GO //

__ 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: Magazine is organized, able to organize thoughts neatly on the computer. //

// Microscope:Can mimic a science magazine //

// Puppy:Will have responsibility for an article so they feel included in the group and their opinions are heard //

// Beach Ball: Can do the advertisements, shorter tasks that switch helps give the beach ball some variety. //

// Rationale:Its important for teachers to make all students feel comfortable in the classroom //

// 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: worksheet that I will collect to gain a sense of where my students on the mastery scale. //

// Summative: Online Magazine will show a deep understanding of anazlying the Mexican American war and its effects on Westward Expansion and the U.S as a whole. //

// Rationale:Online Magazine is used for students to better develop computer skills and use them in real world situations. //

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

// Content Knowledge:See content notes //

// MLR or CCSS: //

Maine Learning Results

Content Area: Social Studies

Standard Label:E History

Standard:E1 Historical Knowledge, concepts themes and patterns.

Students understand major eras, themes and historical influences in U.S and World History.

Performance Indicators: A, D

// Facet:Analyze //

// 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:Logical, Interpersonal, Intrapersonal, Visual, Verbal,Naturalistc //

// Type II Technology:Online Magazine //

// Rationale:During this project students will get a chance to use several different MI's while creating a Imovie about the Americas new identity //

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

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

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

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

//Rationale:It is my job as a teacher to engage all of my students and help them growers as students and as people//

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

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

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

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

//Rationale: It is important that students learning needs are met in the classroom.// ||  ||   || 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].
 * [[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.