L5+Santamore,+Paul

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

** LESSON PLAN FORMAT **

Teacher’s Name: Mr. Santamore Lesson #: 5 Facet: Empathy Grade Level: 9-diploma Numbers of Days: 3 days Topic: Industrial Revolution

PART I: Objectives Students will understand that the United States became unified through industrialization and that industrialization diversified where people live in the United States today.

Students will know personal choice, bipartisan politics, political parties, nature vs. industrialization debate, importance of advocacy, propaganda, yellow journalism, Upton Sinclair, and muckraking Students will be able to consider if they would have wanted to industrialize as a U.S. citizen during the Industrial Period. Product: Microsoft Word Pamphlet Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Maine Learning ResultsContent Area: Social StudiesStadard Label: E; HistoryStandard: E2; Individual, cultural, international and global connections in historyGrade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914"*Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.Performance indicators: a, d 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.

Assessments

Formative (Assessment for Learning)Section I – checking for understanding during instruction Students will fill out exit tickets before the end of each class period so that I can check to make sure that they are understanding everything in the right way. Using this method will allow for complete participation by each class member and it will also allow for me to see whether or not they are truly understanding the topic. From this exercise, I will figure out who is struggling by asking questions directed at each one of them or by meeting with them individually to hash out the issue or misconception. These exits tickets will be self-guided, but I will also ask a lot of clarifying questions and use the thumbs up/down option of checking for understanding in order to get students involved who may not think that what they are doing is wrong.

Section II – timely feedback for products (self, peer, teacher) The students will always start with self-reflection, because that gets them thinking and wondering about how they can improve what they may see as the deficiencies or problem areas in their project. The product will already be significant by this time, so the student may consider redoing pieces or even creating a whole new project for the final product. Once the student has finished assessing their own piece of work they will move and and assess another classmate's work so that they can give constructive feedback from a different point of view. This step is absolutely crucial because it brings wonderful suggestions and deeply thought out analysis to an already quality product. The last step in the feedback circle so to speak is coming to see me for five to ten minutes during or after class. Students should play their product for me in order for me to critique it for content validity and correctness//**.**// After I give my feedback I will send each student home with some things to correct in their recording. They can do a supplemental recording or they can even record my thoughts on the topic if their partner is not available outside of class time.

__ Summative (Assessment of Learning): __Microsoft Word: 30 points: will be used to create a brochure that advocates for whether or not the student would have industrialized at the beginning of the 19th century or not. This brochure will contain the perspective of an average citizen during the period of industrialization of America. Each student will do his or her own project because it is an individual opinion that I am looking for. There must be emotion displayed in the writing and some sort of description of who the student is writing as and that character's place in society. There must be five reasons in the brochure, or more, that address the student's decision to industrialize or not. The brochure will be graded on coherence of thought as well as organization and effort, since it will be an in class exercise. __ Integration __

Technology: The type II technology used in this lesson is Microsoft Word. Usually one would not categorize Word as a type II technology, but here, it will be used to create a brochure that is going to be shared online, commented upon, and critiqued there as well. By having the ability to create this product and put it on the web, students will be working in a collaborative fashion, which will reinforce the meaning of type II technology.

Content Areas: Here is a list of content areas that will be addressed in this 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. All subjects will be present in my lesson because the social sciences involve society and encompass many different things within life. They virtually exist everywhere and are applicable to everything within our world.

__ Groupings __

Section I - Graphic Organizer & Cooperative Learning used during instruction An Idea Wheel will be used by my students throughout the process of developing their Brochure and ultimate presentation of it. The Idea Wheel is overtly useful in teaching the history and impacts of the Industrial Revolution, because it gives a multifacetted approach to it. First, the students write down their main idea, then they write down other main points off of that, hence the formation of a Wheel shaped chart. Lastly, they can create stems and branches from those three main points, which will make up their brochure in the end.

Section II – Groups and Roles for Product This project will be done individually, because each students has their own opinion and these opinions will be pitted against each other in a later assignment and debate. Students will surely have conflicting opinions on the decision to industrialize; therefore they will be given the opportunity to express those differences and debate about them at a later time.

__ Differentiated Instruction __

__ MI Strategies __ Verbal-Linguistic: They can use articles and other readings to comprehend the tasks and can write a script for their Word document. Logical/Mathematical: They can use data and statistics to interpret the answers and theories on urbanization and can lay out a specific organizer for their tasks. Visual/Spatial: These students can use fact sheets or drawings to understand the material. Bodily/Kinesthetic: Kinesthetic learners can move around the room and ask around for reflection and answers in terms of the tasks given. They can use noise and movement in their Word document to keep them on track. Musical/Rhythmic: This task is perfect for musical and rhythmic learners because the brochure is constantly moving, evolving, and using other artistic aspects in order to further convey the overarching message. Intrapersonal: These students can practice the recording by using it multiple times then reflecting upon their own work through self-checks. Interpersonal: Interpersonal students will be allowed to work in groups in order to fit their needs. Naturalist: Naturalist students can use happenings and sounds from outside of school within their brochure to give them an edge in this task.

__ 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: The type II technology used in this lesson is Microsoft Word. Usually one would not categorize Word as a type II technology, but here, it will be used to create a brochure that is going to be shared online, commented upon, and critiqued there as well. By having the ability to create this product and put it on the web, students will be working in a collaborative fashion, which will reinforce the meaning of type II 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. They will also be asked to present to me alone or to a small group of their choosing so that they can get further feedback along with possible publication opportunities.

__ Materials, Resources and Technology __ -Computers -Tech Department -Sample Brochure -Internet capability -Printing capability (color) -Tutorial -Precreated template for brochure

__ Source for Lesson Plan and Research __ http://keystoteachingsuccess.blogspot.com/2009/07/create-brochure.html -This link helped me to hone my brochure idea as well as create a template http://www.youtube.com/watch?v=qMSNfuiIK0Y -This is a tutorial for the kids to play with if they have questions and at the beginning of the lesson. My

__ 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 (democracy activity) (15) -Lecture (15) -Class readings and selection (30) -Task Introduction and defining propaganda (20)

Day 2: -Work time (50) -Questions and peer feedback (20) -Define homework and stress completion of assignment (10)

Day 3: -Group students (5) -Present and debate to each other (75)

My classroom seating arrangement for this lesson, which is three or more days in length, will be in groups of three. This may seem like an odd arrangement, but I want there to be a triangular look to the desk combinations in order for my activities and discussion to be meaningful. This formation will bring the students together with other students whom them may rarely come into contact with in class. The reason that I want this to happen is because this lesson is based strongly in advocacy and personal opinion. It is a heavily discussion and opinion based lesson because it deals with social issues like labor, child labor, wage control, and government intervention. Students will be able to converse quietly and easily with their two work buddies and the number will be perfect for debates and conversational exchange.Students will understand that the United States became unified through industrialization and that industrialization diversified where people live in the United States today. This is key to understanding the overall happenings and connections that the Revolution has with today's world. Students need to see the social and controversial side of the Industrial Revolution so that they can be better equipped in terms of making changes to our world in the future and advocating for themselves as well as their ideas and opinions.Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d. This standard is difficult to complete, but through the use of readings from different perspectives along with guided conversation, debate, and discussion, students will gain the perspective that they need to better improve their historical content knowledge on the peoples of the Revolution. Not everybody thought the same way in the times of industrialization and you need to be autonomous and think for yourself in modern times as well and this is what the students will be asked to learn.Democracy vs. Personal Choice, what do the students think democracy is, do we live in one, do we really have personal choice or does someone else make the ultimate personal choices for us? All of these are questions that could be covered for a semester, but we will be cutting them down into five minute intervals so that the kids can see whether or not they actually live in a democratic world. They will be thinking deeply about these questions if I succeed in making my hook sink in and their brains will be sore the next class period. These types of essential and dense questions are great, because they engage the opinions and minds of the students in ways that they usually would not be engaged within the classroom setting. Where, Why, What, Hook Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal.

Students will know personal choice, bipartisan politics, political parties, nature vs. industrialization debate, importance of advocacy, propaganda, yellow journalism, Upton Sinclair (see content notes). Students will use their idea wheel in order to formulate a coherent message that they are willing to debate for and argue about with fellow class mates and I. The idea wheel should be very well developed after research, lecture, and discussion and should be present in the classroom at all times. Basically I want the Idea Wheel to represent a notepad for these students because it will provide them with a great organizer and step towards producing their opinion based brochure. The brochure must be organized around their central idea, which will be developed in the Idea Wheel. Students will create a brochure that outlines their feelings on whether or not they would have wanted to industrialize if they were a citizen during the time of the industrial revolution. This brochure will use propaganda style formatting and delivery to attempt to convince me that the student's idea is the right one. Students will use their ideas from the graphic organizer in order to create a meaningful and engaging brochure.Students will fill out exit tickets before the end of each class period so that I can check to make sure that they are understanding everything in the right way. Using this method will allow for complete participation by each class member and it will also allow for me to see whether or not they are truly understanding the topic. From this exercise, I will figure out who is struggling by asking questions directed at each one of them or by meeting with them individually to hash out the issue or misconception. These exits tickets will be self-guided, but I will also ask a lot of clarifying questions and use the thumbs up/down option of checking for understanding in order to get students involved who may not think that what they are doing is wrong. Self-assessment will be done through a short debate and discussion with a partner centered around their work buddy's idea and theirs. Once they give some peer feedback on the basic ideas there will be time to meet with me, but most of the formatting and brochure creation should be done on their own in class and at home. Equip, Explore, Rethink, Revise, Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal

Students will be able to consider if they would have wanted to industrialize as a U.S. citizen during the Industrial Period. This will be the crucial step and grade in this lesson and will be virtually all done in class, other than some formatting and cleaning up of the eventual final product. I will first give them a short ten to fifteen minute lecture that outlines all of my content notes and the desired enduring understandings for the lesson. I want these students to become deep thinkers and analysts of tough material so this lesson is crucial in terms of my overall goal. We will then look at some selected readings that are chosen by me to further the understandings and implement some critical analysis and interpretation skills. The students will be using many of the terms that I just reviewed in the lecture so that they can get those cemented in their historical content knowledge containers. Once the readings have been covered through discussion and some sort of chalk talk, I will begin to introduce the task and Microsoft Word to the class a whole. They will receive their checklist and will be asked to decide what they are going to cover in terms of their brochure. I will approve their focus on the spot and then assign them some kind of outlining assignment for homework. The next class, day two, they will be asked to work silently, other than for asking clarifying questions, so that they can research, find resources for propaganda, and start constructing their product. Questions and peer feedback will come after about fifty minutes of straight work time. This feedback will come in the form of a short debate and question session within the work groups. Basically, the students will question each other and display other thoughts on the topic at hand in order to provide the workers something else to throw propaganda at in order to hopefully sway their fellow students and people who read the brochure. I will then tell them the homework and have them understand the grading criteria in hopes that they will improve their final product once they get home from school. When they come back for day three of this lesson they will be grouped into like idea groups and they will be asked to present their propaganda brochure. Once they have presented, we will get all of their brochures online to their blogs so that their fellow classmates can comment and get ready for the impending debate. The debate should be in a whole class format and I can tailor to gifted students by making them play the devil's advocate. This will help in terms of making them think critically and diversify their thought processing. Explore, Experience, Revise, Refine, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.

Students will be asked to asses their own product for homework and then I will have their final grade when they return the next class period. This project will be primarily evaluated based on the criteria given to them, but they will also be graded on participation and academic initiative, because these are all important concepts that the students must understand. Based on all of these factors combined, the student will receive their mark. The peer review process will be factored in, but is quite informal in nature, therefore it will not count as a grade but rather as a form of formative assessment for the students. Evaluate, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.

__ Content Notes __ Students will know personal choice, bipartisan politics, political parties, nature vs. industrialization debate, importance of advocacy, propaganda, yellow journalism, Upton SinclairPersonal Choice is one of the many terms in class that students will find difficult to understand yet overtly meaningful. Here in the United States, we have virtually unlimited personal choice, which can be defined as the ability to do what one chooses. This personal choice is awesome and is what helped us grow in the Industrial Revolution. People make decisions, frequently, that benefit themselves and nobody else, and that is what we will be exploring in terms of how the Industrial Revolution connects to today.Bipartisan Politics is what happened during the Revolution and what has to be done today in order to fully recover from our economic downturn. This term basically means that both political parties in the Senate and House of Representatives must agree and compromise with each other in order to get bills passed. This type of government is very productive and fast in terms of decision making and policy implementation.Political Parties and groups founded by politicians and citizens alike in order to create a platform from which to promote their ideologies and views. These views are usually strongly advocated for in political parties because they have economic, social, or diplomatic effects.Nature vs. Industrialization Debate is something that will be central to the class discussions and eventual debate at the end of this three day lesson. It is the idea that nature was heavily effected by the policies and actions during the Industrial Revolution. Students will be expected to take a side or stay neutral in their views, but they will be asked to give some input in the final debate on which is more important, economic enhancement, or environmental protection.Importance of Advocacy is an idea that I came up with in terms of educating these young students about the dangers of not displaying and voicing their opinions. They will be taught throughout this unit that advocating for what they believe in and taking a stand is encouraged and essential for them moving forward in life.Propaganda is information that is spewed out by certain parties in a heated debate, process, etc. It is used to attempt to sway the views of the on looker and uneducated people who will likely determine the outcome of the process or debate. It has been used for centuries and is still used at high levels today, but the best propaganda that we have ever seen took place and was used during the Industrial Revolution. Students will become a propagandist when they create their summative brochure at the end of the lesson and should take a stand in this brochure.Yellow Journalism was a tactic used during the Industrial Revolution by journalist and other investigators or inquiries. It was a tactic based in fishy facts, stories, or observations and was used to try and sway public opinion of something. Students will be asked to use one of two aspects of Yellow Journalism in their brochure, but they will learn how it is effective, but also dishonest and wrong at the same time.Upton Sinclair was an investigative journalist who used data, observation, and mostly facts to write his famed book, "The Jungle". In "The Jungle", Sinclair describes the awful working conditions, child labor, and horrid injuries of workers in meat packing plants and textile mills throughout the U.S. His works helped to usher in the workers' rights acts and he will be studied in a way that helps the students understand why he was so effective and well liked in the literary world. Muckraking: Muckraking is a type of investigative journalism and critical thinking that digs up figurative dirt on something that someone wants to change others' opinions about.

__ Handouts __ -Idea Wheel -Sample brochure -Pictures and magazines -Criteria (checklist)

__ 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.

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.

Formative: Students and I will use the brainstorm and T-Chart method to check for understanding during instruction as well as to tell me if the topic that is being covered is making sense to them. Using this method will allow for complete participation by each class member and it will also allow for me to see whether or not they are truly understanding the topic. From this exercise, I will figure out who is struggling by asking questions directed at each one of them. After this period of time I will probably give time for them to come up and ask me questions individually or for us to answer questions as a class. By putting each of their thoughts into an organizer on the white board, I will let others see ideas that they may not have thought of previously. By doing this as a class, the students will be given great new ideas and hopefully will increase their level of understanding at the same time. Summative: Wordle will be used to create a collage to show environmental evolution from then to now, good and or bad. this collage will allow students to play certain themes and other aspects of environmental history off of each other, which will in turn create an interesting and thought-provoking assembly. Basically, the students will be expected to create a collage that reflects a timeline of events, but within this timeline, there should be conflict, resolution, new propositions, etc. Without being able to look at points and counterpoints, students cannot see the full picture and will not learn from history's mistakes. This Wordle will be overtly interesting and should provide the students with a solid base for continuation of conflict resolution and comparison throughout history.

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

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

Facet: Interpretation

Rationale: This lesson is going to meet the MLR Standards because it addresses connections to the past and the present as well as a diverse range of topics that connect back to my enduring understand, which are derived straight from the MLR 9-diploma Standards.

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.

Type II Technology: My type II technology is called Wordle. Wordle is once again PowerPoint on steroids if you have ever used that version of presentation before. Basically, the Wordle is a collage that moves and flows in different ways than other presentation formats. It can be used to present at a massive news conference or in a classroom, and that is why I am having my students use it in my classroom. It can be considered a type II technology because of its awesome capabilities. Wordle is capable of moving information around, presenting information in a flashy and new way, and all while creating a sense of flow and questioning within the entire process. Students will benefit from the use of this technology because it will allow them to be as concrete or abstract as they choose and it will only aid them further in developing a train of thought and processing ability. Students will be given the opportunity to critically think, analyze, and present their viewpoints and research on the topic of environmental history through the use of Wordle.

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__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: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.

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: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. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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