L6+Quinlan,+Diana


 * __ Teacher’s Name __**** : ** Ms. Quinlan **__Lesson 6__:** Aware
 * __ Grade Level __**** : ** 10 **__Topic__:** The American Revolution


 * __ Objectives __**
 * Student will understand that ** way in which independence changed the way colonists governed themselves.
 * Student will know ** about the Proclamation of 1763, the Sons of Liberty, and George Washington
 * Student will be able to ** be aware of ways in which independence changed the way colonists governed themselves. They will do this by taking on the role of a colonists and blogging about their business experiences before and after independence.

// MLR: Social Studies E: History E1: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States and the world. //
 * __ Maine __****__ Learning Results Alignment __**


 * Rationale: ** This lesson relates to the Maine learning results because students will be discussing particular people and events which occurred before independence. These people and events changed American and the world.


 * __ Assessment __**

At the beginning of the lesson student's knowledge of such people and events will be pre-assessed by answering questions out loud. As the lesson continues they will have the task of completing a Venn diagram. One side will be ways in which colonists were governed before independence while the other side will be ways in which colonists governed themselves after independence. For a cooperative learning exercise students will take part in a three step interview. Towards the middle of the unit students will participate in a class discussion as a formative assessment. Here they will have the chance to re-share their knowledge and discuss the progress of their bog entries.
 * Formative (Assessment for Learning) **

As a final product of the lesson students will be aware of ways in which independence changed the way colonists governed themselves. They will do this by taking on the role of a colonists and blog about their business experiences before and after independence.
 * Summative (Assessment of Learning) **


 * __ Integration __**
 * Technology: ** This lesson will use blog entries as a type two technology. Students will take on the role of a colonist and blog about their business experiences before and after independence.


 * Other Content Areas: **__ English __ : Students will be putting their spelling and grammar skills to work while they are creating their blog entries. They will also be using public speaking skills during the cooperative learning activity.

Once the Venn diagram is complete students will be partnered up using their birth dates. The oldest students will be paired up with the younger students.
 * __ Groupings __**


 * __ Differentiated Instruction __**
 * Strategies: **


 * Logical: ** Students will be searching for information and applying it to their blogs.
 * Verbal: ** Students will answer questions and share information.
 * Visual: ** students will present their Venn diagrams to the rest of the class.
 * Intrapersonal: Students will be creating their own blog entries. **
 * Interpersonal: ** Students will be sharing information with others classmates.
 * Naturalist: ** The blog entry can take on a naturalistic theme dealing with outdoor businesses

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

__Absent Student:__ Students who know they will be absent ahead of time are required to meet with me to pick up necessary materials such as the rubric and graphic organizer and to create a plan for project completion. In the event of an illness, please refer to the student handbook for school policy on make up work.

As a final product of the lesson students will be aware of ways in which independence changed the way colonists governed themselves. They will do this by taking on the role of a colonists and blog about their business experiences before and after independence. The blog must be creative, sound like it was written by a colonist, and all the information must be accurate.
 * Extensions **


 * __ Materials, Resources and Technology __**
 * Computers
 * Internet
 * Venn Diagram
 * Pens/pencils
 * Overhead projector/ smart board
 * Rubric
 * Textbook
 * Class notes
 * Paper for additional note taking

__ Graphic Organizer __ __ [] __
 * __ Source for Lesson Plan and Research __**

__ Proclamation of 1763 __ [] [] []

__ The Sons of Liberty __ [] [] [] [] []

__ George Washington __ [] [] [] [] [] []


 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**

__ Beach ball __ : During this lesson students will have the opportunity to be up and moving around during their grouping activity.
 * // 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: //**

__Clipboard__: Students will be able to organize their thoughts and information using a graphic organizer.

__Puppy__: This class will be a safe environment for students to share their ideas because I will implement a policy of respect. Also groups may spread out in various areas of the room and have the option to sit in chairs, on desks or on the floor. I am giving them the opportunity to be comfortable while learning.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** At the beginning of the lesson student's knowledge of such people and events will be pre-assessed by answering questions out loud. I will ask students questions about information they should have learned during one of the previous lessons. This lesson was created using the backwards design model. Any necessary accommodations will be made for students with learning disabilities. Awareness is the facet used in this lesson. As a final product of the lesson students will be aware of ways in which independence changed the way colonists governed themselves. They will do this by taking on the role of a colonists and blogging about their business experiences before and after independence.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Logical: ** Students will be searching for information and applying it to their blogs.
 * Verbal: ** Students will answer questions and share information.
 * Visual: ** students will present their Venn diagrams to the rest of the class.
 * Intrapersonal: ** Students will be creating their own blog entries.
 * Interpersonal: ** Students will be sharing information with others classmates.
 * Naturalist: ** The blog entry can take on a naturalistic theme dealing with outdoor businesses

This lesson meets the standards because it uses the logical, verbal, visual, interpersonal, intrapersonal, and naturalist intelligences. It also involves using blogs to be aware of ways in which independence changed the way colonists governed themselves.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** This lesson uses several informal assessments including answering questions out loud to pre-assess students knowledge of the American Revolution, a Venn diagram to show progress of learning, and a class discussion which will be used as a formative assessment. For a formal assessment students will be graded based on how aware they are of the fact that independence changed the way colonists conducted themselves.

The classroom will be arranged in a horseshoe shape facing the front of the room so that students will be able to pay attention during the lesson. It will also make it easy for me to walk around and make sure students are on task as well as be able to answer any clarifying questions which might be lingering. The two day agenda will look like this: Day 1 Day 2 · Last minuet adjustments to blogs (10 minuets) · Present blog entries (70 minuets) ·
 * __ Teaching and Learning Sequence __**** : **
 * Pre-assessment (10 minuets)
 * Hook (5 minuets)
 * Individual research/ Venn diagram (20 minuets)
 * Grouping activity (5 minuets)
 * Cooperative learning activity (15 minuets)
 * Create blog entries (25 minuets)
 * // Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and the world.  //** Through the course of this lesson students will be aware of way in which independence changed the way colonists governed themselves. This is important to know because such governing is still evident in today's society. In order to get students interested in the blog entries they will be completing I plan on reading excerpts from the diary of [|Anne Frank].
 * Where, Why, What, Hook, Tailors: Logic, and Verbal. **

Students will gain a new understanding of the Proclamation of 1763, the Sons of Liberty, and George Washington. At the beginning of the lesson student's knowledge of such people and events will be pre-assessed by answering questions out loud. As the lesson continues they will have the task of completing a Venn diagram. During the three step interview students will have a chance to share the information they have gathered as well as hear what other information classmates have found. Throughout this process students will also have the opportunity to make changes and add information to their own Venn diagrams. At the beginning of the lesson student's knowledge of such people and events will be pre-assessed by answering questions out loud. As the lesson continues they will have the task of completing a Venn diagram. One side will be ways in which colonists were governed before independence while the other side will be ways in which colonists governed themselves after independence. For a cooperative learning exercise students will take part in a three step interview. During the three step interview students will have a chance to share the information they have gathered as well as hear what other information classmates have found. Throughout this process students will also have the opportunity to make changes and add information to their own Venn diagrams. As a final product of the lesson students will be aware of ways in which independence changed the way colonists governed themselves. They will do this by taking on the role of a colonists and blogging about their business experiences before and after independence.
 * Equip, Explore Rethink, Revise Tailors: Logic, Verbal, Visual, Intrapersonal, and Interpersonal. **
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logic, Verbal, Visual, Interpersonal, and Intrapersonal. **
 * Evaluate, Tailors: Logic, and Verbal. **

__ Proclamation of 1763 __ The proclamation of 1763 was a proclamation issued by King George III at the end of the French and Indian War. A lot of the colonists felt that the thirteen colonies were becoming too crowded and they wanted to move westward. The proclamation stated that no colonist was allowed to move west of the Appellation Mountains because that would mean the King would have to protect them from the natives. This would be very expensive and Britain was experiencing some financial difficulties after the war.
 * __ Content Notes __**

__ The Sons of Liberty __ The Sons of Liberty were a secret society of American patriots during the American Revolution. Prominent leaders such as Samuel Adams and Paul Revere believed in no taxation without representation, and their motto quickly became “join or die.” Even though they are most remembered for their actions in Massachusetts, the organization was originally formed in New York in 1776. Their main purpose was to protest the Stamp Act levied by King George of England. Later though they became know as a semi-violent group of radicals who protested all of the king’s laws and power.

__ George Washington __ George Washington was the leader of the continental army during the American Revolution. He took the position of General in 1775. Washington was a strong promoter of independence from the very beginning. Over the 8 years he led his troops into several critical battles in Boston, New York, Delaware, and New Jersey. Finally, due to his incredible war strategy and the help of the French, Washington was able to get the British to surrender at the Battle of Yorktown.
 * __ Handouts __**
 * Venn Diagram
 * Rubric