L2+Carroll,+Derek

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-diploma Topic: Revolutionary Era point of view evaluation**

 * =**Objectives**:= ||
 * Student will understand that the revolutionary players had a variety of view points on the same issues ||
 * Student will know definitions: Loyalists, Propaganda, Diplomacy ||
 * Student will be able to evaluate the points of view of a variety of historical figures ||

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 shows students the many points of view that were circulating during the Revolutionary Era and teaches them how to analyze them as well as analyzing their place in history. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will fill out an idea map keeping track of the different viewpoints while connecting them to the people that held them. Students will be asked to keep track of the various ideas during the class discussion by keeping them organized during the class time, and eventually creating a web using Inspiration that will keep track of these. The webs will end up being looked at to see what parts of the day's class I need to help the students work on. The webs will not be graded and will be returned to students before the class is over. ||
 * **Summative** (Assessment of Learning)
 * The summative assessment will occur the following class period before the start of the lesson. Students will receive quiz points for answering one question correctly that will be awaiting them on a note card at their desks, this card will be passed in as I take attendance. ||

= =
 * =**Integration**= ||
 * **Type 2 Tech:**Students will need to use the program Inspiration to make a web of Important people from the Revolutionary Era and their viewpoints.
 * English:** Students will be asked to due a matching activity by connecting famous people to their famous quotations. ||


 * =**Groupings**= ||
 * Students will meet in a seasonal partner grouping method to discuss the organization that they each have done individually with the point of view web assignment. The partners will both take active roles in discussing the points of view based on what sparked the particular point of view, how they feel it was received, or whether the students agree or disagree with the view and why. One sheet with these questions will be filled out and handed in per group. ||

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:** When students are with partners they will be talking about the lesson
 * Logical/ Mathematical:** Inspiration makes it easy for students to set up a logical web (perhaps in tree form).
 * Interpersonal:** Students will be sharing their webs together, and sharing their thoughts about the view points.
 * Intrapersonal:** Students will reflect upon their own feelings of the historical figures' points of view
 * Spatial:** The web allows students to creatively organize the information.
 * Bodily/Kinesthetic:**Students must move around to complete the quotation game. ||
 * **Modifications/Accommodations**
 * ( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * **Extensions**
 * Students will be working with Inspiration software to create an idea web that organizes the viewpoints that were circulating during the Revolutionary Era and it will connect them to the people that originated and or held these ideas. This will enrich the learning process by allowing students to create a product that they will end up using as a study aid. It will help students personalize the material if they have created the study tool themselves. ||

copies of the quotation matching exercise copies of the questions to go along with the idea web analysis activity observation charts ||
 * =Materials, Resources and Technology= ||
 * Computers with Inspiration Software

http://www.quotationspage.com/quotes/ http://library.thinkquest.org/TQ0312848/quotes.htm http://www.bayoffundy.com/loyalists.aspx http://www.thedeclarationofindependence.org/ http://library.thinkquest.org/TQ0312848/loyalist.htm http://www.blupete.com/Literature/Biographies/Philosophy/Locke.htm ||
 * =Source for Lesson Plan and Research= ||
 * source for quotations


 * =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 fits standard 3 by allowing students to create a web that makes sense to them on the Inspiration software. Also by having the students work alone and then in groups it is accommodating bot interpersonal and intrapersonal intelligences. Students are also given the opportunity to decide what they feel about the ideas taught and presented as well as analyzing their importance to the world we live in. This forces students to internalize, and really think about what they are being taught. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson demonstrates this by presenting students with a knowledgeable lesson that will go in depth to present students with more interesting information that goes beyond the standards. It is also tailored to beneficial to all types of students in the classrooms. It will be accessible by many of the multiple intelligences, and the lesson will make use of cooperative learning and peer assistance. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meets the needs of the students by being tailored to the multiple intelligences, but also in the way that it can easily be tailored to any other aspect that may give a student trouble while trying to learn what is being presented. The lesson also requires that students spend some time in groups so they can get the benefit of working with their peers. I will be presenting Inspiration to students that may be unfamiliar with the program, and they may choose to use it for notes in other classes. ||
 * __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 uses a creative and fun formal assessment by having students partake in a door quiz, while the other work that is being produced will be checked informally but it will eventually be used as a useful study tool for the culminating test. ||

Agenda Students will understand throughout this lesson that many different opinions were floating around during the Revolutionary Era. This is important because it can show students that the people in the past had as many different viewpoints as we do now, so students will be able to relate more easily to historical events and the contexts of those events. Students must be able to display proficiency in the history portion of the MLRs. As class begins the students will take part in "This Day in History", and after that is completed they will be handed the two sheets that make up the quotation match exercise. This quotation match is the hook for the day's lesson. (15 mins) and the informal will take place when I am walking around looking at the student’s idea webs. (40 mins)
 * =Teaching and Learning Sequence:= ||
 * The room will be arranged in three rows of six double columns positioned with two facing straight to the front of the room and two on either side angled toward the same focal point as the desks in the middle of the room. This focal point will be in front of the board where part of the lesson will take place the other part of the day's lesson will occur with me walking between the desks.
 * quotation match
 * lecture on Revolutionary Era ideologies/important definitions and terms
 * observation chart
 * seasonal partners/discussion sheet
 * idea web on Inspiration
 * What, Where, Why, Hook, Tailor: Linguistic, Spatial, Interpersonal.** ||
 * After the quotation match I will present a lesson on the view points from the Revolutionary Era, and the people that put them forth. This lesson will also center on the events that sparked some of these views. Things that I must make sure to highlight in this lesson are Loyalists, Propaganda, and Diplomacy. I also will talk about Tomas Payne, John Adams, the Southern Colonies and other related topics. This lesson will be delivered in a semi lecture semi discussion format where students are invited to contribute. I will achieve this by asking the students their opinions on the issues. In my delivery I will write on the board as I talk. I will also make sure to keep moving and to illustrate certain things through gesticulations. Also I will make pop culture references to make the material seem less distant. Understanding from this lesson will be checked in a few formal and informal assessments. The formal assessment will take place the next class with the "door quiz";
 * Equip, Tailor: Linguistic, Spatial, Kinesthetic, Interpersonal, logical, Intrapersonal ** ||
 * After the Lecture portion of the class students will begin using an observation chart to align the people covered in the lecture with the view points that they held. From here they will split up into seasonal partners and they will discuss the viewpoints and analyze them in these pairs. Students will be able to analyze these view points and this facet will begin to be achieved by the lecture and the inclusion of the student opinions. In the seasonal partners the students will both be having a conversation about the material, and they will be expected to really discuss the view points, pros and cons. As well as this discussion they will hand in one sheet for the two of them that has questions that they should cooperatively write the answers to. The reason for this is so I can see who needs some more help in understanding the views, but also to enrich the conversations they are having. Another way that they can show me evidence of what they learned is through my sitting in on the conversations and interjecting some leading questions to see if they have grasped all aspects of the views explained and how they interacted. As the students finish up their discussions they can go apply what they learned to the idea webs so that they will be able to think back on it in the future. (25 mins)
 * Explore,Experience,Rethink,Revise,Refine,Tailor:Interpersonal,Intrapersonal, Linguistic, Logical, Kinesthetic, Spatial,Musical** ||
 * Students will self assess themselves through the group portion of the lesson. I will send a sheet around where students can anonymously make note of how well they know the material. To provide feedback I will become part of their conversations and give them feedback on how well they are comprehending concepts, I will also take a quick look at the charts and webs to make sure students have connected the right ideas with the right people, the homework for this class will be to finish the idea web if it was not completed in the class time, and that web will eventually become a study tool as well as a resource for the performance task of the webquest.
 * Evaluate, Tailor: Interpersonal, Intrapersonal, Kinesthetic, Musical, Spatial, Linguistic, Logical** ||

= =