L1+Carroll,+Derek

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-diploma Topic:Consider Influence of past peoples and events**

 * =**Objectives**:= ||
 * Student will understand that the shock-waves of the American Revolution changed the course of world history. ||
 * Student will know sequence and time lines: Intolerable acts, Boston Tea Party, Concord, Lexington, Yorktown. ||
 * Student will be able to be aware of how the actions of past people pertain to their own lives. ||

E1. Historical Knowledge, Concepts, Themes and Patterns Grade 9 - Diploma "The Revolutionary Era 1754-1783" 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**= ||
 * Social Studies E. History
 * Rationale:** This lesson will allow students to see how people and events shape their lives and how they influence our culture and government. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will hand me their draft of the script for their alternate present radio broadcast (British ruled America) ten minutes before the end of class. From this I will not only be checking the work and content that is going into the radio broadcast, but I will also be giving them feedback. In doing this I will be seeing what knowledge of the American Revolution they are exhibiting and I will also see what I need to teach them. From here I can also see to what extent certain material needs to be uncovered. This first draft will not receive a grade, but from the notes that I have taken I will look at the final draft of this script to see if my suggestions were considered. I will return the rough drafts to one member of each group at the end of the school day, but it will be there responsibility to come to my room to pick it up. ||
 * **Summative** (Assessment of Learning)
 * The radio broadcast will be graded on a rubric that will be handed to the students on the day of the assignment. This rubric will score the following aspects: Creativity, Length, A final script handed in, and A demonstration that students have a strong understanding of the influence that the American Revolution has had on our society as well as the world. The student's broadcasts will be played for the class so that all of the students will be able to hear different perspectives from the different broadcasts, and also so they will be more comfortable working with each other when the time comes for the final performance task. From this summative assessment the teacher will be able to further see where the students are as far as base knowledge of how the United States has been influenced and shaped by the Revolutionary War. By the end of these presentations students should be equipped to plunge deeper into the topics that will be covered in this unit. ||

= = __Type 2 Technology:__ Students will be using GarageBand to make their broadcasts. A clip from the television show __Sliders__ the episode being "Prince of Wails" will be shown to stimulate thought and put the students in the right frame of mind to write the scripts. ||
 * =**Integration**= ||
 * __English:__ Students will be required to employ creative writing skills while they write the scripts for the radio productions.


 * =**Groupings**= ||
 * After students view the hook they will be given a Venn Diagram to fill out on their own. In this diagram students will put social aspects of the real United States in one circle and aspects that they feel a British ruled United States would have. These alternate aspects should in some way reflect the conditions that led up to the Revolutionary War. Where these two circles overlap students should include social aspects that would remain the same. After about fifteen minutes students will be asked to quickly form groups of four, and in these groups they will participate in a Round Robin Brainstorming activity. Each student will take turns bouncing ideas off from each other one at a time going around the circle, these groups will be the same groups that they will be in to make the broadcast. While making the broadcast each student's voice must make an appearance. The groups will have the following roles, Time Keeper, Scribe, Idea Men, Facilitator, and Later on one student will be given the role of Editor ||

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. || Students will work with Garage Band (recommended) or the Windows counterpart Audacity to produce a radio broadcast. This broadcast will challenge the students in many different ways. It will challenge them to critically analyze history, take their analysis and use it creatively, and for some of them to use a computer program they have not used before. This introduction to this particular technology and its type II use will allow students to have a better understanding of it when they will have the option of using it in the future. Students will also be able to increase the difficulty of this lesson, by becoming very creative with the product. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic:** The radio broadcast will stimulate those with linguistic intelligence.
 * Interpersonal:** The Round Robin Brainstorm allows students to share ideas and connect/network.
 * Intrapersonal:** The Venn Diagram allows self reflection.
 * Spatial:** The video will stimulate the thought process of the students with spatial intelligence.
 * Musical:** Students would be encouraged to add music to their broadcasts as long as their choices make sense with their broadcast.
 * Bodily/Kinesthetic:** The editing of the broadcast would be a kinesthetic activity. ||
 * **Modifications/Accommodations**
 * ( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * **Extensions**

Syllabus Venn Diagram Lap tops with Garage Band or Audacity & microphones Radio Broadcast Rubrics Sliders Season 1 episode 5 DVD ||
 * =Materials, Resources and Technology= ||
 * **Day 1**

Sliders DVD FOX television 1995 http://www.theamericanrevolution.org/hevents.asp events leading up to the revolution http://www.bostonmassacre.net/players/index.htm Boston massacre http://www.earlyamerica.com/review/winter96/massacre.html Boston massacre http://www.ushistory.org/paine/commonsense/ Common Sense http://www.u-s-history.com/pages/h641.html Common Sense
 * =Source for Lesson Plan and Research= ||
 * **Day 1:**

Garage Band/Audacity http://www.apple.com/ilife/garageband/ http://audacity.sourceforge.net/ ||


 * =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 meets this standard because it creates an activity that is conducive to many of the multiple intelligence. Not only does the lesson allow them to use the intelligence that they are most comfortable with, but it also forces them to use some others that they may struggle with in an effort to strengthen those intelligences that they are less inclined to use. Also it will give students a chance to use what they learn creatively, so it will end up having more meaning to them. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson will ask students to submit a script for a radio broadcast, and this script will be used to gauge where students are at with their knowledge of the Revolutionary War. It will engage students and create in them an interest that will make the material more meaningful to them. This will in turn aid them in being able to learn the material. By asking them to do a creative project it makes students display a thorough understanding of the knowledge presented and ability to apply said knowledge. This lesson is also this first step in a unit that builds up progressively covering the curriculum goals. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meets this standard by initially hooking the students with a popular television show, but this hook is also used to prompt them to think about the coming assignment. The assignment utilizes an audio recording and editing program, and also calls for students to write creatively. The lesson also fosters cooperative learning by setting up a situation where students can bounce ideas off from one another, and then work together making a radio broadcast. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson meets this standard by using a subtle formative assessment in the form of reviewing the rough draft of the student's scripts. This review would show what aspects the students need to work on as well as show what they still need to learn about the Revolutionary War. Also as a summative assessment students work will be scored on a project specific rubric that will be handed to students as the project is assigned. ||

Agenda Students will be greeted and they will briefly take part in a "This Day in History" trivia exercise. After the trivia students will be presented with a clip from the Slider's episode "Prince of Wails" http://www.fancast.com/tv/Sliders/4683/682265382/The-Prince-of-Wails/videos this will be viewed as a hook for the day's class and primary activity. The video clip will be properly introduced so that students are not left wondering what they are watching. After the video clip the students will begin to contemplate what a society like the one depicted would be like, this will be done alone at first and then in round robin brainstorming. At the end of the brainstorming session students will be handed a rubric and the teacher will go over it with them. This rubric will be for a project where students will work in groups of four to create a radio broadcast from an America that lost the revolutionary war. The purpose of this broad cast is to display an understanding that the past has on culture. A rough version of the script in this will be due by the end of class. The teacher will use these scripts to get a sense of where students are as far as knowledge on the American Revolution. (35 mins)
 * =Teaching and Learning Sequence:= ||
 * The seats will be grouped together in six double wide columns and three rows. They will be set up around the projection screen with the two center sets facing straight towards the screen and the four side sets angled towards the screen. This arrangement will allow for easy viewing of the screen, but as the class progresses it will allow for freer navigation of the classroom.
 * Video
 * Brainstorm
 * Groups
 * What,Where,Why,Hook,Tailor: Linguistic, Spatial, Kinesthetic, Interpersonal, Intrapersonal, Musical** ||
 * This lesson will ask students to be aware of how past events pertain to their lives. It will also function as a introduction to the unit by getting students to start the unit off by thinking critically about the issues that are to come. Students will brainstorm in groups events that led up to the American Revolution. After the students have been thinking critically about these issues I will ask them to take some time to break from their groups and to put up these events leading up to the American Revolution on the board and when this process is finished we will have a short discussion as to why these events were important as well as place them in a time line. To do this I will ask one team at at time to walk up to the board and put one event up there. The reason for this discussion is twofold, firstly, it will see what students already know about the revolution, but it will also help to fill in the gaps for the purpose of this assignment. (20 mins)
 * Equip, Tailor: Verbal, Kinesthetic, Spatial, Intrapersonal, Interpersonal, Logical** ||
 * Once this discussion has been concluded students will go back to working on their scripts in groups. As they do this they should be thinking about the time line of important events and what influence those events have had on American culture. During this work period I will be playing the battle music from the revolutionary era, and the music will progressively work it's way through the changes in British music. This will hint to students that it is ok to use music, as well as contemporary music in this broadcast. During this work period I will be making my rounds to see if students need help with the assignment. The Homework that will be due the next class period will be the final product of the radio broadcast. All of this will prove that the students are aware of how the actions of past people pertain to our lives. (25 mins)
 * Explore,Experience,Rethink,Revise,Refine,Tailor: Musical, Interpersonal, Intrapersonal, Verbal, Kinesthetic** ||
 * Students will be assessing themselves throughout the entire class especially in the group discussion. This discussion will not only allow me see what needs to be worked on, but it will allow students to see where they are based on the other students. When the students give me the first draft of their scripts one student from each team will be required to swing by at lunch or the end of the day to pick up the reviewed draft, so that they may complete the project for homework. At the next class I will see how the majority of the class stands as far as is concerned with the completion of the project, so I can set an actual due date.This project will help lead into future lessons by getting students into the frame of mind that will help them to be successful in my class and the medium of the project will get them use to a program that is an option for a future projects.
 * Evaluate, Tailor: Linguistic, Logical, Kinesthetic, Interpersonal, Intrapersonal, Musical, Spatial** ||

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