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=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9 Topic: American Revolution**

 * =**Objectives**:= ||
 * Student will understand that how the outcome of the war was effected by many different variables ||
 * Student will know how the two opposing sides were different and what effect that had on the battles. ||
 * Student will be able to exhibit knowledge of the two opposing sides of the war ||

//**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.**// d. Analyze and critique varying interpretations of historical people, issues, or events, and explain how evidence is used to support different interpretations.
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results:** Social Studies - E. History
 * E1 Historical Knowledge, Concepts, Themes, and Patterns**
 * Grade 9-Diploma** "The Revolutionary Era 1754-1783"


 * Rational:** In this lesson the students will critique and learn about how the British and American armies are the same and how they are different. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The students will have a checklist for their blog entries so that they will be able to self assess their own work before it is turned into me. They will also receive rubrics and checklists for the WebQuest. This will ensure that they know what is expected from their work. They will also be working with a group made up of their classmates. They will help each other as they will be getting a group grade as well as a grade reflecting how well they worked and participated as a member of that group. ||
 * **Summative** (Assessment of Learning)
 * The students will make a coded letter, a decoder so that others can understand it, and a battle plan. The students will also write reactions to the WebQuest and answer various WebQuest questions on the blog. The students will be graded by a rubric for the different aspects of the WebQuest and will be given a checklist to make sure all the parts are accounted for. What the students write in their blog will be graded by a checklist and as long as they include every part, and have no spelling or grammar errors they will receive full credit. I will provide timely feedback through comments on their blogs and they will be able to fix the mistakes at my discretion. I will also provide feedback to the WebQuest products and again mistakes will be able to be fixed at my discretion. ||

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 * =**Integration**= ||
 * **__ English- __** Writing in the story map will include English into the lesson.
 * __Technology-__** The students will participate in a WebQuest and that will incorporate technology into the lesson.
 * __ Art- __** Students will make their own spy note.
 * __ Geography __** - Students will create a map and route for their spy to take. ||


 * =**Groupings**= ||
 * The students will get into groups based on their location to each other in class; working with the people that are around them will be timely. They will simply help each other fill out the paper, and have two different viewpoints. They will be filling out the cluster map with the differences of the Americans and British during the American Revolution. The roles for the groups will be keeping everyone on task, time keeper, and reporter. These three roles will help the students stay on task, get done in the time allotted, and be responsible for sharing their ideas with the class. They will also get into groups of four for the WebQuest. The students will pick groups by picking candy randomly out of a bag. The ones with the same flavor will be a team. Each team member will then choose one of the projects to complete, with help and ideas from their teammates. ||

Verbal- The students will complete the Cluster World Web 1. Visual- Students will look at and decipher a coded note. Logic- The students will make their own code for the spy note. Interpersonal- The students will participate in the three step interview. Nature- We will look at the different routes a spy could take on Google earth. Bodily Kinesthetic- Working on the laptops. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//

If students are absent they should get in contact with a fellow classmate, check the assignments on the class wiki, and get any handouts that were used during class from the appropriate folder in the back of the classroom. If you have any further questions come and see me. Please provide me with a note from a parent/guardian, doctor, coach, or other teacher if you were not able to gain the information about class and/or was not able to complete the assignment. I will not subtract points off the assignment if that is the case. I will try to grant an extension depending on the assignment and the circumstances. Otherwise 5 points will be subtracted off the assignment for every day it is late. ||
 * Absent Students**
 * **Extensions**
 * In this lesson the students will use their laptops to go online to participate in a WebQuest. All the information from the WebQuest will be accessed online. The products from the WebQuest will be blogs, a letter in code, the decoder for the letter, and a military plan. The blog that the students write in is also online they will answer questions from the WebQuest alone the way on the blog to check understanding. The students will write in their online blogs about what side they think they would sided with and why. They will then go and read two classmates blogs, and leave helpful, respectful, comments. They will also find two links to help support their blog entry. This will help the students search the internet for good, reliable resources. ||


 * =Materials, Resources and Technology= ||
 * __ Day 1: __

Students: Laptops Pens/Pencils Textbook Notebook

Teacher: Blog question Cluster Word Web 1 Rubric for WebQuest Checklist for WebQuest Four coded letters Decoder

__Day 2__

Students: Laptops Pens/Pencils Textbook Notebook Teacher: Laptop Extra Rubrics for WebQuest Extra Checklists for WebQuest ||

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 * =Source for Lesson Plan and Research= ||
 * The Blog that the students will use:

Cluster Word Web 1 will be provided from this website: http://www.eduplace.com/graphicorganizer/ WebQuest found here: http://coe.west.asu.edu/students/kwestrick/wquest/index.htm Content Notes: http://www.pbs.org/ktca/liberty/perspectives_military.html http://www.pbs.org/ktca/liberty/tguide_4.html ||

I developed this lesson from a facet of understanding that came from the questions I want my students to be able to answer at the end of this unit. This lesson will exhibit how students will be able to understand and explain the similarities and differences of the Americans and the British. Each group fought in a different way and approached situations differently. || The students will write and read to fill in the Cluster Word Web. The students will have time to think and reason when they try to decipher spy notes. The students will even get to make their own spy note. The students will get to chat and spend time with other students when participate in the three step interview. Yet, students will have time to think and reflect on their own when they do their blog entries. Students will get a chance to spend some time online using Google Earth to look at different routes the spies took. Then students will be able to get up and march around, and throw things to simulate how inaccurate the muskets were. Students will use Google earth to look at spy routes. In this lesson the students will also use their laptops to go online to participate in a WebQuest. All the information from the WebQuest will be accessed online. The products from the WebQuest will be blogs, a letter in code, the decoder for the letter, and a military plan. The blog that the students write in is also online they will answer questions from the WebQuest alone the way on the blog to check understanding. The students will write in their online blogs about what side they think they would sided with and why. They will then go and read two classmates blogs, and leave helpful, respectful, comments. || The teacher will ask student’s questions as the lesson goes on and informally observe the students to check for understanding of the topic. I will check in with each student, checking for understanding about the topic. The students will make a coded letter, a decoder so that others can understand it, and a battle plan. The students will also write reactions to the WebQuest and answer various WebQuest questions on the blog. The students will be graded by a rubric for the different aspects of the WebQuest and will be given a checklist to make sure all the parts are accounted for. What the students write in their blog will be graded by a checklist and as long as they include every part, and have no spelling or grammar errors they will receive full credit. I will provide timely feedback through comments on their blogs and they will be able to fix the mistakes at my discretion. I will also provide feedback to the WebQuest products and again mistakes will be able to be fixed at my discretion. ||
 * =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 reaches different personality students in many ways. The beach ball learners will be effected most by the hook which will be trying to decode notes. Clipboards will appreciate the clear instructions and organized material in class. The puppies in class will like the comfortable atmosphere and the chance to interact with other classmates in positive and helpful way. I provided a blog entry that will allow the students to connect history with themselves and how they would have felt. I will provide timely feedback to make sure that the students feel their work is valued by me and worth their while to complete. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**


 * =Teaching and Learning Sequence:= ||
 * __ Day 1: __

The classroom will be set up in small groups. This way the students can work together to decipher the note.

Agenda: Take attendance Talk about the blog entry the night before which is as follows: If you were living as one of the colonists in the period of the American Revolution what side do you think you would lean towards? Would you mingle among the loyalists or are you fed up with anything or anyone British thus you spend your time among fellow patriots? Please explain why you chose the group you did and how you came to that decision. Spy note Information about British versus Americans Work in groups to fill out diagram Spies in the war Pick groups for WebQuest Start work on the WebQuest. Blog question and homework

The hook for this lesson is that each table ad group will receive a different spy note to try and decipher. This will lead into the WebQuest that the students will be working on for the next two classes. To understand the battles you must understand both side and points of view. The students will also learn about spies for both sides fighting in the Revolutionary War. It is just fun to think about the spies in war. **//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.//** (15 minutes)

__Day 2:__ The room would be arranged in groups so that each group will have a cluster of desks to work at.

Agenda: Get into groups and work on the WebQuest. I will take attendance, and get everyone working on the WebQuest. I will walk around the room, checking in on each group, making sure that everyone is on track. I will provide feedback as I walk around and answer any questions the students may have. The work should be ready to be turned in at the end of the class. They will have all 80 minutes of class time to work on this project.
 * What, Where, Why, Hook, Tailor: Visual, Logical, Verbal, Interpersonal. **

|| They will also get into groups of four for the WebQuest. The students will pick groups by picking candy randomly out of a bag. The ones with the same flavor will be a team. Each team member will then choose one the projects to complete, with help and ideas from their teammates. I will provide them with feedback so they can revise their blogs. Their peers will also provide constructive criticism. Their teammates will provide help and encouragement since there is a group grade as well as an individual grade. (30 minutes)
 * By the end of this class students should know how the British and the Americans differed and how they were the same. The students should also know about the various spies in the revolutionary war. The students will fill out a cluster web about the opposing sides of the war. One side of the map will be Americans the other side will be about the British. This will help the students understand the similarities and differences. I will walk around while they are in groups and chat with the students, this way I will make sure they are on track and doing the work at hand. I will do the same thing when the students are put into groups for the WebQuest. I will ask the student’s questions as I go along to make sure that the students are understanding the material. Look at teacher’s notes for content. (30 minutes)
 * Equip, Explore, Rethink, Tailor: Verbal, Logical, Interpersonal** ||
 * The students will get into groups based on their location to each other in class; working with the people that are around them will be timely. They will simply help each other fill out the paper, and have two different viewpoints. They will be filling out the cluster map with the differences of the Americans and British during the American Revolution. I will be walking around class, asking questions for all the groups to think about and making sure the groups are going in the right direction. The roles for the groups will be keeping everyone on task, time keeper, and reporter. These three roles will help the students stay on task, get done in the time allotted, and be responsible for sharing their ideas with the class.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Nature** ||
 * The students will self assess their work by making sure they have completed every part of their blog by using a checklist. I will provide timely feedback by commenting on their blog. The information the students learn today will help them better understand the battles we start to go over next class. This will also help prepare the students for the performance task at the end of the unit. Their blogs will be a good resource to go back to when they are thinking about what stories they would like to write about. There are also rubrics that I will use to grade their WebQuest products. I will meet with each WebQuest group to provide them with feedback and help. The teams will also receive a chance to redo parts of their project, but on the students own time, and must be done by a certain date that I will decide on in class. (10 minutes)
 * Evaluate, Tailor: Verbal, Intrapersonal** ||

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