L4+Dean+Andrew

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

Teacher’s Name:** Mr. Dean **Date of Lesson:** 4
 * Grade Level:** 9-Diploma **Topic:** Decide to join the war or not join the war

__**Objectives**__

 * Student will understand that** the United States did not want to be involved in the war militarily, but were brought into the war when attacked by Japan.
 * Student will know** Roosevelt, United States government, Churchill, and the allies.
 * Student will be able to** decide what they would do if they were a member of the United States government and had the allies asking for military support in the war.

__**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.

In this lesson students will be thinking about what they would do if they were the ones deciding whether or not to enter the United States into World War II.
 * Rationale:**

__**Assessment**__
Students will be given a list of guidelines to follow while writing the paper, which will allow them to have a higher chance of completing a successful paper. I will make myself available for any clarifying questions they may have about the paper.
 * Formative (Assessment for Learning)**

Position Paper- Students will have to decide what they would do if they were the ones deciding whether or not to enter the United States into World War II. They will decide for themselves and write the position paper following the guidelines I give them. Each paper will be linked to the class wiki where students can comment on their peers papers.
 * Summative (Assessment of Learning)**

__**Integration**__
Teacher- I will be playing music from the 1940's on my laptop for the original hook and throughout the class.
 * Technology:**

Student- Students will have to find sources on their laptops that back up the decision they make regarding whether or not to enter the war.

Music- Music will be played during the class English- Students will be writing a position paper and finding sources online.

__Groupings__
Students will do a three step interview with another classmate to get the perspective of the opposite side of the issue. A student who decides to go to war will group up with a student who would not decide to go to war. During the first step of the interview one partner asks clarifying questions. During the second step the roles are reversed. For the final step, members share their partner's response with the whole class.

__**Differentiated Instruction**__

 * Strategies**:
 * Musical:** Music will be played at the beginning of the class from the 1940's.
 * Interpersonal:** Students will work with partners during the three minute interview exercise.
 * Logical:** Students will have to think about their goal and reasons in the persuasion map.
 * Intrapersonal:** Students will do the persuasion map on their own and will be writing their own position paper.
 * Verbal:** Students will share to the class the reasons why they would choose the way they chose.
 * Kinesthetic:** Students will be allowed to move around during the interviewing exercise.

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.

Position Paper posted on the class wiki- Students will write their position paper on what they would've done during World War II. Once completed they will link their papers on the class wiki where they can comment on each others work.
 * Extensions**

__**Materials, Resources and Technology**__
Music from the 1940's laptops with internet connection whiteboard paper guidelines persuasion map content notes

__Source for Lesson Plan and Research__
This is the link to the Persuasion Map: []

This is the information on the United States and decisions on whether or not join the war: [] [] [] []

__**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 be listening to music from the era at the beginning of the class and throughout the entire class if they feel they work better with it playing. Students will be able to decide for themselves whether or not they would've entered the United States into the war if they were the ones making the decision. They will explain their reasoning in their position papers. There papers will follow the guidelines I provide them. Students will be able to use their laptops and any other resources to do more in-depth research on the topic.
 * //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 the students will have a good understanding of the topic from the lesson before and they will be able to back up the decisions they make. 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 decide what they would do if they were a member of the United States government and had the allies asking for military support in the war. Students will be doing a three step interview with another classmate who would choose differently than them. Students will also be given a persuasion map worksheet where they will put down their ideas on paper. 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.//


 * Musical:** Music will be played at the beginning of the class from the 1940's.
 * Interpersonal:** Students will work with partners during the three minute interview exercise.
 * Logical:** Students will have to think about their goal and reasons in the persuasion map.
 * Intrapersonal:** Students will do the persuasion map on their own and will be writing their own position paper.
 * Verbal:** Students will share to the class the reasons why they would choose the way they chose.
 * Kinesthetic:** Students will be allowed to move around during the interviewing exercise.

Students will be doing their own research on their laptops, which will help back up their decisions. When they complete their position papers they will post them on the class wiki where they can comment on each others papers.

Rationale:** This lesson demonstrates the Maine standards for initial teacher certification because students will have a prior knowledge of the topic from the lesson before. For this lesson students will be able to decide for themselves what they believe would be best for the United States during the beginning stages of World War II. Once students have made their decisions they can display their reasoning on their persuasion maps. Students will then be assessed through their position papers following the guidelines I give them. Through all of this the students mastery and understanding of the topic should progressively improve.
 * //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 with music from the 1940's playing. The class will be arranged in the 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: - Students will enter and attendance will be taken while music from the era is being played ( 5 min) - Students will be asked to think and make a decision on joining the war or not and given their persuasion maps ( 10 min) - I will ask for everybody's decisions and break the students up into three step interview partners ( 20 min) - We will then have a class discussion talking about why people feel the way they do ( 15 min) - Students will be given their position paper guidelines and allowed to start researching for the rest of class ( 30 min)

Students will understand that the United States did not want to be involved in the war militarily, but were brought into the war when attacked by Japan. We are doing this to allow the students to make decisions on their own. //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//. Music from the 1940's will be played as students arrive to class.
 * WHERE, WHY, WHAT, HOOK- Tailors- interpersonal, logical, verbal**, **musical**

During our class discussion we will be finding out where each student falls when it comes to deciding whether or not to enter the war. Students will know Roosevelt, United States government, Churchill, and the allies (see content notes). Students will do a persuasion map where they can state what they would do and give their reasoning behind doing what is they would do. The persuasion map will help students organize their ideas for their position paper.
 * EQUIP- Tailors- intrapersonal, interpersonal, verbal**

Students will be able to decide what they would do if they were a member of the United States government and had the allies asking for military support in the war. Students will do a three step interview with another student getting an idea of the reasons why somebody else believes differently then them. For the last half hour of class students will be given their guidelines they need to follow in their position paper and will be allowed to start more in-depth research. Students will be able to ask me clarifying questions before they leave class so they will be able to complete their papers with a full understanding of what is expected.
 * EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE- Tailors: interpersonal, kinesthetic, intrapersonal**

Students will already of been introduced to the topic from the lesson before so I will know the extent of their knowledge at this point. For the position paper, students will be expected to follow a list of guidelines I provide for them. In assessing each paper, I will use the guidelines as a sort of rubric and will see if the guidelines are followed. Each position paper will be posted to the class wiki where students can comment on each others work.
 * EVALUATE- Tailors: intrapersonal, logical**


 * Content Notes**

persuasion maps list of guidelines
 * Handouts**