L5+Dean+Andrew

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

Teacher’s Name:** Mr. Dean **Date of Lesson:** 5
 * Grade Level:** 9-diploma **Topic:** be aware of major events during World War II

__**Objectives**__

 * Student will understand that** some of the decisions made by the United States and its allies during World War II had lingering effects on the world after the last battle was fought.
 * Student will know** Stalin, Roosevelt, Truman, Churchill, Atlee, Yalta Conference, Potsdam Conference, Atomic bomb.
 * Student will be able to** be aware of major events and decisions made during the course of the war, which would lead to lingering effects in the future.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies E. History E1. Historic 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 historic 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.


 * Rationale:** In this lesson students will learn about the major events and decisions made during World War II that would have a major effect on the world after the war.

__**Assessment**__
Students will be given a rubric of what is expected on their timeline. With the rubric students can self assess themselves while completing the project. I will make myself available for any clarifying questions they may have about the project and rubric.
 * Formative (Assessment for Learning)**

Timeline of major events and blogging- Students will be creating a timeline through a poster, PowerPoint, or any other visual aid they would like, (with my approval) showing major events during World War II. They will be given a list of required events but will also be expected to put many other events on the timeline. They will also be picking out 3 events they believe would have lingering effects on the world once the war was over, and they will blog about each of the 3 events on their personal blogs. Students will be given a rubric displaying what is expected on their timelines and blogs.
 * Summative (Assessment of Learning)**

__**Integration**__
Teacher- I will be using internet resources when we discuss major events from World War II.
 * Technology:**

Students- They will be using the internet to research the major events and will be using their blogs to blog about a few of those major events.

English- Students will be writing through their blogs. Art- Students will be creating an appealing visual aid.

__Groupings__
Students will do a Jigsaw activity allowing them to do more in depth research and I will play music from the time period allowing the students to focus and feel relaxed while working together. In the jigsaw there will be a number of groups, all working on something different. After a certain amount of time, one member from each group will get together and teach each other about what there group was doing. To make the original groups students will count off until 5 and end up breaking into 5 groups. I will assign each number an event and the groups will break off and research that event.

__**Differentiated Instruction**__

 * Strategies**:
 * Interpersonal:** Students will work in groups during the Jigsaw activity.
 * Kinesthetic:** Students will be moving around during the Jigsaw activity.
 * Musical:** Students can relax while doing the Jigsaw activity with the music from the 1940's playing in the background.
 * Visual:** Students will watch a video for the hook.
 * Naturalist:** There will be a discussion on the effects of the atomic bomb in the environment surrounding the explosions.
 * Logical:** Students will be organizing the major events on their timeline chart.

I will review students IEP's, 504, ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

If you are absent, make an attempt to contact a classmate so you can get any work or assignments given on the day of your absence. Assignments will be posted on the class wiki but worksheets or handouts are not provided on the wiki. Students are expected to complete any assignments they missed the day after they receive the assignment unless notified otherwise. Failure to comply will result in a zero or incomplete for that assignment.

Timeline of major events and blogging- Students can create a poster or PowerPoint to make their timelines. They could also come up with a different more creative idea if they want and ask for my approval. Students can blog about more events if they feel the need for more of a challenge. Students who may struggle with the blogging will be expected to just note on their timelines if a certain event is one which would lead to lingering effects.
 * Extensions**

__**Materials, Resources and Technology**__
video for the hook laptops with internet connection timeline charts rubrics for the timeline and blogs whiteboard projector screen content notes list of required events

__Source for Lesson Plan and Research__
This is the link to the timeline charts: []
 * Please see the links below:**

Here is the short video clip from the mini-series band of brothers I will be showing for the hook: (2:20-6:50) Permission slip required to view this film []

This is information on major events from World War II: Nazi-Soviet non-aggression pact: []

Pearl Harbor: []

D-Day: []

Operation Market Garden: []

Battle of the Bulge: []

Atomic Bomb explosions: [|http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB162/index.htm]

Atlantic Charter: []

Yalta Conference: []

Potsdam Conference: []

Battle of Midway: []

Iwo Jima: []

Okinawa: []

Battle of Britain: []

Stalingrad: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates the Maine standards for initial teacher certification because students will have the opportunity to learn about this topic using different sources and ideas. Students will arrive to class and watch a video on World War II. Students will create a visual timeline showing the major events of World War II, using a poster, PowerPoint, or something else with my approval. They will also be choosing three events that would have lingering effects on the world after the war was over to blog more in-depthly about. Students will be given a rubric displaying what is expected of them in their timelines and blogs. After this lesson students should have a strong understanding of the major events of the war and the lingering effects some of them had on the world.
 * //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 demonstrates the Maine standards for initial teacher certification because students will have already learned and read in-depth about many of the major events during the war before this lesson. This lesson will help build on what students already know and also to help them learn new material on events they may have limited or zero prior knowledge on. I will have my content notes which will help guide me and allow me to give my students the most accurate answers to their questions. The facet of understanding this lesson uses is to be aware of major events and decisions made during the course of the war, which would lead to lingering effects in the future. During the lesson students will be filling out timeline charts and also working in jigsaw groups, where each student will have a strong understanding of a certain event and will teach other students about that event. Students' IEPs, 504s, and ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson demonstrates the Maine standards for initial teacher certification because students will be able to learn in a number of different ways that will suit their preferred learning strategies.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Interpersonal:** Students will work in groups during the Jigsaw activity.
 * Kinesthetic:** Students will be moving around during the Jigsaw activity.
 * Musical:** Students can relax while doing the Jigsaw activity with the music from the 1940's playing in the background.
 * Visual:** Students will watch a video for the hook.
 * Naturalist:** There will be a discussion on the effects of the atomic bomb in the environment surrounding the explosions.
 * Logical:** Students will be organizing the major events on their timeline chart.

Students will be using technology in this lesson when they research about the major events of World War II on their laptops. They will be blogging about three of the events they put on their timelines, telling us about how each event would have lingering effects on the world after the war. The blogging utilizes technology in a type II way.

Rationale:** This lesson demonstrates the Maine standards for initial teacher certification because students will already have learned about many of the major events of World War II. This lesson will help students go more in-depth with those events they already know and also allow them to learn about more major events. Students will be working in jigsaw groups where they will be teaching some of their classmates about a certain event assigned to them. The final assessment will be the visual timeline and blogging about three of the events on the timeline. Students will receive a rubric which will display exactly what they need to do for the project.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Students will arrive to class and watch a quick video. The room will be arranged in the normal perimeter style allowing us to be able to have a class discussion and also to allow everyone to see each other and listen to each other intently.

AGENDA: Day 1 - Students will arrive and attendance will be taken then we will watch a quick video ( 5 min) - I will ask students about the major events they already know about World War II and we will discuss these events as a class. I will introduce events that would have lingering effects on the world ( 20 min) - Students will be assigned one of these events and they will do in-depth research online about that event, focusing on how that event would affect the world in the future ( 15 min) - We will break into Jigsaw groups and students will teach each other about their events ( 15 min) - We will then discuss more in-depth as a class how these events would affect the world once the war was over and give them their timeline charts where they can write down these events and take notes ( 15 min) - I will give the students their assignment and allow them to decide what type of visual they would like to make ( 10 min)

Day 2 - Students will present their projects and once they are done will introduce the next lesson.

Students will understand that some of the decisions made by the United States and its allies during World War II had lingering effects on the world after the last battle was fought. We are doing this to show the students that decisions made at one time could lead to disfunction and turmoil later on. //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//. Students will arrive to class and will watch a quick video.
 * WHERE, WHY, WHAT, HOOK- Tailors: visual, interpersonal, musical**

During our class discussion we will be talking about major events of World War II and events that would have lingering effects on the world once the war was over. Students will know Stalin, Roosevelt, Truman, Churchill, Atlee, Yalta Conference, Potsdam Conference, Atomic bomb (See content notes). Students will map out some of the major events using the timeline chart. The timeline chart will help students in creating their final product; the timeline and blog.
 * EQUIP- Tailors: logical, visual, interpersonal**

Students will be able to be aware of major events and decisions made during the course of the war, which would lead to lingering effects in the future. Students will do a Jigsaw activity allowing them to do more in depth research and I will play music from the time period allowing the students to focus and feel relaxed while working together. Students will be introduced to events that will have lingering effects on the world after the war during this lesson (The next lesson will enhance their knowledge of these events). Students will be able to ask me clarifying questions and get approval on visual ideas before they leave class.
 * EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE- Tailors: interpersonal, musical, kinesthetic**

Students will have a prior knowledge of many major events of World War II before this lesson from previous lessons and readings. For their final assessment timeline, students will be given a rubric of what is expected of them. With the rubric students can self assess themselves while completing the project. After all of this the students should have gained a full understanding of the major events of World War II and an initial understanding of events that will have lingering effects on the world after the war, which will be enhanced upon in the next lesson.
 * EVALUATE- Tailors: interpersonal, intrapersonal**


 * Content Notes**


 * Handouts**

rubrics timeline charts list of required events