L4+Carlson,+Andrew

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Andrew Carlson **__Lesson #:__** 4 **__Facet:__** Explanation


 * __ Grade Level __**** : ** 7-8 **__Numbers of Days:__** 6 Days
 * __ Topic: __** American Revolution


 * __ PART I: __**

Students will understand that the Constitutional process was complex and unique. Student will know founding fathers, Great Britain figures,, British acts/ decrees, the starting events to the revolution, U.S winning. Students will demonstrate the importance of the U.S constitution. Product: Students will create an iMovie becoming experts on one or two amendments or articles and explain the importance and history of it, and provide a court case that involved that amendment or article
 * __ Objectives __**

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

Content area: Social Studies

Standard Label: E History

Standard: E1 Historical knowledge, concepts, themes and patterns

Grade Level: Grade 6-8 "The American Revolutionary Era"

Statement: 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 Indicator: a,b,c,d


 * Rationale: ** We will trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the history of the world.


 * __ Assessments __**

Students will write in their journals at the end of each class about their progress on the project and comfortability with the content and use of iMovie. I will use thumbs up/ thumbs down and exit tickets to gauge the students understanding of the content from class to class. I will then change my day to day plan based on the students progress.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Each group will look at each other’s projects and offer suggestions on what to improve. We will do this 3 times throughout the lesson. The first two will be done orally and the third peer-evaluation will be written so that students can make final adjustments to their movies. I will also provide written and oral feedback throughout the lesson. Students will also self assess their projects before completion.
 * Section II – timely feedback for products (self, peer, teacher) **

iMovie: Students will work together in groups to create an iMovie, becoming experts on one or two amendments or articles and explain the importance and history of it, and provide a court case that involved that amendment or article. The iMovie will be 5 to 8 minutes long.
 * __ Summative (Assessment of Learning): __**

In groups students will create a short film and then become experts on one or two amendments or articles and explain the importance and history of it. They will also provide a court case that involved their amendment or article. Students will work in a team to create a visual breakdown of amendments and articles, using audio, pictures, and music.
 * __ Integration __**
 * Technology: **


 * History- ** The students will use history when looking into the dates surrounding the constitution and its amendments.


 * English- ** Students will have written and/or spoken descriptions of the articles and amendments.

Students will use a [|four-column chart] to organize their thoughts for the iMovie, touching upon several of the main aspects of the U.S constitution. The organizer will help the students to categorize their information. I will provide the website I find the majority of my graphic organizers from in class so that students can look through other graphic organizers and choose the one that works best for them.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will choose an article or amendment out of a hat and the students who pull the same slip will be on a team together. Each member of the group is responsible for meeting at the required meeting times which will be set by the group on the first day the project is introduced. Students will also fill out peer-evaluation sheets at the conclusion of the project grading each member’s participation and contributions. At other group activities during the lesson students will use their historical figure sheet but with different partners this time. We will take time at the beginning of a class to re-choose their historical figure worksheets. They must choose a minimum of 3 new partners.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal ** : The students will be writing in their journals at the end of each class followed by a group discussion to talk about what problems everyone is having.
 * Logical: ** One class we will break down all the numbers and dates that surround the constitution. We will look at the number of drafts, amendments and dates of all of the updates to the U.S constitution.

**Musical**: Music from the time period will be played when students are writing in their journals.

**Spatial:** The iMovie is a very spatial oriented activity because it will force the students to visualize the concepts they want to put into the movie before they create it.

**Interpersonal:** There will be a group discussion about the subjects covered in class at the end of every day.

**Intrapersonal:** Students will be given a chance at the end of every class to write and reflect in their journals.


 * __ 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.

If a student is absent please go to the class wiki to see any homework missed. If the student missed any pass backed work or revisions it will be in the folder at my desk. They should have a conversation with me when you come to pick up your work so I can clear any confusion the student may have. There will be a list of what is passed back during class on the class wiki. Students should also talk to their project partners about what they worked on in class on their projects. Students will be expected to work on the graphic organizer or other work the group is working on individually.
 * Plan for accommodating absent students: **


 * __ Extensions __**

In groups students will use iMovie to create a short film to engage the audience and to explore the constitution and amendments in a creative and educational manner. Students will be expected to incorporate 4 of the following; music, audio, text, still pictures, film, exc. (Clarify questions with myself.) By creating this iMovie students will learn how to create an informative educational video in a format that works for them. This will be good practice for the student’s final conclusion project.
 * Type II technology: **

Students will be asked to explore the possibilities and ramifications of an amendment of their choosing were to be overturned. They will look into how it would affect the social and political cultures and atmospheres in the U.S. A few questions I would pose to these students are, whom would it directly impact, why would someone want it repealed?
 * Gifted Students: **

- Laptops - 4-coulmn chart graphic organizer - LCD projector - Music player - Music from the time period - A journal (for every student) - Text book
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] Website with many songs from the time period to play during free writes.


 * __ [] - __** A lot of information on the articles of confederation.


 * __ [] - __** Outlines the New Jersey and Virginia Plans.

[] - Gives all of the dates of the Amendments and the dates they were ratified.

[] -Gives all of the important dates and events throughout the constitutional convention.


 * __ http://www.archives.gov/exhibits/charters/constitution.html - __** The U.S constitution.

[] - iMovie tutorial video.


 * __ 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)

__ Day One: __ (10 minutes) I will show a movie from teachertube. We will then discuss it briefly and I will ask questions gauging the student’s knowledge basis of the U.S constitutional process. (60 minutes) Their will be many different stations set up in class each one going over a major event or topic of the constitutional convention. Each student will circle through the stations and write at least a sentence or reaction about each in their journal as they circle around. (10 minutes) Class discussion about the major topics talked about at the convention.

__ Day Two: __ (5 minutes) Introduce the iMovie project. (40 minutes) Students will break into groups to explore the articles of confederation. They will be provided with a few sources to start but they will also be expected to find additional sources. (15 minutes) Each student will write in their journals about what their group just found out about the Articles of confederation. They will be asked to write down at least 1 question that came up during research and one thing they did not know before doing this research. (20 minutes) We will then have a class discussion on what the students found. Students will be asked to either ask their question out loud or to put it up on the board.

__ Day Three: __ (20 minutes) I will introduce the iMovie program and students will work in partners to briefly explore it. (30 minutes) As a class we will fill out a Venn diagram on the board going over the Virginia plan and New Jersey Plans. (10 minutes) Students will write in their journals. (20 minutes) Class discussion and I will ask many questions prompting students to think about the major ideologies of the two plans and to look to see if those major ideologies are still debated today.

__ Day Four: __ (20 minutes) I will introduce the garage band program and students will work in partners to briefly explore it. (35 minutes) Students will break into their project groups and will create an outline of what they are thinking of for their movie and fill out graphic organizer. (25 minutes) Watch a short clip on the constitution and then discuss everyone’s reactions to it.

__ Day Five: __ (70 minutes) Students will work in groups on their iMovie. I will be circling around and giving oral and written feedback to each group. (10 minutes) Students write in journals about their groups progress and how the group is working together.

__ Day Six: __ (10 minutes) Class discussion about the project. See if there are any concerns. (20 minutes) I will discuss the different editing capabilities of iMovie. Students who need extra help will be emailed handouts and videos for iMovie tutorials. (50 minutes) Students will continue to work on their iMovies. Homework: The iMovies will be presented next class.

The room will be setup in a round table formation because we will be doing a lot of group discussions, and there will also be tables spread out around the room for group work. Students will understand that the Constitutional process was complex and unique. Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world. It is important to understand the rules and laws that we live under. Without the U.S constitution we do not have any rights and the country that we live in now would be completely different without the constitution. I will show a movie from teachertube. We will then discuss it briefly and I will ask questions gauging the student’s knowledge basis of the U.S constitutional process. ** Where, Why, What, Hook, Tailors: ** verbal, spatial, interpersonal, logical.

Students will know founding fathers, Great Britain figures, British acts/ decrees, the starting events to the revolution, events in Boston, battles, conclusion of the war. (see content notes) Students will use a four-column chart to organize their thoughts for the iMovie, touching upon several of the main aspects of the U.S constitution. The organizer will help them to break down their ideas in 4 separate categories. This will help the students to think about each part of the constitution separately but then bring them back together and how how they are all interrelated at the end. Students will write in their journals about how the project is going for them and bring any problems or difficulties to attention. I will be using the journals to assess their progress and adjusting my days instruction by what the students have been writing. I will also use thumbs up/ thumbs down to check for understanding during the lesson. I will give exit tickets when necessary to gauge the students progress with the project, and comfortably with iMovie if I feel that they may be struggling. I may also use it if we cover a lot of information in one day so I can see what information each student has the most mastery of. Each group will look at each other’s projects and offer suggestions on what to improve. We will do this 3 times throughout the process. When students are working in their groups I will walk around the class and provide written and oral feedback to each group. Students will spend the majority of the lesson working in their groups and having class discussions. ** Where, Why, What, Hook, Tailors: ** Verbal, interpersonal, intrapersonal, logical, spatial.

At the conclusion of this project and lesson students should have a good understanding of the U.S constitution and the process. Students will choose an article or amendment out of a hat and the students who pull the same slip will be on a team together. Each member of the group is responsible for meeting at the required meeting times which will be set by the group on the first day the project is introduced. Students will also fill out peer-evaluation sheets at the conclusion of the project grading each member’s participation and contributions. The students will fill out a self evaluation of their own effort and contributions as well. At other group activities during the lesson students will use their historical figure sheet but with different partners this time. We will take time at the beginning of a class to re-choose their historical figure worksheets. They must choose a minimum of 3 new partners. Students will be able to demonstrate the importance of the U.S constitution. They will be able to dissect a few articles and amendments and explain the history/ importance of it. They must also incorporate an amendment that links to the article. In their groups the students will create movies using any form they wish to capture and explain a few amendments and articles. The movie can be in any form a few ideas that I will give them are, a game show, t.v show, narrative, documentary, interview, and a news story.

Students will be going through a series of stations on the first day to learn about the major parts and concepts of the constitution in small groups. The students will all be assigned groups through random numbers. The random numbers that each person gets will be the first station that they go to. Students will also be breaking into groups the next day to explore the articles of confederation using some resources that I will provide. They will also have time to write in their journals and we will have a class discussion following each days of group work. Students will be given a chance to work with and explore iMovie in class. I will be giving them instruction on how to use iMovie and will be giving them tutorials if necessary. I will have the students use a Venn diagram to look into the similarities and differences between the Virgina plan and New Jersey plan. They will also have chance to test out garage band, and I will introduce the new technology in a similar format as how I presented the iMovie software. Students will be given plenty of time to work on their movies in class with their groups. I will also be giving feedback to them during classes 5 and 6. Students will also have time to give peer review and self assess their projects. The journals and class discussions will be the main ways I can determine the students progresss on the material and technology from class to class. **Explore, Experience, Revise, Refine, Tailors:** Spatial, verbal, interpersonal, intrapersonal, musical, logical.

I will provide a rubric for the students to self assess and peer assess their timelines. I will be providing oral feed back and written feedback on their projects to the students throughout the lesson. I will evaluate their final product using the same rubric. The lesson leads into a lesson that will focus on the constitutional process. ** Explore, Experience, Revise, Refine, Tailors: ** Spatial, verbal, interpersonal, intrapersonal, musical, logical.

Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) The determined Madison had for several years insatiably studied history and political theory searching for a solution to the political and economic dilemmas he saw plaguing America. The Virginian's labors convinced him of the futility and weakness of confederacies of independent states. America's own government under the Articles of Confederation, Madison was convinced, had to be replaced. In force since 1781, established as a "league of friendship" and a constitution for the 13 sovereign and independent states after the Revolution, the articles seemed to Madison woefully inadequate. With the states retaining considerable power, the central government, he believed, had insufficient power to regulate commerce. It could not tax and was generally impotent in setting commercial policy It could not effectively support a war effort. It had little power to settle quarrels between states. Saddled with this weak government, the states were on the brink of economic disaster. The evidence was overwhelming. Congress was attempting to function with a depleted treasury; paper money was flooding the country, creating extraordinary inflation--a pound of tea in some areas could be purchased for a tidy $100; and the depressed condition of business was taking its toll on many small farmers. Some of them were being thrown in jail for debt, and numerous farms were being confiscated and sold for taxes. In 1786 some of the farmers had fought back. Led by Daniel Shays, a former captain in the Continental army, a group of armed men, sporting evergreen twigs in their hats, prevented the circuit court from sitting at Northampton, MA, and threatened to seize muskets stored in the arsenal at Springfield. Although the insurrection was put down by state troops, the incident confirmed the fears of many wealthy men that anarchy was just around the corner. Embellished day after day in the press, the uprising made upper-class Americans shudder as they imagined hordes of vicious outlaws descending upon innocent citizens. From his idyllic Mount Vernon setting, Washington wrote to Madison: "Wisdom and good examples are necessary at this time to rescue the political machine from the impending storm." Madison thought he had the answer. He wanted a strong central government to provide order and stability. "Let it be tried then," he wrote, "whether any middle ground can be taken which will at once support a due supremacy of the national authority," while maintaining state power only when "subordinately useful." The resolute Virginian looked to the Constitutional Convention to forge a new government in this mold. The convention had its specific origins in a proposal offered by Madison and John Tyler in the Virginia assembly that the Continental Congress be given power to regulate commerce throughout the Confederation. Through their efforts in the assembly a plan was devised inviting the several states to attend a convention at Annapolis, MD, in September 1786 to discuss commercial problems. Madison and a young lawyer from New York named Alexander Hamilton issued a report on the meeting in Annapolis, calling upon Congress to summon delegates of all of the states to meet for the purpose of revising the Articles of Confederation. Although the report was widely viewed as a usurpation of congressional authority, the Congress did issue a formal call to the states for a convention. To Madison it represented the supreme chance to reverse the country's trend. And as the delegations gathered in Philadelphia, its importance was not lost to others. The squire of Gunston Hall, George Mason, wrote to his son, "The Eyes of the United States are turned upon this Assembly and their Expectations raised to a very anxious Degree. May God Grant that we may be able to gratify them, by establishing a wise and just Government."
 * __ Content Notes __**
 * [|The Articles of Confederation]**
 * The Virginia Plan- ** At the beginning of the conventionVirginian delegates presented this plan to many of the other delegates. The plan focused on a stronger national government compared to stronger state governments. It outlined the three separate branches of government and their goal of being checks and balances for each other. The Virginia plan also had 2 legislative branches.


 * [|Constitutional Amendments]- ** Explains each amendment and dates they were ratified.


 * The New Jersey Plan- ** This plan only had 1 legislative branch but did call for 3 branches of government.


 * Important [|events of the constitutional convention]- ** Gives a brief explanation of the event and the date it happened.


 * [|The U.S constitution] **


 * iMovie- ** There are many [|tutorials] that students will have access to.

- Four- Column Chart - iMovie Tutorial - Parts of the Constitution (this will depend on which parts students are having trouble with)
 * __ Handouts __**


 * __ Maine 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:** Student’s will be organizing and looking into all of the important dates and events of the U.S constitutional convention.

**Microscope:** Students will need to analyze the U.S constitution and break down the reasons and for the different parts of it.

**Puppy:** We will talk about the freedoms and liberties that the U.S constitution as given to many people who never had them before.

**Beach Ball:** Students will be active in the classroom and working in groups for the majority of the time.

**Rationale:** The lesson targets a wide variety of learning styles. Students will be organizing and looking into the dates of the constitutional convention and analyzing the important dates. As a class we will look into the many liberties people have gained because of the constitution and the students will work in groups for a majority of it.

**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 will write in their journals at the end of each class about their progress on the project and comfortability with the content and use of iMovie. I will use thumbs up/ thumbs down and exit tickets to gauge the students understanding of the content from class to class. I will then change my day to day plan based on the students progress. Each group will look at each other’s projects and offer suggestions on what to improve. We will do this 3 times throughout the lesson. The first two will be done orally and the third peer-evaluation will be written so that students can make final adjustments to their movies. I will also provide written and oral feedback throughout the lesson. Students will also self assess their projects before completion.

**Summative:** Students will work together in groups to create an iMovie, becoming experts on one or two amendments or articles and explain the importance and history of it, and provide a court case that involved that amendment or article. The iMovie will be 5 to 8 minutes long.

**Rationale:** The iMovie will measure students understanding of the constitution and constitutional convention. Students will write in their journals at the conclusion of each class. I will use thumbs up/ thumbs down and exit tickets to gauge students understanding of the content form class to class. Their final grade will be detailed and will show them what they did right and wrong.

**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:** Students will understand that the Constitutional process was complex and unique. Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world. It is important to understand the rules and laws that we live under. Without the U.S constitution we do not have any rights and the country that we live in now would be completely different without the constitution.

**MLR or CCSS:**

__Maine Learning Results__

**Content area:** Social Studies

**Standard Label:** E History

**Standard:** E1 Historical knowledge, concepts, themes and patterns

**Grade Level:** Grade 6-8 "The American Revolutionary Era"

**Statement:** 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 Indicator:** a,b,c,d

**Facet:** In this lesson students will be able to demonstrate the importance of the U.S constitution.

**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 ** : The students will be writing in their journals at the end of each class followed by a group discussion to talk about what problems everyone is having.
 * Logical: ** One class we will break down all the numbers and dates that surround the constitution. We will look at the number of drafts, amendments and dates of all of the updates to the U.S constitution.

**Musical**: Music from the time period will be played when students are writing in their journals.

**Spatial:** The iMovie is a very spatial oriented activity because it will force the students to visualize the concepts they want to put into the movie before they create it.

**Interpersonal:** There will be a group discussion about the subjects covered in class at the end of every day.

**Intrapersonal:** Students will be given a chance at the end of every class to write and reflect in their journals.

**Type II Technology:** In groups students will create a short film and then become experts on one or two amendments or articles and explain the importance and history of it. They will also provide a court case that involved their amendment or article. Students will work in a team to create a visual breakdown of amendments and articles, using audio, pictures, and music.

**Rationale:** This lesson targets all learning styles. Students will use their verbal, logical, and interpersonal intelligences during the class discussions. The iMovie tailors to spatial learners and they will also write in their journals which tailor to intrapersonal learners.

**__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

Students will use their creativeness to make an iMovie that explains the importance and history of their article or amendment.

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

**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 Students will use many digital tools and resources to create their iMovie.

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