L6+Libby,+John

=**UMF LESSON PLAN FORMAT**=

**Grade Level:9-12 Topic: Inter-war Period**

 * =**Objectives**:= ||
 * Student will understand that World War II could have been avoided. ||
 * Student will know why WWII happened. ||
 * Student will be able to analyze how many factors after WWI would cause WWII to occur. ||

E1 Historical Knowledge, concepts, themes and patterns Grade 9-Diploma**// "The World in the Contemporary Era" //**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.**// b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.
 * =**Maine Learning Results Alignment**= ||
 * //**Maine Learning Results:**// **Social Studies** //**- E. History


 * Rational:** This lesson will show how to analyze the events after WWI and look at the repercussions of them occurring. ||

The number of responses the student does for blog entries will show how the student has learned about this unit. Students will be asked to in the rubric do a self evaluation and and explanation on the information they are changing for the blog entries. These comments will show what the students are changing and what the students have learned from doing this assignment. The number of blog entries will be graded based on if the student has completed them. || The blog entries are a good summative assessment. Blog entries will represent how the students are analyzing the events after WWI and how WWII could been prevented. This information will be used in the future to show where more covering of materials is needed. These blogs will be formally graded using a points based system from the rubic. (See flow chart rubric) If a student fully competes the assignment they will be given a certain amount of points for the finished assignment (See Syllabus ) that will contribute to the students final grade. If a student does not fully complete this assignment and wants to edit it they will be granted the opportunity to do so as long as the edited assignment comes in within a week of its original due date. Students will also receive a summative grade on a quiz being given at the beginning of class covering important events and people of the inter-war period. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Technology is being integrated into this lesson because the students are using the Inspiration program. Math is being integrated into this lesson because the students are organizing dates for the quiz. ||
 * =**Integration**= ||
 * English is being integrated into this lesson because the students are writing information about certain countries within their time lines.


 * =**Groupings**= ||
 * Groups will be "seasonal groups" which are preselected pairs of students on a seasonal chart. The teacher will assign a month and the students join that partner to complete this assignment. Seasonal groups will discuss each other blogs and use the step chart to organize how WWII could have been prevented. ||

Linguistic: Students will use their linguistic intelligence on the step chart and within their blog entries. Logical: Students will use their logical intelligence to determine why a historical event would cause WWII. Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group. Intrapersonal: Student will use their intrapersonal intelligence when they write their blog entries Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. || The teacher will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**

Absent students will have the opportunity to make up work they missed during their absence. It is the students responsibility to get information covered in class period that they missed. Missed work is due by three class periods from when the absent student returns to class. Missed work can be handed in for full credit, however students will lose points in participation for the days that they are missing. After three class periods the student will lose ten points for every additional day that the assignment is not handed in. If the student has an extenuating circumstance, like a college visit or an emergency, the student can make up their participation points with the teacher at some point after class. || Students will be asked to write a minimum of 4 responses to how WWII could have been prevented on a blog. For an extension students are allowed to post more then 4 responses. ||
 * Absent students:**
 * **Extensions**

Quiz Step chart Labtops (With wireless internet) Digital Projector Pencils/pens How WWII could have been prevented blog Rubic. ||
 * =Materials, Resources and Technology= ||
 * How WWII Really Started video http://www.youtube.com/watch?v=LP7camnyge8

Blog www.blogger.com ||
 * =Source for Lesson Plan and Research= ||
 * How WWII Really Started video http://www.youtube.com/watch?v=LP7camnyge8


 * =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 addresses the Maine Standards for Initial Teacher Certification by helping students make connections between historical events and the events preceding them in the following ways: By analyze how many factors after WWI would cause WWII to occur; using a hook that shows a humorous way WWII could have started; having students use their understanding of English to respond to write a blog; and having the use of technology (blogger.com) which students are comfortable using. First drafts and their self assessment notes will be used as a formative assessment of the students. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using student self assessment notes to gauge the students intelligence in this area. Their remarks on their blog rubric responses will be used as a formative assessment to design lesson plans to meet learners' needs. In addition, MI theory will be used help many of the students learn using different intelligences. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of instructional strategies and technologies in the following ways: using an online blog to allow students to use a type two technology to present their understanding of how WWII could have been prevented; having the students use self evaluation; having the students work alone and within a small group; and using MI theory to teach this lesson. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of formal and informal assessment strategies in the following ways; informally grading the number of blog entries to find out what the students know; formally grading the blog entries to assess the understanding of the students; and finally by using the formative and summative assessment to design a better lesson plan for the future. ||

Introduction/Quiz Hook Blog meeting Blog discussion
 * =Teaching and Learning Sequence:= ||
 * Agenda:

In todays lesson we will analyze how many factors after WWI would cause WWII to occur. This lesson will show how historical events can have major repercussions. The teacher will start by handing out a quiz of important people and events of the inter-war period. Students will be given 40 minutes to answer the questions in the quiz to the best of their ability. Students will not be allowed to speak or talk in any way while they are taking the quiz. (40 minutes)
 * What, Where, Why, Tailor: Verbal, Spatial, Intrapersonal, and Logical.**

After the quiz time ends the teacher will play the video how World War II really started.(http://www.youtube.com/watch?v=LP7camnyge8) This video is a humorous way of looking at history and it has to with the topics of the students blog entries. (5 minutes)
 * Hook,** **Tailor: Verbal, Spatial, Musical Interpersonal, Intrapersonal, and Logical.**

The students will then go into their seasonal groups. briefly to discuss topics that they wrote about and reasons why they felt that topic caused WWII. Groups will self evaluate their responses while discussing why the events they picked to write about are so important. Students will be asked to respond to their partners responses with helpful criticism about what they said. The purpose of these groups is to overview what other students wrote about and to get a second perspective on this project. (15 minutes)
 * Equip****, Experience, Rethink, Revise, Rehearse,** **Evaluate,** **Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, and Logical.**

The teacher will then begin a group discussion. The teacher will go over events in order of how they happened and ask students who wrote blog entries on that particular event (check course notes for list of events). Students who raise their hands will be asked to briefly describe why that event would lead to WWII. The teacher will call on students for answers. If a student has nothing more to add for an event the teacher should wait and call on them again later in the discussion on another event. If the discussion concludes early the teacher will begin to discuss how different things could have been without WWII. (20 minutes)
 * Explore** **Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, and Logical.** ||

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