L5+Carlson,+Andrew

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Andrew Carlson **__Lesson #:__** 5 **__Facet:__** Application


 * __ Grade Level __**** : ** 7- 8 **__Numbers of Days:__** 4


 * __ Topic: __** The American Revolutionary Era


 * __ PART I: __**

Students will understand that 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. To exhibit the differences and similarities of the U.S constitutional process compared to others. Product: Students will create a digital story of the constitution process, while being sure to touch upon major articles and amendments.
 * __ Objectives __**


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

Maine Learning Results Content area: Social Studies Standard Label: E History Standard: E1 Historical knowledge, concepts, themes and patterns 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: ** I will meet the standard by explain that history includes the study of past human experience based on available evidence from a variety of sources; and explain how history can help one better understand and make informed decisions about the present and the future.


 * __ Assessments __**

I will be using quick writes in the student's journals// at the beginner of class so I can assess the progress there making with the material and adapt what I'm going to teach for the day. I will also be using thumbs up/ thumbs down to be gauging their progress and comfortability with the new technology. Students will also be asked to fill out exit tickets from time to time to be able to make any changes to my lesson on a class to class bases. //
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Each student has a partner for the project, so they will be giving eachother feedback throughout the process, well I also give oral feedback in class. They will also self-assess their own projects using a checklist. I will then assess the projects using the same checklist.
 * Section II – timely feedback for products (self, peer, teacher) **

Digital story: Students will create a digital story of the constitution process, while being sure to touch upon major articles and amendments. The stories must contain 3 of the following: text, audio, graphics, narrative, film. Students will work in pairs to create the digital story.
 * __ Summative (Assessment of Learning): __**

In partners students will create a digital story of the constitutinoal process. They must encorperate at least 3 of the following: text, audio, graphics, narrative, film. By using 3 of the following students will create an interactive technology based story. It should be engaging and the different technological artifacts should really enhance the story.
 * __ Integration __**
 * Technology: **

History: Students will need to look into the history of the constitutions creation.
 * Content Areas: **

Writing: Students will need to either write text for their story or a script.

Art: Students will need to make the story visually appealing.

Students will work with their partners when working on their story map 2 graphic organizer. The organizer will help students to break the information down and organize it in a story format. I will help the students to tweak their graphic organizers to better fit their story. For example I may remove an event or two but then add a subsection to an event.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will use their 13 colonies partners for this project. Each student will be expected to share the work load. Each student needs to give at least 2 to 3 events or other important characteristics that will be included in their digital story. Students will also give a self and peer evaluation of their partners and of them selves.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

// **Kinesthetic**: One day we will role play the continental congress and the students will debate about what amendments to add or take away from the constitution. // // **Spatial:** Students will need to create a costume for the day we do the role play, because they will need to be in character. // // **Naturalist:** Students will need to incorporate scenic pictures into their digital story. // // **Interpersonal**: Students will be debating each other during the role play, they also will be working in partners on the project. // // **Intrapersonal**: They will have time to reflect at the beginning of each class when they are doing the quick writes in their journals. //
 * // Verbal //**// : Students will be given quick writes at the beginning of each class. //


 * __ 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 if absent.
 * Plan for accommodating absent students: **


 * __ Extensions __**

In partners students will create a digital story of the constitutional process. They must incorporate at least 3 of the following: text, audio, graphics, narrative, film. By using 3 of the following students will create an interactive technology based story. It should be engaging and the different technological artifacts should really enhance the story.
 * Type II technology: **

Students will be asked to write a brief reflection on what would have been the impacts if a certain member of the founding fathers was not present at the constitutional convention.
 * Gifted Students: **

- Gavel for when we role play - laptops
 * __ Materials, Resources and Technology __**

- LCD projector - Story map graphic organizer


 * __ Source for Lesson Plan and Research __**

http://www.ushistory.org/declaration/related/congress.htm- Gave good information on the 1st continental congress. http://memory.loc.gov/ammem/amlaw/lwjc.html- Journals form the continental congress

http://www.britannica.com/EBchecked/topic/134850/Continental-Congress- gave more information on the continental congress http://www.ushistory.org/us/10e.asp- Gave information on the second continental congress.


 * __ 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 // 1: __ (10 minutes) Hook: Students will watch the // preamble to the U.S constitution School House Rock video.With a short discussion after. // // (45 minutes) Students will break into groups of 5. I will cut up the 4 different research topics into a hat and students will draw out which topic they will be working on. The four topics will be: the 1st continental congress, the second continental congress split up into 2 sections each so that the students can really get in depth research. // (15 minutes) Students will start to prepare a short presentation of the information they find. This will be done next class. (5 minutes) Students will write in their journals about questions they have about the constitutional creation process. (5 minutes) I will introduce what the lesson project will be.

__Day 2:__ (10 minutes) Students will write in their journals about the research they did yesterday and any questions they have about the project. (There will be a question box in their journals specifically for questions. (10 minutes) Students will finish getting their information together and will then present. (20 minutes) Students report out to the rest of the class. (10 minutes) Students will break into project partners using the 13 colonies sheet. (30 minutes) Partners will help each other while filling out the graphic organizer. I will be circling around helping anyone with questions. If students finish early then they can start working on their digital story.

__Day 3:__ (20 minutes) I will address any questions that the students have written in their journals, and I will also ask the class questions gauging their understanding of what a digital story is and the content they have to cover. (50 minutes) Students work on their projects. I will be giving oral and written feedback during this time. I will also use thumbs up/ thumbs down to see if any students are having problems or if they are having the same problems. (10 minutes) Students will write in their journals about any troubles or last minute questions they have. (I will respond to these in emails to the students) Homework: Students are to write an email giving 2 positive specific feed backs and 3 constructive criticism, and one wish to their 4 historical figure partners.

__Day 4:__ (80 minutes) We will be conducting a role play of the continental congress. Each class member will choose to dress up and act like a specific delegate. Students may also create a fictional delegate but it must accurately portray someone of the time period.

The room will be set up in clusters of desks, so that it can be rearranged and moved easily. // 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 why we have the constitution and how it came to be because many other countries do not have the same freedom we do. // Students will watch the // preamble to the U.S constitution School House Rock video. I will then lead a short discussion after. //** Where, Why, What, Hook, Tailors: ** Verbal, interpersonal.

// Students will know //// Terms/ People: constitutional terms, founding fathers, Great Britain figures, war terms, British acts and decrees. (See content notes) Students will break into groups of 5 to do some group research and then report back to the class. I will cut up the 4 different research topics into a hat and students will draw out the topic they will be working on. The four topics will be: the 1st continental congress and the second continental congress split up into 2 sections each (based on time) so that the students can really get in to in depth research. Each group will present their findings at the beginning of next class. They will be encouraged to take notes. I will also provide additional information to any student who does not understand it to the fullest. I will use thumbs up/ thumbs down to gauge this. Students will also be writing in their journals daily so I will use those to alter my day to day plan. After presenting students will break into their project partners using their 13 colonies paper. Together they will fill out the Story Map 2 graphic organizer and will start to plan out their digital story. If i notice any students struggling with the technology part of this assignment in their journals then I will send them links to tutorials for the piece of technology that they are struggling with. We have covered the majority of the technology students would be using in previous lessons. On the last day students will participate in a full role play of the continental congress. They will debate the issues and try to make resolutions. There will be lots of Time Out moments (or teaching moments) where I will stop the class and we will have a small class discussion. They are encouraged to ask questions at this time and I will answer any the students have.// ** Equip, Explore, Rethink, Revise, Tailors: ** Verbal, kinesthetic, spatial, interpersonal, intrapersonal.

When using the Story Map 2 students will break down the continental congress and all of the information into a story. I will be helping the students alter their graphic organizers to better fit the story they are trying to tell. Students will have to deeply understand and interpret the continental congress in order to turn it into story form. // Students will be able to exhibit the importance of the constitutional congress and the implications of it concluding differently. //Students will use their 13 colonies partners for this project. Each student will be expected to share the work load. Each student needs to give at least 2 to 3 events or other important characteristics that will be included in their digital story. Students will also give a self and peer evaluation of their partners and of them selves. // Students will break into groups of 5. I will cut up the 4 different research topics into a hat and students will draw out which topic they will be working on. The four topics will be: the 1st continental congress, the second continental congress split up into 2 sections each so that the students can really get in depth research. // // Each student has a partner for the project, so they will be giving each other feedback throughout the process, well I also give oral feedback in class.For homework after class 3 students will also be providing feedback to each other (those who are not already partners). Students will also be writing in their journals every class and I will be using those to alter my day to day plans and to gauge students understanding of the material and technologies. //** Explore, Experience, Revise, Refine, Tailors: ** Verbal, interpersonal, intrapersonal.

//I will provide a checklist for students to self assess their own work right before they turn in their project. I will be providing written and oral feedback during days 2 and 3 while the students are working on their projects. Students will provide each other feedback for homework on day 3. I will evaluate their final product using the same checklist. The lesson leads into a unit on the many different revolutions around the world and compare them to ours.// **Evaluate, Tailors:** Verbal, kinesthetic, spatial, interpersonal, intrapersonal, natural.

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

//**2nd Continental congress-**// Times had taken a sharp turn for the worse. Lexington and Concord had changed everything. When the Redcoats fired into the Boston crowd in 1775, the benefit of the doubt was granted. Now the professional imperial army was attempting to arrest patriot leaders, and minutemen had been killed in their defense. In May 1775, with Redcoats once again storming Boston, the Second Continental Congress convened in Philadelphia. The questions were different this time. First and foremost, how would the colonist meet the military threat of the British. It was agreed that a Continental Army would be created. The Congress commissioned George Washington of Virginia to be the supreme commander, who chose to serve without pay. How would supplies be paid for? The Congress authorized the printing of money. Before the leaves had turned, Congress had even appointed a standing committee to conduct relations with foreign governments, should the need ever arise to ask for help. No longer was the Congress dealing with mere grievances. It was a full-fledged governing body. Still, in May of 1775 the majority of delegates were not seeking independence from Britain. Only radicals like John Adams were of this mindset. In fact, that July Congress approved the Olive Branch Petition, a direct appeal to the king. The American delegates pleaded with George III to attempt peaceful resolution and declared their loyalty to the Crown. The King refused to receive this petition and instead declared the colonies to be in a state of rebellion in August. Insult turned to injury when George ordered the hiring of Hessian mercenaries to bring the colonists under control. Americans now felt less and less like their English brethren. How could their fellow citizens order a band of ruthless, foreign goons? The moderate voice in the Continental Congress was dealt a serious blow. As the seasons changed and hostilities continued, cries for independence grew stronger. The men in Philadelphia were now wanted for treason. They continued to govern and hope against hope that all would end well. For them, the summer of 1776 brought the point of no return — a formal declaration of independence. **Declaration of Independence-** From John Adams to George Wyeth, short but elegant biographies of all the Signers of the Declaration of Independence. As if that's not enough, the producers of the page have given us biographies on some of the more famous members of Parliament such as Edmund Burke as well. This page also has a great historic documents section, with dozens of rare-on-the-Internet topics such as "A Proclamation by the King for Suppressing Rebellion and Sedition." But wait, there's more! The page comes with a bibliography and dozens of images. OYEZ! OYEZ! BOOKMARK THIS SITE NOW and be guaranteed an "A" on your future endeavors. **Documents from the Continental Congress-** The heart of this page is the Continental Congress Broadside Collection. Issues printed on broadsides, which were devoted almost exclusively to timely issues, included official notices, proclamations, petitions, playbills, news extras, and advertisements. Broadsides were posted in town halls and coffee houses, read in churches and public meetings, and often reprinted or excerpted in local newspapers. On the site there are dozens of broadsides, each explained in comparable detail to that which paintings often receive in museums. Start out by either going to the BROWSE link or to: Special Presentation: To Form a More Perfect Union: An Introduction to the Congressional Documents. There are also two very useful timelines on the site. newspapers.
 * 1st Continental** **congress-** The first Continental Congress met in Carpenter's Hall in Philadelphia, from September 5, to October 26, 1774. Carpenter's Hall was also the seat of the Pennsylvania Congress. All of the colonies except Georgia sent delegates. These were elected by the people, by the colonial legislatures, or by the committees of correspondence of the respective colonies. The colonies presented there were united in a determination to show a combined authority to Great Britain, but their aims were not uniform at all. Pennsylvania and New York sent delegates with firm instructions to seek a resolution with England. The other colonies voices were defensive of colonial rights, but pretty evenly divided between those who sought legislative parity, and the more radical members who were prepared for separation. Virginia's delegation was made up of a most even mix of these and not incidentally, presented the most eminent group of men in America. Colo. George Washington, Richard Henry Lee, Patrick Henry, Edmund Pendleton, Colo. Benjamin Harrison, Richard Bland, and at the head of them Peyton Randolph — who would immediately be elected president of the convention.
 * [|Journals] from the Continental congress-** gave in side information to what the founding fathers were thinking.

// - Graphic organizer //
 * __ Handouts __**


 * __ 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 __//**

Students will need to organize the dates and events of the continental congresses.
 * // Clipboard: //**

Students will need to analyze the happenings at the continental congresses and the many men who were their in order to do the role play.
 * // Microscope: //**

The class will be sure to be civil and respectful to each other when debating during the role play.
 * // Puppy: //**

Students will be given a chance to move around during the role play, there will also be a few class discussions.
 * // Beach Ball: //**

Students will analyze and organize the happenings of the two constitutional conventions. The class will also be very kind and respectful while having many chances to move around the class and to participate in group discussions.
 * // Rationale: //**


 * // 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.//**

I will be using quick writes in the student's journals // at the beginner of class so I can assess the progress there making with the material and adapt what I'm going to teach for the day. I will also be using thumbs up/ thumbs down to be gauging their progress and comfortability with the new technology. Students will also be asked to fill out exit tickets from time to time to be able to make any changes to my lesson on a class to class bases. //
 * // Formative: //**

Digital story: Students will create a digital story of the constitution process, while being sure to touch upon major articles and amendments. The stories must contain 3 of the following: text, audio, graphics, narrative, film. Students will work in pairs to create the digital story.
 * // Summative: //**

The digital story will force kids to think about the constitutional conventions in a different way. They will have to break down the people at the convention and really understand what happened and more importantly why. Students are given plenty of opportunity for feedback through their journals, thumbs up/ thumbs down, and peer and self feedback/ assessment. I will also be providing oral and written feedback throughout the lesson.
 * // Rationale: //**


 * // 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 why we have the constitution and how it came to be because many other countries do not have the same freedom we do. //


 * // 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

// Students will be able to exhibit the importance of the constitutional congress and the implications of it concluding differently. //
 * // Facet: //**


 * // 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.//**

// **Kinesthetic**: One day we will role play the continental congress and the students will debate about what amendments to add or take away from the constitution. // // **Spatial:** Students will need to create a costume for the day we do the role play, because they will need to be in character. // // **Naturalist:** Students will need to incorporate scenic pictures into their digital story. // // **Interpersonal**: Students will be debating each other during the role play, they also will be working in partners on the project. // // **Intrapersonal**: They will have time to reflect at the beginning of each class when they are doing the quick writes in their journals. //
 * // MI Strategies: //**
 * // Verbal //**// : Students will be given quick writes at the beginning of each class. //

In partners students will create a digital story of the constitutional process. They must incorporate at least 3 of the following: text, audio, graphics, narrative, film. By using 3 of the following students will create an interactive technology based story. It should be engaging and the different technological artifacts should really enhance the story.
 * // Type II Technology: //**

This lesson targets all kinds of learning styles especially verbal, kinesthetic, interpersonal, and spatial during the continental congress. Intrapersonal learners are given lots of time to reflect in their journals.
 * // Rationale: //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness Students will have to be creative and innovative when turning the constitutional conventions into a story form. It will take a lot of creativeness and deep thinking to be able to do this.
 * 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

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 Students will have a free range of what they want to do with their digital stories. They can use a wide range of digital artifacts to enhance their stories. They have free range over which ones they will use. ||  ||   || 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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