L6+Dean+Andrew

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

Teacher’s Name:** Mr. Dean **Date of Lesson:** 6
 * Grade Level:** 9-diploma **Topic:** describe the lingering effects on the world

__**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** V-J day, V-E day, Roosevelt, Truman, Stalin, Churchill, Atlee, Hiroshima, Nagasaki, atomic bomb, post war Europe.
 * Student will be able to** describe the effects decisions made during the war had on the United States and the rest of the world once the war was over.

__**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 be able to see how events and decisions during World War II would help shape the world for many years to follow.

__**Assessment**__
Students will be given a rubric of the expectations of their comic life. After the assignment is complete, students will grade themselves using the rubric, turn both the comic life and assessment into me, and I will grade them accordingly
 * Formative (Assessment for Learning)**

Comic Life- Students will be creating a Comic Life project displaying the effects of major events and decisions that occurred during World War II. Students will be given a rubric of what is expected in their Comic Life. Once they have finished their project, they will be linking them to the class wiki.
 * Summative (Assessment of Learning)**

__**Integration**__
Teacher- I will show students how to use Comic Life and I will be playing music on my laptop at the beginning of class
 * Technology:**

Student- Students will be creating Comic Life projects and will be finding images and graphics using their laptops.

Art- Comic Life will be a visually appealing and creative. English- Students will be researching and writing in their Comic Life project. Music- Music will be played at the beginning of class and throughout if students feel it helps them work better.

__Groupings__
Students will work with partners to discuss there flow chart and learn about someone elses chart. Students will be working with their summer partners during this lesson.

__**Differentiated Instruction**__

 * Strategies**:
 * Interpersonal:** Students will be working with partners discussing some of the major decisions made during the war.
 * Logical:** Students will organize their ideas on one issue using the flow chart.
 * Visual:** The picture of the victory newspaper will be on display at the beginning of class.
 * Musical:** Victory music from he 1940's will be played at the beginning of class.
 * Verbal:** There will be a class discussion on what everybody learned from the partners they were with.
 * Intrapersonal**: Students will be creating the flow chart and comic life independently.

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.

Students who want to challenge themselves even more in their Comic Life project can write a thesis essay talking about one of the events in their Comic Life. They will have to go in-depth in the essay arguing and backing up their stance to why this event would have lingering effects on the world. Students who choose to do this will have to talk to me first before they complete this assignment.
 * Extensions**

__**Materials, Resources and Technology**__
laptop with internet connection music from the 1940's flow charts rubrics for Comic Life Comic Life tutorial projector/screen whiteboard content notes

__Source for Lesson Plan and Research__
This is where i found the Flow Charts []
 * See the links below:**

This is where I made the Comic Life rubric: []

This is where I found information of the effects of events from World War II after 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 entering the class hearing music from the 1940's on my computer. They will be able to work with partners, complete flow charts, and do internet research throughout this lesson. They will ultimately be creating a Comic Life project displaying the effects major events and decisions made during World War II had on the world once the war was over. Students will be given a rubric showing them what is expected of their Comic Life. After this lesson is over students should have a mastery of how some events during the war led to more problems after the war.
 * //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 already have initial knowledge on events that would effect the world from the previous lesson. This lesson will build on the knowledge as we will be going more in-depth on those events. 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 describe the effects decisions made during the war had on the United States and the rest of the world once the war was over. During this lesson students will be completing a flow chart worksheet and working with partners. 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 be working with partners discussing some of the major decisions made during the war.
 * Logical:** Students will organize their ideas on one issue using the flow chart.
 * Visual:** The picture of the victory newspaper will be on display at the beginning of class.
 * Musical:** Victory music from he 1940's will be played at the beginning of class.
 * Verbal:** There will be a class discussion on what everybody learned from the partners they were with.
 * Intrapersonal**: Students will be creating the flow chart and comic life independently.

Students will be using technology all throughout this lesson. They will be researching and finding images and graphics they can use in their Comic Life project. They will be making a visual appealing Comic Life, which when finished, will be linked to the class wiki so everybody can view and comment on each others work.

Rationale:** This lesson demonstrates the Maine standards for initial teacher certification because in this lesson we will be going in-depth on many of the major events in which students already have an initial understanding about. While working with partners, students will be showing their partner how their event effected the world, while the other partner will do the same about their event. The final assessment is the Comic Life project and students will be given a detailed rubric of what is expected of them on their projects.
 * //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 on my computer. 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: - Students will arrive and I will take attendance while they listen to the music playing ( 5 min). - Students will be given their flow charts and assigned an event to research on their laptops. They will complete their charts at this time ( 20 min) - Students will then break into their summer partners and they will show each other their flow charts and talk about their different events ( 10 min) - We will then have a class discussion talking in-depth about the events that would have lingering effects on the world ( 25 min) - I will introduce the Comic Life assignment and show them how to use Comic Life. They will receive their rubrics and time permitting, I will briefly introduce the next unit ( 20 min).

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 see how the decisions made effected the world after the war was over. //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//. There will be an image of a victory newspaper on the board with victory music being played from the era.
 * WHERE, WHY, WHAT, HOOK- Tailors: interpersonal, musical, visual**

During our class discussion we will be talking in-depth about the events from the war that would have lingering effects on the world once the war was over. Students will know V-J day, V-E day, Roosevelt, Truman, Stalin, Churchill, Atlee, Hiroshima, Nagasaki, atomic bomb, post war Europe (see content notes). Students will do a flow chart describing the effects of a certain event, assigned to them, made during the war. The flow chart will eventually help students in creating their Comic Life project.
 * EQUIP- Tailors: interpersonal, intrapersonal, logical**

Students will be able to describe the effects decisions made during the war had on the United States and the rest of the world once the war was over. Students will be working with a partner showing each other just how an event made during World War II would end up effecting the world once the war was over. If the class wants, I will continue playing music while they are working with their partners. Students will be able to ask me clarifying questions on the Comic Life or any of the discussed material before they leave and also after school.
 * EXPLORE, EXPERIENCE, RETHINK, REVISE, REFINE- Tailors: interpersonal, musical,** **logical**

Students will have an initial understanding of this lesson before the class begins. We will enhance that understanding in this lesson so they can master the material by the time they have completed their final assessment. The final assessment is the Comic Life project. Students will be given a rubric for the project so they will know exactly what they need to do to succeed. By the end of this lesson students should feel like they have masted the World War II unit and will be ready to take the unit test.
 * EVALUATE- Tailors: visual, interpersonal**


 * Content Notes**

flow charts rubrucs
 * Handouts**