L6+Carroll,+Derek

=**UMF LESSON PLAN FORMAT**=

**Grade Level:9-diploma Topic: Sentiments of Famous people**

 * =**Objectives**:= ||
 * Student will understand that the revolutionary players had a variety of view points on the same issues. ||
 * Student will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown ||
 * Student will be able to assume the role of a historical figure and devise an argument using their point of view. ||

E1. Historical Knowledge, Concepts, Themes and Patterns Grade 9 - Diploma "The Revolutionary Era 1754-1783" Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the World b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Result:// Social Studies E. History

Rationale: Students will be analyzing the viewpoints of past people, and this will help them to analyze viewpoints of contemporary political figures, thus helping them to be an informed voter as well as a learned historian. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The circle the sage activity will be the formative assessment for this particular lesson, As students circle the sages I will circle the room listening in and seeing what needs to be taught again, or what would be of interest to students. The more practical reason for this is so students will begin to learn from one another and to also begin crafting their arguments for the final project. ||
 * **Summative** (Assessment of Learning)
 * This is my webquest, and students will be charged to take the role of a historical figure associated with the American Revolution. Once in this role students will need to craft an argument that would have been one that their figure would have plausibly made. After these arguments have been crafted students will face off in small debates. It is the purpose of this assignment to teach while it assesses. It assesses by seeing if students can correctly craft an argument, and it teaches by giving students a window into this time period, to see just how chaotic it really was. ||

= =
 * =**Integration**= ||
 * **Type II Tech:** Students will be making an I Movie or a Podcast of the debate that they were assigned to construct
 * Public Speaking:** The debate will help strengthen student's skills in public speaking ||


 * =**Groupings**= ||
 * Students will take part in a circle the sage activity, to learn more about the various figures that will be incorporated, but also to get used to presenting information about their assigned figure. This will be a very active time in the classroom and students should be milling about talking to one another about their upcoming persona. Apart from research in class this will be the most lengthy portion of the day's lesson. ||

Absent students will be required to take the initiative to make up what they missed. For larger projects that include in class work days the student may discuss the possibility of gaining an extra day or two on the due date of the assignment. This extension will also apply to family tragedies as well as some serious personal crises. If there is no such issue work will be expected to be handed in on time so that the lessons can continue on time. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic:** Students will be debating as their respective roles
 * Logical/Mathematical:** Students must create logical arguments framed through the view points of their role
 * Interpersonal:** Students will be creating the products in teams
 * Intrapersonal:**Students must research and create their arguments
 * Spatial:** Students will be viewing some of the products
 * Bodily/Kinesthetic:** Students will be acting int the products, and will have to edit them
 * Music:** Students will listen to the podcasts ||
 * **Modifications/Accommodations**
 * ( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * **Extensions**
 * Students will be taking the information that they have learned during the unit and employ it in conjunction with personal research to work with one another to create debates that are recorded in either an I Movie or a podcast. Students have the opportunity to make their arguments as deep and as philosophical as they can. This should be challenging and fun. ||

Hat Laptops Rubrics ||
 * =Materials, Resources and Technology= ||
 * Role Cards


 * =Source for Lesson Plan and Research= ||
 * http://www.si.umich.edu/SPIES/people.html#lafayette roles ||


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** This lesson is largely student led, but guided by my hands, and was set up to take many MI's into account. Students will be engaged because their learning will tie in directly into the creation of their projects and debates. Students will want to learn about each person because it will help them to formulate their own arguments in response or in collaboration with their classmates. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** Students will be letting me know what they still need to by asking questions after the circle the sage activity. I will be sure to get these questions and answer all of them. I will also walk around guiding this conversation so it will fit with my set curriculum goals. Having students learn from one another will make it more meaningful, and creating a scaffolding scenario. Students will also be in charge of their own learning, so they will be doing research that is in their own areas of interest while still getting the assignment done. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson demonstrates this by putting more control into the students hands than is usual, and this will make it easier to reach all intelligences because students will be more likely to teach material in their own proclivities, by creating a web of MIs students will be able to find new and interesting, and perhaps more effective ways of teaching one another. The final product of this lesson will be heavily dependent on technology, and throughout the lesson students will be able to utilize assisstive technology if the need is present. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** The assessments in this lesson are as different as day and night. The formative is very informal and done behind the scenes. It occurs while I circle the classroom observing the students about what they have learned. While the summative is much more traditional in terms of grading, while the project itself is a good meld of traditional and cutting edge. The traditional comes with the debate, while the cutting edge is the way students will be presenting the debate through digital technology ||

__Agenda__ Hand out roles Research Circle the stage Students will become aware of the many takes on the various theories that were circulating during the time period. This is an important concept to know because it diffuses the myth that everybody was a revolutionary during this time period, also it helps students realize that revolutions are solw in happening and that it is the squabbles with what to do with the time afterwards that tends to cause a loss of cohesion. As a hook for this lesson students will come in to see me dressed in Revolutionary Era garb, and greeting them with the appropriate vocabulary of a colonial patriot. (5 mins)
 * =Teaching and Learning Sequence:= ||
 * Students will walk into a classroom where the desks are set up to create a large open area in the center to allow for the day's activities.
 * What,Where,Why,Hook,Tailor: Verbal,Spatial, Interpersonal, Intrapersonal, Kinesthetic** ||
 * After students become clued in to the reason for my odd dress, because I will have told them by this point. I will walk around the room with role slips in my tri-corner hat. After I hand students their role, they will go grab a lap top and get more research about their person, accomplishments, loyalties, life, etc. and use that in conjunction with the previous notes taken in this unit to become an expert on their roles. (5 mins)
 * Equip, Tailor:** **Intrapersonal, verbal, kinesthetic, musical** ||
 * Students will then participate in a circle the sage activity, where they will each become a bit of an expert on a famous historical figure and take notes on the other historical figures. This milling around should be an enjoyable experience, almost as if students are introducing their person. As students do this I will also be milling around making sure that facts are correct and that students are on task. I will also be reminding students that they need to be taking notes so they can effectively create a well done final product that is outlined on the webquest. As students are staying on task doing this I will be making notes, on what I have heard and not heard so I can fill in the blanks at the end of the period. This should ultimately be an educational but very informal process. (70 mins)
 * Explore, Experience, Rethink, Revise, Tailor: Kinesthetic, Verbal, Interpersonal, Musical, Spatial** ||
 * The final project will be graded on a rubric, and students will receive feed back from myself, as well as their peers. My feedback accompanied by my grade of their project will be handed to them at the end of the next class. I will also be providing feedback to all students consistently through the lesson.
 * Evaluate, Tailor: Verbal, Interpersonal, Intrapersonal, Spatial, Kinesthetic, Musical** ||

= =