L1+Cyr+Geoffrey

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mr. Geoff Cyr
 * Date of Lesson:** Explain
 * Grade Level:** High School, Grades 11-12
 * Topic:** The Progressive Era, 1890-1914

__Objectives__
Student will understand that the Progressive Era took shape in a variety of different forms at a variety of different levels, and that the Progressive movement had some serious limitations, as it was tainted with sexist, racist, and nationalist overtones.

Student will know: Direct election of Senators

Student will be able to reflect on the impact that the Progressive Era would have had on them in the early 20th century, as well as how it affects them today.

Maine Learning Results Alignment
Social Studies, E. History Grade 9-Diploma Progressive Era, 1890-1914 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.


 * Rationale:** Because blogging and the prompts that will be given for blogging will ask students to make connections to them and the modern-day, students will need to have an understanding of the big ideas and some of the smaller details of the Progressive Era in order to complete the blogging assignments.

__Assessment__

 * Formative:** Students will be commenting on their peers' blogs, and students will have opportunities to respond to these comments and make revisions accordingly. Blogs are very reflective in nature, so students will also be reflecting and self-assessing as they complete their entries. The teacher will begin the unit with a diagnostic assessment by having students brainstorm what they know about the Progressive Era, and then what they think "progress" means.

This component will go through the entire semester. While it counts as 100 out of 1000 possible points for the unit, it does not really have a summative assessment; it is used more for formative assessment.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be brainstorming ideas using Inspiration software on the computers, and will be blogging online using a blog service like Blogger. The teacher will be preparing a PowerPoint, as well as keeping track of ideas for the brainstorming pre-assessment using Inspiration.  Whereas this lesson will involve writing in their blogs, this lesson will incorporate English/Language Arts.

__Groupings:__
While students will not have partners //per se//, students will be peer revising by commenting on each others' blog entries for revision. Students will be required to comment on a minimum number of blogs, and they may be grouped for this purpose at the teacher's discretion.

__Differentiated Instruction__

 * Verbal:** Students will be writing in blogs.
 * Kinesthetic:** Students will need to be typing on their computers.
 * Visual, Musical:** Students may include pictures and music as part of their blog entries, or may be blogging on a visual or musical prompts.
 * Interpersonal, Intrapersonal:** Students will be commenting on others' blogs, and reflecting and revising their own blogs.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**

Should a student be absent for one class, that student should see, email, or call the teacher at least one day in advance for a general overview of the class they are to miss, and any assignments that will be given that class. In accordance with the general class policy, the student will have until the day after the following class to turn in assignments due the next class. This gives the students two days to see the teacher with any questions about the material covered in the class they were absent. Students are encouraged to see the teacher before or after school during those two days with any questions on the material or assignments, and the teacher may grant extensions if necessary. Students should notify the teacher of any special circumstances (i.e. early/late bus, doctor's appointment, work, sporting events) that prevent them from seeing the teacher about any questions concerning the assignment or material. If the student fails to notify or see the teacher for any of the reasons listed above, extensions will not be granted.

Should a student be absent for more than two days, or is frequently absent, that student should see the teacher to work out a plan for getting caught up on assignments/projects/assessments. Plans for making up work and class time will vary on a case-to-case basis.

The teacher is willing to give extensions and help students before or after school with anything they are struggling with in the class. Extensions will only be granted to those, however, who make the effort to see, email, or call the teacher to help, or who notify the teacher of special circumstances that prevent them from coming in to see the teacher.

For those students without access to a computer or Internet connection, blogs may be written on paper, and then submitted to the teacher by hand. The teacher may ask the student to post the blog on the Internet using school computers during class time or before or after school. Students needing access to technology are encouraged to come in after school to do blog or other assignments.

The blogs are formative assessments. Because of this, they will not be graded very heavily, and the focus of these blogs will be more on progress, reflection, and collaboration with peers, and not as much on mastery of content. This aspect of the blogs allows for greatly differentiated instruction; gifted students will be able to reflect and make connections at a high level, while struggling students will be have the practice necessary to improve their reflection skills and their ability to make real-world connections. It also allows for struggling students to learn from those who do very well, and for those who do very well to teach and assist those who are struggling.
 * Extensions**

__Materials, Resources and Technology__

 * Laptops (if laptops are not available, then a computer lab with desktop computers will suffice)
 * Internet access
 * Inspiration software
 * Overhead projector
 * Projection screen
 * Microsoft Powerpoint
 * Syllabus (attached)

__Source for Lesson Plan and Research__
Information on the Populist Party: [] Information on the National Farmers' Alliance: []

Information on the Grange Movement: [] Information on the Populist movement: [] [] []

Textbooks: Bragdon, H., McCutchen, S., & Ritchie, D. (1994). //History of a free nation//. New York: Glencoe. Roark, J et al (2007). //The american promise//. Boston: Bedford/St. Martins.

__**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:** This lesson caters to many of Gardner's eight intelligences. Intellectual, emotional, and social development is stimulated by students improving their ability to self-reflect, which is part of the aim of these blogs. Students will be pre-assessed as part of this lesson, allowing the teacher to gain an understanding of student knowledge before the unit and differentiate instruction as needed for future lessons.


 * Beach Ball**: The blogs allow for considerable personal freedom, as students will be needing to make connections with their lives and the world as they see it, so responses to blog prompts will vary greatly based on personal experience.


 * Clipboard**: The blogs will have clear instructions and a consistent routine, as they will be blogging in much the same fashion as with previous units. Instructions will be provided orally, on the projector, and on the class webpage.


 * Microscope**: Making personal connections provides for deep exploration, discussion, and discovery. Students will need to understand concepts and themes before making the modern-day, personal connection with the past. While gaining a better understanding of themselves, they will be able to make connections and immerse themselves in different time periods.


 * Puppy**: Students will be making positive and constructive comments on each others' blogs. Students are expected to be respectful and supportive, as everyone will be helping and listening to everyone.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale**: This lesson will ask students at several points through the unit to make real-world connections between the past and present, the lives of others and their own.


 * Apply:** The prompts used in this lesson require students to make personal connections. They may ask students to make hypothetical decisions, or relate the content to their own lives. Either way, this lesson attempts to make the Progressive Era real, personal, and relevant to the students.

Rationale:** This lesson differentiates instruction in a variety of ways in order to suit the strengths of as many students as possible. Furthermore, this lesson utilizes technology (an online blogging service) which can easily be adaptable through computer technology to various student needs.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * (Verbal):** Students will be writing in blogs.
 * (Kinesthetic):** Students will be typing blog entries on their laptops.
 * (Visual, Musical):** Students may include pictures and music as part of their blog entries, or may be blogging on a visual or musical prompts.
 * (Interpersonal, Intrapersonal):** Students will be commenting on others' blogs, and reflecting and revising their own blogs.

Rationale:** This lesson uses a pre-assessment to gauge existing student knowledge of the Progressive Era. The blogs also serve as formative assessments on student learning. These blogs will receive peer feedback in the form of comments on each others' blogs, and the teacher will also provide prompt feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//


 * Formative:** Student comments on each others' blogs, and class discussions of blogs, pre-assessment: //students brainstorm what they know about the Progressive Era, and then what they think "progress" means.//

This component goes through the entire unit, but is designed to be used for formative assessment. Therefore, this lesson does not really have a summative assessment.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the room and take their seats in the traditional lecture format. After brainstorming what they know about the Progressive Era by themselves in Inspiration on their laptops, students will then get into small groups based on the card they draw from the deck, and will need to rearrange desks/tables as necessary. When this step is completed, students will then arrange the desks in a semi-circle, facing the front of the class to share.

Agenda: Day 1:
 * Students will begin with the pre-assessment, brainstorming what they know about the Progressive Era. They will begin brainstorming by themselves; this part should take no more than 10 minutes. Students will then get in their groups to share with each other and to continue brainstorming. It should take no more than 10 minutes to discuss and brainstorm. Students will then rearrange the desks into a semi-circle, and will share their findings with the entire class for no more than 10-15 minutes. The teacher will record these findings on Inspiration, which will be projected at the front of the room, and posted to the class webpage later (Total time: 30-35 minutes).
 * The teacher will hand out and go over the syllabus (10-15 minutes)
 * Students will have a chance to get up and take a five minute break (class time so far: 40-50 minutes)
 * The Teacher will introduce the blogging component of the lesson and give the class a prompt on what they think "progress" means to them. Instead of commenting on each others' blogs, students will share them with the rest of the class for the next class (10-15 minutes)
 * Teacher will give a brief lecture on the Progressive Era's roots in the Populist movement (10-15 minutes)
 * Students may write in their journals or read until the end of class

Day 2:
 * As a class, students will share their brainstormed blog of what "progress" means to them. One student will serve as the scribe, writing down the keywords on the board up front. Students will need to explain why they chose the words they did, and students can add to or comment on these ideas, as long as they do so respectfully. The idea is to have a class-wide conversation on their meaning of progress with the Progressive Era, making connections between themselves, the present, and the past (Total time: 20-25 minutes).
 * Begin on lesson 2

Students will understand that the Progressive Era took shape in a variety of different forms at a variety of different levels, and that the Progressive movement had some serious limitations, as it was tainted with sexist, racist, and nationalist overtones. As with other movements, it is important to know how we got to where we are today. Knowing our history keeps us from kaing the same mistakes over and over again. 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. Having students brainstorming what they think "progress" is will serve as the hook.
 * Where, Why What, Hook, Tailors: Verbal, Visual, Kinesthetic, Interpersonal, Intrapersonal**

By blogging, students will need to be equipping themselves with the content knowledge, in addition to what is going on in class, where I am helping to equip them. I will be interacting with students through comments on their blogs, and students will be interacting with other students to help them revise their entries and make connections through the insights of others that they may not have made otherwise. This process allows the teacher to check for progress and understanding, and hence an additional tool for differenitating instruction if needed.
 * Equip, Tailors: Verbal, Visual, Kinesthetic, Interpersonal, Intrapersonal**

While students are encouraged to use the T-chart graphic organizer to line up past and present and make connections between them, they are not required to do so. Either way, the expectation is that the student will be able to make real-life connections between their life and the modern day and the lives of others during the Progressive Era. Students will be commenting on each others' blogs, and hopefully having additional conversations during class time, allowing students to experience higher-level thinking through their interactions with their peers. Students will be able to reflect on the impact that the Progressive Era would have had on them in the early 20th century, as well as how it affects them today. The teacher will facilitate the learning process through comments on students' blogs, and by allowing peers to help peers. Students may be grouped in order to decide who comments on who's blog, and this may be determined differently on a case-by-case basis, ranging from picking cards out of a deck, to counting off, to allowing students to choose their own partners. The blogs themselves will be evidence of student learning and progress, and the prompts a source of rethinking for students, as they will be asking them to make connections with what they know and have learned. Revision and refinement will come in the form of student and teacher feedback.
 * Explore, Experience, Facet, Rethink, Revise, Refine, Tailors: Verbal, Visual, Kinesthetic, Interpersonal, Intrapersonal**

The blogs also serve the purpose of self-assessment. The prompts will require students to examine their knowledge of the Progressive Era in order to make connections to their life in the modern day. Students may find that they need some more time with certain topics, and they may find that their views on a particular thing have changed as a result of their reflection. Students are encouraged to include all of these things in their blogs. As a student, I also have found that peer assessment is also a great source of self-assessment, as I find things that I did well or things I need to do differently through reviewing and revising the work of others. I will do my best to have timely feedback for the students (by the next class), but their peers will provide the most immediate feedback, through commenting during class time the next class. The prompts will be based on readings or through class discussions, activities, or lectures.


 * Content Notes** (see attached)

Syllabus (see attached)
 * Handouts**