L1+Santamore,+Paul

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Paul Santamore **__Lesson #:__** 1 **__Facet:__** Self-Knowledge
 * __ Grade Level __**** : ** 9-Diploma __ **Numbers of** **Days**: __ 4 days
 * __ Topic: __** What did industrialization do for our nation?

Student will understand that technological changes during the industrial period had massive effects on today's society and environment. Student will know SES, poverty, urbanization, technological innovation, growth, revolution, economy, Carnegie, monopoly. Student will be able to recognize what industrialization did for our nation, whether it be economic, diplomatic, or social. **Product**: iMovie
 * __ PART I: __**
 * __ Objectives __**

Maine Learning Results Content Area: Social Studies Stadard Label: E; History Standard: E2; Individual, cultural, international and global connections in history Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914" Performance indicators: a, d
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.
 * Rationale: **This lesson is going to meet the MLR standard because it is concerning the connections between the modern US society and that of the industrial revolution itself; this exemplifies unity and diversity in the US and the world.

This will take the form of a short survey that questions the students' knowledge of big themes, names, and happenings during the revolution. I will use Google survey in order to keep the students engaged through the use of technology. This will also help me to compile results, determine things that students do not understand, and finally, revise the essential questions in order to address those needs. Google survey will also allow for the students to reflect after the lessons to see if they have mastered the things that they previously had not. While using the fact-opinion graphic organizer the students will explore and ponder how their thoughts connect to current society and their own life. Quick writes will be used to collect their thoughts as well. Quick writes will take 5-10 minutes and will then be discussed in small groups for another 5-10 before the teams report on the board or to my what they have learned. These will not be graded or checked for grammar or spelling; they are being used in terms of the gathering of thoughts, not formal assessment. Students will assess their own scripts and pre-film work with a checklist. A peer will help with aesthetic qualities of the film. I will look at the student's script and suggest changes while also viewing the peer's feedback on the film itself. These three forms of feedback should mold together perfectly. Once the student assesses their own film, they will be asked to revise and rethink the process and the product. After those revisions, the student's peers will evaluate and give further feedback on the product. Finally, I will assess all of these mini-assessments and determine, with the student, if they have done enough work and revision on the product. If they have not, they will attempt to change it a bit more before they eventually present their product to the class and I. Product: iMovie (30): The students will be formulating a script as well as producing a short video segment that will be made with iMovie. An exemplary product must include at least four keys points as to why the student's connections between the industrial revolution and today are correct. Students should be experts in three areas of society by the end of the unit but must choose one of the following to center their production around, economy, culture, or environment. They will be presenting this to their fellow students as if they are historians presenting to the executive board of the History Channel. Connections should be made directly between actions or movements in the industrial revolution and reactions in today's modern society. Their video will be entered into a contest with the objective of winning a spot in an upcoming History Channel series.
 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only) __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** My type II technology is an iMovie. This form of technology is a type II one because it allows students to create a reflective and dense product, which in the end will help them to cement their gained knowledge from the lesson. When the whole class is producing movies through the iMovie software they will all be reflecting on information in a different way, comparing their thoughts through feedback, and ultimately, learning much more than they would have without this wonderful technology.

Here is a list of the __content areas__ that I will be connecting to my history lesson... English will be used in order to express thoughts, evaluate sources, and create meaningful connections between text and thought. Math will be used in the sense of comparing economics between the two periods as well as uncovering statistics that show factual evidence about proclamations during the revolution. Science will be ever-present because of the connections to the environment during the industrial revolution. The arts will be included through the use of cumulative projects that will exhibit student creativity and artistic abilities.

The groups will use a fact-opinion graphic organizer in order to formulate their ideas and get ready to film their iMovie. Groups will be used in the formulation of ideas, but not in the final products so they should take their own ideas and conclusions from the group discussion and graphic organizer. This is an individual project, because I want to see how they view the connections between then and now individually. A crucial piece in the conclusion of the unit will be comparing and contrasting the beliefs and opinions of each of the students. Work throughout the lesson and unit will contain strong peer review sessions so that collaboration is constant and ever-present.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal-Linguistic: **These students can talk to me about their project, meet with me, and use the video in order to display understanding. They can take the lead role in production of the movie.
 * Logical/Mathematical: ** These students can use other graphic organizers and get their thoughts into some sort of outline format. They can also have a less flowery and more direct script and production.
 * Visual/Spatial **: This unit will be perfect for this kind of learner since they learn best through watching and reflecting on the information through drawings organizers.
 * Bodily/Kinesthetic: ** These learners can incorporate different types of movement into their activities and possibly lead a discussion or move groups around the room.
 * Musical/Rhythmic: ** These students can contribute to the presentations during class through musical or artistic expressions. They can use pictures or videos to connect material to what they like and can add music and effects into their productions.
 * Intrapersonal **: The intrapersonal learner will be allowed to use reflective pieces such as quick writes and short exercises in order to display their knowledge and may reflect their thoughts of off me at any time.
 * Interpersonal **: Interpersonal students can work together in the formulation of their ideas.
 * Naturalist **: The naturalist learner will be given things to connect the tasks to the environment and this task actually asks them to think about environmental impacts so they are at home here.


 * __ 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: ** I will set up individual meetings with an absent student. I will have them check my wiki page in order to catch up on readings or other in class activities. After they have completed these things they should come see me in order to brush up on anything that may be unclear or confusing. I will also have files for each student and I will allow them to take it home that night in order to put the new material back into context so that it makes sense to them.


 * __ Extensions __**
 * Type II technology: ** My type II technology is an iMovie. This form of technology is a type II one because it allows students to create a reflective and dense product, which in the end will help them to cement their gained knowledge from the lesson. When the whole class is producing movies through the iMovie software they will all be reflecting on information in a different way, comparing their thoughts through feedback, and ultimately, learning much more than they would have without this wonderful technology.


 * Gifted ** **Students**: I may challenge them by giving them some more challenging readings and primary source documents to analyze. After going through a tougher assignment such as one mentioned above, I would have them come meet with me in order to discuss the products connection to the modern era. They will be given a supplementary writing assignment to improve their critical writing and reading skills as well.

__** Materials, Resources and Technology **__ -Tutorial for iMovie -computers -graphic organizers -big paper -cameras -other equipment -tech department -software capability. -hook video ​-iMovie tutorial: http://www.youtube.com/watch?v=pDUGCzvlgl8 -Out of Many, textbook -JStor articles: http://www.jstor.org/action/doBasicSearch?Query=american+industrial+revolution&acc=on&wc=on -Encyclopedia: http://www.ushistory.org/us/22a.asp -Teacher's Guide: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/ - -Hook: []
 * __ 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)

-Intro to Revolution with hook (15) -Group work with articles (25) -Discussion and chalk talk (20) -Quick write on Revolution thoughts (10) -Description of iMovie task (10)
 * ​Agenda:**
 * Day 1:**

-Research on one area of industrial revolution (30) turn in research slip and have discussion with me. -Rehash iMovie task(10) -Filming and playing with software (30) -Start script (10) Homework: Finish script and film your panel talk
 * Day 2:**

-Editing and toying with filming issues(20) -Peer review with partner and begin to fix (20) -Short meetings with me (30) -Quick write before leaving on process (10)
 * Day 3:**

-Presentations (80)
 * Day 4:**

My classroom arrangement will be set up in twos. I will set it up this way because I believe that peer feedback, group work, and continuous reflection from a partner is critical in development and learning. This arrangement will be beneficial to all of the students and they will always be collaborating with each other in order to enhance learning. This will help in the preassessment stage where I ask students what they know through a short survey on Google Survey. These results will be incorporated into the hook discussion. Students will understand that technological changes during the industrial period had massive effects on today's society and environment. //Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d.// The industrial revolution has massive impacts on today's society, economy, and diplomacy in the United States and around the world. This[| hook] is a simple video that will be used in order to prepare and interest students in the new topic at hand. This video will require them to listen intently and write down two questions that they have about the short video. After this, we will discuss the hook and go over some of the questions. I see this hook as setting a good base for the students to take off from and it will allow them to begin the critical thinking that will be valued and necessary in this unit.
 * Where, Why, What, Hook Tailors:** //Verbal, Kinesthetic, Naturalist, Interpersonal.//

Students will know SES, poverty, urbanization, technological innovation, growth, revolution, economy, Carnegie, monopoly (see content notes). The individual will use a fact-opinion graphic organizer in order to formulate their ideas and get ready to film their iMovie. They will have to listen to my PowerPoint and organizer thoughts from this along with readings and handouts. The articles are coming from jStor and teachersguide so that the students have tough readings, but are also able to organize them in order to develop a point of view on the topic. The fact-opinion sheets will be compared between partners in order to have a small debate and therefore learn from each other. After this process we will do a chalk-talk in order to check for understand. Almost everything in this lesson is followed by a conversation because the ideas are dense and difficult. I will lead the conversation, but students will come up and ask the class for feedback on their chalk-talk issue or question. To rethink the issues that they have with the material, students will have to do a quick write after the chalk-talk on the revolution and their thoughts on it. By rethinking, they will begin to truly cement ideas and begin playing with the enduring understanding of this lesson. The basic point of these discussions and the quick write is to completely reflect on any questions that they have on the topics, definitions, etc.
 * Equip, Explore, Rethink, Revise, Tailors:** //Verbal, Kinesthetic, Naturalist, Interpersonal//

Students will be able to recognize what industrialization did for our nation, whether it be economic, diplomatic, or social. Introduce the students to iMovie and give them short assignment on how to use it. Students will work individually and use checklist provided by me in order to begin production of the iMovie and have the script produced as well. I will allow for my students to have some time to research one section, mentioned above, that they are truly interested in. Once they have chosen a section of the industrial revolution to research, I will put those sections into large groups in order to do basic discussion over their expertise. This will probably last ten to fifteen minutes and then they will be expected to silently research and develop their research slip. I will give them an expectations sheet and they will be expected to fulfill the requirements stated on that sheet. When the student is finished with the slip they will meet with me briefly in order for me to give approval of research topics or feedback on how to improve the thoughts. While they are doing their basic research I will be walking around, suggesting link and sources, and talking with them in order to develop critical thoughts.After they depart from their meeting with me they will begin work on their storyboard/script until everybody is done meeting with me. Once meetings have concluded, I will show them the [|iMovie tutorial] and allow them to film themselves, play, and edit for fun. For homework, the students should finish their script and film themselves for their production. The next day, all of the students should have a finished script to turn in to me as a final product, but I will give them time to finish editing and adding small clips of film if they must. After they fix their own flaws in the production they will sit down with a peer and give feedback on each others' products. Each student will again meet with me in order to display self-knowledge and ability to reflect. Before they leave class, students will be asked to do do a quick write on how confident they are about their project and if they need more time. Their homework will be to finalize their product.
 * Explore, Experience, Revise, Refine, Tailors:** //Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

Students will assess their own scripts and pre-film work with a checklist. A peer will help with aesthetic qualities of the film. I will look at the student's script and suggest changes while also viewing the peer's feedback on the film itself. These three forms of feedback should mold together perfectly. Once the student assesses their own film, they will be asked to revise and rethink the process and the product. After those revisions, the student's peers will evaluate and give further feedback on the product. Finally, I will assess all of these mini-assessments and determine, with the student, if they have done enough work and revision on the product. If they have not, they will attempt to change it a bit more before they eventually present their product to the class and I. This lesson connects to the next and the one after that because all of these topics, themes, and events spread across the entire revolution. Themes such as culture, poverty, and the environment are multifaceted and will carry across all of my lessons.
 * Evaluate, Tailors:** //Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

**​** **__ Content Notes __** Students will know... -__Critical Terms: Pollution__ has had massive impacts on today's world. No matter where we look, breath, or talk, we have pollution everywhere. Living in Maine, we have the tailpipe of the United States running directly through our environment. the jet stream carries virtually all of the pollutants present on the west coast of the US as well as in the mid-western US straight up to Maine where they begin to circulate before heading out to sea. Pollution can be seen in air, water, soil, etc. and is a massive detractor from business as well as life in general. __Poverty__: Poverty can be defined as a lifestyle being lived with little or no means for advancement. People who live in poverty always have far below average salaries, if any at all, and usually live in the most destitute of situations. Poverty is an issue that needs to be fixed quickly here in the US and around the world, because it detracts so much from the overall enhancement of society and it is frequently not the fault of those living in it. Solving the problems associated with poverty would include improving education, charity, etc. in the regions where it is most prevalent. __Class Structure:__ Classes formed a long time ago and were most prevalent in mercantile Europe before colonization began. Class structure is usually formed through monetary worth of family lineage and thus creates massive biases towards certain groups of people who are not in the upper echelon of this structure. There are usually three categories that make up the classes, upper, middle, and lower class, but today the margins between these groups are separating vastly and should be considered as scary possibilities. __Immigration__: The United States was made through immigration and it became most prevalent during the time period surrounding the industrial revolution. Workers and investors came from many countries in Europe and Asia in order to live "the American dream". This dream was commonly identified by monetary gains, acceptance, and religious and social freedom, but sometimes this dream did not play out for the immigrants. Immigration was absolutely crucial in the shaping of our country today. -__Definitions:__ __Culture__: This is a broad term that defines the ways in which certain people, groups, or entities act within society. It can refer to rituals, religion, food, education, and many other things, but most importantly it helps to define the individual. __Environment:__ The environment has been discussed in the pollution section above, but it is basically the world around us that we have a massive effect upon. It is the lifeblood for each human being on this planet and everything that we love and use has been derived from it. __Industry:__ Industry can be defined as the entity that produces all things need for a community to function. Industries were of massive importance during the revolution and still are today. They drive our economics machine and although there are downsides that are vivid in today's world, those downsides are mostly what we will focus upon in this lesson. __Urban__: The word urban defines a region or place that is virtually constructed around industry. Usually there are large amounts of people in these areas and there is an abundance of variation within the population itself. Class structures are very evident and contribute greatly to the relationships between parties within the urban area. Urban areas became prevalent during the industrial revolution and started to take over. __Big business:__ These type of businesses began to develop during the time period in question and were the integral cog in production as well as capital growth for the U.S as a whole. __Diversity__: Diversity can be defined in many ways, but basically it is heterogeneity in any aspect of life. -__Important events and people__: __Andrew Carnegie:__ Carnegie was the head of US Steel, the biggest steel company that the world had ever seen before the industrial revolution. He was a rich, rich man, but he was also a wonderful man. He was a philanthropist as well as a philosopher. __Cornelius Vanderbilt:__ Vanderbilt was the father of railway and telegraph communication explosion during the revolution. He also donated large sums of money and actually has a University name after him. __Assembly line:__ This was developed in meat packing plants earlier than the industrial revolution, but it basically consists of different workers who master one station and do one task all day long. This increased car production as well as many other types of production, because it sped up the process and allowed for extreme improvements in product quality.


 * __ Handouts __**

-Revolution article #1:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CC8QFjAB&url=http%3A%2F%2Fglobal-directions.com%2FArticles%2FBusiness%2FUSIndustrialRevolution.pdf&ei=ZiCIUPjtFafV0QGZ14D4Cg&usg=AFQjCNH5JTUgm7tPgpyCWi3b7MgW0kc67w

-Revolution article #2:

http://www.history.com/topics/industrial-revolution

-Revolution article #3:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/

-My script and research slip expectations

-Two rubrics


 * __ 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: //** I will make sure that everything is laid out in an organized way so that each student with this learning style feels comfortable, prepared, and ready to learn at all time.


 * // Microscope: //** I will always have opportunities for my students to critically think, analyze, and write about the topics at hand. These opportunities will come frequently and will make the microscope learner comfortable.


 * // Puppy: //** This type of learner will be given chances to participate, but only if they choose to do so. I will work with them on an individual basis in order to provide them with a safe environment to learn in. Along with these ideas, I will maintain a safe and fair learning environment.


 * // Beach Ball: //** I am willing to allow beach ball learners to get up, move around, and express their feelings in the ways that they see fit. I think by allowing these students to be who they are it will benefit the classroom as a whole as well.


 * // Rationale: //** All of the learning styles discussed above will combine to create a productive and constantly changing classroom. The various accommodations will be made with the expectation that my students will work their hardest in order to reap the benefits from this tailoring.


 * // 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.//**

While using the fact-opinion graphic organizer the students will explore and ponder how their thoughts connect to current society and their own life. Quick writes will be used to collect their thoughts as well. Quick writes will take 5-10 minutes and will then be discussed in small groups for another 5-10 before the teams report on the board or to my what they have learned. These will not be graded or checked for grammar or spelling; they are being used in terms of the gathering of thoughts, not formal assessment. Product: iMovie (30): The students will be formulating a script as well as producing a short video segment that will be made with iMovie. An exemplary product must include at least four keys points as to why the student's connections between the industrial revolution and today are correct. Students should be experts in three areas of society by the end of the unit but must choose one of the following to center their production around, economy, culture, or environment. They will be presenting this to their fellow students as if they are historians presenting to the executive board of the History Channel. Connections should be made directly between actions or movements in the industrial revolution and reactions in today's modern society. Their video will be entered into a contest with the objective of winning a spot in an upcoming History Channel series.
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //** By using these different sorts of assessment I am benefiting my students as well as myself. Through differentiation, I am creating the best learning environment possible and providing my students with varied ways of learning. All of these different assessments and methods will allow for us to grow as a class and will also allow for individual growth in the students.


 * // 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

Maine Learning Results Content Area: Social Studies Stadard Label: E; History Standard: E2; Individual, cultural, international and global connections in history Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914" Performance indicators: a, d
 * // MLR or CCSS: //**
 * Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.


 * // Facet: //** Self-Knowledge


 * Rationale: **​ This lesson is going to meet the MLR standard because it is concerning the connections between the modern US society and that of the industrial revolution itself; this exemplifies unity and diversity in the US and the world.


 * // 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: //**//Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

​Product: iMovie (30): The students will be formulating a script as well as producing a short video segment that will be made with iMovie. An exemplary product must include at least four keys points as to why the student's connections between the industrial revolution and today are correct. Students should be experts in three areas of society by the end of the unit but must choose one of the following to center their production around, economy, culture, or environment. They will be presenting this to their fellow students as if they are historians presenting to the executive board of the History Channel. Connections should be made directly between actions or movements in the industrial revolution and reactions in today's modern society. Their video will be entered into a contest with the objective of winning a spot in an upcoming History Channel series.
 * // Type II Technology: //**


 * // Rationale: //** Each student will be able to display their knowledge critically and they will all be able to master the tasks that I give them, because differentiation will be used in order to play off of each one of their strengths while also attempting to improve their deficit ridden areas.

__//**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:**// Through the use of different media I will promote and support creative outlets and assignments for my students. They will be exploring real world issues through the use of technology by constantly creating connections between issues or topics in class and their own lives outside of the educational system. Reflection is the most important piece of my philosophy for my students because without reflection, one can never change, fix, or solve the issues presented to them. My students will be able to reflect, change, and ultimately benefit from my classes and lessons.

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

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 * Rationale:** Students will constantly be reacting to, using, and working with technology in order to broaden their academic success. They will be forever impacted by what they learn in my classes because it will stick in their brains, because of the use of technology and critical reflection. ||  ||   ||
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