L1+Quinlan,+Diana

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


 * __ Teacher’s Name __**** : ** Ms. Quinlan **__Lesson 1__:** Empathy
 * __ Grade Level __**** : ** 10 **__Topic__:** American Revolution


 * __ Objectives __**
 * Student will understand that ** ideas which originated during the revolutionary war still impact our lives today.
 * Student will know ** terms and people such as George Washington, independence/freedom, boycott, and patriotism.
 * Student will be able to ** relate to revolutionary values still present today and will be able to orally present their ideas to the entire class with the help of an i-tunes play-list.

// 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 world.. //
 * __ Maine __****__ Learning Results Alignment __**


 * Rationale: **// This lesson relates to the Maine learning results because students will be discussing historical values which originated during the American Revolution and changed how communities and countries throughout the world think and function //


 * __ Assessment __**

Students will work on their own to complete a graphic organizer with songs related to values which originated during the American Revolution. They will then be placed into small groups based on the color of their shirt. While in groups students will share the ideas they put into the graphic organizer with others and will listen to what other students in the group have to say. At the end of the group activity students will hand in their graphic organizer and receive feedback based on how well their song choices fit with revolutionary war values.
 * Formative (Assessment for Learning) **

An i-tunes playlist created by each student will be used as a way to assess knowledge of revolutionary values. You must choose songs written or recorded between the 1950's and now which clearly relate to values of the American Revolution. The playlist will be a final assessment for this lesson and will be graded using a rubric which clearly states the parameters and expectations for this project.
 * Summative (Assessment of Learning) **


 * __ Integration __**
 * Technology: **__ Technology: __ This lesson will use i-tunes as a type II technology. Students will be able to use i-tunes to demonstrate their knowledge of values which originated during the American Revolution.

__ Music: __ Students will use music is a way which allows them to hear revolutionary values and apply them to today's society.
 * Other Content Areas: **

__English__: Students will be using public speaking skills learned in English classes to clearly and effectively explain to the rest of the class how and why the songs they choose for the i-tunes playlist relate to values of the American Revolution.

After the describing wheel is complete, students will demonstrate cooperative learning by gathering in small groups for a three minuet reflection period. Groups will be no large than four but no less than three people based on matching shirt colors. Each student will share the songs choices and have the chance to ask clarifying questions about revolutionary values.
 * __ Groupings __**


 * __ Differentiated Instruction __**


 * Strategies: **

**musical: ** Students will use i-tunes to find music related to revolutionary values.
 * intrapesonal:** students will work buy themselves to find songs related to revolutionary values and fill out graphic organizers with their song choice.
 * Interpersonal:** Students will meet in small groups during three minuet reflection period and discuss revolutionary values as well as their song choices.
 * Verbal:** Students will share their ideas with classmates during the three minuet reflection period.
 * Logic**: Students will find and determine whether or not songs of today match revolutionary values from the 1700's.
 * Visual**: Students will present their graphic organizers for classmates to see while in small groups.

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.

An i-tunes playlist created by each student will be used as a way to assess knowledge of revolutionary values. You must choose songs written or recorded between the 1950's and now which clearly relate to values of the American Revolution. The playlist will be a final assessment for this lesson and will be graded using a rubric which clearly states the parameters and expectations for this project.
 * Extensions **

Graphic Organizer []
 * __ Materials, Resources and Technology __**
 * Computers
 * i-tunes software
 * i-tunes gift card
 * Idea wheel graphic organizer
 * pens/ pencils
 * Overhead projector/smart board
 * Evaluation rubric
 * Textbook
 * Class notes
 * Paper (for brainstorming pre-assessment)
 * __ Source for Lesson Plan and Research __**
 * __ Source for Lesson Plan and Research __**

[] [] [] //The Unfinished Nation 4th edition// by Alan Brinkley
 * Information on the American Revolution**

[] [] [] (also for independence/freedom)
 * Patriot/ Patriotism**

[] []
 * George Washington**

[] [] []
 * Independence/ Freedom**

[] []
 * Boycott**


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

__ Beach ball __ : During this activity students will have the opportunity to be up and moving around during the grouping activity. __Clipboard__: Students will be able to organize their thoughts and information using a graphic organizer which I will hand out.
 * // 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: //**

__Microscope__: Students will have the chance to discuss terms and information which they gained through class lectures, discussions, and individual research with other students in the class during the cooperative learning activity.

__Puppy__: My classroom will be a safe and respectful environment in which students can feel comfortable learning and sharing ideas. Also, groups may spread out in various areas of the room during work time. They will be able to sit where they feel comfortable weather that is on the floor, on the desks, or in chairs.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Student’s prior knowledge of the American Revolution will be assessed using a brainstorming web. They will be asked to write down anything and everything that comes to mind when talking about revolutionary values. This lesson was created using the backwards design model. Any necessary accommodations will be made for students with learning disabilities. Proof is the facet used in this lesson. Students will find modern songs which reflect values from the American Revolution which is why this lesson connects to this Maine Learning Result.

**Musical: ** Students will use i-tunes to find music related to revolutionary values.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Intrapersonal:** students will work buy themselves to find songs related to revolutionary values and fill out graphic organizers with their song choice.
 * interpersonal:** Students will meet in small groups during three minuet reflection period and discuss revolutionary values as well as their song choices.
 * verbal:** Students will share their ideas with classmates during the three minuet reflection period.
 * logic**: Students will find and determine whether or not songs of today match revolutionary values from the 1700's.
 * visual**: Students will present their graphic organizers for classmates to see while in small groups.

This lesson meets this standard because it incorporates the musical, interpersonal, intrapersonal, verbal, logical, and visual intelligences. This lesson also uses an i-tunes play list to assess student's knowledge understanding of values which originated during the American Revolution and are still valued today.


 * // 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 brainstorming chart to pre-assess student's knowledge of the American Revolution, a graphic organizer to show progress of learning, and discussions with me and other students. For a formal assessment students will be graded on the accuracy and explanation of their i-tunes play list revolving around revolutionary values in modern songs.

The classroom will be arranged in clusters so that students can easily work together when it is necessary. This will also make it easy for me to walk around and check on student’s progress and answering several of the same questions at once. The three day agenda will look like this: Day 2 Day 3 Students will understand that ideas which originated during the revolutionary war still impact our lives today. **//They 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//**. Students will understand revolutionary values because such ideas still flow through our homes, schools, and business practices. I will show a clip from //School House Rock// which plays the song [|"No More Kings"] to get the students interested in the lesson ahead. Throughout the lesson students will become familiar with terms and people such as George Washington, independence/freedom, boycott, and patriotism. Students will use a brainstorming chart to pre-assess their knowledge of revolutionary values. Students will then fill in a describing wheel graphic organizer to name songs and explain why said songs relate to values from the revolutionary war. After the describing wheel is complete, students will demonstrate cooperative learning by gathering in small groups for a three minuet reflection period. While in small groups, students will students will share their thoughts and song choices with other classmates. I will play a song [|"No More Kings"] to get the students interested in the lesson ahead. This lesson will use proof to facilitate the learning process. While in small groups, students will students will share their thoughts and song choices with other classmates. While in small groups students will be able to share their knowledge or revolutionary values, hear what other students have to say, and make changes to their own presentations based on peer and teacher feedback. At the end of the lesson students will create an i-tunes playlist using songs written or recorded between the 1950's and now which clearly relate to values of the American Revolution. The playlist will be a final assessment for this lesson and will be graded using a rubric which clearly states the parameters and expectations for this project. 
 * __ Teaching and Learning Sequence __**** : **
 * Students will come in and take the pre-assessment (3 minuets)
 * The class will then discuss their pre-assessment answers (10 minuets)
 * After the discussion students will listen and take notes while I introduce the new topic, and project and give information on Revolutionary War values. (20 minuets).
 * When I introduce the i-tunes project students will be creating I will show them the hook (5 minuets)
 * The rest of the class will be used to do individual research and fill out the graphic organizers. (42 Minuets)
 * Students will do activity to determine groups. (5 minuets)
 * Once in groups students will share their graphic organizers and have the chance to make some corrections. (15 minuets)
 * After the entire group has had a chance to share and discuss the group will meet and discuss with me. (25 minuets)
 * The last part of class will be using i-tunes to create the actual play list. (35 minuets)
 * Students will present their play list. (80 minuets)
 * Where, Why, What, Hook, Tailors: Intrapersonal, Musical, Interpersonal, Logical, and Visual.**
 * Equip, Explore Rethink, Revise, Tailors: Interpersonal, and Verbal, **
 * Rehearse, Revise/Refine, Tailors: Interpersonal **

Students will assess themselves based on based on feedback provided by their peers in the group activity. While they are working I will be walking around helping and providing feedback to the students.


 * Evaluate, Tailors: Interpersonal, Intrapersonal **

__ The American Revolution: __ (see resources above) The American Revolution was a war fought between the colonists, also known as the patriots, and the British. The colonists were upset that King George was placing taxes on all their goods and enforcing unfair laws without their input. Hostilities began to escalate quickly until the colonists decided to take matters into their own hands. This led to events such as the Boston Massacre, and the Boston Tea Party. This was when colonists from Massachusetts decided to boycott the king’s tea by dumping a shipload of it into the harbor. Colonists also decided at this point that they wanted to become a free and independent nation. They had Thomas Jefferson write a declaration of independence and send in to King George. He became angry and launched a full on war which lasted eight years. Eventually, with the help of the French, the British surrendered and the colonies became one free and independent nation.
 * __ Content Notes __**

__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.

__Independence____/ Freedom__ Freedom and independence came to America in several forms. Many saw it in the Declaration of Independence written by Thomas Jefferson. Others saw independence in the Treaty of Paris which ended the Revolutionary War. To the colonist’s independence from England meant that they would be rid of a government which did not respect or include them and would provide the opportunity for a new and better way of life.

__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.

__Patriot/Patriotism__ The patriots were the colonists who supported and fought for independence during the American Revolution. Some famous patriots include Paul Revere, John Adams, George Washington, Thomas Jefferson and Benjamin Franklin. Patriotism means to show support and have pride for ones country.

Rubric for i-tunes presentation Graphic Organizer
 * __ Handouts __**