L6+Nielsen,+Brandi

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9 Topic:**
analyze how different perspectives create different interpretations. ||
 * =**Objectives**:= ||
 * Student will understand that //that// different perspectives yield different stories. ||
 * Student will know what the following terms mean; Articles of Confederation, The Constitution. ||
 * Student will be able to

//**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 understand how the war was ended. ||

The students will be creating a newspaper about the events that happened before and during the American Revolution. 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. ||
 * =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 they will learn about today. 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. The students will also finish the KWL chart they started in lesson one. ||
 * **Summative** (Assessment of Learning)

= =
 * =**Integration**= ||
 * **__ English- __** Writing in their blogs will include English into the lesson.
 * __Technology-__** The students will participate in a WebQuest and that will incorporate technology into the lesson.
 * __ Math __** - Students will look at the different and various costs of the war.
 * __ Journalism __** - Students will write and edit their own online newspapers. ||


 * =**Groupings**= ||
 * The students will participate in a Think Pair Share. The think part will be the blog from the night before which was about letters from soldiers home and vice versa. The pair will be chatting about their blogs they have been writing, and the partners will share each others blog entries. The students will pair off by the order they arrived in the classroom. Since the students are in pairs roles are not really needed but the students will be told before hand that they will be expected to report out to the class, this way they will have to stay on task and the students are responsible for doing something when they are in pairs. The students will also be working in groups to complete their WebQuests. They will get into groups based on their favorite color. Once they are in groups they will pick a paper out of a hat that will either say Loyalist or Patriot. The group will then take on that personality. The group will then chat about what the title of their newspaper will be and what stories each student will choose to write about. Each student has the same role and expectations, being an active member of their editorial staff. There is not one specialized task for each person unless the team works it out that way. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal ** - Students will fill in the story map and write in their blog.
 * Visual**- Students will fill in a story map.
 * Interpersonal**- Students will participate in the Think Pair Share
 * Intrapersonal**- Students will write in their blog for homework.
 * Logical**- Students will fill in a story map.
 * Bodily Kinesthetic-** Moving around in class and working on the computers. ||
 * **Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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**
 * The students will also use their blogs to write about how they liked the unit, what changes I should make, and what their favorite activities were. They will also read and leave their classmates good, helpful comments on their blogs. They will also find two links to help support their blog entry. This will help the students search the internet for good, reliable resources. The students will also go online to start a WebQuest where they will get into editorial teams to write a newspaper about the American Revolution. They will also be using www.wikispaces.com to build their online newspaper. ||

__ Students: __ Laptop Pencils/Pens Textbook Notebook
 * =Materials, Resources and Technology= ||
 * __ Day 1: __

__Teacher:__ Story Map Blog Question WebQuest Rubric WebQuest Checklist Costs of the Revolutionary War __ Day 2: __ __ Students: __ All aspects of the WebQuest Laptop Pencils/Pens Textbook Notebook __ Teacher: __ Extra story maps Rubrics Checklist __ Day 3: __ __ Students: __ All aspects of the completed WebQuest Laptop Pencils/Pens Textbook Notebook __ Teacher: __ Rubrics to grade the WebQuests Bring students KWL charts for them to finish ||

https://www.blogger.com/start
 * =Source for Lesson Plan and Research= ||
 * The Blog that the students will use:

The story map will be provided from this website: http://www.eduplace.com/graphicorganizer/ The students will use this website to build their online newspaper: www.wikispaces.com Content Notes [|http://en.wikipedia.org/wiki/American_Revolutionary_War#Costs_of_the_War

The WebQuest will come from this website: [|http://students.umf.maine.edu/~nielsebn/americanrevolutionwequest/] ||

The students will write and read to fill in the story map and write their articles for their newspaper. The students will get to chat and spend time with other students when participate in the think pair share. 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 www.wikispaces.com make their online newspaper. Students will use wikispaces to build their online newspaper. 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 product from the WebQuest will be blogs on online newspaper about the American Revolution. 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. ||
 * =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. 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:** 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 how the American Revolution ended and how the American Revolution still effects us now. ||
 * __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:** 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 they will learn about today. 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. The students will be creating a newspaper about the events that happened before and during the American Revolution. 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. ||


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

The classroom room will start out as pairs of desks for when the students share their blogs. Next the desks will be in groups so that the students can consult with their groups. Agenda: Take attendance Talk about the blog entries in pairs. The question is as follows: You are a soldier that just received a letter from home. (Sound familiar? Please use your last blog entry as that letter.) You were just in a battle and being having a few hours to yourself want to write home. You never know if you are going to be able to tell them about your experience in person. Please describe what battle you fought in, whom you fought beside, and what led up to the battle and what your plans are next, or maybe you just do not know. Remember to answer of the questions posed by your friends or family members. Look at the Costs of the American Revolution Pick groups for WebQuest Start work on the WebQuest. Blog question and homework

The hook for this lesson is looking at the costs of the war. This lesson will be wrapping up the whole American Revolution. **//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. //** (20 minutes) || __ Day 2: __ The room would be arranged in groups so that each group will have a cluster of desks to work at.
 * At the start of class we will talk about how we can send letters to soldiers now and talk about it. By the end of this class students should know how the war ended. The students will also be exports of sorts on the articles that they wrote. I will lecture the last bit of information to the class and tell them where the end of the war led the newly founded America . I will ask the students questions and have a small discussion about the end of the war. When the students are in their editorial groups I will walk around chatting with each group. This way I can make sure that the groups are on track and give feedback and ideas to each group. I will read the drafts of their articles to determine if they understand the material or not. Look at attached teacher notes for content. (20 minutes)
 * Equip, Explore, Rethink, Tailor: Verbal, Logical, Interpersonal** ||
 * The students will participate in a Think Pair Share. The think part will be the blog from the night before which was about letters from soldiers home and vice versa. The pair will be chatting about their blogs they have been writing, and the partners will share each others blog entries. The students will pair off by the order they arrived in the classroom. Since the students are in pairs roles are not really needed but the students will be told before hand that they will be expected to report out to the class, this way they will have to stay on task and the students are responsible for doing something when they are in pairs. The students will also be working in groups to complete their WebQuests. They will get into groups based on their favorite color. Once they are in groups they will pick a paper out of a hat that will either say Loyalist or Patriot. The group will then take on that personality. The group will then chat about what the title of their newspaper will be and what stories each student will choose to write about. Each student has the same role and expectations, being an active member of their editorial staff. There is not one specialized task for each person unless the team works it out that way. The students will help each other make the articles better. I will also be giving them regular feedback to help make their newspaper better. Each student also has the rubric and a checklist to keep them on track and to be able to self assesses their own work before they turn it into me. (30 minutes)
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Interpersonal** ||
 * 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 they will learn about today. 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. The students will be creating a newspaper about the events that happened before and during the American Revolution. 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. The products will be their final product to show knowledge of what I have been teaching, and what they have been learning about for the past six lessons. (10 minutes)
 * Evaluate, Tailor: Verbal, Intrapersonal **

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 almost done and ready to be turned in at the start of the next class. They will have all 80 minutes of class time to work on this project. (80 minutes)
 * __ Day 3: __**
 * The room will be arranged in rows. **
 * Agenda: **
 * Look at each others newspapers. **
 * Complete KWL **
 * Talk about the last blogs about what could be changed. **
 * I will take attendance and get everyone started to look at each others newspapers. Each team will have a chance to highlight what they are most proud of. I will then pass back the KWL for the students to complete. Then I will lead a discussion about the blog entries they did. Mostly about what could be improved about the lesson. (80 minutes) ** ||

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