L2+Carlson,+Andrew

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Carlson **__Lesson #:__** 1 __**Facet:**__ Analyze
 * __ Grade Level __**** : ** 10th **__Numbers of Days:__** 1
 * Topic: ** Strong Monarchs in Spain and Scandinavia


 * __ PART I: __**

Students will Understand that diversity and unified monarchs shaped Spain and Scandinavia in the Middle ages. Students will know Muslim influence in Spain, who Isabella and Ferdinand are, where Cordaba and Granada are located, and who Queen Margrete is and what she did. Students will be able to analyze how diversity and unified Monarchs shaped Spain and Scandinavia. **Product**: Short response.
 * __ Objectives __**

Maine Learning Results Content area: Social Studies Standard Label: E History Standard: E2 Individual, Cultural, International, and Global Connections in History Grade Level: Grade 10 "Strong Monarchies in Spain and Scandinavia. Statement: Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects. Performance Indicator: a,b,c,d
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Students will meet the standard by identifying and analyzing the different impacts diversity and unified monarchs had on the Spain and Scandinavia.
 * Rationale: **


 * __ Assessments __**

I will have the students do a quick write about what they already know about the Muslim invasion of Spain. I will also ask who has used iMovie before.
 * __ Pre-Assessment __**

I will be asking questions out loud to the class throughout t he lesson to check students understanding. I will be walking around and fielding any questions the students have while they are at each station. Students will be doing a quick write at the end of class on the content covered. I will use the quick writes to determine whether the students have fully understood the information or not. Extra help will be given to the students who struggled on the quick write.
 * __ Formative (Assessment for Learning) __**

I will be answering students questions and helping them fill out the graphic organizers when they have trouble. Students will be working together on the graphic organizers and are encouraged to share notes.
 * Section II – timely feedback for products (self, peer, teacher) **

The quick write at the end of the lesson will be my "summative assessment".
 * __ Summative (Assessment of Learning): __**

Students will be using their computers to do research if necessary, and will be watching a video in one of the stations. They will also create a no-edit video using iMovie in one of the stations.
 * __ Integration __**
 * Technology: **

__History-__ Students will be exploring Muslim Spain and Scandinavia during the Middle Ages. __English-__ Students will be doing a quick write at the end of the lesson. __Public speaking-__ Students will be creating a short no-edit news report.
 * Content Areas: **

Students will be using an idea wheel in station 1. The idea wheel will help the students to break down the information into 4 important categories to better understand how Islam shaped Spain during this time period. Students will also use a variation of a Time/Order Chart. Students will work in groups to fill this organizer in with matching pieces.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will break into 4 groups. I will ask at the begining of class who has used iMovie before. I will then split 4 of them into different groups. I will then pass around a hat and students will draw out a color to determine which group they are in.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical:** Students will break down how diversity and unified Monarchs affected Spain during the Middle ages.
 * Verbal: ** Students will be conducting a no-edit news report.
 * Visual: ** Students will be looking through pictures of Spain to get an idea of what it was like during Muslim rule.
 * Intrapersonal: **Students will have time to do 2 quick writes.
 * Interpersonal: ** Students will be working in groups for the majority of the lesson.
 * Kinesthetic: ** Students will be moving from station to station and will be playing a game, creating a news report, and building a graphic organizer.


 * __ 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. //

Absent students will be given any handouts from class along with a chapter outline of what we went over.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will be using iMovie to do a no-edit news report.
 * Type II technology: **

Students will be asked to look into how the religious policy of Muslim Spain differed from Isabella and Ferdinand.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**

- Ideal Wheel graphic organizer - Map of Spain - Large Time/Order Chart and cut out pieces - Game for Station 4 - Books - Laptops

[] Brief explanation of the Estates General in France. http://www.eduplace.com/graphicorganizer/- Found graphic organizers here. http://www.motorcyclemeanders.com/images/AlAndMap.jpg?160- Basic map of Muslim Spain http://www.jesusneverexisted.com/IMAGES/conquest-of-spain2.gif- Trade routes of Muslim Spain. http://explorethemed.com/reconquista.asp?c=1- Muslim Spain maps from 756-1492. http://www.youtube.com/watch?v=nhptmIKXTnI- Video of Cordaba (for station 1). http://www.rspblisburn.com/images/larger_map-of-spain2.gif- Map of unified spain
 * __ 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) //

__Day One:__ (Hook) As students come in and sit down I will be playing a slide show of my pictures of Spain. (5 minutes) Intro to class and have students fill out pre-assessment quick write. (15 minutes) 1st Station- Students will be looking through a series of Pictures, Maps, and a Movie to fill out their Idea Wheel graphic organizer. (15 minutes) 2nd Station- Students will work with their partners to fill out the large Time/Order Chart. (15 minutes) 3rd Station- Students will create a no-edit news clip on the religious polices of Isabella. (15 minutes) 4th Station- Students will play a game about Scandinavia. (10 minutes) Class discussion (5 minutes) Final quick write.

The room will be set up with stations on each corner. I will use desks to create the stations. Students will Understand that diversity and unified monarchs shaped Spain and Scandinavia in the Middle ages. It is important to know how unified government structures and diversity in a country or region can play out. The best way to handle difficult situations is to look to the past for help. Students are able to identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects. As students walk into the classroom, I will have a slideshow of my pictures from my trip to Spain playing. This will get kids interested in what there seeing before class even starts.
 * Where, Why, What, Hook Tailors:** Visual, kinesthetic, logical.

Students will know Muslim influence in Spain, who Isabella and Ferdinand are, where Cordaba and Granada are located, and who Queen Margrete is and what she did. (See content notes) Students will be using an idea wheel in station 1. The idea wheel will help the students to break down the information into 4 important categories to better understand how Islam shaped Spain during this time period. Students will also use a variation of a Time/Order Chart. Students will work in groups to fill this organizer in with matching pieces. As students are at each station I will be walking around and assisting anyone who has questions. I will also be asking the students questions to further their thinking on some subjects. Students will be working in groups for the majority of the class. Only in station 1 and during the quick writes will the students be working by themselves. They will be helping each other to fill out one of the graphic organizers. I will be asking questions out loud to the class throughout t he lesson to check students understanding. I will be walking around and fielding any questions the students have while they are at each station. Students will be doing a quick write at the end of class on the content covered. I will use the quick writes to determine whether the students have fully understood the information or not. Extra help will be given to the students who struggled on the quick write.
 * Equip, Explore, Rethink, Tailors:** Verbal, Kinesthetic, logical, visual, interpersonal, intrapersonal.

Students will be working with the material all throughout the lesson. All of the content is broken into 4 different stations. After completing all of the stations students will be asked to do a quick write on the same question they answered earlier in class to see how they have grown. Students will be able to analyze how diversity and unified Monarchs shaped Spain and Scandinavia. Students will break into 4 groups. I will ask at the begining of class who has used iMovie before. I will then split 4 of them into different groups. I will then pass around a hat and students will draw out a color to determine which group they are in. All students will have graphic organizers to fill out individually and as a team. This ensures that everyone is at least doing their own work. I will also be circling around the class and will be sure to push everyone to participate. Many of the stations require all of the members to actively participate. Students will be doing a quick write at the end of class to judge their progress with the content knowledge.
 * Explore, Experience, Revise, Refine, Tailors:** Verbal, interpersonal, intrapersonal.

I will be asking and answering questions throughout the class. I will also be returning their quick writes the next class. This lesson opens the door for the following section on the Black plague that swept throughout Europe during the middle ages. This section covers both Spain and Scandinavia during this time period so the students will be able to see the similarities and differences between the different regions during the same time period.
 * Evaluate, Tailors:** Interpersonal.

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // i. Trade flourished in many cities such as Cordova and Granada ii. The Muslims did not persecute the Jews or Christians because they also believed in the book. i. Portugal ii. Castile iii. Aragon i. Their marriage untied most of Spain i. Joined forces with the town’s people to limit the power of the nobles. ii. Limited power of the Cortes, which was similar to the Estates General in France. (made of 3 branches. The nobles, clergy, and peasants) iii. In 1492 the Christian army captured Granada the last Muslim outpost in Spain. iv. Christopher Columbus set off on his voyage to the Americas.
 * __ Content Notes __**
 * 1) **Muslim Influence in Spain:**
 * 2) Muslim armies conquered most of Spain in the 700s.
 * 1) There were many exotic goods being sold from the Mediterranean and Asia as well.
 * 2) Also lots of agricultural products
 * 1) **By 1250 Muslims held only the kingdom of Granada.**
 * 2) There were 3 main Christian kingdoms that formed the rest of Spain.
 * 1) Had become its own country and had become very involved with around the world trade.
 * 1) **Isabella and Ferdinand**
 * 2) Queen Isabella (of Castile) married Prince Ferdinand (of Aragon)
 * 1) What they did
 * 1) The queen’s power rose. She forbid the nobles to manufacture their own coins. This had been dropping the value of Spain’s money.
 * 2) Crime was rising hand in hand with trade. So Isabella set up a court (run by herself) in Seville.
 * 1) Gave more power to the Queen. The nobles and church could not do what ever they pleased now.
 * 1) Spain became unified once again.
 * 2) Politically
 * 3) And religiously
 * 1) Would eventually discover the Americas
 * 2) Pushed Spain to become one of the dominating powers in the centuries to come.

ii. People found to be heretics by the Spanish Inquisition were burned at the stake. i. Similar to Israel disputes (but was not due to religious differences) i. All three nations nobles voted her in as queen. ii. In 1523 Sweden broke away from the union but Norway and Denmark stayed united until 1814.
 * 1) **Religious policy**
 * i.** They were trying to unite Spain politically and religiously.
 * 1) Ended the long lasting streak of religious toleration. They ordered all Jews and Muslims to convert to Christianity.
 * 2) Many of the Jews and Muslims were exiled. Spain lost many doctors merchants, scholars, and other Spanish economic and cultural leaders.
 * 1) Heretics- were people accused of secretly practicing their original religions.
 * 2) **Nations of Scandinavia**
 * 3) Denmark, Norway, and Sweden all had very close family ties but they were constantly at war over trade rivalries and boundary disputes.
 * 1) Queen Margrete of Denmark untied the 3 Scandinavian countries in 1387.


 * __ Handouts __**

- Ideal Wheel graphic organizer - Map of Spain - Large Time/Order Chart and cut out pieces


 * __ 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 __//**

Students will be putting the information on graphic organizers.
 * // Clipboard: //**

Students will be looking into how Monarchs and diversity affected Spain and Scandinavia during the Middle Ages.
 * // Microscope: //**

Students will be working in groups and will be able to support each other when having trouble.
 * // Puppy: //**

Students will be actively putting together one of the graphic organizers and will be creating a no-edit news report.
 * // Beach Ball: //**

All learning styles are touched upon in this lesson. Each station is set up for a variety of multiple intelligences and learning styles.
 * // Rationale: //**

I will be asking questions out loud to the class throughout t he lesson to check students understanding. I will be walking around and fielding any questions the students have while they are at each station. Students will be doing a quick write at the end of class on the content covered. I will use the quick writes to determine whether the students have fully understood the information or not. Extra help will be given to the students who struggled on the quick write.
 * 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: **

I will be answering students questions and helping them fill out the graphic organizers when they have trouble. Students will be working together on the graphic organizers and are encouraged to share notes.

The quick write at the end of the lesson will be my "summative assessment".
 * Summative: **

The quick writes will assess students knowledge before the lesson and after. I will use thumbs up/ thumbs down and questions to judge how the students are doing 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. **

Students will Understand that diversity and unified monarchs shaped Spain and Scandinavia in the Middle ages. Students can identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects. It is important to know how unified government structures and diversity in a country or region can play out. The best way to handle difficult situations is to look to the past for help. Students are able to identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects.
 * Content Knowledge: **

Maine Learning Results Content area: Social Studies Standard Label: E History Standard: E2 Individual, Cultural, International, and Global Connections in History Grade Level: Grade 10 "Strong Monarchies in Spain and Scandinavia. Statement: Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects. Performance Indicator: a,b,c,d
 * MLR or CCSS: **

Students will be able to analyze how diversity and unified Monarchs shaped Spain and Scandinavia.
 * 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. **


 * MI Strategies: **
 * Logical:** Students will break down how diversity and unified Monarchs affected Spain during the Middle ages.
 * Verbal: ** Students will be conducting a no-edit news report.
 * Visual: ** Students will be looking through pictures of Spain to get an idea of what it was like during Muslim rule.
 * Intrapersonal: **Students will have time to do 2 quick writes.
 * Interpersonal: ** Students will be working in groups for the majority of the lesson.
 * Kinesthetic: ** Students will be moving from station to station and will be playing a game, creating a news report, and building a graphic organizer.

Students will be suing iMovie to do a no-edit news report.
 * Type II Technology: **

A large majority of MI's if not all are Incorporated into the four stations that students will be going through. There is a variety of ways for students to take in the content.
 * Rationale: **

a. Promote, support, and model creative and innovative thinking and inventiveness
 * __ 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. **

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 Students work together and with myself to work with and take in the content.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Students use iMovie, and several other digital venues to explore the information. They will be suing iMovie to create a no-edit news report and will be looking at pictures and watching a video.
 * 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 teachingf