L1+Robinson,+Sarah

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

Teacher’s Name:** Sarah Robinson **Date of Lesson:** Lesson 1: Explain
 * Grade Level:** 9 - diploma **Topic:** Civil War

__**Objectives**__
Student will understand that the Civil War was started for many reasons. Student will know about slavery, union states, confederate states, abolitionist, Abraham Lincoln, invention of the Cotton Gin, federal rights, and state rights. Student will be able to do justify the many reasons for the start of the Civil War.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History E1 Historical Knowledge, concepts, themes and patterns Grade 9 - Diploma "Civil War and Reconstruction 1850-1877" 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.
 * Rationale:** Through the course of the lesson the students will learn about the major themes and historical events of the Civil War, and the how it shaped the ideals and institutions of the U.S.

__**Assessment**__
For the formative assessment there will be a rubric to allow the students to see what it is expected from students. Before the unit starts students will be evaluated from their answers from the KWL chart. When students are in their round robin groups they are able to rethink their answer for the start of the Civil War with other group member's ideas as they all share and discuss their answers. This feedback from their peers will help them built on their comic life they will be making on the different reasons for the start of the Civil War. The teacher will also look over the KWL chart and see where the students stand so the teacher can give the students feedback on what they need to learn about or correct misconceptions.
 * Formative (Assessment for Learning)**

** Students will be asked to make a comic life that will present the many reasons for the start of the Civil War. Students will start this project by doing a Round Robin Brainstorming exercise. Students will be given the question of what was the reasons for the start of the Civil War. After thinking my themselves they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After this the same groups will be able to research the question with the links and information provided. After this students will be asked to make an article for a magazine through comic life that shows the the reasons for the start of the Civil War. This comic life ** will be a rubric used to judge the comic life.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Students will be asked to make a comic life that will express their knowledge on the reasons for the start of the Civil War. Students will research information on the reasons for the start of the Civil War, and bring any sort of information they can to their comic life. Students will be asked to make the comic life as creative and personal as possible.

__Art__: Students will be able to pick many pictures to place int their comic life project to provide good visuals. Students will be asked to explain these visuals so that every student will understand the reasoning for the picture and the importance of the picture.

__Groupings__
Students will first be placed into 2 groups by picking numbers out of a hat and the odds will go to one side of the room and the evens to the other. After placed into groups the students will be do the round robin brainstorming exercise which will help the students create and discuss ideas for the reasons for the start of the Civil War. The round robin brainstorming exercise involves students beoing given the question of what was the reasons for the start of the Civil War. After thinking by their selfs they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After the round robin brainstorming exercise students will be placed into pairs to create their comic life, and they will be able to use the information they learned from the round robin brainstorming for their comic life.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Having students verbally present the comic life to the class.
 * Visual:** One of the links for reasons of the start of the Civil War will be a video for the students to watch and learn from.
 * Logical:** One of the links for reasons of the start of the Civil War will be a website that gives statics of the number of deaths for each side or the number of battles one for each side.
 * Naturalist:** Having students dress up in costumes from that era. Or have students close their eyes and imagine the cold weather and fighting without any shoes on.
 * Kinesthetic:** Have students reenact a battle from the Civil War, by splitting the class in half and also showing how many would be dead.
 * Intrapersonal:** Have the students do the spider map to sort and define what students will know by themselves.
 * Interpersonal:** When students meet in groups for the Round Robin Brainstorming they will compare and contrast all their different answers to what were the reasons for the start of the Civil War.
 * Musical:** Have students listen to slave songs, and interpret what is being said through the song.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. If students miss class they will be expected to either email the teacher, or an email buddy to find out what they have missed and how they can make it up. Students can also look at the class wiki to see what they have missed. If the student is able to use internet the students could skype into the class. Students should also come see the teacher before class starts when they return to school to see what they have missed. Students will be asked to make a comic life that will express their knowledge on the reasons for the start of the Civil War. Students will research information on the reasons for the start of the Civil War, and bring any sort of information they can to their comic life. Students will be asked to make the comic life as creative and personal as possible.
 * Modifications/Accommodations**
 * Extensions**

__**Materials, Resources and Technology**__
Students Laptops Teacher Laptop Internet Comic Life Comic Life Tutorial KWL Chart Spider Map Markers/board Blank Paper Handouts Rubric

__Source for Lesson Plan and Research__
[| Rubric] This will be used to help me make a great rubric. [|Comic Life] This is the tutorial that the will show the students how to make a good comic life. [|Civil War Hook] This video will help students understand the many reasons for the Civil War and get them hooked on the unit. [|Time Line] Students will be able to use this website to look for their reason of the Civil War through this time line. [|Slavery] This website will help students research the topic of slavery. [|Economic and Social] This will help students with the reasons of the start of the Civil War, when they have the economic and social differences of the north and south. [|Videos] This will help the visual learners, learn about their reason. [|Abolition Movement] This will help the students that have the growth of the abolition movement as a reason for the start of the Civil War.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: For beach ball learners this unit will provide many choices because students will be able to chose their partner, and how they want to make their comic life. The students will also have a variety of resources when researching their reason for the start of the Civil War. This will allow the beach ball learners to have some spontaneity in this unit. Clipboard: For clipboard learners students will be able to fill out the spider map, which will give them a sense of organization. There will be much structure to the set up of the comic life because students will have to follow a rubric. Also from the rubric the students will understand the clear expectations of the teacher. Microscope: For microscope learners students will be able to analyzing the reasons for the start of the Civil War when they take part in the round robin brainstorming exercise. The students will also be able to discuss their answers for the start of the Civil War in the round robin exercise. They will also be able to focus on the details of the comic life when they make it. Puppy: For puppy learners the students will have a comfortable learning environment when they have time to discuss with their groups their answers for the reasons for the start of the Civil War. This also counts for the supportive grouping because students will be in groups that are researching the same reason. The peers in their groups will be respectful to all the answers that the students gives.
 * //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:** Please refer to my content notes at the end of this section.I used the Maine learning results, //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.// The facet that is used in this lesson is explain. The students will be asked justify the reasons for the start of the Civil War. The students will show that they have justified the reasons for the start of the Civil War through the making of a comic life.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Having students verbally present the comic life to the class.
 * Visual:** One of the links for reasons of the start of the Civil War will be a video for the students to watch and learn from.
 * Logical:** One of the links for reasons of the start of the Civil War will be a website that gives statics of the number of deaths for each side or the number of battles one for each side.
 * Naturalist:** Having students dress up in costumes from that era. Or have students close their eyes and imagine the cold weather and fighting without any shoes on.
 * Kinesthetic:** Have students reenact a battle from the Civil War, by splitting the class in half and also showing how many would be dead.
 * Intrapersonal:** Have the students do the spider map to sort and define what students will know by themselves.
 * Interpersonal:** When students meet in groups for the Round Robin Brainstorming they will compare and contrast all their different answers to what were the reasons for the start of the Civil War.
 * Musical:** Have students listen to slave songs, and interpret what is being said through the song.

In this lesson I used a comic life as technology and students will be asked to make a comic life that will express their knowledge on the reasons for the start of the Civil War. Students will research information on the reasons for the start of the Civil War, and bring any sort of information they can to their comic life. Students will be asked to make the comic life as creative and personal as possible.

__Art__: Students will be able to pick many pictures to place int their comic life project to provide good visuals. Students will be asked to explain these visuals so that every student will understand the reasoning for the picture and the importance of the picture.

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Before the unit starts students will be evaluated from their answers from the KWL chart. When students are in their round robin groups they are able to rethink their answer for the start of the Civil War with other group member's ideas as they all share and discuss their answers. This feedback from their peers will help them built on their comic life they will be making on the different reasons for the start of the Civil War. The teacher will also look over the KWL chart and see where the students stand so the teacher can give the students feedback on what they need to learn about or correct misconceptions. This formative assessment will help students development a good sense of the the subject of the reasons for the start of the Civil War. ** Students will be asked to make a comic life that will present the many reasons for the start of the Civil War. Students will start this project by doing a Round Robin Brainstorming exercise. Students will be given the question of what was the reasons for the start of the Civil War. After thinking my themselves they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After this the same groups will be able to research the question with the links and information provided. After this students will be asked to make an article for a magazine through comic life that shows the the reasons for the start of the Civil War. This comic life ** will be a rubric used to judge the comic life. This summative assessment will help students make sure they have everything they need to complete expectations of the teacher for the project.

__Teaching and Learning Sequence__
The classroom arrangement will be in a perimeter set up, so all the students desk will be around the outside of the classroom. This will bring a warm learning atmosphere to the classroom. Students will be able to easily interact with each other, and every student in the classroom will be able to see whatever is being presented. This perimeter arrangement of the classroom will help students be motivated to learn, and it will help the teacher connect with every students.

On the first day of the unit I will show my students a video that has a cartoon of the Civil War. (5 mins). The students will then be asked to complete a KWL chart which will ask the students their knowledge on the Civil War. (5 mins). The students will then watch a video on how to use Comic Life, and the video tutorial will help students make the Comic Life they need to make for this unit. The students will then spend time with the teacher explore Comic Life. (30 mins). After the students learn about the Comic Life, then students will complete a spider map which will help the students organize their thoughts of the reasons for the start of the Civil War. (10 mins). Students will be given the question of what was the reasons for the start of the Civil War. After thinking my their selves they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. This round robin brainstorming activity will help the students learn about the reasons for the start of the Civil War. (50 mins).

On the second day of the unit students will use the information they have learned through the round robin to built on their assigned reason for the start of the Civil War. Every group will have a certain reason for the start of the Civil War, and will be asked to make a Comic Life. They will have time to rethink their answer to their reasons for the start of the Civil War through working with their group members. After getting the assigned reason students will be asked to research the reason more deeply (40 mins). Students will now have time to make their Comic Life, and they will have time to revise and refine their Comic Life from comparing it to the rubric that their comic life will be judged on. And students will have time to meet with the teacher, to make sure they have all the aspects that the teacher expects. (40 mins).

On the third and final day of the unit students will be be able to finish up their Comic Life's and see that needs to be do to make it perfect. (30 mins). The students will then spend the rest of the class presenting their Comic Life's to the class. (50 mins).

Students will understand that the Civil War was started for many reasons. //Students will understand major eras, major enduring themes, and historic influences in the United States and World including the roots of democratic philosophy, ideals and institutions in the world.// The outcome of the Civil War united the country, we call the United States today**.** Students will after this unit understand that the many reasons for the Civil War were not resolved by the Civil War, and when the Civil War ended many problems still existed. Students will also understand that the reasons for the start of the Civil War had many elements and these elements shaped the outcome of the Civil War and the U.S. Students will be shown an informational video about the Civil War that is a cartoon: []. Students will after seeing the video think by themselves why I presented them this video. The students will then be placed into their round robin brainstorming groups where they will discuss together what this video shows.
 * Where, Why, What, Hook Tailor: Visual, Verbal, and Intrapersonal**

Students will know about slavery, union states, confederate states, abolitionist, Abraham Lincoln, invention of the Cotton Gin, federal rights, and state rights. The pre-assessment will collect information from students using a KWL Chart. A spider map will be used as a graphic organizer for the students self-assessment. This spider map will be used to sort and define what students will know. The cooperative learning will be a Round Robin Brainstorming exercise. Students will be given the question of what was the reasons for the start of the Civil War. After thinking by their selfs they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After this the same groups will be able to research the question with the links and information provided. The student will be able to rethink their answers when they get into groups to discuss their comic life. The students will also have a chance to go see the teacher and have the teacher review their answers and get them on the right track. From looking at the rubric that their comic life will be judged on, the students will be able to understand exactly what is expected of them. This short [|cartoon] video will help students get a summary of the Civil War, and give them great ideas of what kind of project they would like to make. This cartoon will also help the visual learners, because they will be able to see what they are learning. This short video cartoon gives great examples of why the Civil War was started, and gives a great background to many of the reasons for the start of Civil War. At the beginning of the unit the students will watch this short [|comic life] tutorial. This is a great video that explains all the beginning steps to the comic life. The students will be asked to make a comic life and this video will help them get started. After the video is over students will be able to ask the teacher questions and the teacher will show a sample of a comic life, so the students will have an idea of how to make a comic life. The students will be able to use many resources to research their reason for the start of the Civil War, up receiving their reason students can use this[| time line] to research their reason for the start of the Civil War. This time line will also help students get an over all knowledge on what happened leading up to the Civil War. The group that gets [|slavery] as a reasons will be able to use this resource as something to build their Comic Life newspaper on. Although there is a lot to learn about slavery, students through this will web site will be able to learn about the major events of slavery. If the students receive the reason of [|economic and social] differences of the north and south for the reason for the start of the Civil War this web site will help students get information. This gives resource gives a great background to the economic and social differences of the north and south through out this era. For video clips for the visual learners students will be able to look at this [|videos]. which are very informational for the various reasons for the start of the Civil War. Students will be able to do some research on their own and this web site is very educational and will have some great educational videos. For the students that received the reason of the growth of [|abolition movement] as a reason for the start of the Civil War this website is very informational for the students to use. This website provides tons of information on the growth of abolition movement and it gives some great information of the important people involved with the abolition movement.
 * Equip, Explore, Rethink, Tailor: Verbal, interpersonal, Intrapersoal, and Verbal.**

Each group will then be assigned a reason for the start of the Civil War to research more closely. This information will be used to create a Comic Life, and their will be a self-assessment of comic life by a rubric. The students will be asked to do a cooperative learning exercise of Round Robin Brainstorming exercise. Students will be given the question of what was the reasons for the start of the Civil War. After thinking my their selves they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After this the same groups will be able to research the question with the links and information provided.Students will first be placed into 2 groups by picking numbers out of a hat and the odds will go to one side of the room and the evens to the other. After placed into groups the students will be do the round robin brainstorming exercise which will help the students create and discuss ideas for the reasons for the start of the Civil War. The students will be asked to do a cooperative learning exercise of Round Robin Brainstorming exercise. Students will be given the question of what was the reasons for the start of the Civil War. After thinking my their selves they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After the round robin brainstorming exercise students will be placed into groups of 4 to create their comic life, and they will be able to use the information they learned from the round robin brainstorming for their comic life. When students are in their round robin groups they are able to rethink their answer for the start of the Civil War with other group member's ideas as they all share and discuss their answers. The students in their groups will have time to revise their own comic life with the rubric provided, then have their peers from other groups revise their comic life. The students will also get the chance to have the teacher revise the comic life. After all this revising the students will have to make sure that everything is fixed on their comic life, and that they understand all the feedback they have gotten. On the third day of the lesson, students will be able to rehearse how they as a group want to present their comic life to the class. Students will be able to justify the many reasons for the start of the Civil War. Students will be able to justify the many reasons for the start of the Civil War through the Comic Life they will make, which will be a summative assessment.
 * Experience, Explore, Rethink, Revise, Refine, Rehearse, Organize, Tailor: Intrapersonal, Interpersonal, Verbal, Visual.**

Students will be able to self-assess themselves through the rubric that has been created to judge the comic life that they will make. This rubric will judge students on the content, citations, text elements, graphics, layout, and mechanics. Students will be able to show teacher what they have before they hand it in. Students will have a small conference with the teacher before they hand in their comic life, so they will have time to make sure they have all the aspects of what the teacher expects.The next unit will be on the major events of the Civil War, and this helps lead into that. Students will have homework assessments to learn about the vocabulary words of slavery, union states, confederate states, abolitionist, Abraham Lincoln, invention of the Cotton Gin, federal rights, and state rights. This project will help students learn more about these vocabulary words, which in turn will help them succeed in the next unit of the Civil War.
 * Evaluate, Tailor: Interpersonal, Verbal**

This short [|cartoon] video will help students get a summary of the Civil War, and give them great ideas of what kind of project they would like to make. This cartoon will also help the visual learners, because they will be able to see what they are learning. This short video cartoon gives great examples of why the Civil War was started, and gives a great background to many of the reasons for the start of Civil War.
 * Content Notes**

At the beginning of the unit the students will watch this short [|comic life] tutorial. This is a great video that explains all the beginning steps to the comic life. The students will be asked to make a comic life and this video will help them get started. After the video is over students will be able to ask the teacher questions and the teacher will show a sample of a comic life, so the students will have an idea of how to make a comic life.

The students will be able to use many resources to research their reason for the start of the Civil War, up receiving their reason students can use this[| time line] to research their reason for the start of the Civil War. This time line will also help students get an over all knowledge on what happened leading up to the Civil War.

The group that gets [|slavery] as a reasons will be able to use this resource as something to build their Comic Life newspaper on. Although there is a lot to learn about slavery, students through this will web site will be able to learn about the major events of slavery.

If the students receive the reason of [|economic and social] differences of the north and south for the reason for the start of the Civil War this web site will help students get information. This gives resource gives a great background to the economic and social differences of the north and south through out this era.

For video clips for the visual learners students will be able to look at this [|videos]. which are very informational for the various reasons for the start of the Civil War. Students will be able to do some research on their own and this web site is very educational and will have some great educational videos.

For the students that received the reason of the growth of [|abolition movement] as a reason for the start of the Civil War this website is very informational for the students to use. This website provides tons of information on the growth of abolition movement and it gives some great information of the important people involved with the abolition movement.

Rubric KWL Chart Spider Map
 * Handouts**