L6+Perkins,+Alexa

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

** LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Ali Perkins **__Lesson #:__** 5 **__ Facet: __** Analyze


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


 * __ Topic: __** The Expanding Nation


 * __ PART I: __**


 * __ Objectives __**

Student will understand that life would not be the same if the events that occured in the 1800's had not happened

Student will know about about all of the events of the 1800s that we have covered and create proof of their knowledge

Student will be able to learn about the importance of change and equality


 * Product: **

iMovie: The world's first working time machine has been created. Everyone wants to try it, but no one know where to go. Commercials are being broadcasted on TV promoting and demoting the different time periods. CNN would like to advertise the 1800's as a travel destination. As a historian and advertiser it is your job to create a advertisement that will accurately depict what life in the 1800's was/will be like. CNN wanted the advertisement to cover the major events of the 1800s, so people will know what to expect. The advertisement needs to target specific consumers and explain to them why they should or should not travel to the 1800's. If CNN approves your advertisement you will get the chance to try the time machine for yourself! Good Luck! 35 Points


 * __ 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: ** 6-8 "The Expanding Nation"


 * 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 Indicators: ** a, b, c, d


 * Rationale: ** This lesson will focus on historic influences, themes and patterns through studying the social effects changes had on the 1800s.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will use thumbs up and a exit ticket to check for understanding during the lesson. The lesson will end with a exit ticket that will be fun and engaging. The sheet will include questions about the students comfort with using iMovie and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see a thumbs down I will retrace the lesson to what they did not understand.


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

Students will self assess their work using a rubric and peers will give feedback to improve the notes students produce for their debates. The rubric will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will create their notes for the debate and I will give written feedback on them. These comments will be specific to each student.


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

iMovie: The world's first working time machine has been created. Everyone wants to try it, but no one know where to go. Commercials are being broadcasted on TV promoting and demoting the different time periods. CNN would like to advertise the 1800's as a travel destination. As a historian and advertiser it is your job to create a advertisement that will accurately depict what life in the 1800's was/will be like. CNN wanted the advertisement to cover the major events of the 1800s, so people will know what to expect. The advertisement needs to target specific consumers and explain to them why they should or should not travel to the 1800's. If CNN approves your advertisement you will get the chance to try the time machine for yourself! Good Luck! Worth 35 points


 * __ Integration __**


 * Technology: **

By using iMovie, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use iMovie to create a real life movie that has use and thought.


 * Art: ** This lesson will require students to use visuals in both pictures and videos to create the movie


 * Writing: ** The students will need to write text for their movie.


 * Math: ** Students will need to use math to edit the movie and make sure that the timing is correct.


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will use the graphic organizers that they created in earlier lessons to find content for their movies. I will tell them that they will need these notes for the final presentation on the first day so they will hopefully put effort into them. The students will also use the rubric for the project to make sure they cover all of the necessities for the project.


 * Section II – Groups and Roles for Product **

This project will be done independently. However, when peer editing, students will be working in groups. To make these groups I will let them chose their partners and peer edit. Then I will assign them partners based on the MI surveys from class one. In these partners they will peer edit again to make sure they have a full understanding of what they need to work on.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Musical: ** Students will use music in their iMovies


 * Bodily: ** Students will get a chance to get up and move when working on their projects


 * Logical: ** Students will have to use logistics to put the timing together in the iMovies


 * Verbal: ** Students may add voice recording to their movies


 * Interpersonal: ** Students will be working on this project on their own.


 * Visual: ** Videos and pictures will be used in the iMovies


 * __ 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: **

Classes will be summarized on the class wiki and all homework will be posted. I will find a few students that are willing to share their graphic organizers on the Wiki. Skype buddies may also be assigned for presentations or peer assessment.


 * __ Extensions __**


 * Type II technology: **

By using iMovie, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use iMovie to create a real life movie that has use and thought.


 * Gifted Students: **

If gifted students need more work, they will be assigned to create a mock interview with a person from the 1800s and include it in their advertisement.


 * __ Materials, Resources and Technology __**

-A graphic organizers and notes from prior classes

-Laptops

-Board

-Markers

-Projector

-Internet

-Rubric printouts

-Recording systems on their laptops


 * __ 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 __

-Begin with hook: This will be presenting my student sample without explaining the project. (15 mins)

-Explain project (15 mins)

-Introduce using iMovie (15 mins)

-Have students download iMovie and play with it. They can also take time to watch the following youtube (30 Mins)

[]

-End with a exit ticket (5 Mins)

Assignments: Decide who your advertisement will target and if you are promoting or demoting the move.

__ Day Two __

-Begin class by throwing a ball around the room and having students share their plans for the project when it gets to them (15 mins)

-Answer any questions students have on the project (10 mins)

-Work on projects! Students are free to work together, talk or move around the room as long as they are on task (60 mins)

Assignments: Continue to work on projects

__ Day Three __

-Begin sharing this video (10 mins)

[]

-Have students peer edit with partner #1

-Peer edit with # 2 (30 mins)

-Students work on projects as I meet with each student and give them feedback and answer questions (40 mins)

Assignments: Get ready to present!

__ Day Four __

-Begin by answering questions (10 Mins)

-Presentations!

The classroom will be set up using a perimeter set up. This way all of the students can see the board, me and each other.

Students will understand that life would not be the same if the events that occured in the 1800's had not happened. //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world.// To learn about the importance of change and equality.

Begin with the hook.This will be sharing my student sample.


 * Where, Why, What, Hook Tailors: ** Verbal, visual, intrapersonal and interperonal.

Students will be able to show all they have learned in this unit and get creative. This lesson will really focus on getting the students to work on their own and with each other. My hope is that they will have fun with this project and be able to dig deep into it. The students will have a lot of freedom when they are working in class. If they do not stay on task they will loose this freedom. Students will be encouraged to work together and help one another. I will always be available for help while they are working. Giving students a lot of class time to work will raise the expectation for the project and will mean that they will have to get it done. Students will have no excuse why they did not finish this project.


 * Equip, Explore, Rethink, Revise, Tailors: ** Visual, Interpersonal, verbal, and logical.

After completing this project and lesson, students should have a good understanding of how the changes made in the 1800s changed present day life. Students will gain a very deep understanding of the group they decide to target and will learn a lot from watching the other presentations. Students will need to create this project on their own which is a huge responsibility. There projects result will be created by they and they should feel proud. The first class will have a exit ticket at the end. This will ask students about there thoughts, questions, and concerns about the project. These will help me to plan the other classes and know what to discuss with the class as a whole. I will also be available for students during the class work time and outside of class. This is a big project so I will need to be available to students and accommodating to their needs.

Students will work have time to work together in class on their projects. This will give them ideas for their own and a deeper understanding. Students will receive a rubric from their peers which they can use to improve their debates. Students will be given two copies of the rubric so they can use one for their own projects as well. The teacher will give written feedback to all of the students. Class three will also have a period of time that students can work on the projects and use their peers feedback. As they are doing this, I will come around and spend time with each student. I will look though their projects and have a discussion with them. Students will have time to ask specific questions about their projects at this time. Before moving onto the next student, I will write down my comments so they can use them for a reference. The students final presentation and projects will receive a grade with a list of comment that use positive specific feedback.


 * Explore, Experience, Revise, Refine, Tailors: ** Visual, verbal, interpersonal, logical, intrapersonal.

Students will use peer rubrics lists during class. They will also use the same rubric to self review their projects. I will give the written comments during class three and have a discussion with all of the students. The final project will receive a grade and comments. Students will be able to make corrections to their projects and show them to me outside of class for a higher grade. There final grades for the project will be given at the end of day one of lesson two. This project will lead into our final lesson.


 * Evaluate, Tailors: ** Visual, verbal, interpersonal, logical, intrapersonal.


 * __ Content Notes __**

All Content notes from the Unit’s prior lessons.


 * __ Handouts __**

- Three copies of the rubric to each student.


 * __ 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: //**

There is a lot of math used to create the iMovies. There is organization involved with in creating the movies as well. The students need to organize their thoughts, ideas and the content to succeed with the movie.


 * // Microscope: //**

Students will need to dig deep into the content found in the 1800s. They will need to think about what it was like to live during this time. They will use math to figure out the differences in the expenses and dates.


 * // Puppy: //**

The class will need to work together to produce a successful movie, even though they are doing them individually. They will need to ask each other questions and help one another.


 * // Beach Ball: //**

In this class we will use a lot of different learning styles to create the iMovies. The class will constantly be moving from one thing to another.


 * // Rationale: //**

This lesson targets a lot of different learning styles that all cover the same content. The students will be required to be organized in order to complete their notes and to complete their projects. They will also need to analyze each event and its effects. They will have to place themselves in this event and think about what they would do. While discussing the the events of the 1800s the students will be required to really be thoughtful and use compassion. Many of the classes will contain deep discussion. It takes a caring and supportive class to learn about these changes effectively. This lesson will also use a lot of different techniques to teach the students about the economics. The class will constantly be moving from one task to the other.


 * // 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 use thumbs up and a exit ticket to check for understanding during the lesson. The lesson will end with a exit ticket that will be fun and engaging. The sheet will include questions about the students comfort with using iMovie and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see a thumbs down I will retrace the lesson to what they did not understand.

Students will self assess their work using a rubric and peers will give feedback to improve the notes students produce for their debates. The rubric will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will create their notes for the debate and I will give written feedback on them. These comments will be specific to each student.


 * // Summative: //**

iMovie: The world's first working time machine has been created. Everyone wants to try it, but no one know where to go. Commercials are being broadcasted on TV promoting and demoting the different time periods. CNN would like to advertise the 1800's as a travel destination. As a historian and advertiser it is your job to create a advertisement that will accurately depict what life in the 1800's was/will be like. CNN wanted the advertisement to cover the major events of the 1800s, so people will know what to expect. The advertisement needs to target specific consumers and explain to them why they should or should not travel to the 1800's. If CNN approves your advertisement you will get the chance to try the time machine for yourself! Good Luck! Worth 35 points


 * // Rationale: //**

By using iMovie, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use iMovie to create a real life movie that has use and thought.


 * // 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 life would not be the same if the events that occured in the 1800's had not happened. //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world.// To learn about the importance of change and equality.


 * // MLR or CCSS: //**

__ Maine Learning Results __
 * Content Area: ** Social Studies
 * Standard Label: ** E History
 * Standard: ** E1 Historical Knowledge, concepts, themes and patterns
 * Grade Level: ** 6-8 "The Expanding Nation"
 * 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 Indicators: ** a, b, c, d


 * // Facet: //**

In this lesson, Students will really be asked to analyze and come up with causes and effects. They will have to look at the relationships between now and then. They will learn how the nation grew and the events that occured in the process. This lesson will give them a overview of what happened in the 1800s and lead them into learning more about the specific changes that happened.


 * // 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: //**
 * Musical: ** Students will use music in their iMovies
 * Bodily: ** Students will get a chance to get up and move when working on their projects
 * Logical: ** Students will have to use logistics to put the timing together in the iMovies
 * Verbal: ** Students may add voice recording to their movies
 * Interpersonal: ** Students will be working on this project on their own.
 * Visual: ** Videos and pictures will be used in the iMovies


 * // Type II Technology: //**

By using iMovie, students will be able to organize their thoughts and use art to depict them. The students will be able to get creative and to push themselves to create a interesting piece of work. This project will tie together all that the students learn in the unit. Students will be able to use iMovie to create a real life movie that has use and thought.

This lesson targets all learning types. It uses visuals on the board and in the students notes. It encourages logical students to use math to analyze the changes. It gives musical students a chance to relate their strengths to the 1800s. It uses both group work and class work. Students also give feedback to each other and themselves. Interpersonal students will be able to work in groups to share their ideas. The final project gives all of the intelligences a chance to use their strengths to produce a iMovie.
 * // Rationale: //**

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

In this class, students will be faced with a lot of real world issues that may never be completely agreed upon and solved. It is up to the students to form their own ideas on the topics and support them. These are questions that students may face for the rest of their life. By looking at the past, students will learn from the countries mistakes. They will be able to use these mistakes in their arguments and propose a plan that will not repeat them. Some students may be pushed out of their comfort zone when dealing with the iMovie. This will help them to gain confidence in their thinking.

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://**

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

This type two technology enables students to create a advertisement which is something they may have never done with out it. The students are faced with a real life task. The technology encourages creativity and targets all of the MIs. Students will gain confidence by learning to use iMovie and it is a tool that they can use in other classes as well. The students will be able to create new ideas and meanings by using iMovie. They can express themselves the best they can and inspire people to dig deeper into the subject of the 1800s.

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 ||  ||   || 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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