L3+Carroll,+Derek

=**UMF LESSON PLAN FORMAT**=

**Grade Level:9-diploma Topic: The influence on world history the American Revolution has had.**

 * =**Objectives**:= ||
 * Student will understand that the shock-waves of the American Revolution changed the course of world history. ||
 * Student will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown ||
 * Student will be able to b. Analyze major 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 ||

E1. Historical Knowledge, Concepts, Themes and Patterns Grade 9 - Diploma "The Revolutionary Era 1754-1783" 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 Result:// Social Studies E. History
 * Rationale:** This lesson allows students to explore turning points in the war, thus equipping them with the ability to explore the war's role as a turning point in world history. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * During this class the students' free write about a turning point within their own lives will be collected to assess the students understanding of what a turning point is. This will be helpful to see how much more I need to explain about what a turning point is, and to get the students in the frame of mind to explore events from the the time that would serve as the turning point for the American Revolution ||
 * **Summative** (Assessment of Learning)
 * Students will end up presenting a power point that is designed to persuade other members of the class that the topic that each respective presentation is on, is the most influential aspect of the war making it a turning point. These power points will be graded on effort, persuasiveness, and most importantly accuracy of information. ||

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 * =**Integration**= ||
 * **Type II Tech:** Power points on the presumed turning points will force students to consider the material from many critical angles.
 * English/ Creative Writing:** The free write will give students to exercise English skills, especially those concerning creative writing ||


 * =**Groupings**= ||
 * After students have filled out T-Charts that compare times before and after what they believe the turning point to be, they will get into think, pair, share groups and talk about their choices. The reason for filling out the chart before meeting in the groups is so all students will have something to contribute to the in group discussion, thusly adding more time to debate the topics rather than thinking about what they are. It also makes sure that one student doesn't simply ride on the other members work. ||

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 free write exercises linguistic skills
 * Interpersonal:** Sharing the thoughts in the group will fall into this category
 * Intrapersonal:** The reflection involved in the free write
 * Spatial:** The PowerPoint is a good activity for students that are strong spatially
 * Natural:** If it is nice enough the free write should occur outside
 * Musical:** During the free write some music from the time period should be played lightly
 * Bodily/Kinesthetic:** Moving around should be encouraged in the Think Pair Share ||
 * **Modifications/Accommodations**
 * ( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * **Extensions**
 * Students will be refining their skills with the program Power Point to create a slide show that they will present to the class. After all of the power points have been presented the students will be allowed to rebut arguments in a respectful and orderly way. The connection of these two activities will give students practice in debating, but it will be subtle and fit with in the parameters of this assignment. This will also require that students pay more attention to each slideshow. ||

t charts ||
 * =Materials, Resources and Technology= ||
 * computers with power point

http://www.myrevolutionarywar.com/battles/ victor list http://www.eyewitnesstohistory.com/lexington.htm summary of Lexington http://www.britannica.com/EBchecked/topic/338392/Battles-of-Lexington-and-Concord Info on Lexington and Concord http://www.britishbattles.com/battle-ticonderoga-1777.htm Fort Ticonderoga overview http://www.u-s-history.com/pages/h1270.html Ft. Ticonderoga specifics http://www.earlyamerica.com/earlyamerica/maps/bunkerhill/ battle of Bunker hill http://www.theamericanrevolution.org/battles/bat_queb.asp battle of Quebec http://www.britishbattles.com/long-island.htm Battle of Long Island http://encarta.msn.com/encyclopedia_761572858/battle_of_white_plains.html Battle of white plains http://www.u-s-history.com/pages/h1285.html battle of fort washington http://www.doublegv.com/ggv/battles/Princeton.html battle of princeton http://www.ushistory.org/brandywine/thestory.htm battle of Brandywine http://www.britishbattles.com/germantown.htm battle of Germantown http://www.u-s-history.com/pages/h1299.html battle of Oriskany ||
 * =Source for Lesson Plan and Research= ||
 * http://www.theamericanrevolution.org/battles.asp list of battles with dates


 * =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:**Students will have the ability to approach their power point from a technique that makes sense to them, and this will tend to allow all sorts of intelligences appear in the presentation of the turning point power points. Students will be able to reflectively, and possibly in a cathartic manner, write about a turning point in their own lives. These free writes are multi-purposed and students will learn about each other, as well as begin thinking about what a turning point really is. This entire lesson will accomplish this standard by using multiple means to impart knowledge to the students. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson accomplishes this by taking into account what students have learned, and remembered about this topic, and the instruction will then be created to A.) bring students up to speed, and B.) to go in depth with each subject so students won't get either lost or bored with a quick survey of the material. In teaching the lesson like this I will be sure to meet the curriculum goals that I have set for the lesson, and in addition will teach connected information that students may need or even want to know. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** In the design of this lesson I have taken into account the multiple intelligences and I have created activities and instruction strategies that utilize most of them. As for technology, students will be working with computers to create persuasive power points(a modification of persuasive essays), this will allow students to become familiar with the technology, and to hone their skills if they all ready are familiar. Also the appropriate assistive technologies will be made available. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** In this lesson students will be presented with a unique informal assessment in the form of the free write. Also they will be challenged to create a unique version of a persuasive essay, being a persuasive power point. This power point will be graded. While the power is a formal assessment it is designed so that students will have fun creating it, and to make it persuasive they will be forced to really connect with the material. ||

__Agenda__ free write (outside) quick notes (back inside) T-Chart Think, Pair, Share Begin work on Power Point
 * =Teaching and Learning Sequence:= ||
 * Students will walk in to see the desks pushed together to form groups, but will be told to not get too comfortable because we will be headed outside (weather permitting).

In this lesson students will create power points to see how events within the American Revolution shaped the war, and in turn they will be able to understand how the revolution as a whole shaped the modern world. This is important because it will help students to understand the politics, and even some of the traditions that are prevalent today. To show an understanding students will be required to create a power point that will persuade the rest of the class to adopt that particular point of view. As class begins students will be taken outside and will be assigned a free write activity where they are to write about a turning point in their own lives. This will double as a hook as well as a formative assessment, as a formative assessment it allows me to see how well students understand the concept of a turning point. Students will be asked to share their writings before I begin to give notes. (15 mins)
 * What, Where, Why, Hook, Tailor: Linguistic, Natural, Intrapersonal, Interpersonal, Natural, Kinesthetic** ||
 * Students will be brought back inside and asked to consider the concept of a turning point as they listen and pay attention to note on important events within the American Revolution. Along with events important people, and geographical information among other things will be presented to them. A little about the financing of the war will be covered here as well. During this portion of class students will be invited to ask clarifying questions. I will also call on students to see what they have to offer to the discussion. Students will have the choice to take notes however they feel will help them the best, but I will provide some fill in the blank notes to help students that would normally drift off. Students will especially need to make note of the varying strategies employed throughout the war. (25 mins)
 * Equip, Tailor: Spatial, Linguistic, Logical, Natural, Interpersonal, Intrapersonal** ||
 * Students will be handed T-Charts after the lecture to fill out by themselves. This allows them to choose what they believe is the turning point in a way that is not influenced by any of the other class members. On the T-Chart students are to compare the tides of the war before and after what they have chosen as being the turning point. Once this chart is filled out students will be assigned into think, pair, share groups to spread the various ideas around the room to the other students. This allows students to consider all the arguments before creating their own points. In this particular group exercise each student has the same role, and that would be an expert on their particular turning point. These power points will be shown in class and after each one the class will be given the chance to create an appropriate and well informed rebuttal, and the power point that is most persuasive/able to handle the rebuttal questions will be given a few extra points. During all of this students will be exposed again to all the topics covered in notes. (40 mins)
 * Explore, Experience, Rethink, Revise, Tailor: Interpersonal, Intrapersonal, Spatial, Verbal, Kinesthetic** ||
 * During the presentations students will be paying attention and making note of things that they understood and what needs to be better explained to them. They also will have a chance to reevaluate what they chose to be the turning point of the war. I will grade all of the power points using a rubric and will be able to have a final grade to students by the next class. This whole lesson will continue to build students' knowledge of the Revolutionary War, but on top of that it will allow students to become more familiar with various parts of a debate, so it is preparing them for the final project.
 * Evaluate, Tailor: Verbal, Spatial, Logical** ||

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