L3+Hatfield,+Joel

=**UMF LESSON PLAN FORMAT**=

Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #3 Grade Level: 9-Diploma 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 do 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 understand the importance of certain individuals throughout the war.

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 Team Pair Share 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 WEbQuest 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 WebQuest presentation.

Technology: Students will be working on their laptops and on the internet as they try to complete their WebQuests.

Groupings

The students will first be broke up into groups of four with their summer partners using the seasons grouping worksheet that we completed earlier in the year. After a little bit of time in the groups of four they will split again into pairs within their summer partners. After the same amount of time is spent in pairs as it was in the group the students will head back to their own desks and begin working on their projects by themselves. Within each group there will be a designated leader who will make sure that each person speaks when it is their turn to speak 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 attempt to share their ideas about their own research on the WebQuest

Logical: Students will be writing down their data and make changes to it constantly

Spatial: The students will be mapping out their research by using Google Earth.

Bodily-Kinesthetic: Students will be moving around while doing the Team Pair Solo exercise.

Interpersonal: All students will be split up into groups at first and then into pairs.

Intrapersonal: Eventually all students will be making the finishing touches to their projects alone.

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 WebQuests. 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

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.

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 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 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 to better teach the wide variety of students learning styles in the class. Students will be learning Linguistic when they share their ideas about the project. Students will be learning Logically when they right down their data and constantly make changes to it. They will be using Spatial intelligence by mapping out their project. By moving around while perforiming the Team-Pair-Share exercise they will be performing a Bodily-Kinesthetic intelligence. By working in groups and in pairs the students will be using their Interpersonal intelligence. The first step in the Team-Pair-Share exercise is to think to yourself so that will cover the Intrapersonal experience. Students also have numerous products at their disposal to help enhance their WebQuest 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 WebQuest while they are in their Team Pair Share group exercise. The only part of the lesson that will be formally assessed will be the final project of the WebQuest from a rubric that was handed to the students when I first introduced the lesson.

Teaching and Learning Sequence:

Day 1 Project Groupings

When the class first gets into their seats that will be organized in a semi-circle so that everyone is facing the front of the room, they will see my own student sample of the WebQuest that we will be doing for class. The student sample will be projected onto the board and will show the paths of Paul Revere and William Dawes the night of the famous midnight ride. We will try to make connections between what we have already learned and this sample. Using Google Earth we will try and see if any of the roads that Paul Revere and William Dawes rode on that night are still around today. We will go over what a WebQuest is and show a couple examples online. After initial questioning by the class they will break off into their spring partners and begin the Team Pair Share group projects (15 minutes) Where, Why, Hook, Equip, Tailor: Linguistic, Interpersonal

The students will first think about what answers they want from the other students in the class and do some minor research on whomever’s name they pull out of the hat and must research. After five minutes of personal thinking the students will break into partners by whomever is on the opposite side of the semi-circle of desks. After 10 minutes of working in pairs, each pair must join forces with another pair and explain who their person is, and explain what they have found out thus far. After another 20 minutes of group work each student will return to their original desks to begin working on their own WebQuest. (35 minutes) Explore, Revise, Refine, Rethink, Tailor: Logical, Bodily-Kinesthetic, Intrapersonal

After the students are done with their Team Pair Share group activity they will begin performing the WebQuest and pull in as much information as they can with the remaining time left in class. As they are working I will go around the class and answer any questions or problems they may have. The students will be encouraged to use their peers in the classroom as an additional resource. After the formative assessment the students will make the suggested changes to their WebQuest and begin working on their final draft of the project. If students finish their final draft before class gets out they can go ahead and update their project onto the class wiki. If the student had not completed their final draft by the time class gets out it will be their homework to upload the final project to the class wiki. (30 minutes) Experience, Explore, Tailor: Spatial

Day 2 Presentations

Today the class will present their WebQuest activity to the rest of the class and then they will fill out their own rubric for their fellow students. (80 minutes)

Content Notes

Think-Pair-Share: Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

Websites www.historyplace.com/unitedstates/revolution/index.html www.americanrevolution.com www.theamericanrevolution.org www.americanrevolution.org www.pbs.org/ktca/liberty http://earth.google.com/

Key Points: 1. 10:00pm, crosses Boston Harbor using a cloth to muffle his oars. 2. 11:15pm, makes escape from British Patrol 3. Riding along Mystic River 4. 11:30pm, crossed Mystic River 5. In medford, awke Isaac Hall, Captain of the Medford Militia 6. Midnight, Arrives in Lexington 7. 12:45am, Arrives at Clarke house. Waites for Billy Dawes. 8. 1:00am, captured on way to Concord. Billy Dawes escaped on foot and Dr. Samuel Prescott escaped on horse. Revere would later escape after the first shots at Lexington were fired in the next few hours.

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