L5+Nielsen,+Brandi

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9 Topic: Battles of the American Revolution**

 * =**Objectives**:= ||
 * Student will u//nderstand that// different perspectives yield different stories ||
 * Student will know how the two opposing sides were different and what effect that had on the battles. They will also know the following terms; Bunker Hill, Washington Crosses Delaware, Saratoga, France sails over, Charleston, King Mountain, Cowpens, Guilford, Longest battle, and York Town. ||  ||   ||
 * Student will be able to illustrate their knowledge of the different battles. ||

//**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"

In this lesson the students will learn about the different battles and map them out on a time line. ||
 * Rational:**

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. This will ensure that they know what is expected from their work. The students will have a checklist to check their time line before they turn in the finished product. They will also be able to talk with their partners and other students in the class and help each other assess and improve their work. || The students will have a worksheet to fill in when they learn about their battle. 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. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= =
 * =**Integration**= ||
 * **__ English- __** Writing in the time line will include English into the lesson.
 * __Technology-__** The students will Google Earth to look at different battle sights online and that will incorporate technology into the lesson.
 * __ Geography __**** - ** The students will look at the different battle sights using Google Earth
 * __ Math __**** - ** The students will put dates in the correct order on a time line.
 * __ Music __**** - ** The students will listen to music and look at lyrics of different battle songs. ||


 * =**Groupings**= ||
 * The students will get into groups based on when their birthdays are. The pairs and or groups will work together to become experts about their battle. At then end of class the students will help each other fill out the time line, and helping each other should make the time line go by quicker and not be an overwhelming task to complete. They will be filling out the time line with when the different battles took place and which side claimed victory. The students are only in pairs so real roles are not needed, but I will inform the students that they will be reporting out to the class when the pairs are done. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal ** - Students will fill in a time line of the American War battles.
 * Visual**- Students will look at and fill in the time line.
 * Intrapersonal**- The students will write in their blogs for homework.
 * Music**- I will play battle songs from both sides.
 * Nature**- The students will look at the different battle sights on Google Earth.
 * Bodily Kinesthetic**- The students will act out the different marching styles and seeing how ineffective the weapons were.
 * Interpersonal ** - The students will be in partners to complete the time line. ||
 * **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 Google Earth to help plot the time line. They will be able to see pictures of each place along their time line. The students will also use the blog to write a letter, in the persona of a soldier, back home to his family or friends. They will also read other letters and leave their classmates good, helpful comments. They will also find two links to help support their blog entry. This will help the students search the internet for good, reliable resources. ||

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

__Teacher:__ Time line Work Sheet Blog Question Battle Music Cotton Balls Q-Tips ||

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

The time line will be provided from this website: http://www.eduplace.com/graphicorganizer/ This website pervades how-to’s for Google Earth: http://gelessons.com/lessons/#HowTo The site pictures will come from Google Earth: [|www.googleearth.com] Content Notes From: http://www.pbs.org/ktca/liberty/tguide_5.html http://en.wikipedia.org/wiki/Battle_of_Bunker_Hill http://en.wikipedia.org/wiki/Washington_Crossing_the_Delaware http://en.wikipedia.org/wiki/Battle_of_saratoga http://www.civilization.ca/cwm/gallery1/revolution5_e.html http://en.wikipedia.org/wiki/Siege_of_Charleston http://en.wikipedia.org/wiki/Battle_of_Kings_Mountain http://en.wikipedia.org/wiki/Battle_of_Cowpens http://en.wikipedia.org/wiki/Siege_of_Yorktown http://en.wikipedia.org/wiki/Battle_of_Monmouth The Battle Songs, Lyrics and Midi files come from the following sites: "God Save the Thirteen States" __ http://www.musicanet.org/robokopp/usa/godsavet.html __ The World Turned Upside Down" __ http://www.contemplator.com/england/worldtur.html __ "Johnny Has Gone For A Soldier" http://www.37thtexas.org/html/johnnygonelyr.html  "The Liberty Song"  http://www.contemplator.com/america/liberty.html  Music questions from:  http://www-tc.pbs.org/ktca/liberty/pdf/5_questions_answers.pdf ||

The students will write and read to fill in a time line. The students will listen to music when we listen to the battle songs from each side. The students will get to chat and spend time with other students when they pair up and work together as partners. 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 Google Earth to look at different routes the spies took. Then students will be able to get up and march around, and throw things to simulate how inaccurate the muskets were. Students will use Google earth to look at different battle sights. They will get to see pictures of these sights 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. ||
 * =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 hook which will be listening to battle songs. 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 the different important battles that took place during the American Revolution. ||
 * __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. This will ensure that they know what is expected from their work. The students will have a checklist to check their time line before they turn in the finished product. They will also be able to talk with their partners and other students in the class and help each other assess and improve their work. The students will have a rubric and checklist to help them do their time lines in pairs. 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. 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. ||


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

The classroom will be set up in small groups. This way the students can work together to make the time line. Agenda: Take attendance Talk about the blog entry the night before which is as follows: You are a parent, sibling, friend of a soldier off at the front lines. You are sending them a letter describing the everyday happenings around your house. Include as many details as possible because you want them to feel as if they were here with you instead of many miles away. Remember that you have no guarantee of this letter actually reaching your soldier; make sure to include their name, two paragraphs each describing a different event that they missed. I should know by reading this letter what relationship the soldier is to the sender. It is okay to pose questions; maybe they will even get answered. Listen to battle songs. Information about the different battles Talk about how to use Google Earth using this website http://gelessons.com/lessons/#HowTo. Work in groups to fill out the worksheet Jigsaw Blog question and homework

The hook for this lesson is listening and reading battle songs from each side of the war. The song lyrics come from the following websites; "God Save the Thirteen States" __http://www.musicanet.org/robokopp/usa/godsavet.htm,__The World Turned Upside Down"__ [|http://www.contemplator.com/england/worldtur.html __, "Johnny Has Gone For A Soldier" http://www.37thtexas.org/html/johnnygonelyr.html,"The Liberty Song" http://www.contemplator.com/america/liberty.html. We will listen to the songs and read the lyrics. I will then ask the following questions to get the students thinking; Look at the third stanza of the song. How does this sum up the reason for revolution? Next, view the lyrics for “The World Turned Upside Down.” Legend is that this song was played when Cornwallis surrendered to Washington at Yorktown . Why would this song be fitting according to Britain ’s view? What do you think the message in the chorus of “The Liberty Song” is? How do these songs compare in scope and tone to a song such as “Yankee Doodle,” which is probably more well-known as a Revolutionary-era song? What was the original purpose of “Yankee Doodle?” This could help them lead into the different battles. To understand the battles you must understand both side and points of view. The students will also learn about spies for both sides fighting in the Revolutionary War. It is just fun to think about the spies in war. **//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.//** (15 minutes)
 * What, Where, Why, Hook, Tailor: Visual, Logical, Verbal, Interpersonal. ** ||
 * By the end of this class students should know how what the following battles were and why they were important; Bunker Hill, Washington Crosses Delaware, Saratoga, Charleston, King Mountain, Cowpens, Guilford, Longest battle, and York Town. The students will pair up but some teams will have three people. The groups will be made by what the students birthday’s are. Each group will take a battle and look at that one specific battle using their worksheet as a guideline. They will use Google Earth, at [|www.googleearth.com], to find pictures of their battle site. After each group learns about their one battle the students will present their information to the rest of the class. At the end of class students will fill out a time line depicting the major battles. This will help visual learners see when the battles took place. Every group must type up their worksheet and email it to me. I will then print them off and make copies for the rest of the class so that everyone will have the information. I will walk around while they are in groups and chat with the students, this way I will make sure they are on track and doing the work at hand. I will make sure they are not leaving any important battles out. I will also make sure that when the students are online using Google Earth that they are not surfing the web. Look at teacher’s notes for content. (40 minutes)
 * Equip, Explore, Rethink, Tailor: Verbal, Logical, Interpersonal** ||
 * The students will get into groups based on when their birthdays are. The pairs and or groups will work together to become experts about their battle. At then end of class the students will help each other fill out the time line, and helping each other should make the time line go by quicker and not be an overwhelming task to complete. They will be filling out the time line with when the different battles took place and which side claimed victory. The students are only in pairs so real roles are not needed, but I will inform the students that they will be reporting out to the class when the pairs are done. Students will have time to redo their time lines if they have left something out, but at my discretion. (20 minutes)
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Nature** ||
 * 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. This will ensure that they know what is expected from their work. The students will have a checklist to check their time line before they turn in the finished product. They will also be able to talk with their partners and other students in the class and help each other assess and improve their work. The students will have a rubric and checklist to help them do their time lines in pairs. 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. 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. (5 minutes)
 * Evaluate, Tailor: Verbal, Intrapersonal** ||

= =