L1+Allshouse+Jason

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** Maine Learning Results: Social Studies. E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma "World War II 1939-1945" 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, 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. Students will look back on the material and reflect with their classmates seated near them. Students will work with their partners to revise their graphic organizer. Students will then work to refine the information and get things straightened out. By the end of the lesson, students will be given time to prepare their presentation for their Comic Life. Students will self-assess their Comic Life checking for historical accuracy and spelling/grammar by using a checklist. Comic Life - After covering this lesson, the students will research a leader of one of the major countries from the war. After researching, the students will write up a brief summary of facts and information. When that is complete, the students will create a comic in Comic Life depicting the leader using the information they researched. I will use the attached rubric to assess the comic.
 * UNIVERSITY** **OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : Mr. Jason Allshouse **
 * __ Date of Lesson __**** : 1 **
 * __ Grade Level __**** : 9-12 **
 * __ Topic __**** : ** Demonstration of U.S. Involvement in World War II ** **
 * __ Objectives __**
 * Student will understand that ** the initial U.S. involvement in World War II was slow to happen.
 * Student will know ** Allied Forces, Axis Powers, Hitler, Great Depression, Lend-Lease, FDR, Joseph Stalin, Winston Churchill, Benito Mussolini, and they will know the U.S. involvement timeline.
 * Student will be able to do ** analyze enduring themes, turning points, events, consequences, and people in World War II along with the implications to the present and future.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** My lesson meets the needs of the Maine Learning Results because covering this lesson will give students knowledge of a major era, major events, and important people of the World War II time span. It also shows the effect the war had on the United States both at that time and in the future.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** This lesson uses Comic Life, Youtube.com, and other internet sources to help students learn the information.


 * Teacher: ** As the teacher, I will be using Youtube.com for useful clips and music to help convey the mood of the time period. I will show clips of Pearl Harbor along with internet images of important people and places.


 * Student:** The students will be using Comic Life and the internet to create a comic that effectively depicts the life of an important historical figure of the time period.

Students will work in cooperative groups using the numbered heads grouping. Students are put into groups of four or five by first allowing 4 students to pick their favorite country to study and then the rest of the students will pick one of the groups. Students will then work in groups to answer questions or work on projects. One group member will be assigned to keep track of time; another will be the one taking notes; another group member is in charge of making sure everyone participates. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * English**: My social studies class also links to another content area, English. Students will be asked to read, interpret, and discuss information that pertains to the subject matter; all of these skills are vital in the English content area and in the rest of a student's life.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** : The class will take part in a series of spirited debates.
 * Logical**: Students will be asked to understand different topics from the perspective of the people involved.
 * Visual**: Students will watch the Pearl Harbor Clip.
 * Bodily**: Students will be allowed to take notes on their laptops.
 * Musical**: Students will listen to music from the 1940's.
 * Interpersonal**: Students will work in groups to correct their graphic organizers.
 * Intrapersonal**: Students will be asked to fill in their graphic organizers.
 * Naturalist**: Students will be able to view the major countries of the war by using GoogleEarth.
 * Modifications/Accommodations **

Students today live in a world that is full of technology; therefore, each lesson will attempt to integrate a Type-II technology into the classroom. A Type-II technology is a technology that adds to a students learning in a way that goes beyond what is commonly used in the classroom. For instance in this lesson, students will be asked to use Comic Life to depict a historical figure. Obviously, a student could research the facts and then write an essay, but that would be rather boring. Instead, students will research the material and then integrate it into a comic using pictures and text, all done electronically -- thus, the information is now in a Type-II format. > >  ·  **// 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. //**
 * Absence Rules**** : ** I recognize that students will be absent from time to time due to personal situations. If a student is absent, he or she is expected to come to me and ask what was missed -- this includes finding out about assignments, notes, handouts, and other important information. The amount of time missed will determine how much time a student has to make up the work. Class notes will be posted on the class wiki.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * Computer and a projector
 * Five W's Graphic Organizer handout
 * dry-erase markers
 * Maps
 * Student Computers
 * White Board
 * Possibly a VCR
 * Speakers
 * Check-list
 * Rubric
 * [|Comic Life Tutorial] (Movie)
 * Comic Life Software
 * __ Source for Lesson Plan and Research __**
 * The design of the lesson, using WHERETO method came from //Integrating Differentiated Instruction & Understanding by Design// by Tomlinson.
 * The hook, the Pearl Harbor Video, came from Youtube.com [].
 * The Five W's graphic organizer came from [] ;
 * the numbered heads grouping came from [] ;
 * The rubric came from [].
 * I made this lesson my own by integrating these different concepts into the lesson instead of simply lecturing. Plus, there are plenty of ways of teaching using different graphic organizers and groups, and I picked the ones that will work best for my lesson.
 * Duke Ellington’s “Satin Doll” []
 * Duke Ellington’s “It Don’t Mean a Thing” []
 * Charlie Parker “A Night In Tunisia” []
 * Comic Life Movie Tutorial []
 * FDR Photo: []
 * Stalin Photo- []
 * Churchill Photo- []
 * Hitler Photo - []
 * Mussolini Photo - []
 * FDR Facts- []
 * Lend-Lease- []
 * The Great Depression - []
 * Pearl Harbor- []
 * Stalin Facts- []
 * Churchill Facts- []
 * Hitler Facts- []
 * Mussolini Facts- []
 * War Timeline- []
 * United States Foreign Policy- []
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * Rationale ** : I met this standard by having enough organization to the class so that learning could take place while at the same time allowing students to chose some things that go on. I also use a variety of resources and try to cover at least six of the multiple intelligences during the course of the lesson such as playing music and showing video clips along with allowing for group discussions. Students are also pushed to go deeper into different topics and learn/research material that they find interesting. I have designed my lesson so that students will feel comfortable to get things accomplished and not to feel overwhelmed or uncomfortable. The use of rubrics and check-lists also ensures that students recognize the things that are necessary and important in order to get a good grade.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : For this lesson, the facet used was the ability to explain the information and understand how certain events and themes contributed to history. By the end of this lesson, students will be able to not only understand the information but also be able to explain to others the major events, themes, and people of the era that had an impact on the United States and the world in general. This falls directly in line with the MLR, and the content notes back up this knowledge with clear and historically accurate information
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : I recognize that students all learn at different speeds and through different ways. Some students learn well with verbal instruction while others need visual images or musical connections. My lesson connects the information to the student using these different strategies and plans.


 * Verbal**: The class will take part in a series of spirited debates.
 * Logical**: Students will be asked to understand different topics from the perspective of the people involved.
 * Visual**: Students will watch the Pearl Harbor Clip.
 * Bodily**: Students will be allowed to take notes on their laptops.
 * Musical**: Students will listen to music from the 1940's.
 * Interpersonal**: Students will work in groups to correct their graphic organizers.
 * Intrapersonal**: Students will be asked to fill in their graphic organizers.
 * Naturalist**: Students will be able to view the major countries of the war by using GoogleEarth.

My lesson incorporations technology into the learning process. As mentioned before, the students will be required to do research and then using Comic Life, a Type-II technology, will be asked to take the information and apply it in a unique and interesting way. This should keep students engaged in the material while also allowing them to show their understanding and learning in a new and unique way.
 * // • 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, like all my others, uses a mixture of formative and summative assessments in order to gage learning. The formative assessments allow me to see where my students are in their thinking along with letting me know what areas I need to focus on. Summative assessment allows me to see if my students have learned the materials and can apply them in real life situations. My two assessments are:

Students will look back on the material and reflect with their classmates seated near them. Students will work with their partners to revise their graphic organizer. Students will then work to refine the information and get things straightened out. By the end of the lesson, students will be given time to prepare their presentation for their Comic Life. Students will self-assess their Comic Life checking for historical accuracy and spelling/grammar by using a checklist
 * Formative (Assessment for Learning)**

Comic Life - After covering this lesson, the students will research a leader from the time period. After researching, the students will write up a brief summary of facts and information. When that is complete, students will create a comic in Comic Life depicting the person using the information they researched. I will use the attached rubric to assess the comic. Students will enter into the room and find a seat at one of the groups of desks that are set up like work tables. Eventually, some students will be asked to come up to the board and stand in front of the country they most like to study; the other students will then join one of those groups not exceeding five people. One group member will be assigned to keep track of time; another will be the one taking notes; another group member is in charge of making sure everyone participates.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **

The class will start with the students watching a short clip from the movie [|Pearl Harbor]. Students will learn that the initial United States involvement was slow to happen because of a series of events such as The Great Depression and the country's [|foreign policy stance]. Students need to know this information so that they recognize the reasons for the U.S. to not act immediately and join the battle. By the end of the lesson, students will understand the major events, decisions, and people that prevented the United States from joining World War II until late in the war.
 * Agenda:**
 * ** Day 1: ** Watch a scene from the movie //Pearl Harbor// (5 minutes).
 * I will ask students what prevented the United States from going to war; the class will then discuss it in groups (10 minutes).
 * Show Presentation along with GoogleEarth country presentation (30 Minutes).
 * Students will get their Five W's graphic organizer which will be filled out either individually or in groups (10 minutes).
 * Students will work in pairs to revise and make corrections to their graphic organizer (5 Minutes).
 * Students will be asked to watch the Comic Life movie tutorial; they will also spend the rest of class working on their comics. (25 minutes).
 * ** Day 2: ** Students will be given the entire class time to work on their comics. The students will then be allowed to ask any questions they have (80 minutes).
 * Day 1 **
 * Where, Why, What Hook Tailors: Logical, Visual.**

Once the initial [|clip] is over, I will begin to ask the students what reasons they thought prevented the United States from entering the war. They will work in their groups on some ideas and then they will share those ideas with the class. After talking about their reasons for a little while, which may spark a debate, I will then begin my presentation, at which point students can take notes using the graphic organizer that I have handed out, about the early part of the war and the situations here in the United States. This will cover such things, that the students will need to know, as the major players of the war, which I will use GoogleEarth to show them the different countries: Japan, England, Germany, Russia, United States, Italy, France, and then launch into things such as a PowerPoint showing facts about [|Great Depression], [|lend-lease], [|Pearl Harbor], [|FDR] photo and [|facts], [|Joseph Stalin] photo and [|facts], [|Winston Churchill] photo and [|facts], [|Benito Mussolini] photo and [|facts]; [|Adolf Hitler] photo and [|facts]. The lesson will also contain a timeline of United States involvement during the war; see attached content notes.
 * Equip, Tailors: Verbal, Bodily, Naturalist (40 Minutes).**

Once the presentation is over, students will get their Five W's graphic organizers which they will fill out, with or without the help of their groups. Once that is over, they will then work with their partners, which they can chose from the other members of their numbered heads groups, to revise and make corrections to their information. When students are finished correcting their work, they will be given the rest of the class to plan out their Comic Life presentations, while music of the 1940's is playing in the background. The songs will be Duke Ellington's "[|Satin Doll]" and his "[|It Don't Mean a Thing]"; the music will also have Charlie Parker's "[|A Night in Tunisia]". Students will be asked to show me their ideas before they leave class that day so that I have a chance to look over what they plan on doing. For homework, students will be asked to research their leader for the comic, which will be decided by a show of hands on who wants to do what leader, and come to our next class with the information needed to finish the comic.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Interpersonal, Intrapersonal, Musical. (40 Minutes)**

Students will have the entire class to work on their comics and have them ready for handing in during the next class period. This time will be used to ask questions about the project and confer with fellow classmates to make decisions and compare ideas. The students should have already found all of their information on their leader. They will be spending much of class filling in their comic strip with pictures and captions that tell the story. The students should also keep a record of what images came from what websites. The students will use the check-list given to them in order to self-assess their own work for historical accuracy, spelling, and grammar.
 * Day 2**
 * Rehearse, Self-Assessment, Tailors: Interpersonal, Intrapersonal (80 Minutes).**