L4+Carroll,+Derek

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-diploma Topic: The many aspects that combined to bring American Victory**

 * =**Objectives**:= ||
 * Student will understand that the political climate of the American Revolution was just right to support the birth of a nation ||
 * Student will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown ||
 * Student will be able to do understand what events in history carry the most weight and to understand how they apply to students' lives ||

E1. Historical Knowledge, Concepts, Themes and Patterns Grade 9 - Diploma "The Revolutionary Era 1754-1783" 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**= ||
 * Social Studies E. History
 * Rationale:** This lesson will allow students to see how people and events shape their lives and how they influence our culture and government. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will quickly do the revolutionary war webquest that I found online, and this will have multiple purposes. First it will be an educational tool and students will be able to learn more while seeing what knowledge they still lack, and I will be able to do the same. In addition to that this will introduce students to what a webquest is so I will not have to explain it when they do my webquest. ||
 * **Summative** (Assessment of Learning)
 * This would be the paper accompanying the simulation exercise. Students will be required to analyze their thesis versus the outcome of the simulation, and this paper will be due the next class period ||

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 * =**Integration**= ||
 * **Type II Tech:** The use of the simulator, webquest
 * English:** Webquest product ||


 * =**Groupings**= ||
 * Each student will become an "expert" on one aspect that may have led to American victory, and they will then take part in a Jigsaw activity. During this students will share what they learned so students will be able to formulate their theories to test in the simulation. These groups will be determined by whether students prefer oatmeal, cereal, pancakes, or eggs for breakfast, and students will be shifted by me as is needed. ||

Absent students will be required to take the initiative to make up what they missed. For larger projects that include in class work days the student may discuss the possibility of gaining an extra day or two on the due date of the assignment. This extension will also apply to family tragedies as well as some serious personal crises. If there is no such issue work will be expected to be handed in on time so that the lessons can continue on time. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Linguistic:** The assessment activity will allow students to put their theory and the results out on paper
 * Interpersonal:** The Jigsaw will foster group discussion and allow students to assume leadership roles
 * Intrapersonal:** While filling out the Garden Gate students will be able to reflect
 * Spatial:** Students will be able to see how the factors played out through the simulator
 * Natural:** Students will be able to consider weather conditions and terrain that factored in the war
 * Musical:** The war flutes and drums from the revolution should be played quietly during the silent work period
 * Bodily/Kinesthetic:** The Jigsaw will get students moving around
 * Logical/Mathematical:** Students will be able to think of the factors in the context of percentages and how much they pertained to victory ||
 * **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.**//)
 * **Extensions**
 * Students will be engaged in the ideas discussed, and will be given the chance to see how their ideas would have worked in the war. They will also explore the results of the outcome in an essay. Some of the factors that can be tested in the simulator are much more complex issues to write about than others, and students will be informed as to which ones these are ||

Webquest American Revolution simulation software ||
 * =Materials, Resources and Technology= ||
 * Garden Gate

[|http://www.earlyamerica.com] http://www.u-s-history.com/pages/h641.html ||
 * =Source for Lesson Plan and Research= ||
 * http://www.theamericanrevolution.org/hevents.asp


 * =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 accomplishes this by offering two opportunities for students to have a deeper connection with the material than they would get from a simple lecture or from reading a text book. These opportunities allow students to interact with the material, making it seem more interesting, as well as more important to their lives. This interactive lesson will also result in students being able to understand and hopefully share the emotions of the people during this time. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson fits this standard by allowing students to work independently, but also having me provide a scaffold for learning if need be. During this time I will also be cognizant of some students needs, either academically or behaviorally, and will be supportive of those. Students will participate in the choose your own adventure so I can see what they need to work on, and what else I can do to bolster their learning. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson will be able to be tailored so it can make use of any necessary assistive technologies. It also makes use of a variety of the multiple intelligences, including linguistic, interpersonal, intrapersonal, spatial, natural, musical, kinesthetic, and logical, in the delivery of its instruction. Students will be reached through their other academic and co curricular interests as a means of holding their attention and making the learning personal. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will be presented with assessments that are fun and seem like games. The summative assessment for this lesson is unique in it's use of video game technology, but along with assessing students it will teach them as well. ||

__Agenda__ Webquest list of possible victory factors Jigsaw Test the theories
 * =Teaching and Learning Sequence:= ||
 * Students will walk into the room and take their seats, which will be set up in rows.

Students will analyze and eventually be able understand the political climate during the Revolutionary War, and they will be able to identify the factors that led to the victory of the revolutionary. This is important so students can understand what went into creating the country that we call home.To get students in the frame of mind I will pass out a url linking students to a webquest that they will do in the beginning of class and will be able to complete outside of class if they were unable to finish in the time provided(15 mins)
 * What,Where,Why, Hook, Tailor: Verbal, Logical, Spatial, Natural** ||
 * Students will raise hands and offer what they feel secured American victory, and I will write their suggestions on the blackboard. I will also have a list of my own, but would like to hear from students first, and after they stop giving suggestions and reasons I will fill in the gaps. We will quickly discuss each factor before I ask students to choose one factor that they feel was the major one. At the end of this discussion I will ask if there are any further questions. (20 mins)
 * Equip, Tailor: Verbal, Spatial, Interpersonal,Natural** ||
 * After the discussion students will break apart and become experts in the factor that they believe secured victory. This will be done through researching on the internet and in books. Students will be provided with some websites too work with but will be encouraged to make their own search as well. After 20 mins of this students will get together in jigsaw groups, and will talk further about the factors. It is in these group discussions that each student will make their final theory. When this is done, the various theories will be tested on the war simulator and students will take notes on how it affected the outcome. (30 mins)
 * Explore,Experience,Rethink,Revise,Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Natural, Kinesthetic** ||
 * I will explain the outcome of the simulator, and students will self assess by taking notes on this, and using this notes they will write an essay examining their theory in conjunction with the simulator outcome. These essay's will be due the next class and they will receive the feedback the class after that. This lesson builds up to the other lessons by building upon the students' edifice of knowledge, also the simulation will help students picture the time period a little more accurately. (15 mins)
 * Evaluate, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Natural, Musical** ||

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