L6+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 6
 * Grade Level:** Grade 6-8
 * Topic:** importance and lasting impact of the 1960s

__**Objectives**__ **Student will understand that **the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change.  __**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: **During this lesson, students will be analyzing the major era that was the 1960s, including themes, turning points, events, consequences, and people that occurred or existed during that era.  __**Assessment**__  **Formative (Assessment for Learning)** **Summative (Assessment of Learning)**  __**Integration**__ //Technology:// <span style="font-family: Arial,Helvetica,sans-serif;">Students will be conducting online research about one major change that occurred in America during the 1960s. After, students will be creating blog posts in which they describe the change and how it is still important or relevant today. The students must include one piece of media and must also comment on two other blog postings, as well as commenting back to comments posted on their own blog. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">//Other Content Area:// <span style="font-family: Arial,Helvetica,sans-serif;">This lesson incorporates Language Arts in the form of writing descriptions of an important change and personal thoughts about the importance of the change, which should be done without grammatical or spelling errors. Art is incorporated as the students must include one piece of media into their blogs that represents the change. The media can include an image, poem, song lyrics, etc. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">__**Groupings**__ <span style="font-family: Arial,Helvetica,sans-serif;">To select groups for the group activity, students will pick a number from a hat. In the hat, there will be pieces of paper numbered one through six, four pieces of paper for each number. Students who picked the number one will group together, twos will group together, and threes will group together, and so on. <span style="font-family: Arial,Helvetica,sans-serif;">For the group activity, students, after being separated into groups of four, will discuss reasons why the 1960s are important to American history and reasons why the 1960s may not be important to American history (if any can be found). During the discussion, students will take notes on each side (why and why not) on a t-chart graphic organizer. The entire class will then discuss what is on their t-charts. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">__**Differentiated Instruction**__ <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">**Strategies** <span style="font-family: Arial,Helvetica,sans-serif;">//**Verbal:**// Students will be in groups discussing reasons why the 1960s are an important time and why the 1960s are not an important time in American history. Students will also be writing a blog post about one major change occurring during the 1960s and how it is still relevant today. <span style="font-family: Arial,Helvetica,sans-serif;">//**Logical:**// Graphic organizers will be utilized in class, during group discussion. //**Kinesthetic**//**:** Students will be up and around during group discussions. //**Visual:**// Students will utilize a "t-chart" organizer to record main ideas brought up during group discussion. Students will also be required to add one piece of media to their blog post, which can be an image. Students will also be creating a collage using graphic and textual elements. //**Intrapersonal:**// Students will be conducting individual research and writing a blog post. //**Interpersonal:**// Students will briefly discuss their collages. Students will break into groups to discuss reasons why the 1960s are an important time and why the 1960s may not be important time in American history. Students will comment on two other blogs and also the comments made on their own blogs.
 * <span style="font-family: Times New Roman, serif;">Student will know ** civil rights, hippie, counter culture, "flower power," communism, "The Domino Theory," segregation, integration, Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968, freedom rides, sit-in, draft-dodger, space race, corruption, riot, protest, race riot, John F. Kennedy, Robert Kennedy, Martin Luther King Jr, Malcolm X, Lyndon B. Johnson, Huey P. Newton, Bobby Seale, Weather Underground, Vietnam War, Woodstock, Black Panthers, Ku Klux Klan (KKK), Students for a Democratic Society (SDS), Southern Christian Leadership Conference (SCLC), Mississippi Freedom Summer, Student Non-Violent Coordinating Committee (SNCC), National Association for the Advancement of Colored People (NAACP), race riots, anti-war protests, Bob Dylan, Phil Ochs, March on Washington, protest being done through song.
 * <span style="font-family: Times New Roman, serif;">Student will be able to **recognize why the 1960s were such an important time in American history.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will use a t-chart graphic organizer during group discussion. On one side of the organizer the students will record ways in which the 1960s are important to American history, and on the other side, students will record ways in which the 1960s may not be important to American history.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be separated into groups of four and will discuss reasons why the 1960s are important to American history and reasons why the 1960s may not be important to American history (if any can be found). The entire class will then have a discussion about what is on their t-charts and what their groups discussed overall.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will create collages representative of what they found to be most interesting throughout the entire unit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Blog posting: Students will research one major change that occurred in America during the 1960s. It can be something political, social, cultural, etc. After doing research and completing the Major Change worksheet, students will write a blog posting describing the change- what it is, when it occurred, and most importantly, how it is still important today. Students will also include some other form of media that is representative of that change. It can be an image, song lyrics, poem, etc. An explanation as to why that media is representative of the change will also be required. This assignment is worth seventy points of the total five hundred. When the blog post is completed, students will comment on two other student’s blogs and also comment back to comments posted on their blog.

<span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: Times New Roman, serif;">Modifications/Accommodations ** I will review the students IEP, 504, or ELLIDEP and make the appropriate modifications and accommodations. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">**Extensions** <span style="font-family: Arial,Helvetica,sans-serif;">During this lesson, students will be reflecting back on what was discussed throughout the entire unit. The students will be placed in groups of four and will discuss reasons why the 1960s are important to American history and reasons why the 1960s may not be important to the 1960s. For a final assignment, students will research one major change that occurred during the era. The students will then write a blog post describing the change and also discussing how that change is still important and relevant today. Students must also find one piece of media (image, song lyrics, poem, etc.) that represent the change itself and will discuss how that piece of media is a representation of the change. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">__**Materials, Resources and Technology**__ <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">__**Source for Lesson Plan and Research**__ <span style="font-family: Arial,Helvetica,sans-serif;"> This lesson serves a review for the students and asks them to delve deeper into what has been learned throughout the entire unit. Because of this, there are no content notes.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Copies of t-chart graphic organizer
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pens or pencils
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will need laptops
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pieces of paper with numbers one through six- four for each number
 * <span style="font-family: Arial,Helvetica,sans-serif;">Copies of 1960s Major Change worksheet

<span style="font-family: Arial,Helvetica,sans-serif;">__**Maine Standards for Initial Teacher Certification and Rationale**__ <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-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: Arial,Helvetica,sans-serif;">**Rationale**: For students who are more logically minded, a t-chart graphic organizer and a worksheet will be used. Handouts describing assignments will also be given to students and will especially appeal to those who are in need of specific outlined requirements. The classroom will be arranged to be conducive to the learning experience and also the group activity that students will be participating in about the importance and lasting impact of the 1960s. To make the environment more secure and encouraging to students, the teacher will be available for help and questions if necessary. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale**: During this lesson, the students will understand the tremendous importance and lasting impact the 1960s have in American history. Many social, political, and cultural changes occurred during the era. For instance, segregation was ended, the first man went into space, college students became deeply involved in protest, etc. Students will be looking back at what has been discussed throughout the entire unit- key people, events, turning points, and themes- in order to find reasons why the 1960s are important and why the era may not be important when learning about American history. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// <span style="font-family: Arial,Helvetica,sans-serif;">**Rationale**: During this lesson, various strategies and materials will be used to appeal to six of the eight multiple intelligences. <span style="font-family: Arial,Helvetica,sans-serif;">//**Verbal:**// Students will be in groups discussing reasons why the 1960s are an important time and why the 1960s are not an important time in American history. Students will also be writing a blog post about one major change occurring during the 1960s and how it is still relevant today. <span style="font-family: Arial,Helvetica,sans-serif;">//**Logical:**// Graphic organizers will be utilized in class, during group discussion. //**Kinesthetic**//**:** Students will be up and around during group discussions. //**Visual:**// Students will utilize a "t-chart" organizer to record main ideas brought up during group discussion. Students will create a collage representing what they found to be most interesting during this unit. //**Intrapersonal:**// Students will be conducting individual research and writing a blog post. //**Interpersonal:**// Students will break into groups to discuss reasons why the 1960s are an important time and why the 1960s may not be important time in American history. Students will comment on two other blogs and also the comments made on their own blogs. <span style="font-family: Arial,Helvetica,sans-serif;">During this lesson, students will be writing a blog posting as an assessment. The students will research one major change that occurred during the Sixties. They will then write a blog post describing that change and also discussing how that change is still important and relevant today. The students will also be required to include one piece of media (poem, image, etc) that represents the major change and describe why that media is representative of the change. Students will also be commenting on two other students’ blogs and commenting back to what is posted on their own blogs. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-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: Arial,Helvetica,sans-serif;">**Rationale**: Formative assessment will be given in the form of a collage, participation in a group activity and the use of a t-chart graphic organizer. At the beginning of day one, students will create a collage that is representative of what they found to be most interesting throughout the entire unit. During the group activity, students will be discussing reasons why the 1960s are important to American history and also reasons why the 1960s may not be important to American history. Students will record the “whys” and “why-nots” on a t-chart graphic organizer. The students will write the reasons why the 1960s are important on one side and the reasons why not (if any can be found) on the other side. <span style="font-family: Arial,Helvetica,sans-serif;">Summative assessment will be given in one way. The students will be completing a blog post in which they discuss one major change that occurred during the 1960s and how that change is important and still relevant today. The students will also be required to include one piece of media that is representative of the change and explain why. Lastly, students will comment on two other students’ blogs and respond to the comments posted on their own blogs. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">__**Teaching and Learning Sequence**__**:** <span style="font-family: Arial,Helvetica,sans-serif;">Day 1 //(80 minutes):// <span style="font-family: Arial,Helvetica,sans-serif;">Homework: Complete major change blog posts about one major change. Remember to include one piece of media. <span style="font-family: Arial,Helvetica,sans-serif;">Day 2 //(80 minutes):// <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">On day one, students’ desks will be arranged in clusters of four for group work. Students will be broken up into groups of four. On day two, the students’ desks will be arranged in a circle, as the class will be participating in a group discussion of the changes they researched and the importance of the changes today.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will create collages about what they found to be most interesting during this entire unit //(30 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will briefly present their collages and explain what they found to be most interesting throughout the entire unit //(10 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will choose a number from a hat- numbers one through six. The students will then get in groups according to the numbers chosen. Students with the number one will group together; students with twos will group together, and so on. The t-chart organizer will be handed out to each student //(5 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will describe what will be done during the group activity (students will be discussing reasons why the 1960s are important to American history and reasons why the 1960s may not be important to American history) //(5 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will participate in the group activity and record notes on the t-chart graphic organizer //(15 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Class will reconvene as a whole and will discuss what was recorded on the t-chart graphic organizers //(10 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher will explain the blog assignment and hand out the 1960s Major Change worksheet //(5 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will have time to finish blog posts, if needed //(15 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will comment on two other students’ blog posts and respond to the comments posted on their own blogs //(25 minutes).//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will lead a class discussion about the change they researched, how that change is still important today, and the piece of representative media they included in their blog post //(40 minutes)//.

<span style="font-family: Arial,Helvetica,sans-serif;">Students will understand that the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change. Looking into the past to see can help put why things are the way they are today into context and make it more understandable. //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world//. Students will make collages about what they found to be most interesting during the unit **(Where)(Why)****(What)(Hook). (Tailors:** //**Visual, Intrapersonal**//**)**

<span style="font-family: Arial,Helvetica,sans-serif;">Students will know civil rights, hippie, counter culture, "flower power," communism, segregation, integration, Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968, sit-in, draft-dodger, space race, protest, race riot, John F. Kennedy, Robert Kennedy, Martin Luther King Jr, Malcolm X, Lyndon B. Johnson, Huey P. Newton, Bobby Seale, Weather Underground, Vietnam War, Woodstock, Black Panthers, SDS, SCLC, Mississippi Freedom Summer, SNCC, NAACP, Freedom Riders, race riots, anti-war protests, and other specific events throughout the country, Bob Dylan, Phil Ochs, March on Washington, and protest being done through song. Students will use a "T-Chart" graphic organizer to record notes during discussion in groups. Students will be broken up into groups and will discuss reasons why the 1960s are important and reasons why the 1960s may not be important to learning American history **(Equip)(Explore)(Experience). (Tailors:** //**Visual, Verbal, Logical, Kinesthetic, Interpersonal)**//

<span style="font-family: Arial,Helvetica,sans-serif;">Students will do research outside of class about one major change that occurred during the 1960s. During class, students will be broken up into groups and will discuss reasons why the 1960s are important __and__ reasons why the 1960s may not be important to learning American history. Students will use a "T-Chart" organizer during their group discussions to keep track of information. Using research conducted in and out of class, students will write a blog posting describing one major change that occurred during the 1960s and how it is still important and relevant today. Students will also be required to include one piece of media that is representative of the change and discuss why (**Rethink)(Revise)(Rehearse)****(Refine). (Tailors:** //**Intrapersonal, Visual, Verbal, Logical, Kinesthetic, Interpersonal)**//

<span style="font-family: Arial,Helvetica,sans-serif;">Students will hand in their graphic organizers from their group discussion and their collages (which will both be graded for participation points) and will complete the final blog posting about a major change occurring during the 1960s, which will include on piece of representative media and a justification statement **(Evaluate). (Tailors:** //**Intrapersonal, Interpersonal, Verbal)**// <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">