L3+Rose,+Tyler

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

** LESSON PLAN FORMAT **

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


 * __ PART I: __**


 * __ Objectives __**

Students will understand that the U.S. had a significant impact on the outcome of World War II. Students will know Lend Lease, Adolf Hitler, Winston Churchill, Joseph Stalin, Franklin Roosevelt. Students will be able to apply by if the U.S. had a significant impact on the outcome of World War II. Product: Comic Life comic about the impact of the U.S. on the outcome of World War II.


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

__Grade Level Span:__ Grades 6-8 World War II and Post-war America.
==== //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. // ====

__Performance Indicators:__ b, c, and d.

 * Rationale: ** Students will be learning about the major concepts and themes of the World War II era as well as understanding the impact that the United States had on the topic. Not only this, but the students will have the chance to create a comic demonstrating their learning.


 * __ Assessments __**

The students will fill out an Exit Ticket after the first class, so the teacher can get an understanding of how much the students really grasped from the day's lesson and how much the students know.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The teacher will be available during the lesson and the product for oral feedback. If students have questions the teacher will be able to answer them and clear up any confusion. The teacher can also view what the students are working on and be able to give feedback on them before their drafts, final product, or grading. Students will also be working in partners for the final product so they will have the opportunity to use peer feedback as well.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __** Students will use Comic Life in order to make a comic that depicts U.S. involvement and the U.S. impact during World War II. Students will create a comic on Comic Life which will show the U.S. impact and U.S. involvement during World War II. Students will be in groups decided from the "Jolly Rancher" grouping style. Students then must make a comic showing at least three things the U.S. did to have an impact during World War II. One of these three things will be given to each group by the teacher, the other two are free for the students to come up with on their own. Afterwards the students will share their comics with the rest of the class on a projector.


 * __ Integration __**
 * Technology: ** Comic Life comic about the impact of the U.S. on the outcome of World War II. Comic Life will allow students to create engaging and creative comics that relate to the subject.


 * Content Areas: **

English: English will be used in order to create sentences that make sense and convey information that explains the impacts the U.S. had on the outcome of World War II. Art: Students will implement art in their comics through the use of pictures.

A sequence chart will be used in order to keep all of the events of World War II organized and in sequence. Students may also choose to reference this graphic organizer at any time throughout the lesson or the final product.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working in pairs for this final product. Each student will be responsible for completing their portion of the comic. The partners can decide how to divide up the work, but both partners must work on the comic. The teacher will be available for oral feedback during the lesson and will provide assistance to the students if they need help with anything.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic: ** The project will be a comic, which will be perfect for verbal/linguistic learners.
 * Visual/Spacial: ** The comic will have pictures in it of impacts the U.S. had on the outcome of World War II, which will be perfect for visual/spacial learners.
 * Bodily/Kinesthetic: ** These M.I. learners could take pictures of real life images and incorporate them into their comics if they wish, which meets the needs of their M.I. skills.
 * Musical/Rhythmic: ** These M.I. learners can embed music or sounds into their comic if they wish.
 * Intrapersonal: ** These M.I. learners may choose to work on their own if they wish.
 * Interpersonal: ** These M.I. learners may choose to work with a partner if they wish.


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


 * Plan for accommodating absent students: **If a student misses a class they are responsible for contacting me and getting assignments that they missed. This must take place during my office hours or at a mutually agreed time during the school day that has been set up via email. Since students will be working in pairs for the final product for this lesson, the absent student can contact their partner and their partner can fill them in. However it is still recommended that students contact/come to the teacher to be fully caught up on everything that was missed.


 * __ Extensions __**


 * Type II technology: ** Comic Life comic about the impact of the U.S. on the outcome of World War II. Comic Life will be used as a Type II technology because it allows students to incorporate their artistic abilities as well as their creativeness.
 * Gifted Students: ** These students will have the option to take more than just one impact and create two comics rather than one. If these students didn't want to create a second one, they could just create a longer first comic.

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

- One laptop for each student - Sequence Chart graphic organizers for each student - Entrance/Exit tickets for each student - Comic Life app for each student

// List all URL and describe. // [] This is where the Sequence Chart graphic organizers were found. [] This is where the Comic Life app will be downloaded, assuming all of the students have a Mac laptop. The Americans: Reconstruction to the 21st Century: This book will be used for students to read about America's involvement in World War II and will be referenced by the teacher throughout the lesson. Activities during the lesson may also be taken from this book.
 * __ 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) //

__** Agenda **__

Day 1:

- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) - The teacher will begin the class delivering the hook, which will be a short story about Adolf Hitler's "death" that will make students question themselves about what they thought they knew. After the short story the teacher will allow time for questions/comments as there is expected to be many. (10 minutes) - The teacher will list off all of the important vocabulary and terminology for the lesson as well as pass out these vocabulary lists to the students. (15 minutes) - The teacher will then give the students a Sequence Chart graphic organizer that will allow the students to organize U.S. involvement in World War II and be able to put them in order. The teacher will put a list of events up on the board that have to do with U.S. involvement in World War II. In pairs using the "Jolly Rancher" grouping method, the students will put the events in order using their graphic organizers. (15 minutes) - Afterwards, the students will come back as a class and then decide which events go in what order. The teacher will be putting the list of events in order as the students explain on the board for the whole class to see. (10 minutes) - Once the students agree on the order, the teacher will make any corrections needed to the sequence. (5 minutes) - Now that the sequence of U.S. involvement has been sorted out and the students have a chart with the correct order with them, the students will be broken up into groups again using the "Jolly Rancher" grouping method. Each group should have 4 students. (5 minutes) - These groups will be used for the final product of the lesson, which will be to create a Comic Life comic depicting U.S. involvement in World War II. Students will be given time to decide which 2 topics from a list of topics given by the teacher that they want to have their comic explain. If there are any topics that the students want to do that are not listed on the list the students may discuss them with the teacher, but they must be justified. (14 minutes) - Students will be given an Exit ticket, which the students will write down the two topics that they have chosen and the students can write down any questions they have about the final product or from the day's lesson. (5 minutes)

Day 2:

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The class will begin with the teacher asking each of the groups if they have decided to change their topics, asking for a justification for any groups that have decided to choose a topic that was not on the list, and the teacher will give the students one more topic. (15 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- Once all of the topics have been approved and given to the groups, the students will be allowed to work on their final products during class. By doing this, the students can use peer support from their own group and from other groups as well. The teacher will also be available for oral feedback and will be able to answer any questions that the students may have. (60 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- Students will be told to have their projects done for the next class and to prepare to present them to the other groups. (4 minutes)

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Day 3:

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- This day will be set aside as a presentation day. It is very important and beneficial for students to learn from other students. Each group will present their comics to the class. Assuming there are 4-5 groups, each group will be given 12 minutes, (one minute per slide), and will be given 3 additional minutes if they have to explain something in more detail, answer questions at the end, etc. (75 minutes) <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">- The students will be given another exit ticket, which will ask the students what they thought of the lesson, if the final product being done in class and presented to the rest of the class was helpful or not, and what could be done with lesson to improve it. (4 minutes)

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">__Classroom Arrangement__ <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The classroom will be set up using the perimeter arrangement. This way students will have at least one classmate next to them that they can reference to if they need help or one classmate to work with them. This arrangement will also be useful for when students are working on the final product in class. It is very important to know that our ancestors and our country as a whole had a very significant impact on the outcome of World War II and are responsible for the aftermath of World War II as well. // Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world. //An anecdote, "Short Story", will be used to spark students' interests on Adolf Hitler's death and make them question what they have been told. This short story will be the hook for the lesson.

**Where, Why, What, Hook Tailors:** **Logical/Mathematical, Verbal/Linguistic, Interpersonal, Intrapersonal.**
Students will know Lend Lease, Adolf Hitler, Winston Churchill, Josef Stalin, Franklin Roosevelt. A sequence chart will be used in order to help students make sense of when certain things happened and in what sequence they happened in. In partners using the "Jolly Rancher" Grouping method students will create a comic in Comic Life that represents the impact the United States had on the outcome of World War II. Students will be checked for understanding using the Entrance/Exit Ticket system to make sure that students have comprehended the main points of that particular day's lesson.

**Explore, Experience, Revise, Refine, Tailors: Verbal/Linguistic, Interpersonal, Logical/Mathematical, Visual/Spacial.**
Students will be able to apply by if the U.S. had a significant impact on the outcome of World War II. Students will create a Comic Life comic about the impact of the U.S. on the outcome of World War II. A sequence chart will be used in order to help students make sense of when certain things happened and in what sequence they happened in. In partners using the "Jolly Rancher" Grouping method students will create a comic in Comic Life that represents the impact the United States had on the outcome of World War II. At the end of the lesson the students will share their final products with the rest of the class, which will allow for students to learn from other students. <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will be working in teams so peer feedback will be available. The teacher will be available for oral feedback as well.

**Explore, Experience, Revise, Refine, Tailors: Logical/Mathematical, Visual/Spacial, Interpersonal, Intrapersonal, Verbal/Linguistic.**
====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will be able to self-assess their final products depending on the teacher's feedback or feedback from their peers on day 2. Depending on what the students' peers say, the students will be able to reflect on what they need to work on in order to have a project that meets all of the requirements. The teacher will be available for oral feedback during the lesson. This will allow students to make any corrections that they need to make and clear up any confusion. The homework for this lesson will consist of finishing the comic if it was not finished in class, although students will have plenty of time to work on this in class. This project connects to the rest of the unit well because the U.S. had a major impact on the outcome of World War II and is the topic of the next lesson, the post-war era. ====

Students will know…..
 * __ Content Notes __**


 * Lend Lease ** : The policy used by Presiden Roosevelt during World War II, which sent American made weapons, vehicles, supplies, etc., to Great Britain and Russia that were used to fight the Germans. In exchange for these supplies Great Britain and Russia gave the U.S. land, money, and IOU's.
 * Adolf Hitler: ** Leader of the German Nazi Party and dictator of Germany during mid-late 1930's and during World War II. Hitler was responsible for getting Germany out of its economic depression and rearming Germany for World War II. Extremely aggressive and hostile to neighboring nations of Germany. Served in the German army during World War I and desperately wants revenge for the things done to Germany after Germany's surrender in World War I. Anti-Semitic and responsible for the Holocaust of the Jews in Europe during World War II.
 * Winston Churchill:** British Prime Minister during World War II. Responsible for the defense of Great Britain and also responsible for the decision to use Unconditional Surrender of Germany.
 * Joseph Stalin:** Soviet Union's communist dictator from 1922-1952. Leader of Soviet Union during World War II. Stalin agreed to a non-agression pact with Hitler and Germany, which Hitler broke during Operation Barbarossa, (the invasion of the Soviet Union),. Stalin was known for his brutal tactics against his enemies of the state, political competition within the state, and even his friends.
 * Franklin Roosevelt: ** The president of the United States during most of the 1930's and nearly all of World War II. Created and followed many questionable policies during World War II such as avoidance of war, lend-lease, and unconditional surrender.

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

// - // Sequence Chart graphic organizers - Print out of terms and vocabulary lists for each of the students - Entrance/Exit tickets - List of topics for the final product


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The lesson is set up in steps, allowing for students to plan out what they want to accomplish each day. The teacher will keep the students informed on what the class will consist of, how much time they will have to work on their comics in class, and keep them informed on their time limit during the presentation portion of the lesson. The use of a Sequence Chart graphic organizer will also be very helpful for organization as well as sequence of events.
 * // Microscope: //** The final product allows for students to really explore and go in depth to three topics. Two of these topics will be selected by the students, which allows for more ownership of their work. During Day 2 of this lesson students will be able to use their peers for support with discussions. This will help students who prefer learning and adapting with discussions.
 * // Puppy: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The teacher will work alongside the students during the preparation portion of the lesson to help the students prepare for making their comics. By doing this the teacher will make sure that the students feel comfortable, confident, and accomplished before they present it in front of the class.
 * // Beach Ball: //** The students have the option to not only choose their own topics from a list provided by the teacher, but also choose a topic of their own that's not on the list. These students who wish to make their comic on a topic that's not on the list will have to justify their choice, but if they can do that then they will have much more personal freedom with their final product.
 * // Rationale: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">During this lesson the students will have plenty of opportunities to use their specific learning styles to their advantage. The actual lesson will consist of many opportunities for students who associate more with clipboard and puppy, while the final product will best associate with microscope and beach ball students. This will allow all students to have a fair and equal chance to succeed.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**

Students will create a comic on Comic Life which will show the U.S. impact and U.S. involvement during World War II. Students will be in groups decided from the "Jolly Rancher" grouping style. Students then must make a comic showing at least three things the U.S. did to have an impact during World War II. One of these three things will be given to each group by the teacher, the other two are free for the students to come up with on their own. The comic must have at least 12 different frames, (4 for each topic), that the students have created within their groups. Afterwards the students will share their comics with the rest of the class on a projector.
 * // Formative: //** Students will fill out an exit ticket at the end of the class on Day 1 so the teacher can make sure that they have understood what was gone over during the class on that particular day. Students will again fill out an exit ticket at the end of the lesson to explain to the teacher what they thought about the lesson, if the presentation portion of the lesson was helpful, and what the teacher could do better with the lesson.
 * // Summative: //** Students will use Comic Life in order to make a comic that depicts U.S. involvement and the U.S. impact during World War II.
 * // Rationale: //** In this lesson there will be two formative and one summative assessments. The formative assessment will help the teacher figure out what the students already know about the subject and to make sure that the students understood what was taught during the first class, which is the basis of the rest of the lesson. The second formative assessment will again be an exit ticket which will explain to the teacher what the students thought about the lesson, if the presentation portion of the lesson was helpful, and what the teacher could do better with the lesson. The summative assessment will take what the students have been learning, combine it with what their peers have been learning with peer support, and demonstrate their learning through a project.


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**
 * // Content Knowledge: //** (See content notes)
 * // MLR or CCSS: //**//<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 15px;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //
 * // Facet: //** Application


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * Verbal/Linguistic: ** The project will be a comic, which will be perfect for verbal/linguistic learners.
 * Visual/Spacial: ** The comic will have pictures in it of impacts the U.S. had on the outcome of World War II, which will be perfect for visual/spacial learners.
 * Bodily/Kinesthetic: ** These M.I. learners could take pictures of real life images and incorporate them into their comics if they wish, which meets the needs of their M.I. skills.
 * Musical/Rhythmic: ** These M.I. learners can embed music or sounds into their comic if they wish.
 * Intrapersonal: ** These M.I. learners may choose to work on their own if they wish.
 * Interpersonal: ** These M.I. learners may choose to work with a partner if they wish.


 * // Type II Technology: //** Comic Life


 * // Rationale: //** Comic Life is a Type II technology mainly because of all the features students can add to it. If students want to voice record what is being said in the comic rather than speak it during class, they have the option. If students want to add music or sound effects into their comics to be played during their presentation, they have the option. Comic Life is also a much easier way for all learners to relate to through the use of pictures, text, sounds, etc.

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

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

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

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

//**Rationale:**// The final product for this lesson allows for students to think on their own and think creatively. They have the option to choose their own topics that they want their final products to be on. This promotes and supports student creativeness and innovative thinking. The impact the U.S. had on World War II and the fact that World War II has created the world we live in today ties real world issues into what the students will be learning in this lesson. Students will be demonstrating these by using digital tools and resources, such as Comic Life for their final product. The hook for this lesson will most certainly clarify all of the students misconceptions and thoughts that they had before coming into this lesson. The class discussions and collaborative peer supports will assist students greatly in student reflection.

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

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

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

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

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 * //Rationale://** The material covered in this lesson is all relevant to the entire unit, which is relevant to the world we live in today. Through the use of Comic Life as the final product for this lesson, the students will demonstrate these learning experiences. The students will be learning and demonstrating their learning through the use of digital tools throughout the lesson. All of the Multiple Intelligence learning styles have been taken into account during the creation of this lesson. As well as the instruction of the lesson, the formative and summative assessments have also been created with MI learning styles in mind as well. ||  ||   ||
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