L6+Quinn-Kelly,+Kevin

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

Teacher’s Name:** Kevin Quinn-Kelly **Date of Lesson:** Lesson 6 - Reflect
 * Grade Level:** 9-12 **Topic:** Civil War

__**Objectives**__

 * Student will understand that** the Civil War changed America
 * Student will know** the military campaigns and battles of the war and he each was important in the war as a whole
 * Students will be able to** exhibit an understanding of major Civil War battles and the war strategies of both sides

__**Maine Learning Results Alignment**__
Maine Learning Results E. History E1 Historical Knowledge, concepts, themes and patterns grade 9-diploma. "Civil War and Reconstruction 1850-1857" //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.//
 * Rationale:** Students will learn how the events of the Civil War, a major historical era, unfolded.

__**Assessment**__
Students will be given a specific military campaign to do research on. They will organize their information and sequence of events in a flow chart. Groups will be made for students to a jigsaw in which different groups will be asked to master different aspects of Google Earth. Each group will then teach their part to the other groups. In the end their will be a Google Earth scavenger hunt in which they are asked to utilize what they have learned.
 * Formative (Assessment for Learning)**

Students will do a WebQuest in which they pretend to be a leading member of a Civil War reenactment group. This is the task description they will read: This year the society is trying to create the largest Civil War reenactment event ever to take place. To do this the society is hoping to get Civil War reenactment organizations from across the country to be a part of it. The goal is to have different battalions marching along the same paths as the real soldiers did and to engage in battle reenactments along the way. As leading members of the society you and your colleagues are in charge of trying to organize this event. To do this you and your colleagues will each pick military campaigns you would like to follow. You will then use Google Earth to mark out the places where battles took place and you will create a virtual tour following the path the soldiers took from one battle to the next. Within Google Earth you want to be sure to add information about each battle within the place-marks, and add links for places to find more information. Once you have recorded your tour you will give a presentation to the organization near the region where those battles took place. This tour is meant to be a guide for that organization, and as you play your tour for them you should give them information about the battles they will be reenacting so that they can prepare. As with any reenactment organization your goal is not just to entertain but also to inform, with this in mind you will also make your product available on the web for all to see. This version should have the audio of your presentation recorded directly into your tour so that any person who wants to be able to learn more about the Civil War will be able to hear your presentation
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be using Google Earth in a fun and exciting way that they probably will not have used it before. In order to make their tour they have to utilize many different aspects of Google Earth. English: The students will have to write a script that goes along with the tour they create, students will learn about good script writing. Geography: The students will learn geography without even realizing as they find the locations of where Civil War battles took place on Google Earth.

__Groupings__
When students walk in they will handed a note-card which will say either, adding a placemark, moving the camera angle, creating a tour, or adding a description. When it is time to form groups the students will team up with the others who have the same card as them. The words on the card tell the students the aspect of Google Earth that they are going to be learning so that they can teach it to the other students. The goal is instead of making students have to figure out Google Earth all on their own I will have each group learn a lot about one part of Google Earth, which will be far less daunting. Through the jigsaw method of having students teach each other what they learned, by the end of class the students should be prepared do their performance task.

__**Differentiated Instruction**__

 * Strategies**

__Visual/Spatial__: Google Earth is visually exciting software that will allow students to explore the globe like never before. __Interpersonal__: In the Jigsaw students will need to work together and be able to effectively teach the other students. Students will also be working in pairs for the project. __Logical/Mathematical__: Students will be doing research to obtain information which they will put into their tour. __Verbal-Linguistic__: Students will need to prepare a script and do a voice overdub onto the tour. __Intrapersonal__: Students will be required to do research individually so that they all find their own information and can contribute to the final product. __Naturalist__: We will explore how battles affected the American landscape, especially in the south where most of the fighting was done

Absent: Students who miss the first day will need to meet me after school on the first day they come back so that I can give them an overview of how to use Google Earth. Students who miss any other day will have to complete more of their WebQuest outside of class. They will also need to see me to arrange a time for me to conference with them.
 * Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations**//**.**//

All students will be encouraged to make their virtual tour artistic and visually pleasing. This means such things as having a constantly moving camera, close-ups, and interesting angles. Also background music could be a good way to make the tour more engaging.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops with Google Earth software Overhead Projector Computer Speakers Product Rubric Presentation Rubric

__Source for Lesson Plan and Research__
EasternTheater Operations in Western Virginia [June-December 1861] Manassas Campaign [July 1861] Burnside's North Carolina Expedition [February-June 1862] Peninsula Campaign [March-June 1862] Northern Virginia Campaign [August 1862] Maryland Campaign [September 1862] Gettysburg Campaign [June-July 1863] Bermuda Hundred Campaign [May 1864] Grant's Overland Campaign [May-June 1864] Richmond-Petersburg Campaign [June-December 1864] Appomattox Campaign [March-April 1865]

Operations in Eastern Kentucky [September-December 1861] Confederate Heartland Offensive [June-October 1862] Grant's Operations Against Vicksburg [March-July 1863] Atlanta Campaign [May-September 1864] Franklin-Nashville Campaign [September-December 1864] Savannah Campaign [November-December 1864] Carolinas Campaign [February-March 1865]
 * Western Theater**

Google Earth Download []

Google Earth Tutorials [] [|http://news.earthoutreach.org/outreach-announcements/ge5/tutorial--narrated-tours]

Script Writing []

Rubrics []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: These students should enjoy when I dress up in character, they should also enjoy getting into character themselves. The competition of the Google Earth scavenger will also motivate them. Clipboard: The WebQuest is set up in stages. The students also use a flow chart to organize the sequence of events during their military campaign. Puppy: The purpose of the first day is to help each student to feel comfortable using Google Earth so that completing the final product will be easier. These students will benefit from working in groups on this first day and having that support. Microscope: These students should enjoy doing research and will also probably enjoy using Google Earth
 * //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:** Students will need to know the military campaigns and battles of the war and he each was important in the war as a whole (please refer to content notes). //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.// As a class the students will be learning how the events of the Civil War unfolded. Each student will end up being responsible for a different section of the war. Through this process the students should come to see the fact that initially the South was winning but the North had more man power and more resources and was therefore able to outlast the south.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** __Visual/Spatial__: Google Earth is visually exciting software that will allow students to explore the globe like never before. __Interpersonal__: In the Jigsaw students will need to work together and be able to effectively teach the other students. Students will also be working in pairs for the project. __Logical/Mathematical__: Students will be doing research to obtain information which they will put into their tour. __Verbal-Linguistic__: Students will need to prepare a script and do a voice overdub onto the tour. __Intrapersonal__: Students will be required to do research individually so that they all find their own information and can contribute to the final product. __Naturalist__: We will explore how battles affected the American landscape, especially in the south where most of the fighting was done
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Technology: Students will be using Google Earth in a fun and exciting way that they probably will not have used it before. In order to make their tour they have to utilize many different aspects of Google Earth.

Rationale:** Formative: Students will be given a specific military campaign to do research on. They will organize their information and sequence of events in a flow chart. Groups will be made for students to a jigsaw in which different groups will be asked to master different aspects of Google Earth. Each group will then teach their part to the other groups. In the end their will be a Google Earth scavenger hunt in which they are asked to utilize what they have learned.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Summative: Students will do a WebQuest in which they first research a specific military campaign, and answer a number of questions regarding how the events unfolded. Using this research the students will then create a tour using Google Earth and write and record a script that explains what battles took place during that tour and how the events unfolded. The students will then each present their tour to the class.

__Teaching and Learning Sequence__
Desks are set up in clusters to facilitate group work Day 1 Hook: Come in to class dressed up in A Civil War outfit and play students my version of the final product that they will be creating (6 min) Students find the two other people with the same word as them to form a group (2 min) Students are given time to learn how to use the part of Google Earth that they have been assigned (22 min) Each group shares their part with the other groups (20 min) Review of what they learned (5 min) Google Earth scavenger hunt (10 min) Introduction to WebQuests and allow students to read through (15 min)

Day 2 As students walk in they are handed a note-card, each with a different military campaign written on it Students read Introduction and Task (5 min) Pass out Flow Chart (1 min) Students begin step one of the process. The campaign they will be researching is the one written on their note-card (74 min) Homework: Finish step one of the Process

Day 3 Sign up for a time to conference with me (5 min) Students work on steps 2 and 3 of the WebQuest (75 min) While students are working on steps 2 and 3 they will conference with me during their sign-up time.

Day 4 Watch and critique each student's work in progress (80 min) Any remaining time will be spent with students working on their product

Day 5 Students complete step 3 of the WebQuest (80 min) I will roam the room checking in with each student throughout the period. Homework: Finish Step 4

Day 6 Students present their final product (80 min) Pass back Pre-Assessment quiz's from the first day Homework: Reflection blog

Students will understand that the Civil War changed America. In this lesson students will come to understand that fighting took place all across the United States. They will also get to explore geography in an exciting and interactive way. //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//. In order to hook the students I will come in to class dressed in a Civil War military outfit. This should immediately peak the students interest and is a good lead in to lesson since they are going to be pretending that they will soon have to get into the part of a Civil War reenactor. I will then play the students my students sample of the product they will soon have to make. Hopefully the sample will be engaging enough that students will be excited to create something like it themselves.
 * Where, Why, What, Hook, Tailor:** **Visual, Interpersonal, Intrapersonal**

Students will need to know the military campaigns and battles of the war and he each was important in the war as a whole. The first day of the lesson provides students with an opportunity to become familiar with Google Earth. I don't want the students to be struggling with technical issues when they are trying to make their product. When students walk in they will handed a note-card which will say either, adding a placemark, moving the camera angle, creating a tour, or adding a description. When it is time to form groups the students will team up with the others who have the same card as them. The words on the card tell the students the aspect of Google Earth that they are going to be learning so that they can teach it to the other students. The goal is instead of making students have to figure out Google Earth all on their own I will have each group learn a lot about one part of Google Earth, which will be far less daunting. Through the jigsaw method of having students teach each other what they learned, by the end of class the students should be prepared do their performance task. After this I will have the students do a scavenger hunt on Google Earth. The purpose is to not only let the students have a little fun being competitive but it is also a way to check for understanding. If a student is struggling with the scavenger hunt than it obviously means that he has not learned how to use Google Earth well enough and I will need to provide him or her with further instruction or else they will not be able to complete the performance task.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Interpersonal**

The students will complete the WebQuest in stages so that it will seem less daunting. This also provides me with the opportunity to give them feedback on each part before they progress on to the next part. During the conferences on day 2 I will be checking the students research to make sure that it is all accurate, and that it answers all the questions that need to be answered. The students will have also just begun this second and third steps at this point, the conferences also allow me to clear up any technical issues or to help students know where to get started if they are struggling. On day 4 the students will receive more feedback but this time not just from me but from the whole class. I feel it is good to give students the opportunity for peer feedback because other students may have different ideas, or ways of doing things than what I would think of. As students finish up their projects I will roam the room giving feedback in an informal manner. With me coming to the students rather than them coming to me I will be able to reach every student to make sure that everyone in the class is succeeding.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Intrapersonal, Interpersonal, Logical**

At the end of the unit I will ask students to do a reflection blog in they examine the whole unit. I want them to tell me what they liked, what they didn't like, how things can be improved and what they learned. Before we start the next unit I will also have the students look back to the pre-assessment that was done on the first day of class in which they had to answer questions about the Civil War. I want students to see just how much they've learned and also to reflect on how their thinking may have changed and whether they would answer some of the opinion questions differently now.
 * Evaluate, Tailors**: **Intrapersonal, Linguistic**


 * Content Notes**

Operations in Western Virginia [June-December 1861] //**Result(s): Union victory**// Manassas Campaign [July 1861] //The Union's first goal was Richmond, Virginia, the newly designated capital of the Confederacy and only 100 miles from Washington, D.C. To reach Richmond, the army first had to capture Manassas Junction.// Burnside's North Carolina Expedition [February-June 1862]
 * //Considered the first major land action in the Eastern Theater.//**

Peninsula Campaign [March-June 1862] Northern Virginia Campaign [August 1862] Maryland Campaign [September 1862] Gettysburg Campaign [June-July 1863] Bermuda Hundred Campaign [May 1864] Grant's Overland Campaign [May-June 1864] Richmond-Petersburg Campaign [June-December 1864] Appomattox Campaign [March-April 1865]

Operations in Eastern Kentucky [September-December 1861] Confederate Heartland Offensive [June-October 1862] Grant's Operations Against Vicksburg [March-July 1863] Atlanta Campaign [May-September 1864] Franklin-Nashville Campaign [September-December 1864] Savannah Campaign [November-December 1864] Carolinas Campaign [February-March 1865]
 * Western Theater**

Flow Chart Presentation rubric Product rubric
 * Handouts**