L2+Nielsen,+Brandi

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that the past can help explain the present and the future. ||
 * Student will know the importance of the following terms; Boston Massacre, Townshend Acts repealed, Committee of correspondence, Tea Act, Boston tea Party, Coercive Acts, Boycott, new version of Quartering Act, and The First continental Congress. ||
 * Student will be able to be aware of how certain events made an impact in the time leading up to 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:** This lesson shows the students how the different events leading up to the Revolutionary War were seen differently by different groups of people. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The students will have a checklist for their blog that will allow them to self assess their work before they turn it into me for feedback. They will also be in groups where they will be able to discuss the taxes the colonists had to deal with. A rubric will be given to the students so they will know what is expected of them and they will be able to pre-assess their comic life before they pass it in for me to comment on. The students will be working on their comic life in pairs so they will be able to chat and do the work together. ||
 * **Summative** (Assessment of Learning)
 * Students will work with a partner to create a comic life that depicts an event that lead up to the revolutionary war. They will first fill out a They will have a rubric that will explain what the comic life is expected to include. They will present the comic life to the class by simply pressing play. I will make sure to chat and make sure that every group is on track. I will provide each pair with timely feedback that helps them refine and revisit their comic life. ||

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 * =**Integration**= ||
 * **__ English- __** Writing in the story map will include English into the lesson.
 * __Technology-__**Using Comic Life to create a comic book of the events leading up to the war.
 * __ Art __** - The students will construct a Comic Life depicting an event leading up to the war. ||


 * =**Groupings**= ||
 * Students will be getting into pairs in order to make a comic life. They will choose their pairs by picking the same event. They will first fill out the story map on their own, thinking about what they would like to include. They will then move and chat with their partner, share ideas, and come up with a finalized plan for their story map. The group will be based on what event leading up to the war interests them most. Students will choose what event they want to make a comic life about. ||

Verbal ** - Students will write to fill in the story map.
 * =Differentiated Instruction= ||
 * **Strategies****
 * Visual**- Students will watch School House Rocks “No More Kings”.
 * Logic**- Students will fill in the story map.
 * Interpersonal**- Students will work together with partners.
 * Intrapersonal**- Students will be able to work by themselves before they meet with their partner.
 * Music**- Music will be incorporated into the students Comic Life and in the School House Rocks video.
 * Bodily-Kinesthetic**- Students will be working on the computer to complete their Comic Life. ||
 * **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**
 * Within this lesson students will be working on their laptops creating a comic life. The comic life will depict an event that lead up to the Revolutionary War. The students will work in pairs. In the end all the students comic life's will be combined to create hybrid comic life that represents all the important events leading up to the Revolutionary War. They will also find two links to help support their blog entry. This will help the students search the internet for good, reliable resources. ||

Laptop Pencils/Pens Textbook Notebook Teacher: Copies of Story Map 2 Laptop School House Rocks “No More Kings” http://youtube.com/watch?v=ofYmhlclqr4 Comic life rubric ||
 * =Materials, Resources and Technology= ||
 * Students:

https://www.blogger.com/start KWL Chart will be provided from this website: http://www.eduplace.com/graphicorganizer/ School House Rocks “No More King” came from this website: http://youtube.com/watch?v=ofYmhlclqr4 Content Notes http://www.ushistory.org/declaration/related/teaact.htm http://www.pbs.org/ktca/liberty/chronicle_subject.html#pivotal http://www.sparknotes.com/history/american/prerevolution/section10.rhtml http://www.sparknotes.com/history/american/prerevolution/section10.rhtml http://www.sparknotes.com/history/american/revolution/section4.rhtml http://www.sparknotes.com/history/american/revolution/section4.rhtml http://en.wikipedia.org/wiki/Quartering_Act http://en.wikipedia.org/wiki/Intolerable_Acts How to Comic Life http://edcommunity.apple.com/ali/galleryfiles/794/Comic%20Life.pdf ||
 * =Source for Lesson Plan and Research= ||
 * The Blog that the students will use:


 * =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.

To meet different student’s needs I will encourage them and help them use a variety of tools to learn about the different taxes leading up to the war. They will also get to choose what tax they want to work on. The students will be provided with clear and mapped out instructions. They should have no problems understanding what is expected from them. If they do have questions I will be available to help answer them. Each group will dig deeper into one of the taxes; they will be the team focusing on that area in order to educate the rest of the class. The class atmosphere should be helpful and comfortable. Students should feel comfortable sharing their ideas with their peers and with me. ||
 * Rationale:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

||
 * Rationale:** 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 why these events were so important to the pending war. The colonists were pushed and shoved around, they did not like that they felt they had no power within their own lives. They felt that they had to do something before they lost all control.
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.

The students will use verbal skills to write and fill in their story map. They will use their visual skills to observe the optical illusions at the beginning of class. Students will use their logic to fill in the story map. Interpersonal skills will be used when the students work with their partners and intrapersonal skills will be used when they work by themselves before meeting with their partners. Music will be incorporated by having music playing in the background. Students will be able to move around when they are working on their comic lives on the computer. Type II technology is used when students use their laptops to create a comic life of their event. Students will also use their laptops to write in their online blogs for homework. ||
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

Students will create a comic life depicting the event they chose. This will show their understanding of how one event can influence how people interpret situations. Go back and look at their KWL's and see check off what they have learned, and add something to the have learned section. 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 provide feedback to help the group and students refine their product and deepen their understanding. ||
 * Rationale:**

My classroom will at first be set up in a semicircle so that all the students will be able to hear me and see the board. Once the teams are chosen the students will move their desks into groups so that they will be able to more easily able to work with each other on the comic life.
 * =Teaching and Learning Sequence:= ||

Agenda: Take attendance Talk about the blog entry the night before which is as follows: What are your first impressions? What would you like to learn about the American Revolution? What do you already know that you think you have learned enough about? What is the one appropriate question about anything in that time period that you have always wanted to ask or wondered about? School House Rock “No More Kings” http://youtube.com/watch?v=ofYmhlclqr4 Introducing the second half of events leading up to the war. Inspiration Introducing the comic life Figure out teams, and announce them Hand out Story map 2 Get into partners and plan out the comic life

This is the base of the war and where we are going for the rest of the unit. The revolutionary war play an important role in the documents that we still hold true today. The hook will be watching School House Rocks, “No More Kings” from this youtube video http://youtube.com/watch?v=ofYmhlclqr4. The hook relates and is an overview of what the students are learning and where we are going. The Revolutionary War should not be a surprise to anyone anyway. **//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. //** (10 minutes) By the end of class students will know and understand the following terms; Boston Massacre, Tea Act, Committee of correspondence, Boston Tea Party, Coercive Acts, Boycott, First continental Congress, Quartering Act, Patrick Henry. I will ask students if they know what any of the terms mean, going term by term. What they do not know we will look up online, in the textbook, and I will help with the rest. This way the students are helping each other learn instead of simply listening to me. I will interact with my students by asking them what they know, and helping everyone understand all of the different components of the terms and make sure they understand by asking students questions. Look at teacher notes for lesson content. (25 minutes) First the students will find out what following terms mean; Boston Massacre, Tea Act, Committee of correspondence, Boston Tea Party, Coercive Acts, Boycott, First continental Congress, Quartering Act, Patrick Henry. They will do this by using their laptops, textbook, and chatting with each other. This way the students will find some of the answers themselves instead of me simply lecturing. The students will then pick one of the acts that they are interested in and create a comic life to depict the event. The student should be able to be aware of the different events and how they impact the coming war. The students will be in partners to map out and create their comic life. The students will pick their partners by choosing the same event or tax to depict in their comic life. The students will have a rubric that they will be able to self assess their product. I will provide timely feedback to my student about their comic lives. I will make sure that they are on track and that they have time to revisit and revise their product. (40 minutes) Students will look at the blog checklist to make sure they answered all parts of the question and use spell check/grammar check to make sure there are no mistakes. I will provide comments on their blog in a timely fashion. Their blogs will be a good resource to go back to when they are thinking about what stories they would like to write about. The students will have a rubric that indicates what should be included and how their comic life should look. This will let them know exactly what is expected of them and they will be able to self assess themselves using that tool. I will make sure that I provide timely feedback to my students. I will make sure to chat with each group, making sure they are on track and give suggestions. This will help the students understand what lead up to the war and how it affected the steps to going to war. (5 minutes)
 * Where, Why, What, Hook, Tailor: Visual, Logic ** ||
 * Equip, Explore, Rethink, ** ||
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Music, Interpersonal ** ||
 * Evaluate, Tailor: Intrapersonal ** ||

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