L3+Nielsen,+Brandi

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand how the outcome of the war was effected by many different variables. ||
 * Student will know the importance of the following terms; Paul Revere, Lexington and Concord, Second Continental Congress, George Washington, Olive Branch Petition, Common Sense, Declaration of Independence, Loyalists and Patriots. ||
 * Student will be able to consider the different perspectives of the Loyalists and the Patriots. ||

//**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:** The students will analyze the differing opinions of the Loyalists and Patriots. They will learn about the different feelings the two different groups have and why. ||


 * =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. The students will work with each other to complete a Venn diagram of the Loyalists and Patriots. ||
 * **Summative** (Assessment of Learning)
 * Students will write blogs about which side they think they would have sided with, the Loyalists or Patriots. What the students write in their blog will be graded by a checklist that is the same as the checklist on the bottom of their blog question 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. Students will receive extra credit if they can make an optical illusion that relates to the American Revolution. ||

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 * =**Integration**= ||
 * **__ English- __** Writing in the Venn diagram will include English into the lesson.
 * __Technology-__** Writing in their blogs at [|www.blogger.com] will include technology into the lesson. The students will comment on the blog, and find links to make the blog entries stronger.
 * __ Math __** - The students will fill in the Venn diagram.
 * __ Art __**** - ** The students will have an option to make their own optical illusions. ||


 * =**Groupings**= ||
 * The first group they will be apart of will be a think, pair, share group. Each student will first fill out their Venn diagram on their own. They will then get into pairs depending on how much sleep they received the night before. The pairs will then share their papers with each other and add to it, discussing their choices as they go. After that we will share with the class to make sure that everyone ends up with both circles completely filled out. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal ** - Students will fill in the Venn Diagram.
 * Visual**- Students will look and observe optical illusions.
 * Logic**- Students will think about how they are going to fill out the story map.
 * Interpersonal**- Students will share their thoughts with classmates when they participate in the Think, Pair, Share.
 * Intrapersonal**- When the students write in their blog for homework.
 * Bodily Kinesthetic ** - The students get up and move around during the lesson. ||
 * **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**
 * The students will use technology when they look at optical illusions online at http://kids.niehs.nih.gov/illusion/illusions.htm. The students will write in their blogs at [|www.blogger.com] about what side they think they would sided with. The students will then go and read two classmates blogs, and leave helpful, respectful, comments and find links to support their information. ||

Laptops Notebook Textbook Pens/pencils Teachers: Venn Diagram Optical Illusions Blog question Blog checklist ||
 * =Materials, Resources and Technology= ||
 * Students:

The Blog that the students will use: https://www.blogger.com/start KWL Chart will be provided from this website: http://www.eduplace.com/graphicorganizer/ Optical Illusions from the following website: http://kids.niehs.nih.gov/illusion/illusions.htm Content Notes http://www.pbs.org/ktca/liberty/chronicle_subject.html#groups [|http://en.wikipedia.org/wiki/Patriot_%28American_Revolution%29 ||
 * =Source for Lesson Plan and Research= ||

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 two groups of people were so important to the pending war. The Loyalists and Patriots had differing opinions on what should be happening with their country. They each wanted different things but why they wanted these things is important. The students will also participate in a Think Pair Share to help each other develop ideas about what they are talking about. || Students will use writing and English skills to fill in a Venn diagram from http://www.eduplace.com/graphicorganizer/. The students will also have an opportunity to use their visual senses to look at and observe optical illusions from this website http://kids.niehs.nih.gov/illusion/illusions.htm. They will have a chance to work by themselves when they are thinking before the Think, Pair, Share and when they work on their blog entry at [|www.blogger.com]. The student will have a chance to work together and consult with each other during the Pair and Share parts of the cooperative learning group. The students will use technology when they look at optical illusions online. 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. Students will write blogs about which side they think they would have sided with, the Loyalists or Patriots. 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. ||
 * =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 affected most by the optical illusions. 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:**

The classroom will be arranged like stadium seating facing the TV so that everyone will be able to see the optical illusions from this website http://kids.niehs.nih.gov/illusion/illusions.htm. The seating arrangement will also make moving around and finding a seat easier when the students do the Think, Pair, Share with the Venn diagram. Agenda: Take attendance Talk about the blog entry the night before which is as follows: If you were a citizen living in time period of the American Revolution how do you think you would feel about the taxes? Would you be angry? Do you think you would be understanding? Would you join the Sons of the Revolution or would you sit back and complain? Or maybe you would simply live with it and make due? Look at optical illusions Talk about the Patriots and then talk about the Loyalists Pass out Venn Diagram Fill out Venn Diagram Participate in Think, Pair, Share Discuss Homework for that night
 * =Teaching and Learning Sequence:= ||

The hook will be looking at optical illusions, found here http://kids.niehs.nih.gov/illusion/illusions.htm, because events or things can be viewed differently by different people. The loyalists and patriots looked at the same events in two very different ways. We will also talk about current events and how different people within the room have different opinions about the different events. I will try to keep the topic off the current war. People have very strong opinions about the war right now and I do not want the whole discussion to become a big giant debate about the current war. The events and people had a great impact on the choice to go to war. They had very differing ideals and to understand how the nation is the way it is now, you must understand how it became that way. There are always people who see things differently. With the war today some people support it and others just want the troops back stateside. Feelings and opinions are human, not emotions only found in history. **//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 how to describe a Loyalist versus a Patriot. They will know and understand how the two were different and why. They will be able to describe specific events. They will also be able to think about the two different groups and decide if they lived in that time period what group they would belong too. I am going to lecture and try to have the students discuss and ask questions as I go along. They will also fill out a Venn diagram and participate in a Think, Pair, Share. One side of the diagram will be labeled as Loyalist, the other side will be labeled Patriot. The students are first going to fill out the Venn diagram on their own. Next they are going to pair up, share what they have with each other and by chatting with each other brainstorm even more characteristic that would go into the Venn diagram. After this one person from each pair will share out so that everyone will end up with all the information on their Venn diagrams. This way the students will be able to work and learn from each other. I will ask questions and check in on the groups to check for understanding. Look at teacher’s notes for complete content notes. (20 minutes) The students will complete a Venn diagram to provide a concrete thing of the difference and similarities between the two groups. They will think about it themselves first and then work in groups to share and compare their thoughts. The students will be grouped by who they are sitting next too. The groups are small so no roles are really needed, they will simply be discussing their papers and brainstorming with each other. I will walk around from group to group making sure that they are on track and that they are not off task. I will ask clarifying questions when needed and to make sure that the students understand and that they are learning. They will complete the diagram and write a blog entry on which side they think they would have been on. I will comment on their blogs and their diagrams. They will have a chance to add to their diagrams when all the pairs share. They will have time to fix the mistakes they made on their blogs. (30 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 next time class meets we will be talking about the two sides fighting the Revolutionary War. (20 minutes)
 * What, Where, Why, Hook, Tailor: Visual, Musical** ||
 * Equip, Explore, Rethink, Tailor: Verbal, Logical** ||
 * Explore, Experience, Rethink, Revise, Refine, Tailor:** **Interpersonal, Intrapersonal** ||
 * Evaluate, Tailor: Verbal, Intrapersonal** ||

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