L6+McAfee,+Kristen

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

Teacher’s Name:** Mrs. Tripp
 * Date of Lesson:**
 * Grade Level:** 7
 * Topic:** Age of Discovery - lesson 6

__**Objectives**__

 * Student will understand that** the Europeans were inspired to explore and settle the Americas due, in part, to the Renaissance. They will also understand that there were only certain European countries exploring and settling the Americas after the late 1400s. Finally, they will understand the impact of exploration and settlement was significant for both Europeans AND Native Americans.
 * Student will know** how to brainstorm, how to search for book and web sources, how to give credit using footnotes
 * Student will be able to** synthesize what they've learned about the Age of Exploration and create a story put to podcast about their assigned explorer.

//Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//


 * Rationale:** Students need to learn how to brainstorm, research and how to write a paper while giving credit to their sources. This is an important skill for later school years and will help students to organize their thoughts when they have to write something important for work or school.

__**Assessment**__
Students will participate in a brainstorming activity to make decisions about the story they are planning to write. They will create their brainstorm webs using Inspriation then they will share their thoughts with their partner. The webs and suggested revisions will be passed in to the teacher.
 * Formative (Assessment for Learning)**

After the first draft of their story has been written the teacher will collect them. The following class period the teacher will attempt to meet with all students to go over their drafts with them to help them solidify their ideas.


 * Summative (Assessment of Learning**
 * Written Story/Script for Podcast (50pts)** – For the final lesson of this unit you will be assigned to research one explorer from the Age of discovery. Your assignment is to to write the story of your European explorer as if you were a historian writing your story for the History Channel's new podcast series: The Age of Discovery. This story should explore your explorer’s point of view, that of the ruler who sent them and that of the Native inhabitants where the explorer landed. This story will require research and credit must be given to your sources. We will spend a significant amount of time discussing how to do footnotes and a work cited page. This written story is only one third of your final assessment for the unit.


 * Podcast (50 pts)** – You must record your Age of Discovery explorer story to a podcast using either Audacity or Garageband. Remember, you have a professional audience from the History Channel listening to and judging your piece. You want to be considered for their podcast series so you must do a good job! You have to speak in your podcast as one or all of your characters. Feel free to get your classmates, friends or family members to help you with the other voices if you wish. In addition to doing voice recordings of your story, you’re encouraged to use music and sound effects to enhance your story. You can use battle sounds, ocean waves, historical music or music that will help emotions come across in your piece. Be creative and entertaining but also historically accurate! This podcast is only one third of your final assignment for the unit.


 * Presentation of Podcast/research (50pts)** – You will be asked to present your podcast story to the creators of the History Channel. During this presentation you will tell the creators of the History Channel about your research and what you enjoyed and or found interesting. Also, tell your audience about your creation. Are there any disclaimers or words that should be defined? Make sure that you speak clearly, are well prepared, use appropriate vocabulary, show understanding of your content, demonstrate enthusiasm and establish good eye contact and enthusiasm during your presentation. Show the creators of the History Channel that your excited and show them why you and your product are the best choice for their new podcast series! This is only one third of your final assignment for the unit.

__**Integration**__

 * Technology:** Students will be using Inspiration to brainstorm and visualize their thoughts. They will also be creating a podcast using Audacity or Garageband where they will be able to convey their story message through voice.
 * Theater:** Students will have to practice voice acting to convey mood in their podcast stories.
 * English:** Students will be brainstorming, drafting and writing a final product story for their podcast. These stories will have to contain correct spelling as well as proper grammar.
 * Music:** Students are able to choose between different musical pieces to fit the mood of their story OR they can create their own pieces using Garageband.

__Groupings__
Students will peer edit their brainstorming webs and give other students suggestions. When possible students with explorers from the same country will be paired together so they can share the knowledge they have about their country from studying their own explorer.

__**Differentiated Instruction**__

 * Strategies**
 * Logic:** Creating the brainstorming webs
 * Interpersonal:** Peer editing the brainstorming webs
 * Intrapersonal:** All of the work they do on their webs, drafts, final product will all be on their own
 * Naturalistic:** Students will be including parts about the places where their explorers went as well as pieces about Native American reactions.
 * Musical:** Students can create musical pieces and/or add music to their podcast pieces.
 * Linguistic:** Writing, speaking and acting skills are required for their Podcast.
 * Kinesthetic:** The scavenger hunt to discover their explorer for their project.
 * Spatial:** Students will create brainstorming webs which will help them visualize where their story will be going.

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

Absent: student who misses the scavenger hunt will be assigned to an explorer. Students will have to check the class blog for any additional information and, if possible conduct some internet research on their explorer. Upon arrival back to school the student must arrange a meeting with Mrs. Tripp within 24 hours. The student must then read the research information provided by the teacher from the scavenger hunt as well as look at the book resources reserved in the library. Students must sill turn in a web, 1st draft, a final copy and a podcast piece for the end of the unit. The timetable for this will have to be discussed with Mrs. Tripp.

Students are welcome to do additional research. Students are welcome to tie in other explorers or nations they know about if it relates to the explorer they've been assigned. If their explorer interacted with other explorers or other nations to request permission to sale it would definitely add to their story if they wanted to include it as an extension of the assignment and to demonstrate, more fully, what they know.

Students will be using Inspiration to create brainstorming webs. This will help them to organize their thoughts. Students will also be using Audacity or Garageband to create their podcasts which will help them to convey with audio sounds, music and voice, the story of their explorer.
 * Extensions**

__**Materials, Resources and Technology**__
Students will need their laptops Pencils/pens Class blog - all previously provided links about countries and explorers will be on the class blog for them to refer to Students will need ear buds once they start working on their podcasts Product Rubrics Presentation Rubrics

__Source for Lesson Plan and Research__
An example of what students should be doing for their podcast. This is a story written and created by Mrs. Tripp about Christopher Columbus. The text complete with footnotes is included as well as the audio podcast. [|Click here to listen to the podcast.]

Students will need to use footnotes to give credit to the author who provided them with the information. The following link provides information on how to cite different types of materials used in research. [|Click here to learn about Chicago Style footnotes and citation.]

Voice acting will be an important tool when students create their podcasts. The following link connects to a site created by a professional voice actor. On this site he gives tips on how to develop a voice for your podcast. [|Click here to learn about voice acting.]

Students will need to use one of two programs to create their podcast. One of those programs is called Garageband. The following link provides an introduction to Garageband which is an Apple-based audio editing program. [|Click here to see an intro video about Garageband.]

Students can also use a program called Audacity to create their podcast. Audacity is a PC-based program where you can record and edit audio files. The following link provides a tutorial for using Audacity. [| Click here to view the tutorial page.]

Garageband provides editing support for their program. If students are using Garageband and need help editing the volume level, clarity or any other audio problem in their podcast they can visit the Apple Support page. [|Click here to learn how to edit using Garageband.]

Audacity also has ways to edit volume level, clarity or other audio problems within podcasts. Students can learn how to use the editing portions of audacity by going to the editing tutorial page. [|Click here to learn how to edit using Audacity.]

Once students have written, recorded and edited their podcasts they can post both their written work complete with footnotes AND their audio file to PodBean. [|Here is the link to Podbean's introductory page.]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //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.//


 * Beach Ball:** Students will be going on a scavenger hunt which will allow for movement and some freedom to move around. Students have a lot of freedom to make their podcasts the way they want them to be.
 * Clipboard:** Students will follow a step-by-step process in creating the drafts and final copies of their podcasts. Students will also be given step by step directions during the scavenger hunt so they are able to find their information about their explorers.
 * Puppy:** Students will have one on one sharing time with both a partner and the teacher. In each sharing session students will be encouraged to give constructive criticism as well as positive comments about the other person's pieces.
 * Microscope:** Students will have to analyze their explorers and translate the information they learn into an audio podcast. This will require them to gain a full understanding and synthesis of their explorer. Students also have free reign in creativity of their podcast and they are in charge of the final product. This allows students to have true ownership of their products.

Rationale:
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

Student will understand that the Europeans were inspired to explore and settle the Americas due, in part, to the Renaissance. They will also understand that there were only certain European countries exploring and settling the Americas after the late 1400s. Finally, they will understand the impact of exploration and settlement was significant for both Europeans AND Native Americans. Student will know how to brainstorm, how to search for book and web sources, how to give credit using footnotes Student will be able to synthesize what they've learned about the Age of Exploration and create a story put to podcast about their assigned explorer. //Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Technology:** Students will be using Inspiration to brainstorm and visualize their thoughts. They will also be creating a podcast using Audacity or Garageband where they will be able to convey their story message through voice.
 * Logic:** Creating the brainstorming webs
 * Interpersonal:** Peer editing the brainstorming webs
 * Intrapersonal:** All of the work they do on their webs, drafts, final product will all be on their own
 * Naturalistic:** Students will be including parts about the places where their explorers went as well as pieces about Native American reactions.
 * Musical:** Students can create musical pieces and/or add music to their podcast pieces.
 * Linguistic:** Writing, speaking and acting skills are required for their Podcast.
 * Kinesthetic:** The scavenger hunt to discover their explorer for their project.
 * Spatial:** Students will create brainstorming webs which will help them visualize where their story will be going.

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

Students will participate in a brainstorming activity to make decisions about the story they are planning to write. They will create their brainstorm webs using Inspriation then they will share their thoughts with their partner. The webs and suggested revisions will be passed in to the teacher.
 * Formative (Assessment for Learning)**

After the first draft of their story has been written the teacher will collect them. The following class period the teacher will attempt to meet with all students to go over their drafts with them to help them solidify their ideas.


 * Summative (Assessment of Learning**
 * Written Story/Script for Podcast (50pts)** – For the final lesson of this unit you will be assigned to research one explorer from the Age of discovery. Your assignment is to to write the story of your European explorer as if you were a historian writing your story for the History Channel's new podcast series: The Age of Discovery. This story should explore your explorer’s point of view, that of the ruler who sent them and that of the Native inhabitants where the explorer landed. This story will require research and credit must be given to your sources. We will spend a significant amount of time discussing how to do footnotes and a work cited page. This written story is only one third of your final assessment for the unit.

__Teaching and Learning Sequence__
Student desks will be paired and lined up in rows. This will allow for students to share with their partner during the editing process and allow for individual work at the appropriate times as well.

Agenda Day 1 Assignment: Start looking for web sources about your explorer! Feel free to use any links you have been provided thus far and find some of your own as well. Create a list of web resources to hand in for the next class period.
 * Students go on a scavenger hunt! (60 minutes)
 * Teacher introduces the final lesson and assignment and provides students with the time to organize their clues and think about their explorer. The product rubric is also provided to the students at this time. (20 minutes)

Day 2 Assignment: Continue looking for sources both online and at the library - start thinking about an outline
 * Students go to the library to search for resources and begin jotting down information and ideas for their stories (80 minutes)
 * Teacher will be reviewing the internet sources during this time to check for validity/appropriateness

Day 3 Assignment: Blog about your thoughts on the brainstorming and partner sharing. Was this helpful to you? What did you learn from your partner? What will you add to it or take away from it now that you've shared some of your ideas?
 * Students brainstorm about their story using Inspiration (60 minutes)
 * Students share their brainstorming sessions with partners (20 minutes)

Day 4 During this time if any students will meet with the teacher about their brainstorming and/or drafts (5-10 minutes each) Assignment: Work on your first draft - due next class.
 * Teacher gives introduction to citation and provides them with the weblink for citation and footnotes and describes how their story script should look in the end. (20 minutes)
 * Students view and listen to the example podcast. (10 minutes)
 * Students work on their first drafts (50 minutes)

Day 5 Throughout this time the teacher will meet with students about their first drafts (5-10 minutes each)
 * Students are introduced to podcasts and how to make them using garageband and audacity and are provided with the links for the tutorials. (20 minutes)
 * Students are given time to use Garageband/Audacity, search for sound effects, music and information (60 minutes)

Day 6 Teacher continues to meet with students about their first drafts (5-10 minutes each, all meetings will be done this day) Students make revisions/write their final draft once they've met with the teacher about their drafts and find sound effects/music and info for their podcasts (80 minutes) Assignment: Students must record on their own time away from distractions of other people as the microphones may pick up background noise

Day 7 Assignment: Students must record on their own time away from distractions of other people as the microphones may pick up background noise
 * Students are given time to write their final drafts (60 minutes)
 * Students learn about voice acting - adding mood to their podcast pieces through lecture and then through the professional page link (20 minutes)

Day 8 Assignment: Students must record on their own time away from distractions of other people as the microphones may pick up background noise. Podcast must be completed by next class period.
 * Teacher talks about product presentation rubric (15 minutes)
 * Students share any technical problems they've been having with their podcast - answers come from other students or teacher (15 minutes)
 * Students are given time to edit their podcasts (50 minutes)

Day 9 Assignment: Students must work on readying their product for presentation the next three class periods will be just for presentations
 * Teacher explains how to create a podbean account and how to post text and audio files to podbean (15 minutes)
 * Students are introduced to the presentation rubric (15 minutes)
 * Students are given time to work on posting their podcasts, text and to organize their presentation material (50 minutes)

Day 10 Students will assess each others' product and presentation using the rubrics and pass them in to the teacher at the end of class. Assignment: Students who have not presented will work on readying their product for presentation the next two class periods will be for presentations.
 * Presentations (80 minutes/ 5-10 minutes each)

Day 11 Teacher will collect rubric assessments of presentations at the end of class. Assignment: Students who have not presented will work on readying their product for presentation. The next class period will be for remaining presentations.
 * Presentations (80 minutes/5-10 minutes each)

Day 12 Presentations (60 minutes/ 5-10 minutes each) Teacher will pass back all teacher and all appropriate student comments about products and presentations and discuss the outcomes with the class (20 minutes)

Students will understand that the Europeans were inspired to explore and settle the Americas due, in part, to the Renaissance. They will also understand that there were only certain European countries exploring and settling the Americas after the late 1400s. Finally, they will understand the impact of exploration and settlement was significant for both Europeans AND Native Americans. Student will know how to brainstorm, how to search for book and web sources, how to give credit using footnotes Student will be able to synthesize what they've learned about the Age of Exploration and create a story put to podcast about their assigned explorer. //Maine Learning Results. E. History, E1: Historical Knowledge, concepts, themes & patterns, Grades 6-8: Americas to 1600: European exploration and settlement. Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.// Students will go on a scavenger hunt with both indoor and outdoor destinations to find clues and learn about their explorer. They will have sheets of paper and have to collect each clue by following the directions. **Where Why What Hook** **Tailors:** Intrapersonal, kinesthetic, spatial, naturalistic

Students will be given ample time to research. They will also be provided with many informative lectures and weblinks about the podcast softwear, citation styles, voice acting, and using the rubrics. Students will also have a brainstorming session where they will organize their thoughts using Inspiration. **Equip Explore Tailors**: Intrapersonal, spatial, verbal, logical

Students will be given a lot of research time to learn about their explorers using both book and web resources. They will go to the library during one class period to look at resources. They will be asked to brainstorm using Inspiration. The will peer edit with a partner after they've completed their brainstorm. Each partner must give positive feedback and helpful constructive criticism. Students will blog about their feedbacking experience. Students will then begin writing their first draft. While students are working on their first drafts they will meet with the teacher to go over their ideas and their writing process. Students will then have to write a final draft and record it using either Garageband or Audacity. Recording will require them to understand the mood and environment of their characters so they can convey the situation correctly to their audience. Students will then have edit their recordings and enhance them with sound effects and/or music files. Students will then present their product to the class while being reviewed by their peers and the teacher. The teacher will provide feedback about all presentations at the end. **Experience, Rethink, Revise, Refine, Tailors:** Interpersonal, intrapersonal, musical, naturalistic, logical, spatial, verbal

Students will self assess by reading and following the rubric guidelines. They will discuss their brainstorms with each other. Students will have a meeting with the teacher to discuss writing their first drafts. Students are expected to write a final draft full with foot notes, create a podcast and post them both to podbean. Then the student must present the podcast to the class by following the rubric guidelines and the syllabus guidelines. All of this will be part of their final product for the lesson and unit. **Evaluate, Tailors**: Spatial, interpersonal, verbal, intrapersonal


 * Content Notes**

An example of what students should be doing for their podcast. This is a story written and created by Mrs. Tripp about Christopher Columbus. The text complete with footnotes is included as well as the audio podcast. [|Click here to listen to the podcast.]

Students will need to use footnotes to give credit to the author who provided them with the information. The following link provides information on how to cite different types of materials used in research. [|Click here to learn about Chicago Style footnotes and citation.]

Voice acting will be an important tool when students create their podcasts. The following link connects to a site created by a professional voice actor. On this site he gives tips on how to develop a voice for your podcast. [|Click here to learn about voice acting.]

Students will need to use one of two programs to create their podcast. One of those programs is called Garageband. The following link provides an introduction to Garageband which is an Apple-based audio editing program. [|Click here to see an intro video about Garageband.]

Students can also use a program called Audacity to create their podcast. Audacity is a PC-based program where you can record and edit audio files. The following link provides a tutorial for using Audacity. [| Click here to view the tutorial page.]

Garageband provides editing support for their program. If students are using Garageband and need help editing the volume level, clarity or any other audio problem in their podcast they can visit the Apple Support page. [|Click here to learn how to edit using Garageband.]

Audacity also has ways to edit volume level, clarity or other audio problems within podcasts. Students can learn how to use the editing portions of audacity by going to the editing tutorial page. [|Click here to learn how to edit using Audacity.]

Once students have written, recorded and edited their podcasts they can post both their written work complete with footnotes AND their audio file to PodBean. [|Here is the link to Podbean's introductory page.]

Presentation rubric Product rubric
 * Handouts**