L1+Hatfield,+Joel

=**UMF LESSON PLAN FORMAT**=

Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #1 Grade Level: Grade 10-11 Topic: American Revolution

Objectives Student will understand that many different ideas and events led to the idea and execution for independence for the colonies. Student will know what were some of the major events that led to the American Revolution. Student will be able to analyze the major events that led to Revolution.

Maine Learning Results Alignment

Content Area - Social Studies - E. History Standard Label - E1 Historical knowledge, concepts, themes, and patterns. 9-Diploma. 3. The Revolutionary Era 1754-1783.-Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions in the world. Grade Level Span – Grade 9 - Diplomas Performance Indicator(s) - a. Explain that history includes the study of the past based on the examination of primary and secondary sources. Rationale: This lesson will help students get a better understanding of how the American Revolution took shape and evolved the way it did.

Assessment

Formative (Assessment for Learning)

Both the first and final drafts will be reviewed and assessed by the students working group and the teacher. The first draft will not be officially graded. Students will count on one another for peer assessment and to help build their projects. The teacher will go around the groups while they are initially performing their Describing Wheel exercise and help them with finding the events that should and should not make their master list for their Power Point presentation. Students should be able to work on their Power Point presentations in class on their lap tops which will make assessment easier for the teacher and make it convenient for students to help each other throughout the project.

Summative (Assessment of Learning)

The final project will be assessed by a rubric that will be given out on the same day of the assignment and a peer evaluation. For each section of the rubric the student will receive a certain number of designated points for the assignment that will ultimately contribute to the students’ final grades in the class. If project is not completed on time then the students' will be able to finish the project and present during the next class period at a cost of 10% of completed grade. Assessment will give the teacher a relative idea of what information needs to be better presented to the students and what other areas of the assignment could use a different approach.

Integration

English: Proper grammar and good sentence structure will be expected in the Power Point presentation.

Math: Being able to chronologically order dates is needed.

Technology: Students will be making an interactive Power Point that will use numerous outside sources to help make it type II technology.

Groupings

The students will be split into groups of four by breaking into their fall partners using the seasons grouping worksheet that we completed earlier in the year. The students will then go to their seperate groups and discuss which events should be included in their individual time-lines. Each group will have a designated leader who will make sure that each person speaks when it is their turn and to keep things at reasonable volume. There will also be a time keeper, who will let the group know how much discussion time they have left.

Differentiated Instruction

Strategies Linguistic: Students will use linguistic intelligence during the Describing Wheel exercise. Logical: Students will have to place names and dates in order on their lists. Spatial: They will have to create an accurate time-line and make it visually appealing Interpersonal: Will be sharing their ideas with others. Intrapersonal: At first will be assembling their own lists before sharing with their group. Musical: Group will have to select appropriate music for the Power Point demonstration

Modifications/Accommodations

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent students: If a student is absent for the day they will be able to look at the class wiki online to see what is going to be due the next class period. If any Power Point slides were used they will be uploaded onto the class wiki also. The student is expected to at least to attempt the listed homework and complete as much as they can. There will be no consequences if the work comes in incomplete from the student not understanding the information but if the students understands the information then the work should be completed. When returning to school it is the students responsibility to see me to go over the lesson they missed and to ask any questions they may have over the assignments or the lesson itself. If the student is going to be absent for an extended period of time they are required to let the teacher know so that special recommendations may be made.

Extensions

Type II Technology - Not only will the students be using Power Point but they will be required to also use other sources such as GarageBand, iMovie, or a podcast to help support their project.

Materials, Resources and Technology

Day 1: Laptop Textbook Writing Utensil Notebook Rubric Class Wiki Various Handouts

Day 2: Projector Laptops Writing Utensils Notebook Rubric Scrap Paper

Source for Lesson Plan and Research

I designed this lesson myself. All other information will be available from the students textbook or they can gather more information from their laptop. Graphic Organizer was found from Education Place. http://www.eduplace.com/graphicorganizer/

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: The lesson was taught with the Multiple Intelligence theory in mind and should give equal knowledge to all types of learners. Instruction can be more individualized while students are in groups.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson will be the start of the unit and will help the students build a solid foundation of knowledge to be used for the following lessons. After the students have a general idea of what happened in order we will be able to delve deeper into individual parts of the Revolution without losing a step.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: In this lesson I use six different learning intelligences (Linguistic, Logical, Spatial, Interpersonal, Intra personal, and musical) to better teach the wide variety of students learning styles in the class. Students also have numerous products at their disposal to help enhance their Power Point presentation.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Throughout the lesson I will be going over students lists of key events to put into their Power Point while they are in their Describing Wheel group exercise. The only part of the lesson that will be formally assessed will be the final project of the Power Point from a rubric that was handed to the students when I first introduced the lesson. Teaching and Learning Sequence:

Day 1: Syllabus Wiki Project Groupings

Students will understand that the Revolution looked and played out differently depending on ones economic standing and one's beliefs at the time were. 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.

When the students first enter the room they will take their seats which will be in three rows all facing the board. They will be initially hooked with a bunch of drawings, pictures, and words are all on the board that are all connected by either marker lines or string. (15 minutes) I will then go over the syllabus, which will have everything they need to know about the upcoming class listed on it including, my contact information, grading policy, expectations, and other rules of the classroom. (10 minutes) From there we will use the laptops to look over the class wiki, which will have each day's assignments and lesson listed. This is also where the students will upload most of their work to. (10 minutes) After that we will discuss the first project for the unit. The most important thing is to make sure each student knows how to use Power Point and then how to upload their work onto the class wiki. The class will then work on their weather group charts and try to fit at least four students to each season. Any leftover time will be for the fall season groups to work on their Describing Wheels. (45 minutes) Where, Why, Hook, Tailor: Linguistic, Logical, Interpersonal, Intrapersonal

Day 2: Group Work Group Presentations

This day will start with the groups working together to help get a better understanding of which events in the American Revolution are the most important and why. If the groups had not finished their Describing Wheels from the previous class then that is the first thing we will work on today. After sharing their individual wheels with each other in the group and having any and all questions answered we will begin the cooperative learning exercise of Circle the Sage. This will help broaden the entire classes knowledge about the subject by being able to hear information from someone other than who is in their group. By the end of the day today each group should have at least started a Power Point to work on. During all of the group time I will be going around to each group making sure they are on the right track and don't have any problems. (25 minutes) The groups must now present their interactive Power Point to the rest of the class. They will have uploaded their final project onto the class wiki and will be able to open it from the computer up on the projector at the front of the room. The group must give introduce their group and describe why they chose other programs to help with their time-line. Each students will evaluate each group presenting and give the reports back to me which will be included as part of the final grade for the group. (55 minutes) Equip, Explore, Experience, Revise, Refine, Rethink, Tailor: Spatial Musical

Content Notes

The French and Indian War (1754-63) The Sugar Act (4/5/1764) The Stamp Act (3/22/1765) The Stamp Act Congress (10/7-25/1765) Townshend Acts (6/29/1767) The Boston Massacre (3/5/1770) The Boston Tea Party (12/16/1773) The First Continental Congress (Philadelphia, 9/5-10/26/1774) The Rides of Paul Revere and William Dawes (4/18) The Battles of Lexington and Concord (4/19) The Second Continental Congress (met in Philadelphia, 5/10) Geroge Washington named Commander in Chief (6/15) Battle of Bunker Hill (fought on Breed's Hill) (6/17) Benedict Arnold's failed attack on Quebec (12/30)

1776

Declaration of Independence adopted (7/4) Declaration of Independence signed (8/2) Arrival of 30,000 British troops in New York harbor British win the Battle of Long Island (Battle of Brooklyn) (8/27-30) British occupy New York City (9/15) British capture Fort Washington, NY and Fort Lee, NJ (11/16) Washington Crosses the Delaware and captures Trenton (12/26)

1777

Washington wins the Battle of Princeton (1/3) Washington winters in Morristown, NJ (1/6-5/28) Flag Resolution (flag possiy designed by Hopkinson, likely sewn by Betsy Ross) (6/14) St. Clair surrenders Fort Ticonderoga to the British (7/5) British under Howe occupy Philadelphia (9/26) Americans driven off at the Battle of Germantown (10/4) The Winter at Valley Forge, PA (12/19/77-6/19/78)

1778

The French Alliance (2/6) British General William Howe replaced by Henry Clinton (3/7) Von Steuben arrives at Valley Forge Battle of Barren Hill, PA (5/20) French and American forces besiege Newport, RI (8/8)

1779

Militia beat Tories at Kettle Creek, NC (2/14) Fairfield, CT, burned by British (7/8) Norwalk, CT, burned by British (7/11) American "Mad" Anthony Wayne captures Stony Point, NY (7/15-16) "Light Horse" Harry Lee attacks Paulus Hook, NJ (8/19) John Paul Jones, aboard the Bonhomme Richard, captures British man-of-war Serapis near English coast (9/23) Coldest Winter of the war, Washington at Morristown, NJ

1781

Articles of Confederation adopted (3/2) British win costly victory at Guilford Courthouse, NC (3/15) Corwallis clashed with Greene at Guilford Courthouse, NC (5/15) French fleet drove British naval force from Chesapeake Bay (9/15) Cornwallis surrounded on land and sea by Americans and French and surrenders at Yorktown, VA (10/19)

1782 and Beyond

Lord North resigned as British Prime Minister (3/20/82) British sign Articles of Peace (11/30/82) British leave Charleston, SC (12/14/82) Congress ratifies preliminary peace treaty (4/19/83) Treaty of Paris (9/3/83) British troops leave New York (11/25/83) Washington Resigns as Commander (12/23/83) U.S. Constitution ratified (9/17/87)

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