L2+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 2
 * Grade Level:** 6-8
 * Topic:** key people during the 1960s

__**Objectives**__ **Student will understand that**  the 1960s were a time of social and political protest, leading to the creation of the "counter culture" and numerous organizations. **Student will know** John F. Kennedy, Robert Kennedy, Martin Luther King Jr, March on Washington, “I Have a Dream” speech, Malcolm X, Lyndon B. Johnson, Great Society, Huey P. Newton, Bobby Seale, Black Panthers, Chicago Eight Trial, Ten Point Platform, Southern Christian Leadership Conference (SCLC), Freedom Riders, draft-dodger, hippie, and activist. **Student will be able to** assume the role of an important person during the 1960s, be it a political leader, soldier, Civil Rights activist, draft-dodger, hippie, etc.

__**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 analyzing people who played an important role during the 1960s.  __**Assessment**__ **Formative (Assessment for Learning)** **Summative (Assessment of Learning)**
 * <span style="font-family: Times New Roman, serif;">Students will use a black pictograph graphic organizer to organize their notes on specific people and events during the 1960s. The students will also use a teacher created organizer for research on their diaries.
 * <span style="font-family: Times New Roman, serif;">Students will write a reflective blog posting about the specific person they chose to research and take on the persona of for their diaries. The students will reflect on what they learned about that person and what they think it would have been like to live as them during the 1960s.
 * <span style="font-family: Times New Roman, serif;">Students will participate in a three minute review in order to ask clarifying questions, and also discuss specific people they are thinking about researching for the diary assignment.
 * <span style="font-family: Times New Roman, serif;">Diary: Students will assume the persona of a person during the 1960s, be it a political leader, Civil Rights activist, radical, hippie, draft-dodger, soldier, etc. The students will do brief outside research on their chosen person and create a diary of at least five entries. To create the diary, students will use a word processing program, such as Microsoft Word or Open Office Writer. Pictures can also be added to the diary of the person, their family, etc. The diary will be graded based on the historical accuracy of events described in the entries, neatness and clarity, and overall content. This assessment is worth fifty points of the total five hundred and ten of the entire unit.

<span style="font-family: Times New Roman, serif;">__**Integration**__ <span style="font-family: Times New Roman, serif;">//Technology:// <span style="font-family: Times New Roman, serif;">Students will use the Internet for brief research on the person chosen for the diary assignment. They will also use the Internet to create a reflective blog posting at the conclusion of the assignment. The students will be creating the diary entries utilizing a word processing program, such as Microsoft Word or Open Office Writer. Students will then have the option to take their entries and make them look more authentic (tea staining, burning the paper with an adults help, etc). <span style="font-family: Times New Roman, serif;">The teacher will briefly use technology to provide the hook for the lesson, which is a song about Civil Rights. <span style="font-family: Times New Roman, serif;">//Other Content Area:// <span style="font-family: Times New Roman, serif;">This lesson can be related to Language Arts and Art. For an assessment, students will be creating a diary, where they assume the persona of a person who lived during the 1960s. This assignment requires students to be visually artistic and creative, but also be creative in their writing as well.

<span style="font-family: Times New Roman, serif;">__**Groupings**__ <span style="font-family: Times New Roman, serif;">In this lesson, students will participate in a three minute review after the 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. <span style="font-family: Times New Roman, serif;">During the three minute review, the groups will have the opportunity to ask any questions they may have related to the class notes. Students will also discuss which person they want to research for the diary assignment. <span style="font-family: Times New Roman, serif;"> <span style="font-family: Times New Roman, serif;">__**Differentiated Instruction**__ <span style="font-family: Times New Roman, serif;"> **Strategies** <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;">Two graphic organizers will be used to organize all information, notes, and outside research. **<span style="font-family: Times New Roman, serif;">//Visual:// **<span style="font-family: Times New Roman, serif;"> Students will use graphic organizers to record notes and research. **<span style="font-family: Times New Roman, serif;">//Naturalist:// **<span style="font-family: Times New Roman, serif;"> Environmentalists will be discussed in class during the presentation of notes. **<span style="font-family: Times New Roman, serif;">//Intrapersonal:// **<span style="font-family: Times New Roman, serif;"> Students will do research at home for their diaries and complete a reflective blog posting. **<span style="font-family: Times New Roman, serif;">//Interpersonal:// **<span style="font-family: Times New Roman, serif;"> Students will ask clarifying questions and also discuss ideas in groups during a "three minute review." **<span style="font-family: Times New Roman, serif;">//Kinesthetic:// **<span style="font-family: Times New Roman, serif;"> Students will get in groups during class and also present their diaries to the class. **<span style="font-family: Times New Roman, serif;">//Musical:// ** <span style="font-family: Times New Roman, serif;">The hook for the lesson is given in the form of a song about the Civil Rights Movement, protest, racism, Martin Luther King Jr., etc. <span style="font-family: Times New Roman, serif;">**Modifications/Accommodations** <span style="font-family: Times New Roman, serif;">I will review students IEP, 504, and ELLIDEP and make appropriate modifications and accommodations. <span style="font-family: Times New Roman, serif;">**Extensions** <span style="font-family: Times New Roman, serif;">Throughout the entire unit, students will write reflective blog postings after specific assignments. The students will then be responsible for commenting on other classmates’ blog postings. For this particular lesson on key events and people during the 1960s, students will be reflecting on their diary assignment, in which they chose to take on the persona of a specific person during the 1960s. They will reflect on what they think it was like to live as that particular person during the 1960s. <span style="font-family: Times New Roman, serif;">Students will be utilizing a word processing program, such as Microsoft Word or Open Office Writer, to create the diary entries and add any pictures of the person, their family, etc. <span style="font-family: Times New Roman, serif;"> <span style="font-family: Times New Roman, serif;">__**Materials, Resources and Technology**__ <span style="font-family: Times New Roman, serif;"> <span style="font-family: Times New Roman, serif;">__**Source for Lesson Plan and Research**__ <span style="font-family: Times New Roman, serif;">John F. Kennedy __[]__ __[]__ <span style="font-family: Times New Roman, serif;">Martin Luther King Jr. __[]__ <span style="font-family: Times New Roman, serif;">Lyndon B. Johnson __[]__ <span style="font-family: Times New Roman, serif;">Huey P. Newton __[]__ __[]__ <span style="font-family: Times New Roman, serif;">Bobby Seale __[]__ __[]__ <span style="font-family: Times New Roman, serif;">Malcolm X __[]__
 * <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 a "three minute review" and also present their diaries to the class.
 * <span style="font-family: Times New Roman, serif;">Blank pictograph graphic organizers
 * <span style="font-family: Times New Roman, serif;">Teacher created graphic organizer for research
 * <span style="font-family: Times New Roman, serif;">Copies of Martin Luther King, Jr. “I Have a Dream” speech
 * <span style="font-family: Times New Roman, serif;">Handout describing diary assignment (requirements, deadline)
 * <span style="font-family: Times New Roman, serif;">Handout describing reflective blog posting (prompt)
 * <span style="font-family: Times New Roman, serif;">Grading checklist for diary assignment
 * <span style="font-family: Times New Roman, serif;">Students will need their laptops
 * <span style="font-family: Times New Roman, serif;">Teacher will need a laptop to present the hook for the lesson

<span style="font-family: Times New Roman, serif;">__**Maine Standards for Initial Teacher Certification and Rationale**__

<span style="font-family: Times New Roman, 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: Times New Roman, serif;">**Rationale** <span style="font-family: Times New Roman, serif;">: During this lesson, numerous materials and resources will be utilized to appeal to and meet the needs of at least six of the eight multiple intelligences. Different graphic organizers and handouts about assignments will appeal to students who lean towards being more logical and/or organized and are in need of some form of outlined requirements. In order to create a safe and welcoming environment for all students, the classroom will be arranged in a way as to make it a comfortable environment that is conducive to learning.

<span style="font-family: Times New Roman, serif;">//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// <span style="font-family: Times New Roman, serif;">**Rationale** <span style="font-family: Times New Roman, serif;">: In this lesson, the focus will be on students being able to produce a time line of key events during the Vietnam War and the 1960s in general. Important key people throughout the entire era that was the Sixties will be covered and discussed, which is directly associated with the goals described in the Maine Learning Results. Extensive research into for content notes will lead to a presentation of clear, and more importantly, accurate information to further the students understanding and knowledge of key people existing during the 1960s. <span style="font-family: Times New Roman, serif;"> <span style="font-family: Times New Roman, 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;">**Rationale** <span style="font-family: Times New Roman, serif;">: During this duration of this lesson, various resources and strategies will be used to appeal to all eight of the multiple intelligences. **<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;">Two graphic organizers will be used to organize all information, notes, and outside research. **<span style="font-family: Times New Roman, serif;">//Visual:// **<span style="font-family: Times New Roman, serif;"> Students will use graphic organizers to record notes and research. **<span style="font-family: Times New Roman, serif;">//Naturalist:// **<span style="font-family: Times New Roman, serif;"> Environmentalists will be discussed in class during the presentation of notes. **<span style="font-family: Times New Roman, serif;">//Intrapersonal:// **<span style="font-family: Times New Roman, serif;"> Students will do research at home for their diaries and complete a reflective blog posting. **<span style="font-family: Times New Roman, serif;">//Interpersonal:// **<span style="font-family: Times New Roman, serif;"> Students will ask clarifying questions and also discuss ideas in groups during a "three minute review." **<span style="font-family: Times New Roman, serif;">//Kinesthetic:// **<span style="font-family: Times New Roman, serif;"> Students will get in groups during class and also present their diaries to the class. **<span style="font-family: Times New Roman, serif;">//Musical:// **<span style="font-family: Times New Roman, serif;"> <span style="font-family: Times New Roman, serif;">The hook for the lesson is given in the form of a song about the Civil Rights Movement, protest, racism, Martin Luther King Jr., etc. <span style="font-family: Times New Roman, serif;"> Also during this lesson, students will have the opportunities to utilize technology to complete brief research and assignments. Students will complete brief research on the Internet related to a specific person existing during the 1960s. Students will also have the option of completing their diary assignment using a word processing program or by hand. They will be utilizing the website, __[|www.blogger.com]__ <span style="font-family: Times New Roman, serif;">, to write a reflective blog posting after completion of the diary assignment.
 * <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 a "three minute review" and also present their diaries to the class.

<span style="font-family: Times New Roman, serif;">//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// <span style="font-family: Times New Roman, serif;">**Rationale** <span style="font-family: Times New Roman, serif;">: Formative assessment will be given in numerous ways. A blank pictograph graphic organizer will be given to the students for recording and organizing their notes on specific events and people during the 1960s. This specific graphic organizer will also help prepare the students for the diary assignment (summative assessment). For the diary assignment, a second graphic organizer, created by the teacher, will be made available to students for the organization of outside research and specific details of the chosen person’s life. After the completion of the diary, students will be asked to create a brief reflective blog posting in which they will write about what they feel it was like living as that person in the 1960s. After the presentation of class notes, students will participate in a three minute review, where they can discuss any questions pertaining to the notes and also discuss the people they would like to research. <span style="font-family: Times New Roman, serif;">Summative assessment will be based on one item: a diary. Students will create a diary in which they assume the persona of a person existing during the 1960s, be it a political leader, Civil Rights activist, radical, hippie, draft-dodger, soldier, etc. The students will be asked to create at least five diary entries describing that person’s life during the 1960s. The diary will be graded using a rubric, with criteria including: historical accuracy, neatness and clarity, and overall content.

<span style="font-family: Times New Roman, serif;">__**Teaching and Learning Sequence**__ <span style="font-family: Times New Roman, serif;">**:** <span style="font-family: Times New Roman, serif;">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 that will be presented clearly. <span style="font-family: Times New Roman, serif;">//Day 1 (80 minutes):// <span style="font-family: Times New Roman, serif;">Homework: work on diary entries. <span style="font-family: Times New Roman, serif;">//Day 2 (80 minutes)://
 * <span style="font-family: Times New Roman, serif;">Song about the Civil Rights Movement <span style="font-family: Times New Roman, serif;">//(5 minutes).//
 * <span style="font-family: Times New Roman, serif;">Presentation of notes about specific people <span style="font-family: Times New Roman, serif;">//(40 minutes).//
 * <span style="font-family: Times New Roman, serif;">After note taking, students will participate in a three minute review <span style="font-family: Times New Roman, serif;">//(3-5 minutes).//
 * <span style="font-family: Times New Roman, serif;">Handout describing diary assignment and blog entry will be given to the students and explained <span style="font-family: Times New Roman, serif;">//(10 minutes)// <span style="font-family: Times New Roman, serif;">.
 * <span style="font-family: Times New Roman, serif;">The rest of class time can be used for research <span style="font-family: Times New Roman, serif;">//(20 minutes).//
 * <span style="font-family: Times New Roman, serif;">Students will be given a chance to ask questions about diary assignment <span style="font-family: Times New Roman, serif;">//(20 minutes).//
 * <span style="font-family: Times New Roman, serif;">The majority of class will be devoted to finishing diary entries. The diary will be due at the end of class <span style="font-family: Times New Roman, serif;">//(60 minutes)// <span style="font-family: Times New Roman, serif;">.
 * <span style="font-family: Times New Roman, serif;">Students who finish their diaries before the end of class, will have the opportunity to complete the reflective blog posting about the assignment.

<span style="font-family: Times New Roman, serif;">Students will understand that the 1960s were a time of social and political protest, leading tot he creation of the "counter culture" and numerous organizations. People facing injustice is just as prevalent an issue today as it was back in the 1960s. People are still fighting for civil rights, woman's rights, gay rights, Native American rights, etc. With a war going on currently, looking at how soldiers, protesters, and draft-dodgers felt during the Vietnam War is also easily relate able. //<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)** //**<span style="font-family: Times New Roman, serif;">(What) **//<span style="font-family: Times New Roman, serif;"> **.**  //<span style="font-family: Times New Roman, serif;"> <span style="font-family: Times New Roman, serif;">At the beginning of the lesson, a song about the Civil Rights Movement will be played <span style="font-family: Times New Roman, serif;">**(Hook)** <span style="font-family: Times New Roman, serif;">. <span style="font-family: Times New Roman, serif;">**(Tailors:** <span style="font-family: Times New Roman, serif;">//__**Musical**__// <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;">Students will know John F. Kennedy, Robert Kennedy, Martin Luther King Jr, March on Washington, “I Have a Dream” speech, Malcolm X, Lyndon B. Johnson, Great Society, Huey P. Newton, Bobby Seale, Black Panthers, Chicago Eight Trial, Ten Point Platform, Southern Christian Leadership Conference (SCLC), Freedom Riders, draft-dodger, hippie, and activist. Students will use a "blank pictograph" graphic organizer to take notes on specific people and concepts during the lesson. I will also create a graphic organizer/worksheet to get them started on their project and reflective blog. After note-taking, students will get in groups to complete a "three minute review" to ask questions on what is not fully understood and also discuss who they are thinking about researching to create their diaries <span style="font-family: Times New Roman, serif;">**(Equip) (Explore)** **<span style="font-family: Times New Roman, serif;">(Experience) **<span style="font-family: Times New Roman, serif;">. <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;">//__**Logical**__// <span style="font-family: Times New Roman, serif;">//**,**// <span style="font-family: Times New Roman, serif;">//__**Naturalist**__// <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;">//**)**//

<span style="font-family: Times New Roman, serif;">Students will do research outside of class on a specific person from the 1960s to find any information that wasn't presented in class. Students will participate in a "three minute review" for clarification and discussion. They will have the opportunity to ask clarifying questions, compare graphic organizers, and discuss the people they are considering researching for the diary assignment. Students will organize their in-class notes on a "blank pictograph" organizer and a teacher created organizer/worksheet to use when researching for their diary and reflective blog. Students will use the information presented in class and outside research to create a diary about a person in the 1960s and then write a reflective blog posting <span style="font-family: Times New Roman, serif;">**(Rethink) (Revise) (Rehearse)** **<span style="font-family: Times New Roman, serif;">(Refine) **<span style="font-family: Times New Roman, serif;">. <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;">//__**Logical**__// <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;">//__**Naturalist**__// <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;">//**)**//

<span style="font-family: Times New Roman, serif;">By the conclusion of the lesson, students will hand in their diaries and complete a reflective blog posting. <span style="font-family: Times New Roman, serif;">A short presentation about the person they chose to assume the persona of will be given to the class as well <span style="font-family: Times New Roman, serif;">**(Evaluate)** <span style="font-family: Times New Roman, serif;">. <span style="font-family: Times New Roman, serif;">**(Tailors:** <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;">**)**