L6+Lawson,+Michael

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

Teacher’s Name:** **Mr Lawson Lesson #6**: Self Knowledge
 * Grade Level:** 8th **Topic:** 1920s/1930s Government

__**Objectives**__

 * Student will understand that** presidents play a crucial role in America through policy and when dealing with foreign policy.
 * Student will know** how presidents are elected, which presidents served as the most influential in terms of foreign policy. Students must also know which presidents not only helped our country, but which presidents created a worse environment for our country. Students will know what role presidents play during times of war and during legislation.
 * Student will be able to** understand how president affect ours and other nations. Students will be able to create an IMovie with two other classmates that accurately depicts a president during our history and shed either a negative or positive light on them. The students have many choices on how to approach their selected president and will only need to cover three major events, speeches, etc. that their president was involved in.

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies E. E1 Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma 1920's 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:** This lesson relates to the Maine Learning Results because it focuses on major eras of United States History and major themes. This lesson touches on both the 1920s and the 1930s which are both considered major eras in history.

__**Assessment**__

 * Formative (Assessment for Learning)**

A great way to check for learning are graphic organizers. Students will fill out a [|flow chart] for each president that we cover to make sure that they record their ideas and the details that come with each president. This will allow for students to have a clear idea of what distinguished each president from the last. The flow chart will also be referred back to during other assessments in class or during homework. Students will be involved in class discussion each day that will allow me to check for learning. Each day students should be able to explain more and more detailed information about presidents and how they impact the way we live. I will help them out with this by playing games during class like jeopardy. Students will also be asked to write a short summary of who they think the worst president is. Students must look up who they think the worst president our nation has ever seen and then write a short essay that tells me why they think he deserves the dubious title of "worst president ever".


 * Summative (Assessment of Learning)**

Students will create an IMovie for their Summative Assessment. Students will be broken up into groups of three. These students then must choose from all of the presidents that our nation has had, including our current president. After choosing a president to focus on students will draw up a story board that will be the outline for their movie. Once I have reviewed the story board and met with the group I will allow them to start working on their movies. Students will need to figure out how they will depict the president. They can either choose a president who did a terrible job in office and try to shed a little light on why he did so bad, or maybe they can make him look good. It really is up to the students to go wherever they want with this movie. As long as student point out three major events that this president was responsible for, bad or good, is up to them. Students will have a week to complete the assignment and will be graded on one rubric that will cover the IMovie. Students will also fill out a group evaluation sheet that will have each student judge how they felt they did and how their partners did during the duration of the movie.

__**Integration**__
Technology: Students will be creating an IMovie that will require them to actually do a decent amount of editing which will need them to be comfortable with the IMovie technology.

Mathematics: Students must look at elections and percentages to see just how close some races were. They will also correlate how well s president did to how much they won by, and if America did a good job picking a president.

Language: Students must learn the lingo of rhetoric. Every president uses rhetoric in speeches and public appearances. We will look over speeches made by presidents and try to recognize the use of it.

__Groupings__
Groups are very important in my classroom. I believe a strong class uses groups on more than just work, but also conversation. Students who bounce ideas off kids their own age comprehend not only their ideas better, but see different views which expand thought and create better learning. Students will also be in groups when they fill out their Flow Chart in class. I will use grouping during everyday seating. I will also use groups during assessment. Students will have at least one other student with them during most assessments. However, there is still plenty of time for students who work better as individuals. Students will be broken into groups of three for their Summitive Assessment. Students will be paired up by two people they are sitting by. Students will also be broken up into groups of five for a debate that will be held during the third class. Students will need to work together to create a solid argument that will stand its ground against the other team. Students will also run a Mach Government that will either choose to impeach the current president or keep him in the white house.

__**Differentiated Instruction**__

 * Strategies**

**Verbal**: Students will engage in discussion every class, multiple times.
 * Visual**: Students will be shown videos of government now and in the 1920's.
 * Bodily**: Students will produce a mach congress meeting and will be moving around the room most of the day. Students will also have to make a movie for assessment which will allow them to role play as a president and move around.
 * Musical**: There will be low background music playing throughout the class.
 * Intra**: Groups will be utilized throughout the class and will be encouraged to bounce ideas off one another constantly. Students will also be working in groups for their IMovie presentations.
 * Inter**: Homework will be assigned and small reflection periods will be used during class.


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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.

Students will be asked to create a short IMovie that covers their favorite president. The movie will need to cover at least three major things that this president did. This list will include such things as wars they may have been responsible for. Speeches that may have been particularly famous or influential. There will be a checklist handed out along with the rubric that will allow students to get a good sense of exactly what I expect from them during the IMovie. Students will be paired up in groups of three for this so it will be much easier to create the product and it will allow of students
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * Flow Chart
 * pens/ pencils
 * Paper
 * Overhead projector/smart board
 * Textbook
 * Class notes
 * Rubrics/Checklist

__Source for Lesson Plan and Research__
Who were our Presidents? [] [| http://www.whitehouse.gov/about/presidents]

What do our President do? [] []

Where do they live? [| http://www.whitehouse.gov/] []

Where were they born? []

How are they remembered? []

Impeachment Process. []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson will allow students to grow and develop in diverse ways. Through this lesson students will work independently and in groups. Students will need to use their laptops to create a series of blog entries that create a perspective of a person from the 20s and 30s in a type II way. Students will have opportunities to work alone or in groups. Students will also need to use many of their eight intelligences throughout the lesson. Beach Ball: For beach ball learners this unit will provide many choices because students will be able to chose their group, and what they want their Blogs to cover. The students will also have a variety of resources when researching the new time period and exactly what they want to include in their blogs. This will allow the beach ball learners to have some spontaneity in this lesson. Clipboard: For clipboard learners students will be able to fill out their T-Charts and KWL charts, which will give them a sense of organization and a better idea of what was going on during the depression and dust bowl. Microscope: For microscope learners students will be able to analyzing the reasons for the start of the great depression and what its effects were when they take part in class discussion.
 * //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:** This standard will be satisfied by checking formative assessments and the flow of class activities to see who is engaged and showing progress. Group work and class discussion will allow for clarifying material, answer questions, and maintain progression in student learning. Class lecture and suitable websites will provide enough content information for students to complete assignments and projects. Laptops will be available throughout the class so students can research as needed during project planning and building. Learning results will be satisfied since students will have to form and demonstrate what they've learned and produce a Blog that tells a week in the life of a person during the 30s and 20s. Students will be using Type II technology as they see fit injecting their own MI into the process as a natural course. Subject matter will be uncovered using the internet and search engines. The Blog project will reiterate why these decades were so significant and why they are important in American culture. Students will learn the significance of a major historical era during the project.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Presidents of our country are considered the most influential people in the world. This is why it is so important for my students to understand not only the current situation the president is in and how the feel about it, but also how each of the previous presidents took action in either a positive or negative light. The position of President comes with a lot of responsibility and it is very unclear to most people what all of those responsibilities are. This is why I have chose a very nice slide show that will allow students to go review every aspect that the president is involved in. []. This slide show covers everything I ever wanted to know about the president. What they do, where they live, what they are responsible for. Students will also need to know how to debate if a president is good or not. I will go over in previous classes how to debate, however, I will make sure to brush up on their debating skills by giving them a very quick quiz on debating strategies to make sure that they don't need any more information on how to run a relaxed debate.

Impeachment Process: [] The Impeachment process is used very rarely but is a huge process that is very important to our history.

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

**Verbal**: Students will engage in discussion every class, multiple times.


 * Visual**: Students will be shown videos of government now and in the 1920's.


 * Bodily**: Students will produce a mach congress meeting and will be moving around the room most of the day. Students will also have to make a movie for assessment which will allow them to role play as a president and move around.


 * Musical**: There will be low background music playing throughout the class.


 * Intra**: Groups will be utilized throughout the class and will be encouraged to bounce ideas off one another constantly. Students will also be working in groups for their IMovie presentations.


 * Inter**: Homework will be assigned and small reflection periods will be used during class.

Students will be asked to create a project that emulates what a chosen president did during their term/s. The students will be grouped into threes and create a story board that will layout their plan for creating the IMovie. Students will then meet with me and go over the storyboard and make sure that it is adequate and makes sense. Students

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


 * Formative (Assessment for Learning)**

A great way to check for learning are graphic organizers. Students will fill out a [|flow chart] for each president that we cover to make sure that they record their ideas and the details that come with each president. This will allow for students to have a clear idea of what distinguished each president from the last. The flow chart will also be referred back to during other assessments in class or during homework. Students will be involved in class discussion each day that will allow me to check for learning. Each day students should be able to explain more and more detailed information about presidents and how they impact the way we live. I will help them out with this by playing games during class like jeopardy. Students will also be asked to write a short summary of who they think the worst president is. Students must look up who they think the worst president our nation has ever seen and then write a short essay that tells me why they think he deserves the dubious title of "worst president ever".


 * Summative (Assessment of Learning)**

Students will create an IMovie for their Summative Assessment. Students will be broken up into groups of three. These students then must choose from all of the presidents that our nation has had, including our current president. After choosing a president to focus on students will draw up a story board that will be the outline for their movie. Once I have reviewed the story board and met with the group I will allow them to start working on their movies. Students will need to figure out how they will depict the president. They can either choose a president who did a terrible job in office and try to shed a little light on why he did so bad, or maybe they can make him look good. It really is up to the students to go wherever they want with this movie. As long as student point out three major events that this president was responsible for, bad or good, is up to them. Students will have a week to complete the assignment and will be graded on one rubric that will cover the IMovie. Students will also fill out a group evaluation sheet that will have each student judge how they felt they did and how their partners did during the duration of the movie.

__Teaching and Learning Sequence__
My classroom arrangement will be a perimeter set up. This way all the students desk will be around the outside of the classroom. This will make it easy to make eye contact with one another and hear each other much better. 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 will allow me to not only watch over all students and take notes on interaction and individual actions, but make a very comfortable environment for everyone.

Day One:

Students will be introduced to the roles that presidents play in terms of how we live, war, and policy (20 Mins) Students will talk amongst themselves and discuss what they think about our current president and what the presidents role is in our society (10 Mins) I will go over the Major Presidents of our nations history and what they have done. (20 Mins) Students will get into groups and fill out Flow chart about the presidents that they think are the most important (10 Mins) Students will be introduced to how a president gets impeached and I will let them know they will be doing that process the next day (15 Mins) Students will have quiet time at the end of the day to reflect or ask me any questions (5 Mins)

Day Two: I will start the class off with a lecture that explains the role of our president and other basic information they will need to know (10 Mins) Students will be broken up into the three branches of our government (10 Mins) I will give them names of current government officials which will make for a more genuine experience (5 Mins) Students will be given a checklist for what needs to be done in order to actually impeach a president and what happens when they are impeached (5 Mins) The Mach Impeachment begins (30 Mins) After the Impeachment trial is held we will take a little bit of time to reflect and share what they thought of the trial. I will then split them up into group for the next days debate and give them a list of resources they can use at home to research and in class the next day during the debate. (20 Mins)

Day Three:

Students will have time a the beginning of class to get ready for debate (10 Mins) Students will engage in debate over presidents (50 Mins) Students will have the rest of class to work on IMovie (20 Mins)

Day Four:

Students will present their IMovie Presentations. (80 Mins)

Students will understand that presidents play a crucial role in America through policy and when dealing with foreign policy. Students will eventually need to vote. Understanding our nations political system is very complicated and it is important that they gain a good basic knowledge for the future. Students will understand a major theme of America. Students will also grasp the importance of Democracy. Students will be hooked by me reading interesting stories about our nations presidents. I will also provide a picture for each president that I tell a story about.
 * Where, Why, What, Hook. Tailors: Linguistic, Visual.**

Students will need to know what responsibilities the president has. Students will need to know what are some important situations that the president will be involved in. Students must gain knowledge on how we select a president which will include the campaign process and the electoral college. Students will look back on close elections like the Gore/Bush election of 2000. Students will be equipped with the knowledge needed for assessment through many websites that give students a great idea on everything the president is involved in. Students will need to know the chain of command that is set in place if the president is assassinated or is unable to preform the duty of being president. Students will be equipped with the knowledge through many activities that cater to the eight different intelligences to ensure that all my learners are being engaged and absorbing the information provided. Students will work in groups and individually when working on worksheets or papers. Students will also be able to use their books for some assignments. I will always be available for help if students get stuck on assessment or need help to move forward during a discussion. Students will fill out graphic organizers to help them sort out the information they receive. After every organizer that students fill out they will share one thing from the organizer that they learned. This will allow me to see what students are interested in and to make sure that they are writing down the information. During classes where graphic organizers are used students will usually be in small groups. This will allow students to compare and contrast ideas that they gain from the lessons.

Presidents of our country are considered the most influential people in the world. This is why it is so important for my students to understand not only the current situation the president is in and how the feel about it, but also how each of the previous presidents took action in either a positive or negative light. The position of President comes with a lot of responsibility and it is very unclear to most people what all of those responsibilities are. This is why I have chose a very nice slide show that will allow students to go review every aspect that the president is involved in. []. This slide show covers everything I ever wanted to know about the president. What they do, where they live, what they are responsible for. Students will also need to know how to debate if a president is good or not. I will go over in previous classes how to debate, however, I will make sure to brush up on their debating skills by giving them a very quick quiz on debating strategies to make sure that they don't need any more information on how to run a relaxed debate.

Impeachment Process: [] The Impeachment process is used very rarely but is a huge process that is very important to our history.
 * Equip, Explore, Rethink. Tailors: Logical, Intrapersonal, Interpersonal.**

In order to promote higher order thinking I will usually ask questions that make students really think about the subject and apply it to today and things they have previously connected to. I will also ask questions that will have the students think about the information and then create an opinion. I love hearing what a students opinion is about a subject. I will make sure to always be receptive when listening to opinions no matter how off topic or maybe strewed it may be. I will also ask guiding questions that will help them form a more constructive opinion on the subject. Students must think about this material differently. I will have students thinking differently in order to avoid normal learning. Creating a higher learning environment for students to work and learning will break any traditional ways of thinking that may have been in place before my class. Students will be in small groups for the most part. Students will normally be in groups of two for formative assessment. I like students to be able to share with one another and create a better, more solid product. Students will be asked to participate in all class discussions that will be held any time there is new information introduced. Through discussion and formative assessment students will show me that they are learning. When students become comfortable enough to always participate in class discussion then I will know that they are well on their way to mastering the material. Students will be able to look back at work they have done in class and for assessment when I pass it back the next class period. All work regardless of if it becomes graded or not will have feedback on it. If a student chooses to redo their work then they will ask me if it is acceptable to redo it, which ninety-nine times out of one hundred it will be fine, they will take it home and I will give them until the end of the next class to redo it. Students will staple the previous assignment to the new one and turn it into me. I will re read the product and again provide feedback for the student.
 * Explore, Experience, Rethink, Revise, Refince. Tailors: Interpersonal, Linguistic, Logical, Intrapersonal.**

Students will fill out graphic organizers during the beginning and middle of the lesson. This will allow them to see how detailed their knowledge of the content is. Students will also work in groups during class discussion to create arguments towards specific topics I will bring up. I will make sure to use class discussion as more than just a simple discussion. It will also constitute a debate or even a simple game like jeopardy. All work done by students, even make up work or second drafts will get timely feedback the night it is turned into me. This will allow for students to receive feedback as quick as possible. This quick feedback will allow students to see where they are in terms of how much they should know. This topic, presidents during the 1920s/30s and today is prevalent because presidents will be here for the rest of my and my students lives. The President of America is usually considered the most powerful man on earth. It is fairly important to know about who is running your country and who has done it before them. Understanding the executive branch is something that some adults will never master, however I will strive to get my students to understand why the president is so important and to really help them shape their own political opinions.
 * Evaluate. Tailors: Interpersonal.**

Presidents of our country are considered the most influential people in the world. This is why it is so important for my students to understand not only the current situation the president is in and how the feel about it, but also how each of the previous presidents took action in either a positive or negative light. The position of President comes with a lot of responsibility and it is very unclear to most people what all of those responsibilities are. This is why I have chose a very nice slide show that will allow students to go review every aspect that the president is involved in. []. This slide show covers everything I ever wanted to know about the president. What they do, where they live, what they are responsible for. Students will also need to know how to debate if a president is good or not. I will go over in previous classes how to debate, however, I will make sure to brush up on their debating skills by giving them a very quick quiz on debating strategies to make sure that they don't need any more information on how to run a relaxed debate.
 * Content Notes**

Impeachment Process: [] The Impeachment process is used very rarely but is a huge process that is very important to our history.

Flow Chart, Rubric
 * Handouts**