L2+Rose,+Tyler

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 2 **__Facet:__** Interpretation
 * __ Teacher’s Name __**** : ** Mr. Rose
 * __ Grade Level __**** : ** 6-8

**__Numbers of__ __Days:__** 4
__** Topic: **__ World War II and Post-war Era


 * __ PART I: __**

Student will understand that the U.S. had a significant impact on the outcome of World War II. Student will know Adolf Hitler takes power, Germany attacks and defeats France, Franklin Roosevelt, Pearl Harbor, and Lend Lease. Student will be able to make sense of some of the policies President Roosevelt followed during World War II. Product: Skype debate over the policies of President Roosevelt during World War II.
 * __ Objectives __**

__Maine Learning Results __ __Content Area:__ Social Studies __Standard Label:__ E. History __Standard:__ E1 Historical knowledge, themes, and patterns. __Grade Level Span:__ Grades 6-8 World War II and Post-war America. //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. // __Performance Indicators:__ b, c, and d.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: **Students will be learning about the major concepts and themes of the World War II era as well as understanding the impact that the United States had on the topic. Not only this, but the students will actually have the chance to debate on the different peacetime and wartime policies of President Roosevelt that led to the U.S. impact or lack there of during World War II.


 * __ Assessments __**

The Word Sort Method will be used in order to check for student understanding. The Word Sort Method uses different words involved with the lesson that can be categorized into different groups. In this specific lesson the words would be policies of President Roosevelt that the students would define and label as either effective or ineffective. By doing this the teacher will be able to check for student understanding and any prior knowledge and the students will have a graphic organize to organize all of the information. The teacher will be available during the lesson and the product for oral feedback. If students have questions the teacher will be able to answer them and clear up any confusion. The teacher can also view what the students are working on and be able to give feedback on them before their drafts, final product, or grading. Students will also be working in teams for the final product so they will have the opportunity to use peer feedback as well. Students will use Skype in order to have a video debate over some of the policies President Roosevelt followed during World War II and debate whether they were right/wrong and effective/ineffective. Students will have several policies enacted by President Roosevelt during World War II that they must debate over. There will be two teams which take each side of each issue. The policy issues will be from the Word Sort Checking for Understanding method the class did for this lesson. After the sides have been chosen, one team will be sent a nearby room in the school with their laptops. Afterwards the students will hold a debate over Skype to debate over the policies.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

English: For the final product English will be used in order to prepare the most influential and strong speeches for the debate teams. Correct uses of key words within the speeches will be important. Political Science: Students will be debating one another and using debate methods and strategies as well as referencing and explaining political policies enacted by President Roosevelt during World War II.
 * __ Integration __**
 * Technology: **<span style="font-family: 'Times New Roman',Times,serif;">Skype will be used in order to have teams convey their points and opinons across to the other team(s). Certain Skype features such as mute, hold, etc. can also be taken advantage of and used during the debate for organization, fairness, and time management purposes.
 * Content Areas: **

<span style="font-family: 'Times New Roman',Times,serif;">A persuasion map will be used in order to organize examples that students can feel free to use in their debate. Students will also have the opportunity to use these graphic organizers to study from in order to fully understand each of the policies that will be covered during this lesson. <span style="font-family: 'Times New Roman',Times,serif;">Students will be working in teams for the final product. The amount of teams depends on the amount of positions and opinons on each of the key policies of President Roosevelt that will be debated on for the final product. Assuming that there are only two teams, there will be several different roles for each team. Each team will have a debate leader that will open and close the debate. Each team member will have to add at least one comment, opinion, view, etc. to the debate's issues. The students themselves can decided on who they want their debate leader to be and which students will cover which issues. The teacher will act as the mediator between the teams.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif;">**Verbal/Linguistic:** The project will be a debate, which will be perfect for the verbal M.I learners.
 * <span style="font-family: 'Times New Roman',Times,serif;">Logical/Mathematics: **<span style="font-family: 'Times New Roman',Times,serif;"> The project will be a debate and involve critical thinking and problem solving, which meets the requirements of these M.I. learners.
 * <span style="font-family: 'Times New Roman',Times,serif;">Visual/Spacial: **<span style="font-family: 'Times New Roman',Times,serif;"> The debate will take place over Skype, so the visual/spacial M.I.'s will be able to see their opponents and debate directly to them.
 * <span style="font-family: 'Times New Roman',Times,serif;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif;"> Because the debate will take place over Skype, there is no problem with these M.I. learners being able to get up, pace, etc. during the debate.
 * <span style="font-family: 'Times New Roman',Times,serif;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> These M.I. learners will have the option to speak on their own, pick their own side, and work by themselves if they wish.
 * <span style="font-family: 'Times New Roman',Times,serif;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> These M.I. learners will have the option to talk amongst their teammates before debating to come up with a game plan.


 * __ 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: **<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">If a student misses a class they are responsible for contacting me and getting assignments that they missed. This must take place during my office hours or at a mutually agreed time during the school day that has been set up via email. Since students will be working in pairs for the final product for this lesson, the absent student can contact their partner and their partner can fill them in. However it is still recommended that students contact/come to the teacher to be fully caught up on everything that was missed.


 * __ Extensions __**


 * Type II technology: **<span style="font-family: 'Times New Roman',Times,serif;">Skype will be used in order to have teams convey their points and opinons across to the other team(s). This is a Type II technology because certain Skype features such as mute, hold, etc. can also be taken advantage of and used during the debate for organization, fairness, and time management purposes.
 * Gifted Students: ** <span style="font-family: 'Times New Roman',Times,serif;">These students will have the opportunity to take on the leadership role and be the debate leader if they wish and as long as it is fine with their team. These students can also choose to add as much as they wish to the issues during the debate as long as they do not begin to completely dominate the debate themselves.

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

- One laptop for each team - Word Sort graphic organizers for each of the students - Persuasion Map graphic organizers for each of the students - Skype app for each of the laptops being used

// List all URL and describe. // //-// [] <span style="font-family: 'Times New Roman',Times,serif;">This is where the Persuasion Map graphic organizer was chosen from. -[| http://www.teacherspayteachers.com/Product/Bossy-R-Word-Sort-Packet-Single-Color-Cards] <span style="font-family: 'Times New Roman',Times,serif;">This is where the Word Sort graphic organizer was chosen from. - [] <span style="font-family: 'Times New Roman',Times,serif;">This is where students will go in order to download Skype to their laptops. <span style="font-family: 'Times New Roman',Times,serif;">- The Americans: Reconstruction to the 21st Century: This will be used for creating and doing activities that involve President Roosevelt's policies and decisions during World War II.
 * __ 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 **__

<span style="font-family: 'Times New Roman',Times,serif;">Day 1: <span style="font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="font-family: 'Times New Roman',Times,serif;">- Students will be told what the goals are of this lesson, what the final product will be, and the teacher will deliver the hook. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The teacher will list off all of the important vocabulary and terminology for this lesson. (15 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The teacher will list off all of the important policies that President Roosevelt enacted during World War II. For each policy the teacher will explain what the policy was meant to do, analyze what the policy actually did, and what affect the policy had on the duration or outcome of World War II. (44 minutes)

<span style="font-family: 'Times New Roman',Times,serif;">Day 2: <span style="font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="font-family: 'Times New Roman',Times,serif;">- The teacher will go over each of the policies enacted by President Roosevelt during World War II by asking the students to briefly describe what the policies were meant to do, what they actually did, and what impact they had on the duration or outcome of World War II. (25 minutes) <span style="font-family: 'Times New Roman',Times,serif;">-Students will be given a Word Sort graphic organizer and will be told to organize each of the policies into three categories; agree, disagree, undecided. (15 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The teacher will go around the room asking the students what their opinons were that they wrote on their Word Sort graphic organizers and record the results on the whiteboard. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The three most divided issues from the whiteboard will be chosen for the debate and the students will be formed into groups depending on their Word Sort graphic organizers answers on their views of the policies of President Roosevelt. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- After the groups have been formed, the students will be given Persuasion Map graphic organizers where they will begin to form the framework for the debate. (23 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The teacher will tell the students that they will have 10 minutes at the beginning of the next class in order to finish preparations for the debate. (1 minute)

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

<span style="font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="font-family: 'Times New Roman',Times,serif;">- Students will have 19 minutes in order to prepare for the debate. (19 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The debate teams will be separated and sent to different rooms with their laptops and will open their laptops and sign into Skype. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The debate will begin with the first issue that will be covered. Each team will be given 12 minutes for the debate topic in order to argue their point. (24 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The second debate topic will begin. Each team will be given 12 minutes each in order for the teams to argue their point. (24 minutes.) <span style="font-family: 'Times New Roman',Times,serif;">- The debate will come to a halt and will resume with the final debate topic during the next class. Students will pack up their things and return to the class. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif;">Day 4:

<span style="font-family: 'Times New Roman',Times,serif;">- 60 seconds of silence to begin class and clear/ready minds for learning. (1 minute) <span style="font-family: 'Times New Roman',Times,serif;">- Students will be given 10 minutes to prepare for the final issue of the debate. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The debate teams will be separated and sent to different rooms with their laptops and will open their laptops and sign into Skype. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The debate will begin with the final issue. Each team will have 12 minutes in order to argue their point. (24 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The debate will come to and end and the students will pack up their things and return to the classroom. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- The teacher will go over each of the debate topics and will review the good points brought up by each team during the debate. The teacher can also use this time to clear up any confusion or misconceptions that were said or seen during the debate. (20 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- Any further questions from the students about the lesson will be answered (5 minutes) <span style="font-family: 'Times New Roman',Times,serif;">- Students will fill out an anonymous survey asking the students what they thought about the lesson, what their thoughts on the final product were, what the learned from this lesson, if they enjoyed the lesson and the final product, and what could be done to improve the lesson and final product. (10 minutes)

__<span style="font-family: 'Times New Roman',Times,serif;">Classroom Arrangement __ <span style="font-family: 'Times New Roman',Times,serif;">The classroom will be set up using the perimeter arrangement. This way students will have at least one classmate next to them that they can reference to if they need help or one classmate to work with them. The perimeter arrangement also allows for classroom conversation and debate to flow nicely. For the final product, the set up of the classroom doesn't necessarily matter since the teams will be split up and sent to different rooms. The students can decide how they want their arrangement to be set up in their classroom's during the debate. Students will understand that the U.S. had a significant impact on the outcome of World War II. It is important to be able to analyze some of the policies President Roosevelt followed during World War II so that we will not make the mistake to follow the policies that worked and remember the ones that did work for the future. //Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world.// The teacher will ask the students, "W <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">hat if I told you that President Roosevelt extended World War II, perhaps on purpose?" This will be the hook for the lesson.

**Where, Why, What, Hook Tailors:** **Verbal/Linguistic, Logical/Mathematical, Intrapersonal.**
<span style="font-family: 'Times New Roman',Times,serif;">Students will know Adolf Hitler takes power, Germany attacks and defeats France, Franklin Roosevelt, Pearl Harbor, and Lend Lease. (See content notes) The teacher will read these terms to the students, explain/define them, and provide examples of them as well. A Word Sort graphic organizer will be given to to the students so that they can organize their views and opinons on each of the issues. A Persuasion Map will be used to organize which policies were effective, ineffective, or debatable. These Persuasion Map graphic organizers will also be the beginning framework for the students to be able to use for the final product.

**Explore, Experience, Revise, Refine, Tailors: Verbal/Linguistic, Interpersonal, Intrapersonal, Visual/Spacial.**
<span style="font-family: 'Times New Roman',Times,serif;">Students will be able to make sense of some of the policies President Roosevelt followed during World War II. Students will use Skype in order to have a video debate over some of the policies President Roosevelt followed during World War II and debate whether they were right/wrong and effective/ineffective. The teams will be formed into teams based from their Word Sort graphic organizers, which will represent their views and opinions on the different policies enacted by President Roosevelt. The students will be able to choose which issues they want to cover and how much of that issue they want to focus on. Each students must participate in the debate in some form. At the end of the debate the students will return to the room where the teacher will go over the good points raised during the debate, any misconceptions, etc. Students will be working in teams so peer feedback will be available. The teacher will be available for oral feedback as well.

**Explore, Experience, Revise, Refine, Tailors: Verbal/Linguistic, Interpersonal, Intrapersonal.**
====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will be able to self-assess their final products after the peer feedback on day 2. Depending on what the students' peers say, the students will be able to reflect on what they need to work on in order to have a project that meets all of the requirements. The teacher will be available for oral feedback during the lesson. This will allow students to make any corrections that they need to make and clear up any confusion. The homework for this lesson will consist of prepping for the debate, although students will have time to work on this in class as well. This project connects to the rest of the unit because the policies enacted by President Roosevelt altered the outcome of the war and with some policies, may have actually extended the length of the war. ====

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

<span style="font-family: 'Times New Roman',Times,serif;">**Adolf Hitler Takes Power:** After months of political struggle, Adolf Hitler and the Nazi Party took control of the German Reichstag, (the German parliament). Although Hitler was no elected president of Germany, he was elected Chancellor. After the death of President Hindenburg, Hitler was next in line to control Germany and did just that. After the burning of the Reichstag, the Nazis placed the blame on a Communist Jew. From this point on, all opposing political parties to the Nazis were banned from the Reichstag and many rights of the Germany people, (including freedom of speech and freedom of the press), were disposed of, putting the Nazis and Hitler in complete control.
 * <span style="font-family: 'Times New Roman',Times,serif;">Germany Attacks and Defeats France: **<span style="font-family: 'Times New Roman',Times,serif;"> In May of 1940 Germany invaded France. The two countries had been involved in a long and costly war, (World War I), no more than 25 years beforehand. France had built a massive defense structure along the border with Germany in the event that war with the Germans ever happened again. However, due to superior strategy and surprise, the Germans were able to maneuver around the defenses and strike at the heart of France. France surrendered a month later in mid June. Hitler had invaded and conquered one of the greatest powers in mainland Europe in just over a months time, thus completing Germany's revenge for World War II and it's aftermath.
 * Franklin Roosevelt:**The president of the United States during most of the 1930's and nearly all of World War II. Created and followed many questionable policies during World War II such as avoidance of war, lend-lease, and unconditional surrender.
 * Pearl Harbor:** An important U.S. naval base located in Hawaii. Pearl Harbor was attacked by the Japanese on December 7, 1941 and was the justification for the U.S. to enter World War II.
 * Lend Lease**: The policy used by Presiden Roosevelt during World War II, which sent American made weapons, vehicles, supplies, etc., to Great Britain and Russia that were used to fight the Germans. In exchange for these supplies Great Britain and Russia gave the U.S. land, money, and IOU's.


 * __ Handouts __**

// - // Word Sort graphic organizers - Print out of words and vocabulary for each student - Persuasion Map graphic organizer


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


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


 * //__ Learning Styles __//**


 * // Clipboard: //**<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">The lesson is set up in steps, allowing for students to plan out what they want to accomplish each day. The teacher will keep the students informed on what the class will consist of, how much time they will have to work on forming their arguments for the debate, etc. The debate will also be timed into segments which will keep the entire assessment organized.
 * // Microscope: //** <span style="font-family: 'Times New Roman',Times,serif;">The final product will be a debate, which will allow students to explore and choose their own ways of going about their arguments. The debate also include many discussions and working together with teammates before the actual debate.
 * // Puppy: //** <span style="font-family: 'Times New Roman',Times,serif;">The teacher will work alongside the students during the preparation portion of the lesson to help the students prepare for the debate. The teacher will also act as the mediator for the debate, making sure to stop any hostile situations during the debate.
 * // Beach Ball: //** <span style="font-family: 'Times New Roman',Times,serif;">The students will have the option to choose which issue of the debate that they want to cover, which points they will want to bring up, and in what order the students want to deliver their points in.
 * // Rationale: //** <span style="font-family: 'Times New Roman',Times,serif;">During this lesson the students will have plenty of opportunities to use their specific learning styles to their advantage. The actual lesson will consist of many opportunities for students who associate more with clipboard and puppy, while the final product will best associate with microscope and beach ball students. This will allow all students to have a fair and equal chance to succeed.


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

//** Formative: **// <span style="font-family: 'Times New Roman',Times,serif;">Students will be given a Word Sort graphic organizer and will be told to organize each of the policies into three categories; agree, disagree, undecided. Students will use these graphic organizers to organize themselves into their debate teams.
 * // Summative: //**<span style="font-family: 'Times New Roman',Times,serif;">Students will use Skype in order to have a video debate over some of the policies President Roosevelt followed during World War II and debate whether they were right/wrong and effective/ineffective. Students will have several policies enacted by President Roosevelt during World War II that they must debate over. There will be two teams which take each side of each issue. The policy issues will be from the Word Sort Checking for Understanding method the class did for this lesson. After the sides have been chosen, one team will be sent a nearby room in the school with their laptops. Afterwards the students will hold a debate over Skype to debate over the policies.
 * // Rationale: //** In this lesson there will be both a formative and summative assessment. The formative assessment will provide the debate groups for the final product and the summative assessment will demonstrate the understandings of the students through a debate format. The formative assessment will begin on Day 2 and the summative assessment will begin on Day 3 and continue through Day 4.

//**Rationale:**// <span style="font-family: 'Times New Roman',Times,serif;">Students will demonstrate what they are learning in the classroom in the final product by displaying their knowledge in a debate format. While doing this, this lesson will also provide students with knowledge of World War II with vocabulary, terminology, and the overall concept.
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**
 * // Content Knowledge: //** (See content notes)
 * // MLR or CCSS: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //
 * // Facet: //** Interpretation


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


 * // MI Strategies: //**


 * Verbal/Linguistic: ** The project will be a debate, which will be perfect for the verbal M.I learners.
 * Logical/Mathematics: ** The project will be a debate and involve critical thinking and problem solving, which meets the requirements of these M.I. learners.
 * Visual/Spacial: ** The debate will take place over Skype, so the visual/spacial M.I.'s will be able to see their opponents and debate directly to them.
 * Bodily/Kinesthetic: ** Because the debate will take place over Skype, there is no problem with these M.I. learners being able to get up, pace, etc. during the debate.
 * Intrapersonal: ** These M.I. learners will have the option to speak on their own, pick their own side, and work by themselves if they wish.
 * Interpersonal: ** These M.I. learners will have the option to talk amongst their teammates before debating to come up with a game plan.


 * // Type II Technology: //** Skype


 * // Rationale: //** Skype will be used as a Type II technology for this lesson because of the different features that Skype offers. For instance, if the debate begins to get out of hand, students are shouting, students are not listening to the debate format instructions, etc., Skype has a "hold" option, which will pause the call until the students are calmed down and reorganized. This feature, along with many others that Skype offers, will help the debate flow smoothly.

__//**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:**// For the final product of this lesson the students will be able to model their own form of debate. They have the option completely up to them whether to focus on attacking their opponent, defend themselves, or find some sort of middle ground. The fact that this product is completely up to the students really promotes creative and innovative thinking. Some of the issues that will be covered in the debate affect today's world and are real-world issues. Many of the issues that will be covered in this debate, (lend lease and the avoidance of war especially), has affected the world in many different ways and can be blamed for many of the events that took place in World War II and for events that still affect us today, which is not commonly known. The fact that students will be working in debate groups and then competing with other debate groups makes this lesson perfect for collaborative knowledge construction. Students will be feeding off of one another's knowledge during the final product and the preparation for the final product as well.

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

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].
 * //Rationale://** The material and content being covered in this lesson is relevant to not only the overall unit, but to today's world as well. The students will be learning this material and being assessed on it through the use of digital tools and resources. The final product will allow students to explore their own curiosities and expand on them. The lesson as well the final product have been specifically set up with different Multiple Intelligences in mind. This way all students, no matter what their MI skills will have a fair and equal chance to succeed with this lesson. As well as the lesson, the summative and formative assessments are also all made with MIs kills in mind. ||  ||   ||
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