L3+Quinlan,+Diana

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


 * __ Teacher’s Name __**** : ** Ms. Quinlan **__Lesson 3__:** Apply
 * __ Grade Level __**** : ** 10 **__Topic__:** The American Revolution


 * __ Objectives __**
 * Student will understand that ** independence changed the way colonists conducted business nationally and internationally.
 * Student will know ** terms and events such as boycott, the Boston Tea Party, and the Treaty of Paris
 * Student will be able to ** exhibit ways in which independence changed the way colonists conducted business using a comic life presentation.

// 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 result because students will be discussing particular events which occurred before and after independence was granted. These events changed the United States as well as the world. //


 * __ Assessment __**

Throughout the lesson students will be required to complete a four column chart. One column will represent national business before independence; the next will represent national business after independence. The last two columns will represent the same as the first two columns for international business. Students will also be participating in a multi-partner cooperative learning activity. During this activity students will exchange information with a partner while a clip of "God Bless America" plays in the background. Once the music stops students will have to move around and find a different partner. When the music starts again they will repeat the process. I will monitor this process very closley to make sure students are staying on task. Later in the lesson students will gather into small teams to play jeopardy. During the game students will be able to share their answers and hear other student’s answers. Students will also be able to add to and make adjustments to their charts during the jeopardy game. Students will be able to use the jeopardy game to self assess their progress and I will count the answers as an oral quiz. To make sure everybody answers, once one team member answers a question they will be frozen meaning they can not answer another question until everyone else in their group has answered.
 * Formative (Assessment for Learning) **

A comic life presentation created by individual students will be used to asses how well students understand ways in which independence changed the way colonists conducted business nationally and internationally. Presentations should include colorful and accurate information which will give the audience a better understanding of events and ways in which independence changed the way colonists conducted themselves. This presentation will be used as a final assessment for this lesson and will be graded using a rubric which clearly states the expectations of this project.
 * Summative (Assessment of Learning) **


 * __ Integration __**
 * Technology: ** This lesson will use Comic Life as a type II technology. Students will use Comic Life to demonstrate their knowledge of events and colonist's actions before and after independence.


 * Other Content Areas: ** Art - Students will be using their artistic skills to create a colorful, interesting, and visually appealing presentation which demonstrates how independence changed the way colonists conducted business.

After the four column chart is completed, students will choose several random partners to complete a multi-partner cooperative learning activity. During this activity students will exchange information with a partner while a clip of "God Bless America" plays in the background. Once the music stops students will have to move around and find a different partner. When the music starts again they will repeat the process. Later on in the lesson students will be placed into groups of two based on a drawing of numbers. Students will draw numbers from a hat and be partnered with the person who draws the same number as them.
 * __ Groupings __**


 * __ Differentiated Instruction __**


 * Strategies **


 * Verbal: ** Students will answer questions and share information about how independence changed America.
 * Visual: ** Students are going to be presenting their comic life to the class.
 * Musical: ** Music will be playing in the background (musical chairs style) during the multi-partner activity.
 * Intrapersonal: ** Students will be gathering information and doing research on their own.
 * Interpersonal: ** Students will be working in groups.
 * Kinesthetic: ** Students will be moving around almost like musical chairs during the multi-partner activity.

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

__Absent Students__: 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 complete a plan for project completion. In the event of an illness, please refer to the student handbook for school policy on make up work.

A comic life presentation created by individual students will be used to asses how well students understand ways in which independence changed the way colonists conducted business nationally and internationally. Presentations should include colorful and accurate information which will give the audience a better understanding of events and ways in which independence changed the way colonists conducted themselves. This presentation will be used as a final assessment for this lesson and will be graded using a rubric which clearly states the expectations of this project.
 * Extensions **

[]
 * __ Materials, Resources and Technology __**
 * computers
 * Comic life software
 * four column chart
 * Pens/pencils
 * Overhead projector
 * Rubric
 * Textbook
 * Class notes
 * Paper for additional note taking
 * __ Source for Lesson Plan and Research __**
 * Graphic Organizer **

[] []
 * Boycott**

[] [] [] []
 * The Boston Tea Party**

[] [] []
 * The Treaty of Paris**


 * __ 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.

__Microscope__: Students will have the chance to discuss terms and information learned during class with other classmates during the cooperative learning activity.

__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 chair, on desks, or on the floor. They have 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: //** The student's prior knowledge of how independence changed America will be assessed through a class discussion. I will have them tell me ways in which they think independence changed the business practices of American colonists. This lesson was created using the backwards design model. Any necessary accommodations will be made for students with learning disabilities. Application is the facet used in this lesson. Students will use comic life to clearly and effectively exhibit how well students understand ways in which independence changed the way colonists conducted business nationally and internationally.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Verbal: ** Students will answer questions and share information about how independence changed America.
 * Visual: ** Students are going to be presenting their comic life to the class.
 * Musical: ** Music will be playing in the background (musical chairs style) during the multi-partner activity.
 * Intrapersonal: ** Students will be gathering information and doing research on their own.
 * Interpersonal: ** Students will be working in groups.
 * Kinesthetic: ** Students will be moving around almost like musical chairs during the multi-partner activity.

This lesson meets the standard because it uses the verbal, kinesthetic, interpersonal, intrapersonal, musical, and visual intelligences. It also involves using comic life to exhibit ways in which independence changed colonist's business practices nationally and internationally.


 * // 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 a class discussion to pre-assess student's knowledge of the American Revolution, a four column chart to show progress of learning, and a game of jeopardy used as a formative assessment. For a formal assessment students will be graded on how well they are able to exhibit ways in which independence changed the way colonists conducted business using a comic life presentation.

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 and then work in pairs to create their garage band project. It will also make it easy for me to walk around and make sure students are on task as well as answer any clarifying questions which might be lingering. The three day agenda will look like this: Day 1 Day 2 Day 3 Students will exhibit ways in which independence changed the way colonists conducted business nationally and internationally. **//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.//** Theses changes in business practices have paved the way for business practices used today. In order to get students interested in the project I will demonstrate how to use comic life while allowing them to play with the features as they follow along on their own computers. This will give students the chance to be engaged and hands on as they learn how to use the comic life software. Throughout this lesson students will be familiar with terms and events such as boycott, the Boston Tea Party, and the Treaty of Paris. Students will be pre-assessed using a discussion to demonstrate prior knowledge of colonists business practices. Throughout the lesson students will be required to complete a four column chart. One column will represent national business before independence; the next will represent national business after independence. The last two columns will represent the same as the first two columns for international business. Students will also be participating in a multi-partner cooperative learning activity. During this activity students will exchange information with a partner while a clip of "God Bless America" plays in the background. Once the music stops students will have to move around and find a different partner. When the music starts again they will repeat the process. Later in the lesson students will gather into two or three teams to play jeopardy. During the game students will be able to share their answers and hear other student’s answers. Students will also be able to add to and make adjustments to their charts during the jeopardy game. Students will be able to use the jeopardy game to self assess their progress and I will count the answers as an oral quiz.
 * __ Teaching and Learning Sequence __**** : **
 * Students will come in and watch comic life hook (10 minuets)
 * Class will have a pre-assessment discussion (25 minuets)
 * Students will take time to begin filling in their four column chart (15 minuets)
 * Students will do individual research and continue filling in chart (30 minuets)
 * Students will take notes on a lecture (20 minuets)
 * Students will take part in a multi-partner cooperative learning activity (15 minuets)
 * Jeopardy game (30 minuets)
 * Students will begin working on their comic life presentations (15 minuet)
 * Comic-life presentations (80 minuets)
 * Where, Why, What, Hook, Tailors: Logic, and Visual. **
 * Equip, Explore, Tailors: Verbal, Visual, Logic, Interpersonal, and Intrapersonal. **
 * Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Musical, and Verbal. **
 * Evaluate, Tailors: Verbal **

__ Boycott __ To boycott something means to avoid using or buying it. The most famous boycott of the American Revolution was the Boston Tea Party. After the British placed a tax on tea the colonists were very angry and refused to buy it. To really get their point across, several men known as the Sons of Liberty gathered together and organized a protest. They dressed up as Indians and dumped a shipload of tea into the Boston Harbor.
 * __ Content Notes __**

__The Boston Tea Party__ The Boston Tea Party was an act of protest in Boston against the British Tea Act in 1773. The King of England had issued a tax on tea which the colonist had no say in so they decided to protest. When the ship carrying the tea arrived in Boston harbor the merchants refused to unload it. That same week Sam Adams and the Sons of Liberty disguised themselves as Native Americans, and under the cover of darkness board the ship and dumped about $75,000 of tea into the harbor. This event was instrumental in leading to the Revolutionary War.

__Treaty of Paris__ On September third of 1783 a document know as the Treaty of Paris was signed by John Adams, Benjamin Franklin, John Jay, and David Hartley. This document formally ended the war between America and Great Britain, recognizes the thirteen colonies as a free and independent nation, and established boundaries between the U.S. and Canada. Even though the treaty was signed in 1783 it was not ratified by the Congress of Confederation until January 14, 1784.

Comic-life rubric
 * __ Handouts __**
 * Graphic organizer