L2+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 self-assess by reviewing their timelines and going through peer reviews. They will also be given a progress chart in order to plan out their essay. Students will also use Inspiration to create an outline for their essay. Following these steps will help the students to effectively plan out and write a college level essay. They will also work with partners and group members if need be to discuss ideas. Product: Essay on Wiki page - Students will write an essay based on whether or not they believe that the Great Depression and its effects prevented the United States from going to war. Students will then post their essay onto the class wiki; once that is done, students will then comment on their classmates' papers as to whether or not they made a good argument and if it was believable.
 * UNIVERSITY** **OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : Mr. Jason Allshouse **
 * __ Date of Lesson __**** : 2 **
 * __ Grade Level __**** : 9-12 **
 * __ Topic __**** : ** Demonstration of United States 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 **** T  ** he Great Depression, FDR, Winston Churchill, Hoovervilles, Stock Market Crash, and Lend-Lease.
 * Student will be able to do ** demonstrate what events prevented the United States from entering World War II.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** My lesson meets the Maine Learning Results standards because it will help students to understand the major aspects of the war including people, places, and events along with helping them understand how World War II affected the United States both in the present and the future.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** This lesson uses Wikispaces.com, Youtube.com, and other internet sources to help students cover and learn the material presented to them.


 * Teacher ** : As the teacher, I plan on using a Wiki page to put my class notes and assignments on it along with placing student work up there. I also hope to use appropriate Youtube videos along with other scholarly internet materials to help my students learn the materials. I will also use the internet to find photos of the Great Depression to show my students.


 * Students ** : The students will be asked to navigate and use a Wiki page; this includes being able to upload their essays to the site and make comments on each others' work.

Students will be put into groups using the Three Minute Review method in order to discuss what they learned in class. This is where a question gets posed and the students have time to think it over with a group. One student will be asked to take notes, another will be in charge of time, and all must make sure that they work and no one is left doing nothing. I plan on stopping my lesson in the middle and asking students to break up into groups and discuss what was just talked about and how they feel about the topic. 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. They will also be expected to write a college level persuasive essay that determines whether or not the Great Depression had an affect on the United States' inability/reluctance to enter the war.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** : Students will take part in a class debate to decide if the Great Depression did prevent the country from entering World War II.
 * Logical**: Students will try to put themselves in Roosevelt’s shoes and see if they would have done things differently.
 * Visual**: Students will examine the pictures of people during the Great Depression.
 * Bodily**: Students will reenact what they think a conversation between FDR and Churchill was like taking into account the constant bombing of England.
 * Interpersonal**: Students will work in groups during the Three Minute Review sessions to discuss what we have just talked about in class.
 * Intrapersonal**: Students will take time from class to reflect on what they felt was the main reason for not entering World War II earlier.
 * Modifications/Accommodations **

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. 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. In this lesson, the students will be asked to compose an essay about the Great Depression using their laptops. Once their work is ready to be graded, students will upload it to the class Wiki; turning this into a Type-II technology, students will then be asked to read their classmates papers and make comments on the Wiki page.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * Computer and a projector
 * Time line Graphic Organizer handout
 * dry-erase markers
 * Maps
 * Student Computers
 * White Board
 * Possibly a VCR
 * Speakers
 * Rubric
 * Inspiration Tutorial
 * Inspiration Software
 * __ Source for Lesson Plan and Research __**
 * This lesson came from a multitude of places. The design of the lesson, using WHERETO method came from //Integrating Differentiated Instruction & Understanding by Design// by Tomlinson.
 * The time line graphic organizer came from [].
 * The three minute review grouping came from [].
 * The rubric came from [].
 * Hoovervilles photo: []
 * Breadlines photo: []
 * Stock market crash photo: []
 * Poor family photo: []
 * Jobless men photo: []
 * FDR's New Deal information: []
 * Lend-Lease information: []
 * Winston Churchill information: []
 * The Great Depression: []
 * The 1929 Stock Market Crash information: []
 * Hoovervilles information: []
 * Inspiration movie tutorial: []
 * __ 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 ** : 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 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 students’ ability to analyze enduring themes, turning points, events, consequences, and people in World War II and the implications to the present and future. By the end of the lesson, the students will be expected to not only understand the information presented to them but be able to apply and analyze the information. 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 ** : As a teacher who has been versed in MI Theory, I understand that students learn in a variety of ways and that not every student learns best by listening to lectures or constantly writing essays. I understand that my goal as a teacher is to help facilitate learning; this is why I have chosen to use the following forms of MI teaching listed below so that my students can learn the materials.

My lesson incorporations technology into the learning process. As mentioned before, the students will be required to do research and then write an essay. They will then post those essays on the class wiki and make comments on each others’ work; this will form a Type-II technology, since students 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.
 * Verbal**: Students will take part in a class debate to decide if the Great Depression did prevent the country from entering World War II.
 * Logical**: Students will try to put themselves in Roosevelt’s shoes and see if they would have done things differently.
 * Visual**: Students will examine the pictures of people during the Great Depression.
 * Bodily**: Students will reenact what they think a conversation between FDR and Churchill was like taking into account the constant bombing of England.
 * Interpersonal**: Students will work in groups during the Three Minute Review sessions to discuss what we have just talked about in class.
 * Intrapersonal**: Students will take time from class to reflect on what they felt was the main reason for not entering World War II earlier
 * // • 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 uses a mixture of formative and summative assessments in order to gage my students' learning. This will help me to understand whether or not my students have learned the materials that I have taught to them. The formative assessments allow me to see where my students are at a given point; the summative assessments allow me to understand the big picture learning at the end of the lesson.

Students will self-asses by reviewing their timelines and going through peer reviews. They will also be given a progress chart in order to plan out their essay. Students will also use Inspiration to create an outline for their essay. Following these steps will help the students to effectively plan out and write a college level essay. They will also work with partners and group members if need be to discuss ideas and good points.
 * Formative (Assessment for Learning)**

Product: Essay on Wiki page - Students will write an essay based on whether or not they believed that the Great Depression and its effects prevented the United States from going to war. Students will then post their essay onto the class wiki; students will then comment on their classmates' papers as to whether or not they made a good argument and if it was believable. The students will come into class and find a seat in the groups that they have had from the previous class. The students will sit at the same tables that they did yesterday. Eventually students will be broken into groups by using the Three Minute Review Process. One student will be asked to take notes, another will be in charge of time, and all must make sure that they work and no one is left doing nothing.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **

The class will begin with students taking a look at images from the Great Depression up on the screen; these images are of [|Hoovervilles], [|breadlines], the [|stock market crash], [|a poor family], and [|a group of jobless men]. The students will understand why the United States was slow to enter World War II. It is important to know that in order to dispel notions that the U.S. could have simply entered the war and stopped Hitler where he stood. By the end of the lesson, students will have a complete grasp on why the United States did not officially enter the war until after Pearl Harbor.
 * Agenda:**
 * ** Day 1: ** Class will begin with students looking at images of the Great Depression (5 Minutes).
 * Students will be given time to work in groups to discuss their feelings on the Great Depression (10 Minutes).
 * There will be a class debate on whether or not the Depression prevented the United States from going to war (20 Minutes).
 * I will then give my presentation on the Depression and other aspects of it (30 Minutes).
 * Students will be given time to work on finishing their graphic organizers along with some time to think about what they have learned and to reflect on it (15 Minutes).
 * ** Day 2: ** Class will begin with students getting a chance to re-enact what a meeting between Churchill and Roosevelt would be like. Most, if not all, of the students will get a chance to participate so that there will be different opinions and thoughts (40 Minutes).
 * I will tell the class the web address for the Inspiration tutorial so that students can understand how to use it; they will then spend the rest of class working on putting together an outline and starting their papers (40 Minutes).
 * Where, Why, What Hook, Tailor: Visual (5 Minutes).

Day 1** After looking at the images, I will ask the students what they thought about them and how they made them feel. I will also ask them to compare what things were like in the 1930's compared to the economic situation now in 2009. This is one of the points during the class when the students will break into groups and talk about their feelings using the Three Minute Review process and then come back to class to talk about it. I intend to have them debate whether or not the Depression prevented the country from going to war; they will also be asked to step into FDR's shoes to decide if he would have gone to war sooner. Using the 10-2 method, I will give a presentation about the Great Depression; students will be given their graphic organizers so that they can fill then in during my presentation. Students will know the [|Great Depression], [|FDR], [|Winston Churchill], [|Hoovervilles], [|Stock Market Crash], and [|Lend-Lease].
 * Equip, Tailor: Visual, Logical, Verbal (60 Minutes)**

The students will be given time to work in their groups to completely fill out their Time line graphic organizers to chart major events and their implications. All students will be filling in their organizers; one student must keep track of time and another must make sure all group members participate. They will then get the opportunity to work with their groups to talk about the information and build on their opinions or possibly change what they originally believed. There will also be some quiet time to reflect on what they believed the reasons were for not going to war.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Interpersonal, Intrapersonal (15 Minutes).**

Students will come into the class and sit down to get ready for work. We will spend the early part of class working on re-enacting what a conversation between Roosevelt and Churchill would have been like before the United States entered the war. I will ask a couple of students to come to the front of the room and "become" either Roosevelt or Churchill. We will do this a couple different times in order to get more students involved and see different opinions and thoughts.
 * Day 2**
 * Equip, Explore, Tailor: Bodily (40 Minutes).**

I will give students the [|link for the Inspiration movie tutorial] so that students understand how to use it. The last forty minutes of class will be given to the students so that they can begin to outline their papers using Inspiration, and begin to formulate what their essay will focus on. This time will also allow me to answer any questions about Inspiration and questions on the paper. **(40 Minutes)**