L4+Hatfield,+Joel

=**UMF LESSON PLAN FORMAT**=



Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #4 Grade Level: 9-Diploma Topic: American Revolution

Objectives

Student will understand that the Revolution looked and played out differently depending on ones economic standing and one's beliefs at the time were. Student will know Important events and people: John Adams, George Washington, Paul Revere, Thomas Paine,Sam Adams, Ben Franklin, James Madison, James Monroe, Nathanial Greene, General Gage, and John Quincy Adams. 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. It will also help the students to see how certain individuals helped the American Revolution play out the way it did.

Assessment

Formative (Assessment for Learning)

Both the first and final drafts of the students speech 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 Three-Step Interview exercise and help them with finding the events that should and should not make their master list for their Revolutionary Leader presentation. Students should be able to work on their Revolutionary Leaders 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 Revolutionary Leader presentation.

Math: Being able to chronologically order dates is needed.

Theater: The students acting ability will be a part of the rubric

Type II Technology: Students will be using their laptops and the internet to research their Revolutionary Leader.

Groupings

The students will be split into groups of four by breaking into their winter partners using the seasons grouping worksheet that we completed earlier in the year. The students will then go to their separate groups to do the Three-Step Interview exercise and discuss which events and information should be included in their individual presentations. Each group will be doing multiple performances so here is where the students will pick who they each be presenting as. 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 can try and imitate their selections drawl or accent.

Spatial: Students must create some kind of outfit or mask that helps describe their selection.

Bodily-Kinesthetic: Students will be walking around and acting out key moments from their choices life.

Musical: If appropriate for the student’s choice, music can be used.

Interpersonal: Students will be acting in front of the class.

Intrapersonal: Students will spend an extensive amount of time rehearsing their scripts.

Naturalist: Students will be encouraged to find something from nature that helps their performance.

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. 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- Students will be working on their laptops and on the internet as they try to complete their Revolutionary Leader Presentation. The class will also update all of their work onto the class wiki.

Materials, Resources and Technology

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

Day 2: Laptop Notebook Writing Utensil Textbook Class Wiki

Day 3: Notebook Writing Utensil

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. Three-Step-Interview Cooperative Learning was found from: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities.

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 by using lectures, handing out notes, letting the students walk around, and by them each performing in front of the class These should give equal knowledge to all types of learners. Instruction can be more individualized while students are in groups and especially when they are working by themselves.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson will help each student how individuals can change history and lead to something bigger than themselves. By doing the Three-Part-Interview activity the students will already have first hand knowledge of four different leaders. After this unit the students should have a new profound sense of what everyone did during the American Revolution. Knowledge gained from this activity can and will be used in future lessons.

• 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, I used linguistic by using a different accent with the hook. I used Spatial by having the students create their own outfits or masks. I used Musical by allowing music for certain leaders. I used Kinesthetic by having both the students and myself moving around the classroom during the presentation. Interpersonal happens when they are performing in front of the entire class. I used Intrapersonal by making the students rehearse by themselves outside of class. Students also have numerous products at their disposal to help enhance their Revolutionary Leader 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 Revolutionary Leaders presentation while they are in their Three-Part Interview group exercise. The only part of the lesson that will be formally assessed will be the final project of the Revolutionary Leader presentation from a rubric that was handed to the students when I first introduced the lesson.

Teaching and Learning Sequence:

Day 1 Welcome the class with my hook Explain project Groupings Class Work

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.

Hook: I will welcome the class into their seats and perform my usual before class duties such as attendance and accepting late work with a mask of a Revolutionary Leader over my face and talking with a heavy Boston accent. (10 minutes)

After the class has settled down we will begin going over what we will be doing with the next project. I will ask the class to name off some people that they know from this era and why they know these people’s names. We will try to see what it takes for someone to be remembered for this long. We will then go into which people alive today the class thinks will be remembered 200 years from now and see if the reasons people were remembered in the Revolutionary Era is still the same for the people of today. The student’s will be writing all of this information that we have put on the board into their notebooks because we will be having a quiz later on over some of this material. (30 minutes) Where, Why, Hook, Tailor: Spatial, Interpersonal, Linguistic

At this point we will discuss the project we are going to be working on. We will split into groups made out of four using our seasonal groupings that we had constructed earlier in the year and I will go around with four different hats. Inside of each hat will be names from the Revolutionary War. Their will be a Colonist, British, Continental, and Miscellaneous. Inside each hat will be up to ten names for each group to chose from. One person from each group must research their name as much as possible and then perform a 3-5 minute monologue explaining their life and what they did during the Revolutionary War as their chosen person in front of the entire class. Once the groups have decided who will present whom they will be given ten minutes to begin getting a basic understanding of their leader by using their laptops. Each person in the groups will be interviewing another classmate about their chosen Revolutionary leader so they will be only researching the basic information that is needed for an interview. Such information as: birthdate, birthplace, what occupations their parents had, how wealthy they were, siblings, children, marriage, some key events they were involved in, and when and how they died. If there is any time left at the end of class they can begin working on their individual leaders. I will go around the class while the students are gathering information on their laptop, asking questions to the teacher, and using their peers for additional information and ideas. (40 minutes) Equip, Explore, Revise, Refine, Rethink, Tailor: Intrapersonal, Kinesthetic

Day 2 Work Day

Today the class will spend the entire day working on their laptops in their groups preparing for their presentation which will be due next class. Students will be encouraged throughout their research to try and find any and all connections between their groups chosen leaders. If they do find any kind of connection between their leader and someone else from their group they will receive extra credit in their final grade. (80 minutes) Experience, Rethink, Refine, Revise, Tailor: Intrapersonal, Interpersonal,

Day 3 Presentations

Today will be entirely devoted to the class and groups presenting their work. After completing the rest of the presentation as homework the students must now present to the rest of the class. They will have uploaded their final script onto the class wiki and have any costumes and/or props ready to go. The students must introduce themselves as the leader. Each students will evaluate each student presenting and give the script back to me which will be included as part of the final grade. (80 minutes)

Choices for presentations:

Colonists Continental British Miscellaneous John Adams Nathaniel Greene King George III Benedict Arnold Samuel Adams George Washington Lord Cornwallis Molly Pitcher Paul Revere Ethan Allen Sir Henry Clinton Betsy Ross Benjamin Franklin Thomas Jefferson Sir William Howe Haym Salomon James Madison Charles Lee John Burgoyne Abigail Adams Thomas Paine John Paul Jones Joseph Brandt John Andre Thomas Jefferson Henry Knox Aaron Burr

Websites to use: http://www.picadome.fayette.k12.ky.us/lab/currl/amer_rev/figures.htm http://www.multied.com/Bio/RevoltBIOS/INDEX.html http://www.revolutionary-war.info/figures/ http://www.lbdb.com/TMDisplayWar.cfm?WID=13 http://www.americanrevolution.com/ http://www.historyplace.com/unitedstates/revolution/index.html

Content Notes:

-Was a major general of the Continental Army in the American Revolutionary War. When the war began, Greene was a militia private, the lowest rank possible; he emerged from the war with a reputation as George Washington's most gifted and dependable officer. Many places in the United States are named for him. - The son of a Quaker farmer and smith, he was born at Potowomut in the township of Warwick, Rhode Island, on July 27, 1742 - In August 1774, Greene helped organize a local militia, which was chartered as the Kentish Guards in October. His participation in the group was challenged because he had a slight limp. It was at this time, he began to acquire many expensive volumes on military tactics, and began to teach himself the art of war. In December 1774, he was on a committee appointed by the assembly to revise the militia laws. It has been speculated that his zeal in attending to military duty led to his expulsion from the Quakers. - Washington assigned Greene the command of the city of Boston after it was evacuated by Howe in March 1776. - The strategic retreat -The army was weak and badly equipped and was opposed by a superior force under Cornwallis. Greene decided to divide his own troops, thus forcing the division of the British as well, and creating the possibility of a strategic interplay of forces. This strategy led to General Daniel Morgan's victory of Cowpens on January 17, 1781, where nearly nine-tenths of the entire British force were killed or captured.

"I am determined to defend my rights and maintain my freedom or sell my life in the attempt." "It had been happy for me if I could have lived a private life in peace and plenty, enjoying all the happiness that results from a well-tempered society founded on mutual esteem. But the injury done my country, and the chains of slavery forging for all posterity, calls me forth to defend our common rights, and repel the bold invaders of the sons of freedom." "We fight, get beat, rise, and fight again."

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