L6+Whitney,+Christopher

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** :Mr. Whitney ** **__Lesson #: 6__ __Facet:Perspective__**
 * __ Grade Level __**** :9-12 ** **__Numbers of Days: 2-3__**
 * __ Topic: States __** Admitted to the Union


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **during this time period the Untied States gained a new national identity


 * Student will know terms like **Missouri Compromise, states that came into the union during this time period, the impact slavery had on Americas identity


 * Student will be able to ** role play events to show a deep understanding of the event and its implications on the U.S


 * Product:Comic Life **

Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History Performance Indicators: A, D
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Teachers need to teach with the standards in mind to make sure students meet the standards.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

Section I – checking for understanding during instruction I will ask students on a scale of 1-3 (1 being bad 2 okay 3 good) how they feel about the material during the WebQuest.
 * __ Formative (Assessment for Learning) __**


 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will use Comic life to portray a different state being admitted into the Union. Students need to outline why their state should be admitted to the Union, giving them a perspective of the U.S. at this time.


 * Content Areas: ** Students will be able to explore many aspects of U.S. History through this lesson.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * WebQuest form **


 * Bubble G.O **

Students will be able to pick their own partner or work by themselves for this project.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic:** The debate will help keep these learners interested
 * Logical/Mathematical** students can graph the incoming states on where they stand on important issues
 * Visual/ Spatial:** Have an activity where students recreate a battle scene by drawing.
 * Bodily Kinesthetic** Like visual, have students create battle scene with materials
 * Musical**Play music for students during class time
 * Intrapersonal** Students work by themselves during the comiclife
 * Interpersonal** Student work in groups during the debate
 * Naturalist** Add pictures of different regions coming into the US


 * __ 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: Students who are absent will be assigned to a team. I will email absent students with the information on their state and some questions they would want to answer regarding it. I would also encourage the student to get in touch with other people in their group who can help them.


 * __ Extensions __**

Type II technology: Comic Life is a Type 2 technology because it lets students role play and gain a new perspective through the use of a comic skit.


 * Gifted Students: ** For students who require more of a challenge, I would have them be on the committee for applying for statehood and have them crtique two other presentations and decide if they would accept that state into the union. (through another comiclife)

// Laptop // // Projector // // G.O //
 * __ Materials, Resources and Technology __**

http://www.timetoast.com/timelines/98132(Timeline of states admittance) http://www.samuelbrenner.com/URIHI141/Timeline/Jacksoniantimeline.html http://teacherpages.nhcs.net/schools/hhs/billymason/Lecture%20Notes/Sectionalism.htm
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Agenda

Day 1 Hook 10 min Content Notes 40 Introduce Comic Life:30 Homework: finish research for Comic Life

Day 2

Introduction:15 Work on Comic Life: 65 Homework: Finish Comic Life

Day 3: Present Comic Life Study for quiz

For this lesson it would be best if the desks were arranged in clusters.

Students will understand that an expanding nation created a new national identity //Students understand major eras, themes and historical influences in U.S and World History//

This lesson is to educate students about the impacts of each states admittance to the Union and how slavery impacted the outlook of the United States from 1820-1850. Students will come into class and be immediately assigned a state to take notes on during the presentation. Giving them the an assigned state will make them focus on that information.


 * Where,Why,Hook,Tailors:Verbal,Visual,Logical**

Student will know terms like Missouri Compromise, states that came into the union during this time period, the impact slavery had on Americas identity. I will have a WebQuest set up for students to work on in class. They will need to arrange themselves in 9 groups as there are nine states to cover. Once groups have been established I will have kids start the WebQuest as I walk around the room clarifying questions and cfu.. Having students focus on a specific state will make sure they get all the information on that state as they will use their Comic Lifes to present the information to other students. After the WebQuest, students will start putting together the Comic Life or looking for more information on their state.

The next day I would start class by checking in on students progress and making sure students who were absent are caught up to speed. For the rest of the class students will work on their presentations as I walk around answering questions and helping students. On the third day students will present their projects as students are filling out a graphic organizer about states they have did not have.
 * Explore, Experience,Refine, Tailors: Verbal,,Interpersonal, Visua**l,

One the last day of the lesson students will take a quiz that is graded half on content and half on reflection answers based on their projects. This will give students a chance to reflect on the content and the project at the same time and maybe help to jog their memory one way or the other. It will also give me a clear representation of the students mastery level, and to see how they have reflected on their work and goals moving forward.

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

During the time of this unit (1820-1850) 9 states entered the Union. The terms of how the states came into it, greatly shaped the identity of the nation as slavery defined how each state would enter the Union.

Maine 1820 Missouri 1821

Through the Compromise of 1820 both Maine and Missouri entered the Union and set a precedent for how states applying for statehood would be evaluated and at the root of that was of course slavery. Deep south and far north states were decided easily however middle states around the 36,30 line were questioned extensively. Much like the electoral college today, each state was up for grabs in re imaging a new America that included slavery.

Arkansas1836 When the treaty was signed Andrew Jackson was actually told he was getting more land then he got. However when the state applied statehood in 1830 the U.S made sure to get the territory they thought they were in the beginning. Michigan 1837 Florida1845 Texas1845 Was its own separate nations from 1836 to 1846 when the Mexican American War broke out. As of a result of the Compromise of 1850, Texas received 10 million dollars. Iowa 1846 Wisconson1848 California 1850 As a result of the Compromise of 1850. Like with Maine and Missouri in 1820, the U.S. struggled to decide weather California would enter the Union as a free or slave state. With such a big state, momentum in the fight of slavery would swing to whoever could claim California. Under the Compromise however, Southerns were granted slavery in Utah and New Mexico areas and would have protection from runaway slaves under the Fugitive Slave law.

Students will be doing a WebQuest getting information on their presentation.

// G.O //
 * __ 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 __//**


 * // Clipboard //** :Instruction and directions are clear so that clipboards know what is expected of them.


 * // Microscope: //**// Students can analyze the material and set up charts to organize information //


 * // Puppy: //**// Puppies will be able to share their comics in a safe encouraging environment. //


 * // Beach Ball: //**// Different activities will keep beach balls interested in the material being taught //

// Rationale:Teachers should differentiate teaching to students. //


 * // 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: //** //5 question exit ticket.//


 * // Summative: //**// Students will use Comic life //// to create strips about states ad //// mittance to the Union //


 * // Rationale: //**// Teachers need to //// use many forms of assessment to know what stu //// dents have mastered //


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: see content notes //**

Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History Performance Indicators: A, D


 * // Facet: //**// Perspective //


 * // 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,Visual, Bodily, Interpersonal,Intrapersonal, //**


 * // Type II Technology: //**// Comic Li //// fe //


 * // Rationale:Teachers need to deliever material in a variety of ways to engage and reach students. //**

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

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

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

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

//**Rationale: Diversity should be accepted and sought in the classroom**//

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

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

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

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

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 * //Rationale: It is important students get to experiment with different types of technology to convey knowledge//** ||  ||   ||
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