L6+Allshouse+Jason

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** **__ Date of Lesson __**** : ** 6 **__ Topic __**** : ** Can the United States still be considered a superpower today? 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. The students will be asked to fill out a persuasion map graphic organizer, which I will collect and look at before they compose their speech. They will also reflect on information with their classmates by having a roundtable discussion. I will also require that students take time to think about their feelings and thoughts on the question "is the United States still a superpower?" and blog their reactions to it.  iMovie- Students will research some of the issues that the United States is dealing with; they will collect their information and create a "State of the Union" speech. Once the speech is complete, each student will put together a brief iMovie talking about what he/she would do for the country.
 * UNIVERSITY** **OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : ** Mr. Jason Allshouse
 * __ Grade Level __**** : ** 9-12
 * __ Objectives __**
 * Student will understand that ** the conclusion of World War II led to superpower status for the United States.
 * Student will know ** Barack Obama, Joe Biden, Hilary Clinton, George W. Bush, Timothy Geithner, General David Petraeus.
 * Student will be able to do ** decide if the United States can still be considered a superpower today.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** My lesson meets the Maine Learning Results because covering this lesson will help students to recognize the major people, events, and turning points that have brought the United States to where it is today. By the end of the lesson, the students will have a good sense of current events and will be able to formulate an answer to the question "can the United States still be considered a superpower today?"
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** This lesson uses iMovie, Youtube.com, Google Images, and other important internet sources to help students learn the information.


 * Teacher:** As the teacher, I will be using Youtube.com to find music that was produced or played during the last Presidential campaign to show students the message of hope. I will also be using Google Images to show pictures of important political figures in our government today.


 * Student:** The students will be using the internet to research information about some problems afflicting the United States today. They will then take that information and put together a "State of the Union" speech which will eventually become an iMovie presentation.

For this lesson, the students will be grouped using the roundtable discussion method. The classroom will be set up with students sitting in small groups of three or four. I will pose a question for each group to ponder. One student will start by writing down his/her response; the student will then read it out loud to the rest of the group. Once that is complete, the student will pass the paper to the left, and the process will continue as stated. On top of that, one student will be required to keep track of time, and another will be in charge of making sure all group members participate. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * English:** This lesson links to English because it has the students thinking about problems they see today and then going out and researching them. It also has students working to put together a speech; speech writing obviously uses many if not all the skills an English class would teach the students.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** : Students are asked whether or not they believe the United States is still a superpower today.
 * Logical**: Students must look at the information presented to them, and form a logical opinion to answer the question.
 * Bodily**: Students will re-enact the "State of the Union" address the President makes.
 * Musical**: Listen to music that was generated in the wake of President Obama taking office; students will look for a sense of hope or perseverance.
 * Interpersonal**: Students will work in groups during a roundtable discussion to talk about their thoughts and feelings.
 * Intrapersonal**: Students will need to take the information that they have learned and think long and hard about whether or not the U.S. is still a superpower.
 * Visual**: Students will look at pictures of the important members of the government (Tailor).
 * Modifications/Accommodations **

This lesson tries to incorporate 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 doing research to compose a "State of the Union" speech that is similar to what the President gives. They will then take that information and speech and make an iMovie - the goal is for the students to understand how the President feels along with making them familiar with current events.
 * 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
 * Persuasion Map Graphic Organizer handout
 * dry-erase markers
 * Maps
 * Student Computers
 * White Board
 * Possibly a VCR
 * Speakers
 * Rubric
 * iMovie Video Tutorial
 * iMovie 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 Persuasion map graphic organizer came from [].
 * The roundtable chat groupings idea came from [].
 * President Barack Obama information: [].
 * Vice President Joe Biden information: [].
 * Secretary of State Hilary Clinton information: [].
 * Former President George W. Bush information: [].
 * Treasury Secretary Timothy Geithner information: [].
 * General David Petraeus information: [].
 * iMovie video tutorial: [].
 * Obama photo: [].
 * Clinton photo: [].
 * Biden photo: [].
 * Bush photo: [].
 * Geithner photo: [].
 * Petraeus photo: [].
 * Music: "[|Yes We Can"] by Will i am; [|www.youtube.com/watch?v=1yq0tMYPDJQ].
 * [|"Barack Obama"] by JFC; [|www.youtube.com/watch?v=OHdLJV9NuxU]
 * [|"Unite the Nation"] by Misa/Misa. []
 * __ 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 letting students act out the President's "State of the Union Address" for the bodily students and allowing students to listen to music generated while President Obama was running for office to see if there is a sense of hope in the lyrics for the musically inclined students. Students will also get to take part in class discussions and group chats. 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 a rubric 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 of Understanding that I used was the notion of applying. The objective of this lesson is for students to take the information they have learned, either through my presentation or through individual research, and apply it to the question "Is the United States still a superpower today?" The students not only have to understand how or what it means to be a superpower, but they must also formulate their own opinions and successfully convey those thoughts. 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 ** : Like all good teachers, I recognize that students are all unique individuals who learn at different speeds and through different ways. Some work well with music while others need to get up and move. I have accounted for this in my lesson by making sure that I have incorporated at least six different MIs into the lesson. They are as follows:


 * Verbal**: Students are asked whether or not they believe the United States is still a superpower today.
 * Logical**: Students must look at the information presented to them, and form a logical opinion to answer the question.
 * Bodily**: Students will re-enact the "State of the Union" address the President makes.
 * Musical**: Listen to music that was generated in the wake of President Obama taking office; students will look for a sense of hope or perseverance.
 * Interpersonal**: Students will work in groups during a roundtable discussion to talk about their thoughts and feelings.
 * Intrapersonal**: Students will need to take the information that they have learned and think long and hard about whether or not the U.S. is still a superpower.
 * Visual**: Students will look at pictures of the important members of the government (Tailor).

Along with focusing on incorporating different methods of instruction for students, this lesson also includes technology. Students will be asked to research some major problems affecting the United States, possibly such as healthcare, the economy, and education. They will take that information and create a speech that will resemble the President's "State of the Union" address; this is where the students will talk about their vision for the country. To take this to the Type-II technology level, students will be ask to present their speech in iMovie format to be shown to the class.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : Like all my previous lessons, this lesson has a mixture of both formative and summative assessments. A formative assessment checks for learning and understanding during the course of a lesson and unit. It helps me to see what they know and what areas that I have to improve on. The summative assessment allows me to see if the students have fully understood the materials and are capable of taking their knowledge and applying it in a real world way.

The students will be asked to fill out a persuasion map graphic organizer, which I will collect and look at before they compose their speech. They will also reflect on information with their classmates by having a roundtable discussion. I will also require that students take time to think about their feelings and thoughts on the question "is the United States still a superpower?" and blog their reactions to it.
 * Formative (Assessment for Learning)**

iMovie- Students will research some of the issues that the United States is dealing with; they will collect their information and create a "State of the Union" speech. Once the speech is complete, each student will put together a brief iMovie talking about their vision of the country and where it is going. The students will come into class and find a seat at one of the groups of desks. Each group will have between three or four desks. The room is set up in this way because the students will be spending time discussing topics, that I give to them, in small groups in order to formulate a series of different answers. The students will be grouped using the roundtable discussion method. The classroom will be set up with students sitting in small groups of three or four. I will pose a question for each group to ponder. One student will start by writing down his/her response; the student will then read it out loud to the rest of the group. Once that is complete, the student will pass the paper to the left, and the process will continue as stated. On top of that, one student will be required to keep track of time, and another will be in charge of making sure all group members participate.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **

This class will begin with the hook; the hook in this lesson is me posing the question "Is the United States a superpower today, why or why not?" I will then give the students, all in their groups, an opportunity to discuss possible answers to this question. When I think that they are ready, I will ask each group to state what their answer is and their reasons for that answer. If things go well, this might end up sparking a debate which will allow for many points of view and some interesting conversation. From this, students will learn whether or not the United States is still a superpower today. It is important for students to think about this because, depending on the answer, it could mean that our country's best years are behind it, and we may end up meeting the same fate as Rome. Students will end up learning about major events, decisions, and people that have an impact on our country and the direction it moves in.
 * Agenda:**
 * ** Day 1: ** Students will be seated in the groups for the roundtable discussion. This is where I will start the class posing the question "Is the United States still a superpower today? Why or why not?" The students will then be given time to discussion possible answers to the question with their group members. After a short time, each group will report out to the class with their answers (10 minutes).
 * I will hand out the persuasion map graphic organizer for the students to take notes on.
 * Once the hook is complete, I will begin my presentation on some of the major people in the United States government; this will include their personal lives, their philosophies, and their political agendas. I will also be showing images of each person to go along with the facts so that the students know what these people look like (40 minutes).
 * Once the presentation is over, the students will spend the rest of class working in their groups to finish the graphic organizers. They will also spend some time talking about the information covered in class. At the end of class, the students are to turn in their graphic organizers should that I can look at them and give feedback (30 minutes).
 * ** Day 2: ** This class will start off with the class listening to some music that was played during the 2008 Presidential Campaign. We will spend some time looking at the lyrics and what types of feelings and thoughts these songs evoke (20 minutes).
 * The rest of the class will be spent with the students working to compose their speeches for the iMovie (60 minutes).
 * Day 1**
 * Where, Why, What, Hook, Tailors: Verbal, Logical, Interpersonal (10 Minutes).**

The next part of the class will be spent with my presentation about some of the major people in our government such as President Obama and Vice-President Biden, Secretary of State Clinton, Treasury Secretary Geithner, Former President George W. Bush, and Central Command leader General David Petraeus. This will include some background information about their personal lives along with showing pictures of each individual so that all the students know who everyone is. I plan on talking about what each person's agenda is, or in some cases was. This will include what the basic principles are of the administration along with their achievements and failures. I will also talk about some of the major problems facing our nation such as energy, education, and the economy. Before this part of the lesson begins, I will hand out the Persuasion map graphic organizers so that the students can work on building up their arguments as to whether or not the country is still a superpower.
 * Equip, Explore, Tailors: Interpersonal, Intrapersonal (40 Minutes).**

For the remainder of class, the last half-hour, the students will be working in groups. The groups will discuss the things covered during class, and they will work to fill in their graphic organizers. At the end of the period, the students will turn in their persuasion maps, and I will take a look at them to see if they need any corrections or to see if some students need some extra help on the materials. The students will get the graphic organizer, complete with feedback, back at the very beginning of the next class where they can then make corrections to them if need be.
 * Experience, Rehearse, Revise, Refine, Tailors: Interpersonal (30 Minutes).**

For homework, the students will be required to look up some information on the issues and then come to class prepared to begin writing their speeches. They should also blog about their feelings to the question "Is the United States still a superpower today?"

This class will begin with the students listening to some music that was played during the 2008 Presidential campaign. Many analysis have proven that both candidates, John McCain and Barack Obama, tried to use music to send messages and persuade the voting public. The music often was linked to a particular area of the country that the candidates were visiting. We will spend some time looking at the lyrics to see if the selections were meant to make people more hopeful.
 * Day 2**
 * Equip, Explore,** **Tailors: Musical (20 Minutes).**

The rest of class will be devoted to the students working on their speeches for the iMovie along with planning out how they intend to put the movie together. They will also have time to take a look at the corrections on their persuasion maps. The actual role-playing needed to give the State of the Union address should work well with the students and many of the MIs because there is a lot that comes into play with the speech; it uses bodily, visual, logical, verbal, and it probably could include all eight of them. The iMovie should show the vision each student has for the country.
 * Rehearse, Revise, Refine,** **Tailors: Bodily (60 Minutes).**