L2+Cox,+Daniel

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic: Civil War and Reconstruction**

 * =**Objectives**:= ||
 * **Students will understand** industrialization of the North allowed them the advantage of infrastructures that lead them to victory in the Civil War. How the United States Civil War mirrors the events in Iraq and Afghanistan. ||
 * **Students will know** critical details infrastructure of roadways and railways, manufactured versus purchased goods. ||
 * **Student will be able to** explain the major differences in the industrialization between the North and South and the impact on the Civil War. ||

E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9- Diploma "Civil War and Reconstruction" 1850-1877 Students understand major eras, major enduring themes, and historic influences in 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 the world and the implications for the present and future.
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results//: Social Sciences-E History


 * Rationale:** Students will learn the infrastructure of the North to include railroads, manufacturing and production with comparison to the Southern economy. How where the infrastructures similar and how where they different, how did the North better utilize the infrastructure to its ultimate advantage during the war. ||

Question and answer to determine evidence of previous learning and then following at the end of the class to demonstrate understanding and learning for the block of instruction. Conduct research on the topic and work in groups for peer critiques in groups, self-assessment following peer critiques. || Blog entry of reflective work on what new information covered during the class period and what they will be performing more investigation on. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = __Technology__- internet research, blogs, and discussion comments on blog, Excel work with charts and graphs __Mathematical__- Development of charts and graphs ||
 * =**Integration**= ||
 * __English__ - writing, discussion, reading

During the group time the members will discuss how to find information for final assessment, where they found good information, what information they did find and share with group. ||
 * =**Groupings**= ||
 * Students will be broken up into groups of four by sorting themselves into groups based on favorite season. The members of the group will be assigned roles of facilitator, recorder, timekeeper, and observer. Each member will submit a one-paragraph analysis of what occurred in the group.


 * =Differentiated Instruction= ||
 * **Strategies**
 * __ Linguistic  __**: Students will use their linguistic intelligences as they are communicating which groups they are in and while they are completing the group work.
 * __Logical:__** The students will utilize logical/mathematical intelligences during the group work portion as they are compiling the charts and graphs that will become their final product.
 * __Kinesthetic:__** Kinesthetic intelligences will be utilized as the students move about the classroom to sort into groups, move the desks into groups and then put the classroom back into the correct order.
 * __Intrapersonal:__** Students will utilize intrapersonal intelligence as complete their blog on topics of learning for the unit.
 * __Interpersonal:__** Interpersonal intelligences will be exercised during the students group work and discussion period in preparation for the summative assessment.
 * __Spatial:__** Spatial learners will be stimulated by the utilization of charts and graphs and the visual segment of the group work and summative assessment.
 * __Musical:__** Musical learners will notice music playing when they enter the room and as they are working in the group project time. ||
 * **Modifications/Accommodations**
 * I will review students IEP, 504 or ELLIDEP and make appropriate accomodations. Students that miss any class instruction time will be responsible for contacting the teacher to receive any handouts and to ensure that the student is comfortable with the material covered. The student will be further responsible for getting any notes missed from a fellow student. If an assessment is missed the student will contact the teacher to ensure the assessment, or an alternative assignment, is made up as soon as possible to ensure the student does not get too far behind in the class. ||
 * **Extensions**
 * Student expectation is to maintain a weekly blog that they will update throughout the semester over all topics covered in class. Students presenting their summative assessment will be expected to have comparison graphs that illustrate the period prior to the Civil War and during Reconstruction. ||

Laptops-one per student Wireless internet network Textbook Notebooks Pens/Pencils Syllabus Blogspot.com Student Blog Spreadsheet Sequence Chart graphic organizer Student manila folders 3x5 cards Highlighters LCD projector ||
 * =Materials, Resources and Technology= ||

Textbook <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|United States Infrastructure] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|Southern Cotton Production] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|Slavery concerns] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman'"><span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|Revenues for North and South] ||
 * =Source for Lesson Plan and Research= ||


 * =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:** <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">The lesson plan includes elements of the multiple intelligence theory that include linguistic, logical, kinesthetic, intrapersonal, interpersonal, spatial and musical. The use of the multiple intelligences allows students to explore other methods of learning as well as reinforcing the information they are learning through use of the intelligences that allow the best opportunity for learning. The students will utilize their multiple intelligences through conversations at their groups as well as during the early class discussion. Kinesthetic learners will value the time that they are up moving around the classroom, while musical learners will enjoy the songs being played as they enter the classroom. Logical learners will have the ability to analyze and interpret various charts and graphics to obtain information regarding the infrastructure of both the North and the South. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">The students will learn the importance of infrastructure and how that played a key role in the ultimate outcome of the Civil War. They will also be able to identify themes that will have a recurring theme throughout historical periods. Through self-evaluation the students will have the opportunity to assess popular myth of the true impact of the industrialization of the North. The reflective work on blogs will allow students the opportunity to self-assess and delve deeper into the subject matter of the industrialization and what impact that played during the Civil War. These activities will stimulate the intrapersonal learners. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">The lesson will adhere to this standard through the use of computer blog work, class lecture, and internet research to reinforce the information that is discussed in the lesson plan. Students will have the opportunity to view multiple internet sites to evaluate content, listen and discuss issues during class discussions and during group work. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">This learning standard will be done through both an informal and formal assessment. The informal assessment will be accomplished through a question and answer period at the introduction of the lesson to demonstrate previous learning and at the conclusion of the period to review new material covered. The summative assessment piece will be the completion of a blog entry detailing new information covered during the course of the lesson. ||

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Attendance/Students settle in <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Graphic Organizer <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Sort students into groups
 * =Teaching and Learning Sequence:= ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Agenda: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Agenda: **<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Webquest introduction <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Students will enter the classroom to find the usual classroom arrangement of the horseshoe. They will take their normal seats to begin the class and display their nametags on the desk. Students will notice in the background the song Battle Hymn of the Republic playing with a picture of the Union and Confederate Battle flags. On the board will be the agenda for the day and approximate times that it will take to complete each of the activities. **Where, Why, Hook, Tailor:** **Linguistic, Musical, Spatial,** (5 minutes) || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">As a pre-assessment activity the students will be asked to take out the sequence chart organizer and put in 'Infrastructure' into the topic area and then select one side of the tree for Union and one for Confederate and then fill in as many branches of the tree as they can. This will give both students and teacher a visual idea of where they are on this lesson area. After all the students have several minutes to complete this activity they will be asked to highlight all of their answers, and then as we go through the lesson they will be adding more to the chart and seeing how their knowledge grows like the branches on the tree. **Equip, Explore, Experience** **Tailor:** **Linguistic, Spatial,** (7 minutes) || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">We will then discuss group activities and how they can be beneficial to student learning. On a second 3x5 card the students will list in order of preference the seasons they most enjoy. After this is completed they will be sorted by their favorite seasons into groups of four and moved into a group sitting arrangement with desks and laptops. I will have my computer and LCD projector set up so that they can mirror what I do as I go to blogspot and open and blog account. Each student will be responsible for opening and maintaining their own blog account and completing the blog activities as assigned during the semester. During the blog exercise students will also be instructed on the proper use and etiquette of the blog work and what will be expected of them during the blogging exercises. Once they have established their blog accounts we will then transition to the <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|Web quest] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> and the introduction of the final project that is due for this block. I will mirror on the overhead as students work on their individual computers to see <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|examples] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> and descriptions of what a Web Quest is and how they will help the students better understand the lessons. **Experience, Rethink, Revise** **Tailor:** **Linguistic, Logical, Kinesthetic, Interpersonal,** (30 minutes) ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">The students will then be given the opportunity to begin discussions within their groups about how to find the information that will be needed for the summation project and how they want to present the information, exchange contact information and getting a list of sites to perform research on. While the students remain in groups we will have a wrap up discussion of the topics covered in class and introduce the next section and how the information today will tie into the next lesson. I will then have the students pass in the tree chart that was completed during class for an informal assessment. Instructional will be given that the blog work will be due by 5:00 p.m. for review by me for a summative assessment. (10 minutes) **Evaluate, Experience, Rethink, Tailor: Linguistic, Interpersonal, Intrapersonal** ||

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