L6+Santamore,+Paul

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

** LESSON PLAN FORMAT **

Teacher’s Name: Mr. Santamore Lesson #: 6 Facet: Perspective Grade Level: 9-Diploma Numbers of Days: 3 days Topic: Industrial Revolution

PART I:

Objectives

Students will understand that technological changes during the industrial period had massive effects on today's society and environment.

Students will know big business, Carnegie, Rockefeller, monopoly, exploitation, profits, capitalism, etc.

Students will be able to compare and contrast two big business figures from then and now.

Product: Blogger

Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Maine Learning Results Content Area: Social Studies Stadard Label: E; History Standard: E2; Individual, cultural, international and global connections in history Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914" Performance indicators: a, d
 * Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.

Rationale: The reason that this connects to the Maine Learning Results is because it is once again connecting the past to today's issues and society. This is an exceptionally crucial step in the education of our youth, because if you do not understand what happened in the past you are bound to repeat history's mistakes. My students will realize the good and bad that came with urbanization and will be able to relate to what they learn and apply in and outside of class.

Assessments

Formative (Assessment for Learning) Section I – checking for understanding during instruction I will use the walk around method to check for understanding during this lesson. This is effective for all students because they will get brief periods of interaction with me at various times throughout the lesson and the process of building their final product. By having brief interactive meetings with me over the course of this three day lesson, they will receive undivided attention that pertains to their individual needs. Basically, I will address anything that they are struggling with in order to further their understanding and comprehension of the material and final product, the Blogger.

Section II – timely feedback for products (self, peer, teacher) The students will always start with self-reflection, because that gets them thinking and wondering about how they can improve what they may see as the deficiencies or problem areas in their project. The product will already be significant by this time, so the student may consider redoing pieces or even creating a whole new project for the final product. Once the student has finished assessing their own piece of work they will move and and assess another classmate's work so that they can give constructive feedback from a different point of view. This step is absolutely crucial because it brings wonderful suggestions and deeply thought out analysis to an already quality product. The last step in the feedback circle so to speak is coming to see me for five to ten minutes during or after class. Students should play their product for me in order for me to critique it for content validity and correctness. After I give my feedback I will send each student home with some things to correct in their recording. They can do a supplemental recording or they can even record my thoughts on the topic if their partner is not available outside of class time.

Summative (Assessment of Learning): •Blogger: 30 points: will be used to track the thoughts of two "big businessmen", one from then and one from modern times. This blog must track a debate, conversation, or amicable discussion between one business man from the time period of the Revolution and now. These figures will discuss issues such as poverty, how their industries have influenced society, wealth, and labor rights, along with any others that the student wishes to include. There must be at least five entries from each of the figures, the entries must be appropriately worded, and should have no mistakes in spelling or grammar. This is a solo project, because I want to see how each individual student is making connections between then and now.

Integration Technology: Blogger is a type two technology for many reasons, but the ones that will apply during this class and this lesson are its interactive capabilities and its ability to archive interactions and happenings, thus creating a sense of a timeline. The reason that blogging becomes type II while word processing stays at a type I level is because the act of putting one's work onto the Web and having it be interacted with, commented on, and reused is evidence of evolution and an evolving process. Blogging is a logical way to produce a historical conversation and provides the students with another great technological interaction and usage tool.

Content Areas: Here is a list of connections made between other subject areas through my lesson... English will be used in order to express thoughts, evaluate sources, and create meaningful connections between text and thought. Math will be used in the sense of comparing economics between the two periods as well as uncovering statistics that show factual evidence about proclamations during the revolution. Science will be ever-present because of the connections to the environment during the industrial revolution. The arts will be included through the use of cumulative projects that will exhibit student creativity and artistic abilities. All subjects will be present in my lesson because the social sciences involve society and encompass many different things within life. They virtually exist everywhere and are applicable to everything within our world.

Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction The Venn Diagram will be used in this lesson because it is the most logical graphic organizer possible for this type of comparison activity. By using the diagram, the student will be able to, in an organized fashion, complete and analysis of the main ideas, actions, thoughts, and effects of the two big business figures, one from then and one from modern times. The students' Venn Diagram should have many offshoots and branches as well as random quick thoughts and factual pieces of information. The Venn Diagram will be handed in at the end of the lesson and should be used in the creation of the Blogger.

Section II – Groups and Roles for Product Students will work in groups of two, with each one of them taking on two big business figures. They should do this in order to further deepen their thought processing ability and critical analysis skills. They will be doing this project and research together, but will end up with two separate yet interactive Blogger accounts. The two will be able to do edits on each others' blogs, but only for content accuracy and mechanical issues. Groups of two will be very successful in the development of this Blogger because they will choosing like individuals to base their analysis and blogging off of. By doing this, the students will be able to take ideas from each other, gain content knowledge, but also debate and disputes each others' work in the end and grade each other accordingly.

Differentiated Instruction

MI Strategies Verbal-Linguistic: They can use articles and other readings to comprehend the tasks and can write a script for their Prezi. Logical/Mathematical: They can use data and statistics to interpret the answers and theories on urbanization and can lay out a specific organizer for their tasks. Visual/Spatial: These students can use fact sheets or drawings to understand the material. Bodily/Kinesthetic: Kinesthetic learners can move around the room and ask around for reflection and answers in terms of the tasks given. They can use noise and movement in their Prezi to keep them on track. Musical/Rhythmic: This task is perfect for musical and rhythmic learners because the Prezi is constantly moving, evolving, and using other artistic aspects in order to further convey the overarching message. Intrapersonal: These students can practice the recording by using it multiple times then reflecting upon their own work through self-checks. Interpersonal: Interpersonal students will be allowed to work in groups in order to fit their needs. Naturalist: Naturalist students can use happenings and sounds from outside of school within their Prezi to give them an edge in this task.

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: I will set up individual meetings with an absent student. I will have them check my wiki page in order to catch up on readings or other in class activities. After they have completed these things they should come see me in order to brush up on anything that may be unclear or confusing. I will also have files for each student and I will allow them to take it home that night in order to put the new material back into context so that it makes sense to them.

Extensions

Type II technology: Blogger is a type two technology for many reasons, but the ones that will apply during this class and this lesson are its interactive capabilities and its ability to archive interactions and happenings, thus creating a sense of a timeline. The reason that blogging becomes type II while word processing stays at a type I level is because the act of putting one's work onto the Web and having it be interacted with, commented on, and reused is evidence of evolution and an evolving process. Blogging is a logical way to produce a historical conversation and provides the students with another great technological interaction and usage tool.

Gifted Students: I may challenge them by giving them some more challenging readings and primary source documents to analyze. After going through a tougher assignment such as one mentioned above, I would have them come meet with me in order to discuss the products connection to the modern era. They will be given a supplementary writing assignment to improve their critical writing and reading skills as well.

Materials, Resources and Technology -Computers -Blogger Account on Gmail -Tech Department -Resources for content -Graphic Organizers (Venn Diagram)

Source for Lesson Plan and Research -Blogger Tutorial: http://www.youtube.com/watch?v=ryb4VPSmKuo -Today's Business Figures: http://www.forbes.com/sites/davidkwilliams/2012/07/24/top-10-list-the-greatest-living-business-leaders-today/ -Industrial Business Figures: http://www.hbs.edu/leadership/database/#R (Search for pre-1900)

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: -Lecture on big business figures and impacts (20) -Exploring "Men who Built America" (40) -Task description and Blogger account creation (20)

Day 2: -Get partners (10) -Create Focuses and set Venn Diagrams up (15) -Work with partners on brainstorm and research (55)

Day 3: -Writing and Researching (60) -Meetings and editing (20)

Products are due for review the next class.

Content Notes

Students will know big business, Carnegie, Rockefeller, monopoly, exploitation, profits, capitalism, and economy. Big Business: Big business is a certain type of business that has a massive impact on different parts and sectors of society. It most likely has large streams of revenue, popular products, a dynamic and powerful leader, and massive social and economic influence. Basically a Big Business is a business that is know by all and feared by many. Carnegie: Andrew Carnegie is the most important figure in American business and economic history. He was a leader in the steel industry during the Industrial Revolution and brought widespread change in how the work was viewed in society. Carnegie was a man of deep thought and deep pockets, but he was never greedy, backstabbing, or crude in the slightest. Carnegie stood up for the rights of the common man and was actually illiterate and uneducated before he moved to the United States in his teenage years. His story is overtly inspiring and essential to really understanding what constitutes being an American. Rockefeller: John D. Rockefeller is one of the most important and influential businessmen ever to walk to the streets of the United States. He was an economic giant, but unlike Carnegie, he was often dishonest and was in it for simply economic gain rather than social justice. Rockefeller owned Standard Oil of the United States and was considered the richest man on the planet for a long time running. He will be studied in terms of his economic and social impacts as well. Monopoly: Monopoly is when one business or company owns close to or all of the resources and controls the manufacturing of goods and services in one sector of the economy. Rockefeller's Standard Oil Company is a good example of a monopoly. Exploitation: Is when someone of something is using another person of service in order to benefit from it. Carnegie exploited his knowledge of steel and increased level of production in order to maintain high profits and wages for his workers, while Rockefeller used his knowledge of gasoline and oil to gain massive incomes and revenue streams. Exploitation is smart and difficult but is ever-present in the business world. Profits: are simply derived from how much revenue someone of some business makes minus its expenses and overall costs. Profits are what drive people, mainly business owners to do bad things. Profits are essential to business, but excess profits lead to bad overall outcomes for many involved in the creation of those profits. Beneficiaries of these massive profits end up happy while the workers and underlings often are neglected and treated as if they are of a lower class of society. Capitalism: This is our economic system, which depends on rationality and individual choice for growth, regulation, and stabilization in times of trouble. Basically, as defined by the great economic philosopher Adam Smith, capitalism is a social economy that is best left to regulate itself in a laissez-faire (let it be) style. Smith advocates for a free market economy where the government rarely intervenes and only regulates the acceptance of private property and individual choice and liberty, basic human rights are included in this blanket statement. ​Economy: Is a difficult term to define, but the students will be asked to do much of this themselves. Economy is all facets of monetary, service, and production industries that help people obtain goods and services. The economy is not solely based on monetary worth as we often believe; it is dependent on the basic foundations of life such as labor, fairness, opportunity, and skill. Students will need to understand that economics is as diverse and complex as the society that we reside in and that it is the virtual underpinning of every actions on the planet today. Economies are absolutely crucial in the development and evolution of culture and will be ever-present in our great world, especially in urban centers where they are so close to home for each individual citizen.

Teaching and Learning Sequence:

My classroom arrangement will be set up in twos. I will set it up this way because I believe that peer feedback, group work, and continuous reflection from a partner is critical in development and learning. This arrangement will be beneficial to all of the students and they will always be collaborating with each other in order to enhance learning. This is a heavily opinion based unit; therefore a partner will provide the students with a quality basis for debate and intraspection because they will constantly be experiencing adverse views from their partner. Students will understand that technological changes during the industrial period had massive effects on today's society and environment. They will learn this major enduring understanding because it is essential to gaining understanding of connection based learning and comprehension of our current, past, and future societies. Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d. Connections and concepts will be attached to people, because people and society is what is really tangible in terms of long term understanding and life long critical thinking as well as learning. You must understand history's connections to modern life. This includes business, sports, music, or anything that you are interested in personally. If you do not realize what has happened in the past you are certainly bound to recreate history's bad spots and occurrences. Students will continue to build upon the past lesson and enhance their ability to be a cognitive citizen and critical thinking analyst of happenings within their current world. I look to make my students into viable thinkers and feelers as they move on into college, business, or any other walk of life that they choose to pursue down the road. What is your philosophy on how we should move forward in society? Will we repeat the tragedies of our predecessors? This is how I will hook my students. They will have to answer these questions as a class by writing down basic ideas and answers to these questions and then discussing them. I will ask them to keep these essential questions in mind while studying the impact of the Industrial Revolution upon today's world; therefore at the end they will have a true understanding and hopefully an answer for both big ideas. Where, Why, What, Hook Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal.

Students will know big business, Carnegie, Rockefeller, monopoly, exploitation, profits, capitalism, etc. All of these terms will be of great importance and should be comprehended by the student after my lecture, unless they want to question their meaning or significance later in the unit. They all mean something holistic to me and that is why they are content staples and foundations for this lesson within my larger unit on the Industrial Revolution.Students will use a Venn diagram in order to compare and contrast modern and past business as well as their two big business figures from then and now. The Venn Diagram will be used in this lesson because it is the most logical graphic organizer possible for this type of comparison activity. By using the diagram, the student will be able to, in an organized fashion, complete and analysis of the main ideas, actions, thoughts, and effects of the two big business figures, one from then and one from modern times. The students' Venn Diagram should have many offshoots and branches as well as random quick thoughts and factual pieces of information. The Venn Diagram will be handed in at the end of the lesson and should be used in the creation of the Blogger. They must create a comparison that takes into consideration areas such as income, tenure, sectors of control, influence, philosophy and philanthropy, etc. This blog must track a debate, conversation, or amicable discussion between one business man from the time period of the Revolution and now. These figures will discuss issues such as poverty, how their industries have influenced society, wealth, and labor rights, along with any others that the student wishes to include. There must be at least five entries from each of the figures, the entries must be appropriately worded, and should have no mistakes in spelling or grammar. This is a solo project, because I want to see how each individual student is making connections between then and now. In order to check for understanding I will walk around and work with each student individually or in groups of two so that they can fully grasp the ideas that I am searching for. This is effective for all students because they will get brief periods of interaction with me at various times throughout the lesson and the process of building their final product. By having brief interactive meetings with me over the course of this three day lesson, they will receive undivided attention that pertains to their individual needs. Basically, I will address anything that they are struggling with in order to further their understanding and comprehension of the material and final product, the Blogger. They will consult with one other person who has a similar figure or figures to them and try to pick up new ideas. Then they will be asked to do final revisions and present the project at a later date. Equip, Explore, Rethink, Revise, Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal

Students will use a Venn diagram in order to compare and contrast modern and past business as well as their two big business figures from then and now. They must create a comparison that takes into consideration areas such as income, tenure, sectors of control, influence, philosophy and philanthropy, etc. This comparison will be completed as stated above in Blogger, but the reason it is such a quality exploration of the facts and the time period in a history sense is because of the critical thinking and change involved. By rethink and revising the task through a chat with their partner, students will be able to perfect their dialogue and make it have a much deeper meaning in the end.Once they have done a significant amount of research on these two figures, they will start a Blogger account at blogspot.com and they will begin blogging from the perspective of each of their two figures. They will tell the person's story through their eyes and have a small argument between "each other" as to who is doing more for themselves, their workers, and society. This argument will once again be polished through the revision process but the to gather information they will listen to me lecture for about thirty minutes and then they will dissect certain sections of the History Channel film, "The Men who built America", in order to further comprehend, in a visual way, how and why big business was so influential. Following their research on the movie and their note taking with the Venn Diagram, they will move into the creation of their Blogger account while I walk them through a tutorial on the projector screen from my computer. Day two of this product making venture will be mostly work and questioning by each student and their partner. Day three will be predominantly writing and research time as well until the last twenty minutes of class come along. I will meet with each student and give them feedback on their ideas. they can meet with me here or after school during my office hours, but they should meet with me to further improve their product. Explore, Experience, Revise, Refine, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.

Students will be asked to asses their own product for homework and then I will have their final grade when they return the next class period. This project will be primarily evaluated based on the criteria given to them, but they will also be graded on participation and academic initiative, because these are all important concepts that the students must understand. Based on all of these factors combined, the student will receive their mark. The peer review process will be factored in, but is quite informal in nature, therefore it will not count as a grade but rather as a form of formative assessment for the students. Evaluate, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.

Handouts -Graphic Organizer (Venn Diagram) -Criteria for Blogger (Checklist)

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.

Clipboard: I will make sure that everything is laid out in an organized way so that each student with this learning style feels comfortable, prepared, and ready to learn at all time.

Microscope: I will always have opportunities for my students to critically think, analyze, and write about the topics at hand. These opportunities will come frequently and will make the microscope learner comfortable.

Puppy: This type of learner will be given chances to participate, but only if they choose to do so. I will work with them on an individual basis in order to provide them with a safe environment to learn in. Along with these ideas, I will maintain a safe and fair learning environment.

Beach Ball: I am willing to allow beach ball learners to get up, move around, and express their feelings in the ways that they see fit. I think by allowing these students to be who they are it will benefit the classroom as a whole as well.

Rationale: All of the learning styles discussed above will combine to create a productive and constantly changing classroom. The various accommodations will be made with the expectation that my students will work their hardest in order to reap the benefits from this tailoring.

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: The students will always start with self-reflection, because that gets them thinking and wondering about how they can improve what they may see as the deficiencies or problem areas in their project. The product will already be significant by this time, so the student may consider redoing pieces or even creating a whole new project for the final product. Once the student has finished assessing their own piece of work they will move and and assess another classmate's work so that they can give constructive feedback from a different point of view. This step is absolutely crucial because it brings wonderful suggestions and deeply thought out analysis to an already quality product. The last step in the feedback circle so to speak is coming to see me for five to ten minutes during or after class. Students should play their product for me in order for me to critique it for content validity and correctness. After I give my feedback I will send each student home with some things to correct in their recording. They can do a supplemental recording or they can even record my thoughts on the topic if their partner is not available outside of class time.

Summative: •Blogger: 30 points: will be used to track the thoughts of two "big businessmen", one from then and one from modern times. This blog must track a debate, conversation, or amicable discussion between one business man from the time period of the Revolution and now. These figures will discuss issues such as poverty, how their industries have influenced society, wealth, and labor rights, along with any others that the student wishes to include. There must be at least five entries from each of the figures, the entries must be appropriately worded, and should have no mistakes in spelling or grammar. This is a solo project, because I want to see how each individual student is making connections between then and now.

Rationale: By using these different sorts of assessment I am benefiting my students as well as myself. Through differentiation, I am creating the best learning environment possible and providing my students with varied ways of learning. All of these different assessments and methods will allow for us to grow as a class and will also allow for individual growth in the students.

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: Maine Learning Results Content Area: Social Studies Stadard Label: E; History Standard: E2; Individual, cultural, international and global connections in history Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914" Performance indicators: a, d
 * Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.

Facet: Explanation

Rationale: This lesson is going to meet the MLR Standards because it addresses connections to the past and the present as well as a diverse range of topics that connect back to my enduring understand, which are derived straight from the MLR 9-diploma Standards.

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: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.

Type II Technology: Blogger is a type two technology for many reasons, but the ones that will apply during this class and this lesson are its interactive capabilities and its ability to archive interactions and happenings, thus creating a sense of a timeline. The reason that blogging becomes type II while word processing stays at a type I level is because the act of putting one's work onto the Web and having it be interacted with, commented on, and reused is evidence of evolution and an evolving process. Blogging is a logical way to produce a historical conversation and provides the students with another great technological interaction and usage tool.

Rationale: Each student will be able to display their knowledge critically and they will all be able to master the tasks that I give them, because differentiation will be used in order to play off of each one of their strengths while also attempting to improve their deficit ridden areas.

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

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: Through the use of different media I will promote and support creative outlets and assignments for my students. They will be exploring real world issues through the use of technology by constantly creating connections between issues or topics in class and their own lives outside of the educational system. Reflection is the most important piece of my philosophy for my students because without reflection, one can never change, fix, or solve the issues presented to them. My students will be able to reflect, change, and ultimately benefit from my classes and lessons.

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

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

Rationale: Students will constantly be reacting to, using, and working with technology in order to broaden their academic success. They will be forever impacted by what they learn in my classes because it will stick in their brains, because of the use of technology and critical reflection. ||  ||   || 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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