L3+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 3
 * Grade Level:** Grade 6-8
 * Topic:** key events occurring during the Vietnam War and the 1960s in general

__**Objectives**__  __**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.  __**Assessment**__ **Summative (Assessment of Learning)**  __**Integration**__ //Technology// Students will be using the Internet to complete research for their newspapers based on w=one year during the 1960s. Students will utilize programs, such as Microsoft Word or Open Office Draw, to complete the actual newspaper. The students will be using __[|www.blogger.com]__ to complete a reflective blog post after the completion of the newspaper assignment and will be commenting on one other peer's post as well. The teacher will use Power Point to present notes on events occurring during the Vietnam War and the 1960s in general.  //Other Content Area// Art and Language Arts are incorporated into this lesson. For assessment, students will be creating the front page of a newspaper using Microsoft Word or Open Office Draw, complete with articles about specific events. The students are free to add creative elements, such as advertisements, forecasts, etc (Art). The articles included on the front page should be grammatically correct and spelling should also be correct (Language Arts).  __**Groupings**__ During this lesson, students will be working in groups during a three minute review. To choose the groups, each student will pick a Popsicle stick. Each Popsicle stick has a number ranging from one to four on it. Students will get into groups based on the number written on the sticks. For instance, anyone with a one on the stick will be in a group, twos will be in a group, and so on. This ensures that groups are picked in a random, yet fair way. During the three minute review, students will have the opportunity to ask clarifying questions and discuss notes that were presented in class. The students can also compare their graphic organizers to see if the information recorded is, in fact, categorized into the correct area.
 * Student will understand that** the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change __and__ the Vietnam War was widely unpopular and led to conflict and division among Americans.
 * Student will know** communism, "The Domino Theory," segregation, integration, Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968, Freedom Summer (and Freedom Rides), space race, riot, protest, race riot, John F. Kennedy (elected 1961, assassinated 1963), Robert Kennedy assassination 1968, Martin Luther King Jr ("I have a dream" speech, assassination 1968), Malcolm X (assassination 1965), Vietnam War (start 1961 and specific operations), anti-war protests, and other specific events throughout the country, and Woodstock.
 * Student will be able to** produce a time line of key events during the Vietnam War and the 1960s in general.
 * Rationale** During this lesson, students will be analyzing major events and turning points occurring during the 1960s.
 * Formative (Assessment for Learning)**
 * Students will use a five W's graphic organizer to record notes. The student will be able to organize the specific details of events into five categories- Who, What, Where, When, and Why.
 * Students will participate in a three minute review where they will have the opportunity to review notes, ask questions, and discuss events.
 * After the completion of the newspaper, students will complete a reflective blog posting. Students will reflect on what was learned about the specific year they chose and any other thoughts about the assignment in general or information discovered.
 * Newspaper: The students will choose one year during the 1960s (1960 to 1969) and research events occurring during that year. After initial research, students will then create the front page of a newspaper, in which they describe the events in article form. The front page will be graded using criteria including: content, neatness/clarity, accuracy, and spelling/grammar. Extra creative elements like advertisements, weather forecasts, winning lottery numbers, etc. are encouraged. The newspaper will be briefly presented to the class. This assignment is worth fifty points of the total five hundred and ten.

__**Differentiated Instruction**__  //<span style="font-family: Times New Roman,serif;">**Kinesthetic** //**<span style="font-family: Times New Roman,serif;">//:// ** Students will be up and about, moving around during the three minute review and while presenting their newspapers. I will review students IEP, 504, and ELLIDEP and make appropriate modifications and accommodations. During this lesson, students will be utilizing programs, such as Microsoft Word and Open Office Draw to create the front page of a newspaper. The newspaper will have articles about major events that occurred during a specific year during the 1960s (1960 to 1969). Students also have the opportunity to add more creative elements, such as weather forecasts, advertisements, etc. Throughout this entire unit, students will be writing reflective blog posts. For this particular lesson, students will reflect back on what they learned about the specific year they chose to research and create their newspapers about. The students will also be required to read and comment on one other peer's blog. <span style="font-family: Arial,Helvetica,sans-serif;"> __**Materials, Resources and Technology**__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"><span style="font-size: 80%; font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"> __**Source for Lesson Plan and Research**__ Time-lines __[]__ __[]__ __[]__ Presidential Race/Election of 1960 __[]__ __[]__ Vietnam War __[]__ __[]__ Tragic Events __[]__ __[]__ __[]__ <span style="font-family: Arial,Helvetica,sans-serif;"> __**Maine Standards for Initial Teacher Certification and Rationale**__ <span style="font-family: Arial,Helvetica,sans-serif;"> //**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.**// <span style="font-family: Arial,Helvetica,sans-serif;"> //**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// <span style="font-family: Arial,Helvetica,sans-serif;"> //**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;">**Kinesthetic** //**<span style="font-family: Times New Roman,serif;">//:// ** Students will be up and about, moving around during the three minute review and while presenting their newspapers. Also, during this lesson, students will be using technology in a variety of ways. First, students will be utilizing programs, such as Microsoft Word or Open Office Draw, to create the front page of a newspaper based on one specific year from 1960 to 1969. Students will also be using technology to write a reflective blog post on __[|www.blogger.com]__, after the completion of the newspaper assignment. <span style="font-family: Arial,Helvetica,sans-serif;"> //**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: the front page of a newspaper. Students will choose one year from 1960 to 1969 and research major events occurring during that year. After research, students will create the front page of a newspaper using Open Office Draw or Microsoft Word, complete with articles about those major events. The students are also encouraged to add extra creative elements, such as weather forecasts, advertisements, etc. The newspaper will be graded using criteria including: content, neatness/clarity, accuracy, and spelling/grammar. <span style="font-family: Arial,Helvetica,sans-serif;"> __**Teaching and Learning Sequence**__**:** The classroom will 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 see the board and any media presentation that will be presented clearly. Day 1 //(80 minutes)//: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"><span style="font-size: 80%; font-family: Arial,Helvetica,sans-serif;">Homework: Finish newspaper. It is due next class. Day 2 //(80 minutes)//: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"><span style="font-size: 80%; font-family: Arial,Helvetica,sans-serif;">Homework: Write a brief reflective blog posting based on the prompt given out in class.
 * Strategies**
 * <span style="font-family: Times New Roman,serif;">//Verbal:// ** Students will discuss notes taken during class during a three minute review. Students will also present their newspaper to the class.
 * <span style="font-family: Times New Roman,serif;">//Visual:// ** Students will utilize a five W’s graphic organizer to keep track of details and dates of certain events. A video about key events will be presented (Hook) and notes will be done in Power Point form.
 * <span style="font-family: Times New Roman,serif;">//Logical:// ** Students will use a graphic organizer to copy and organize notes. Students will also be given a time line of events occurring from 1960 to 1969.
 * <span style="font-family: Times New Roman,serif;">//Intrapersonal:// ** Students will conduct research outside of class for their newspapers and blog.
 * <span style="font-family: Times New Roman,serif;">//Interpersonal:// ** Students will discuss notes, questions, and events in groups during the three minute review activity.
 * Modifications/Accommodations**
 * Extensions**
 * <span style="font-family: Arial,Helvetica,sans-serif;">History Channel movie about events occurring in the 1960s.
 * <span style="font-family: Arial,Helvetica,sans-serif;">TV and VCR.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout for newspaper assignment.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Worksheet for newspaper research.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout explaining blog prompt.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Five W's graphic organizer.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Copies of teacher created time-line (key events and Vietnam War).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will need laptops.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Projector for Power Point presentation.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher will need a laptop.
 * Rationale**: During this lesson, numerous materials and resources will be utilized to meet the educational needs of six of the eight multiple intelligences. Multiple graphic organizers for note taking will be given to the students and will especially appeal to those who may lean towards being more logical minded and/or organized. Handout describing assignments will also be given to students and will help those who need some form of outlined requirements and guidelines. The classroom will be arranged so as to be comfortable and welcoming for the students, but will also be an environment that is safe and conducive to various styles of learning.
 * Rationale**: In this lesson, the focus will be placed on students abilities to produce a time line of key events during the Vietnam War and the 1960s in general. Major events throughout the entire era that was the Sixties will be covered and discussed, which is directly associated with the goals set forth in the Maine Learning Results. Extensive research into content notes will lead to a presentation of clear, concise, and most importantly, accurate information to further the students understanding of key events occurring during the 1960s.
 * Rationale**: During the duration of this lesson, a variety of strategies and resources will be utilized to meet the learning needs of six of the total eight multiple intelligences.
 * <span style="font-family: Times New Roman,serif;">//Verbal:// ** Students will discuss/teach the specifics of a key event during a three minute review. Students will also present their newspaper to the class.
 * <span style="font-family: Times New Roman,serif;">//Visual:// ** Students will utilize a graphic organizer to keep track of details and dates of certain events. A video about key events will be presented (Hook) and notes may be done in Power Point form.
 * <span style="font-family: Times New Roman,serif;">//Logical:// ** Students will use a graphic organizer to copy and organize notes. Students will also be given a time line of events occurring from 1960 to 1969.
 * <span style="font-family: Times New Roman,serif;">//Intrapersonal:// ** Students will conduct research outside of class for their newspapers and blog.
 * <span style="font-family: Times New Roman,serif;">//Interpersonal:// ** Students will discuss notes, questions, and events in groups during the three minute review activity.
 * Rationale**: Formative assessment will be given in numerous ways. For recording and organizing notes, students will be given a five W's graphic organizer. This specific organizer will help the students understand the key details behind certain events and categorize them into five areas: Who, What, Why, and Where. Students will also participate in a three minute review, where they will have the opportunity to ask clarifying questions, review the details from their graphic organizers, and also discuss events covered in class. Lastly, students will, after completing the newspaper assignment, complete a brief reflective blog posting writing about what they learned about that specific year and reflecting back on the assignment as a whole.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Show clips from History Channel movie about events occurring during the 1960s and Vietnam War. //(10 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Presentation of notes about important events. Students will use a five W's graphic organizer to record notes and specifics about events. //(45 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">After note taking, students will participate in a three minute review, where they will be placed in groups and will have the opportunity to compare notes, ask questions, and discuss events from the notes. //(3-5 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher will handout a handout describing the newspaper activity, along with a worksheet to aid in student research. Both sheets will then be discussed. //(10 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">The students will have the remainder of class to start research for the newspaper activity. //(10 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be given a brief amount of time to finish newspaper, if it is needed. //(25 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Presentations of newspapers. //(50 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Handout prompt for blog posts and discuss. //(5 minutes)//

Students will understand that the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change __and__ the Vietnam War was widely unpopular and led to conflict and division among Americans**<span style="font-family: Times New Roman,serif;">. ** Understanding the sequence of key events during the 1960s can help understand the changes that may have come about and why. Connections can be made to the sequences of events throughout history and the present. //<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;">(Where)(Why)(What). ** Segments from a video about major events in the 1960s and operations during the Vietnam War from the History Channel will be shown at the start of class on day one **<span style="font-family: Times New Roman,serif;">(Hook). ** **<span style="font-family: Times New Roman,serif;">(Tailors: **//<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;">__Verbal__ ////<span style="font-family: Times New Roman,serif;">) //

Students will know communism, "The Domino Theory," segregation, integration, Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968, Freedom Summer (and Freedom Rides), space race, riot, protest, race riot, John F. Kennedy (elected 1961, assassinated 1963), Robert Kennedy assassination 1968, Martin Luther King Jr ("I have a dream" speech, assassination 1968), Malcolm X (assassination 1965), Vietnam War (start 1961 and specific operations), anti-war protests, other specific events throughout the country, and Woodstock**<span style="font-family: Times New Roman,serif;">. ** Students will use a five W’s graphic organizer to organize specifics of key events and prepare them for the creating the front page to a newspaper. After presentation of information and note taking, students will get in groups and complete a three minute review about key events during the 1960s. This time may also be used to compare notes and ask clarifying questions **<span style="font-family: Times New Roman,serif;">(Equip)(Explore)(Experience). ** **<span style="font-family: Times New Roman,serif;">(Tailors: **//<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;">__Verbal__ ////<span style="font-family: Times New Roman,serif;">, //<span style="font-family: Times New Roman,serif;"> //<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;"> //<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;">__Interpersonal__ ////<span style="font-family: Times New Roman,serif;">, ////<span style="font-family: Times New Roman,serif;">__Intrapersonal__ ////<span style="font-family: Times New Roman,serif;">) // Students will do outside research based on the year they have chosen to cover in their newspaper**<span style="font-family: Times New Roman,serif;">. ** Students will participate in a three minute review to review notes, ask questions, and discuss certain events. Students will utilize a five W's graphic organizer to keep track of events and specifics**<span style="font-family: Times New Roman,serif;">. ** Students will use the information gathered from notes taken during class, during the three minute review, and during personal research to create the front page of a newspaper based on one specific year during the 1960s and also to write a reflective blog posting **<span style="font-family: Times New Roman,serif;">(Rethink)(Revise)(Rehearse)(Refine). ** **<span style="font-family: Times New Roman,serif;">(Tailors: ** //<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;">__Verbal__ ////<span style="font-family: Times New Roman,serif;">, //<span style="font-family: Times New Roman,serif;"> //<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;"> //<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;">__Interpersonal__ ////<span style="font-family: Times New Roman,serif;">, ////<span style="font-family: Times New Roman,serif;">__Intrapersonal__ ////<span style="font-family: Times New Roman,serif;">) //

Students will hand in their newspapers and complete a reflective blog posting **<span style="font-family: Times New Roman,serif;">(Evaluate). ** **<span style="font-family: Times New Roman,serif;">(Tailors: **//<span style="font-family: Times New Roman,serif;">__Intrapersonal__ ////<span style="font-family: Times New Roman,serif;">) // <span style="font-family: Arial,Helvetica,sans-serif;">

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