L1+Turcotte+Jordan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON

 __**Teacher’s Name:**__ Ms. Jordan Turcotte

__**Date of Lesson**__**:** Lesson 1

__**Grade Level**__**:** Grade 6-8

__**Topic**__**:** organizations and groups that were created during or played a big part in the 1960s

__**Objectives**__


 * Student will understand that** the 1960s were a tine of social and political protest, leading to the creation of the “counter culture” and numerous organizations.


 * Student will know** civil rights, hippie, counter culture, flower power, freedom rides, sit in, draft dodger, feminism, Freedom Summer, corruption, riot, protest, race riot, Weather Underground, Black Panthers, Ku Klux Klan (KKK), Students for a Democratic Society (SDS), Southern Christian Leadership Conference (SCLC), Mississippi Freedom Summer, Student Nonviolent Coordinating Committee (SNCC), National Association for the Advancement of Colored People (NAACP), Freedom Summer (and Freedom Riders), anti-war protests and other specific events throughout the country, and March on Washington.


 * Student will be able to do** describe the goals and general ambitions of multiple groups and organizations created during the 1960s.

__**Maine Learning Results Alignment**__

Maine Learning Results: Social Studies E. History E1. Historical knowledge, concepts, themes, and patterns. Grade 6-8 “Contemporary United States, 1961 to Present”

Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world. b. Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States, and various regions of the world.


 * Rationale** In this lesson, students will be exploring and analyzing turning points, events, consequences, and people as they are related to specific key organizations and groups that existed during the 1960s and played a key role in the era

__**Assessment**__ **Summative (Assessment of Learning)**  __**Integration**__
 * Formative (Assessment for Learning)**
 * During this lesson, a pre-assessment will be given asking what the students know about the 1960s in general. Questions about certain events, people, and ideas will be asked to gauge their general understanding.
 * Students will use fact and opinion graphic organizers while taking notes in class and doing any outside research for their brochures. They will be able to record factual information about the various organizations and groups on one side and, to get them thinking ahead for their blogs, record their opinion of the organization or group on the other.
 * Students will write a reflective blog posting about the specific organization or group they chose to create the brochure about. They will reflect on what was learned about the group and if they agree with the overall message, goals, and ambitions.
 * Students will participate in a three minute review to compare and discuss notes and clear up any questions they may have about those notes.
 * Brochure: Students will create a brochure about a specific organization in the 1960s and tell about their goals, how they planned to achieve those goals, etc. and include related images. The students will use the brochure template in Microsoft Word to create their brochures about the specific organization. The brochure will be graded using a checklist, with criteria including: content, neatness/clarity, accuracy, and required elements. This is worth fifty points of the total five hundred of the entire unit.

//Technology:// Students will use the Internet for any extra research they may need to complete their brochures. They will also use the Internet for a reflective blog posting. Students will use the brochure template in Microsoft Word to create their brochures. The teacher will use Power Point to present notes on this lesson in a more interesting and engaging way, rather than plain lecture.

//Other Content Area:// This lesson is not only history based, but can also be related to Language Arts and Art. Students will be creating a brochure (Art) that describes a specific organization or group. The text in the brochure should be grammatically correct and spelling should also be correct (Language Arts).

__**Groupings**__ In this lesson, students will participate in a three minute review after the initial presentation of class notes. I will choose the groups at random by having the students count off in fours or sixes. Anyone who was a “one” will be in a group, “twos” in another, and so on. This way, the groups will be chosen for the students and will be done so in a fair way. During the three minute review, the groups will get together and discuss the notes from class, what they have on their graphic organizers in the fact and opinion columns, and will also get a chance to sort out any questions they may have for better understanding. __**Differentiated Instruction**__ **//Logical:// **<span style="font-family: Times New Roman,serif;"> Students will organize their in-class notes and personal opinions about certain organizations and/or groups with a graphic organizer. **<span style="font-family: Times New Roman,serif;">//Kinesthetic:// **<span style="font-family: Times New Roman,serif;"> Students will get in groups around the room to discuss notes during a "three minute review." **<span style="font-family: Times New Roman,serif;">//Visual:// **<span style="font-family: Times New Roman,serif;"> Students will be using a graphic organizer to take and organize notes. The hook will be in the form of a movie, which will present some initial information. Class notes will also be presented in Power Point form. **<span style="font-family: Times New Roman,serif;">//Naturalist:// **<span style="font-family: Times New Roman,serif;"> Environmentalists (in the form of hippies and communes) will be discussed during class. **<span style="font-family: Times New Roman,serif;">//Intrapersonal:// **<span style="font-family: Times New Roman,serif;"> Students will do research at home for the brochures they will be creating and also writing a reflective blog post. **<span style="font-family: Times New Roman,serif;">//Interpersonal:// **<span style="font-family: Times New Roman,serif;"> Students will get in groups to discuss class notes and ask questions during a three minute review.
 * Strategies**
 * <span style="font-family: Times New Roman,serif;">//Verbal:// **<span style="font-family: Times New Roman,serif;"> Students will discuss their notes taken during class in groups for a three minute review.

I will review students IEP, 504, and ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students will, throughout the entire unit, write continuing reflective blog postings and then comment on one classmate’s blog post as well. For this particular lesson, after creating a brochure about a specific organization or group using the brochure template from Microsoft Word, students will reflect on what they learned about that group and whether or not they agree with their overall message, goals, and ambitions.
 * Extensions**

__**Materials, Resources and Technology**__ <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">__**Source for Lesson Plan and Research**__
 * <span style="font-family: Arial,Helvetica,sans-serif;">Fact and Opinion Graphic Organizers
 * <span style="font-family: Arial,Helvetica,sans-serif;">VCR and TV for movie about organizations in the 1960s
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout describing brochure project (requirements, deadlines)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Worksheet and Checklist for student use when creating brochure
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout describing reflective blog post (prompt)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grading checklists for brochure
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will need their laptops
 * <span style="font-family: Arial,Helvetica,sans-serif;">Projector to display notes in Power Point form
 * <span style="font-family: Arial,Helvetica,sans-serif;">Print out and copies of notes from Power Point

Students for a Democratic Society <span style="color: rgb(0, 0, 128);">__[]__ __[]__

<span style="font-family: Times New Roman,serif;">Southern Christian Leadership Conference <span style="color: rgb(0, 0, 128);">__[]__ __[]__

<span style="font-family: Times New Roman,serif;">National Association for the Advancement of Colored People <span style="color: rgb(0, 0, 128);">__[]__ __[]__

<span style="font-family: Times New Roman,serif;">The Weather Underground (The Weathermen) <span style="color: rgb(0, 0, 128);">__[]__ __[]__

<span style="font-family: Times New Roman,serif;">Student Nonviolent Coordinating Committee <span style="color: rgb(0, 0, 128);">__[]__ __[]__

<span style="font-family: Times New Roman,serif;">Black Panther Party <span style="color: rgb(0, 0, 128);">__[]__ __[]__ __[]__

<span style="font-family: Times New Roman,serif;">Hippies <span style="color: rgb(0, 0, 128);">__[]__ __[|http://users.rowan.edu/~lindman/hippieintro.html]__

<span style="font-family: Times New Roman,serif;">Ku Klux Klan <span style="color: rgb(0, 0, 128);">__[]__ __[]__

<span style="font-family: Times New Roman,serif;">__**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**: During this lesson, numerous materials and resources will be used to meet the needs of at least six of the eight multiple intelligences. The use of graphic organizers, rubrics, and checklists will appeal to those students who lean towards being more logical and/or organized and in need of structure and outlined requirements. The classroom will be made into as comfortable an environment as possible, to create a safe and welcoming environment that is conducive to learning.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**//
 * Rationale**: In this lesson, I focus on the students being able to describe the goals and general ambitions of multiple groups and organizations created during the 1960s. Major events, turning points, and people throughout the Sixties era will be covered in this lesson, which is directly associated with the goals described in the Maine Learning Results. Extensive research into content notes will lead to a presentation of clear and more importantly, accurate information to further knowledge and understanding of the various organizations and groups existing in the Sixties.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// //<span style="font-family: Times New Roman,serif;">Verbal //**<span style="font-family: Times New Roman,serif;">// : // **<span style="font-family: Times New Roman,serif;"> Students will discuss their notes taken during class in groups for a three minute review. //<span style="font-family: Times New Roman,serif;">Logical //**<span style="font-family: Times New Roman,serif;"> : **<span style="font-family: Times New Roman,serif;"> Students will organize their in-class notes and personal opinions about certain organizations and/or groups with a graphic organizer. //<span style="font-family: Times New Roman,serif;">Kinesthetic //**<span style="font-family: Times New Roman,serif;"> : **<span style="font-family: Times New Roman,serif;"> Students will get in groups around the room to discuss notes during a "three minute review." //<span style="font-family: Times New Roman,serif;">Visual //**<span style="font-family: Times New Roman,serif;"> : **<span style="font-family: Times New Roman,serif;"> Students will be using a graphic organizer to take and organize notes. The hook will be in the form of a movie, which will present some initial information. Class notes will also be presented in Power Point form. **<span style="font-family: Times New Roman,serif;"> Naturalist: **<span style="font-family: Times New Roman,serif;"> Environmentalists (in the form of hippies and communes) will be discussed during class. //<span style="font-family: Times New Roman,serif;">Intrapersonal //**<span style="font-family: Times New Roman,serif;"> : **<span style="font-family: Times New Roman,serif;"> Students will do research at home for the brochures they will be creating and also writing a reflective blog post. //<span style="font-family: Times New Roman,serif;">Interpersonal //**<span style="font-family: Times New Roman,serif;"> : **<span style="font-family: Times New Roman,serif;"> Students will get in groups to discuss class notes and ask questions during a three minute review. Also during this lesson, students will utilize technology to complete research and assignments. Students will do extra research on the Internet for the brochure assignment, if needed. The students will utilize a template from Microsoft Word to create their final brochure. Students will also be writing a reflective blog posting on <span style="color: rgb(0, 0, 128);">__[|www.blogger.com]__ <span style="font-family: Times New Roman,serif;"> to reflect on what was learned from the brochure assignment and also reflect on their opinions of the organization. While presenting notes to the class, the teacher will use Power Point.
 * Rationale**: During the duration of this lesson, various resources and strategies will be used to appeal to seven of the eight multiple intelligences.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// Summative assessment will be based on one main item: a brochure. Students will create a brochure about a specific organization in the 1960s and tell about their goals, how they planned to achieve those goals, etc. The students will utilize the brochure template in Microsoft Word to complete the brochure. The brochure will be graded using a checklist, with criteria including: content, neatness/clarity, accuracy, and required elements.
 * Rationale**: Formative assessment will be given in different ways. Fact and opinion graphic organizers will be given to the students for recording and organizing their notes. This specific organizer will also prepare them for their brochures (summative assessment) and reflective blog postings. In this particular posting, students will reflect on what was learned about the organization they researched for their brochures and will also reflect on whether or not they agree with that organizations message, goals, and ambitions. Students will be given a second fact and opinion organizer and a worksheet to use when conducting research. A checklist will also be made available to those students. After the presentation of information in class, students will participate in a three minute review to compare and discuss notes and clear up any questions they may have about those notes.

__**Teaching and Learning Sequence**__**:** The classroom with be arranged in a horseshoe fashion, with desks or tables arranged on the perimeter of the room. This way all students will be able to the see the board and any media presentation that will be presented.

Day 1 //(80 minutes)//: <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">Homework: Choose organization from list and create brochure. Be ready to present brochure for the next class.
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">Film clips from a History Channel movie will be shown, with clips pertaining to certain organizations and events //(20 minutes)//.
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">Presentation of notes about organizations (their creation, goals, major events) in Power Point form. Students will use a fact and opinion organizer to record notes- facts about the organizations and their opinion of their goals and ambitions //(45 minutes)//.
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">After note taking, students will be placed in groups to complete a three minute review, where they can discuss the notes, their thoughts, and ask any questions they may have //(3-5 minutes)//.
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">Handout describing brochure will be given to the students, along with a worksheet to help with research, which will be discussed //(10 minutes)//.

Day 2 //(80 minutes)//: <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Times New Roman,serif;">Students will understand that the 1960s were a time of social and political protest, leading to the creation of the "counter culture" and numerous organizations. This information is important to learn because, prior to the 1960s, there were not really any groups or organizations, so the 1960s represent a turning point. Some of these groups can still be seen today. //<span style="font-family: Times New Roman,serif;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world //<span style="font-family: Times New Roman,serif;">. At the beginning of the first day of this lesson, students will watch clips from a film about organizations in the 1960s **(Where, Why, What)(Hook)**. **(Tailors:** //__**Visual**__////**,**// //__**Verbal**__//**)**
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">Students will be given some class time to finish their brochures if it is needed //(15 minutes)//.
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Times New Roman,serif;">The rest of class will be devoted to the presentation of brochures //(65 minutes)//.

Students will know civil rights, hippie, counter culture, "flower power," freedom rides, sit-in, draft-dodger, feminism, Freedom Summer, corruption, riot, protest, race riot, Weather Underground, Black Panthers, Ku Klux Klan (KKK), Students for a Democratic Society (SDS), Nation of Islam, Southern Christian Leadership Conference (SCLC), Mississippi Freedom Summer, Student Non-Violent Coordinating Committee (SNCC), National Association for the Advancement of Colored People (NAACP), Freedom Summer (and Freedom Riders), race riots, anti-war protests, and other specific events throughout the country, and March on Washington. Students will use a "fact and opinion" graphic organizer to take notes and get them started on their reflective blogs. After presentation of information and note taking, students will be placed in groups and complete a "three minute review" for any clarification that is needed **<span style="font-family: Times New Roman,serif;">(Equip, Explore, Experience) **<span style="font-family: Times New Roman,serif;">. **(Tailors:** //__**Verbal**__////**,**// //__**Logical**__////**,**// //__**Visual**__////**,**// //__**Interpersonal**__////**,**// //__**Intrapersonal**__////**,**// //__**Kinesthetic**__//**)**

Students will do research in and outside of class to find information to include in their brochure and reflective blog. Students will participate in a three minute review to see if all information is understood. Students will organize their notes and personal thoughts on a "Fact and Opinion" graphic organizer. Students will use the information gathered from class and also their own research to create a brochure about a specific organization or group from the 1960s and then write a reflective blog **<span style="font-family: Times New Roman,serif;">(Rethink, Revise, Rehearse, Refine) **<span style="font-family: Times New Roman,serif;">. **(Tailors:** //__**Verbal**__////**,**// //__**Logical**__////**,**// //__**Visual**__////**,**// //__**Naturalist**__////**,**// //__**Interpersonal**__////**,**// //__**Intrapersonal**__////**)**//

By the conclusion of the lesson, students will hand in their brochures and complete a reflective blog posting **<span style="font-family: Times New Roman,serif;">(Evaluate) **<span style="font-family: Times New Roman,serif;">. **(Tailors:** //__**Intrapersonal**__////**)**//