L1+Fenderson,+Brenna

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11 Topic: develop knowledge of events**

 * =**Objectives**:= ||
 * Student will understand that there are important events that lead to the allies success in WWII. ||
 * Student will know important events and people: Start of WWII, battle of Britain, operation Barbarossa, Battle of Midway, surrender of Allies, Pearl Harbor, D-Day, Battle of the Bulge, Hitler, MacArthur, Roosevelt, Churchill, Mussolini, Hideki Tojo. ||
 * Student will be able to do exhibit knowledge of major events and important people of WWII. ||

E1 Historical knowledge, concepts, themes and patterns. Grade 9-Diploma "World War II" 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 major historical eras (WWII), 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 Results//: Social Studies- E. History
 * Rational:** This lesson shows that students know and understand turning points, events and people of the United states and the world in the history of WWII. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning): Students will start to create a timeline on a list of events in WWII. They will work in alone to first put dates on their timelines. They will then partner up using partners of their choice. In partners they will make sure that they have dates in correct order. They will then use a list of resources and find information about the event. Students will write a short summary of each event. As a class they will share where events go on the graphic organizer timeline. Students will write a one page paper on an event of their choice. The essay should include more details of the event, what happened, what was the outcome, how did this effect future events. Students will have a quiz the following class on the events and what they are. ||
 * **Summative** (Assessment of Learning):Students will have a quiz at the beginning of the second class day over the events. Students will put the information from their graphic organizer timeline onto Inspiration. They will use the flow chart function and put each event on the timeline into its own bubble. Students should add pictures and colors and make their timeline creative and unique. They will also add another bubble below the event that will contain their information they had gathered on the event. Students will have a check list of the events and details (like color, pictures, arrows) that have to be included in the timeline. Accomplishing this task will demonstrate their knowledge of events in WWII because students are consistently revisiting each event. Students will be able to add to their timeline through out the unit. ||

= = __Reading:__ Students will have to read about the different events. __Technology:__ Students will use the flow chart of inspiration to create a timeline of events. They must include not only color and information but at least 5 pictures that represent an event. ||
 * =**Integration**= ||
 * __English:__ Students will write a sentence or two on the start of WWII, Battle of Britain, Operation Barbarossa, Pearl Harbor, Battle of Midway, D-day, Iwo Jima, Battle of the Bulge, Surrender of Allies, When Hitler became chancellor, when Mussolini joined Hitler, Churchill becomes prime minister. They will also have a paper that goes more in depth on one topic from the timeline.


 * =**Groupings**= ||
 * Think Pair Share. Students alone will first start working on putting the given dates on the time line. Then students will pair up by picking a piece of paper that has 2 events on it out of the hat. They must find the person that has the same 2 events. Students will use the internet and given reading to find information about the events. They must match the right event to the right time. Each person will then be responsible for gathering information (1-2 sentences) on each event. The partners will then share the information with the class as a whole. Each student is responsible for writing down the information. There should be 20 dates on the timeline. Each person will write on a sheet of paper if they contributed to the partner work and whether they thought their partner contributed and then pass them into the teacher. Students tell how you are selecting a group. Give roles, make them accountable that they have to turn something in. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations to the lesson plan to accommodate all students in the classroom. Students that are absent will have a week to complete the missed classwork. If there is free time in class they will be given an opportunity to work on the timeline. There will also be time for them to come in to the class during a free period or make time after school. || All students will get a chance to use inspiration software (type II) to complete their timelines. Students will get to post their timelines on the class wiki (Type I). Students will then comment on at least 2 peoples timeline (Type II). Students will comment on something knew that they learned from the other timeline that they may not have known before. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * (Intrapersonal)** Students will start off working on the timeline by themselves.
 * (Interpersonal, Linguistic)** Students will then work with a partner to share ideas.
 * (Kinesthetic)**Students will type their timelines on to the computer software Inspiration to create their final timeline.
 * (Spatial)** Students will be able to add color and pictures to their timelines to make them unique.
 * (Logical)**Students will learn and experiment with Inspiration to make an interesting and creative timeline.
 * (Musical)**Students will listen to music from the time period while they are working on their timelines. ||
 * **Modifications/Accommodations**
 * **Extensions**

Syllabus, Projector (with computer hook up) projector screen List of dates (handout) List of events (handout), List of resources Graphic Organizer (Timeline) pens/ pencils, laptops (with wireless and inspiration) World War II book
 * =Materials, Resources and Technology= ||
 * **Day 1**

Quiz completed timelines Laptops World War II book class wiki completed graphic organizer 1 page paper on event of choice (hard copy and digital copy) ||
 * Day 2**

Other Sources: ||
 * =Source for Lesson Plan and Research= ||
 * Reading: Shaw, Adam. //"World War II: Day by Day."//


 * =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 addresses the Maine Standard for Initial Teacher Certification by helping students see the connection between past events and present events (hook). Students also have their needs met by allowing them to have choices of which topic they will want to explore further. They are also allowed to work will other students to collaborate ideas. Students will have a structured daily procedure that we will follow in the form of an agenda on the board. Students get to explore details about WWII and write down what they feel is important about certain events. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by questioning each student on what they already know about World War II. At the beginning of class students are asked what they already know about the subject. Each student will share to the class. What they know will be recorded and used. If the majority of students already know information about a certain subject then it will be covered quickly and then the class can move on (pre-assessments). Multiple revisions for to their time lines allows for self-assessments. A quiz and short paper over the timeline will show students understanding. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**This lesson addresses the Maine Standard for Initial Teacher Certification by incorporating different intelligences. In this lesson their are seven different intelligences used including; interpersonal, intrapersonal, linguistic, logical, kinesthetic, spatial, and musical. It is a combination of the use of technology and group work that allows this lesson to integrate these intelligences. ||
 * __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 addresses the Maine Standard for Initial Teacher Certification by documenting both formal assessments and informal assessments. Students will create a timeline of events in World War II which serves as an infromal assessment. Students will be able to refer back to this timeline throughout the unit. Students will be writing a short essay on an event and have a quiz that will serve as proof of their understanding (formal assessments). ||


 * =Teaching and Learning Sequence:= ||
 * Students will arrive to the class and the desks will be facing the board in rows. Being in rows will allow students to easily see the front of the room and me speaking. Each student will receive a copy of the syllabus and they will follow along as I go over the class syllabus. I will then ask if students have any questions about the expectations or requirement of the class (See syllabus). I will play an audio clip of Franklin D. Roosevelt's speech when the U.S. joined the war. I will go around the room and ask what students know about WWII. Students will share with the class if they know something about WWII and what they know. I will take notes on what each student knows already about WWII. Students will be asked whether they thought that Britain and France were justified declaring war on Germany. I will ask why they think the U.S did not declare war until Pearl Harbor? Do you think its the same reason we did not invade Afghanistan right after 9/11? Each day the class objectives along with the agenda will be posted on the board. Students will be handed out a blank timeline and a sheet of paper with a list of dates. Students will then be begin working on putting the dates on the timeline alone. As they are working on placing the dates they will listen to music of the time period.
 * (30min) Where, Why, Hook, Tailor: Linguistic, Logical, Intrapersonal, Kinesthetic, Musical** ||
 * Students will pick a piece of paper out of a hat. Each piece of paper contains two events. Students will then find the person that has the same piece of paper. The partners they will look up these two events and find where they are placed on the timeline. They will also be given time to make sure that their dates match with their partners. Students will use the internet and the world war II books in the classroom to find information about their events. While they are looking up dates and events they must read about the events and write a 1-3 sentence (in their own words) summary of the event. Once everyone is done looking up their events the group that had the first two dates will go up and share with the class what they have. They will share what the date is (month, day, year), the event, and what happened on that date (the 1-3 sentences they wrote down). They will share this information for the two dates they had. Students in the class will have to fill in each date with an event that was presented. While the students are presenting I will be writing down each date and event that they say and then copy what they said about the event. Each group will go until all the dates are completed. I will put the collection of dates/ events and what was said about them on the over head projector so that students that might have missed information will have it and they can copy it down. At the end of the first class students will be given an essay assignment for homework. I am giving students a chance to rethink about what they are learning through a short one page essay for homework and a quiz the following day. Students get to choose one event from the timeline. They will write a one page essay on why that event was important to WWII. I will also let the students know that their will be a short quiz the following day. I will tell them that it will be on the events and what happened during that event. They will not need to know exact dates but have to know about when they occurred.
 * (50 min) Equip, Explore, Revise, Rehearse, Rethink, Tailor: Interpersonal, Intrapersonal, Kinesthetic, Musical, Linguistic, Logical, Spatial.** ||
 * At the beginning of the next class students will pass in their essays and take their short quiz. After the quiz students will be directed to grab laptops and take their seats. I will hook a computer up to the overhead so that all the students can see what I am doing. As a class I will show the students how to use Inspiration software on the computers. I will help them as a class to put the dates on their timelines. I will also so them how to change the colors, fonts, and how to add lines and pictures to their timelines. Once the dates are on the timeline I will instruct the students that they have to make another set of boxes for the information on the events. As they are working on their timelines I will once again play music from that time period. They will work alone on their timelines but are allowed to consult with their neighbors. The students will then proceed to fill in the boxes. They will add lines connecting the dates with the event and then add at least five different pictures that correspond to five different events. Students will be refining their timelines when they use inspiration to make a more creative timeline. They will be cleaning up details, placing information on the timeline how they like and putting pictures to visually represent the events. If students finish before the rest of the class I will show them how to add their timeline to the class wiki. They can also upload their essays to the class wiki. Students that are finished with the timeline and uploading their information will then comment on other students works that have been posted on the wiki. (60 minutes)
 * Explore, Experience, Refine, Rethink, Tailor: Interpersonal, Intrapersonal, Kinesthetic, Linguistic, Logical, Spatial.** ||
 * I am giving students a chance to rethink about what they are learning through a short one page essay for homework and a quiz the following day. For the homework they will have to write a one page essay on an event of their choosing that will be due the next day. If students don't have the resources to write the paper, I will provide them with a photo copy of a book on an event. They will also have to study for a small quiz over the events and what are the details of that event. They will not need to know specific dates only the year and the order they occurred. At the beginning of the next class I will collect their papers. I will answer any questions before the quiz. After questions are answered the quiz will be passed out. Students will get a chance to comment on each others timelines and essays on the class wiki.
 * Evaluate, Rethink, Tailor: Intrapersonal, Kinesthetic, Linguistic** ||

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