L5+Quinlan,+Diana

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

Teacher’s Name:** Ms. Quinlan **Date of Lesson:** analyze
 * Grade Level:** **Topic:** 10

__Objectives__

 * Student will understand that** key people effected the development of the United States and the results of these peoples actions still effect the way we live today.
 * Student will know** men and actions such as Benjamin Franklin, Thomas Pain, Samuel Adams, and the Boston Tea Party.
 * Student will be able** analyze the actions of key revolutionary leaders by creating their own individual wiki spaces. The entire lesson will take two to three days.

__**Maine Learning Results Alignment**__
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 the world.
 * Rationale:** This lesson relates to the Maine Learning Results because the class will be discussing key revolutionary leaders and their actions that changed America and the world.

__**Assessment**__
As the lesson continues students will be required to fill out three different step by step charts. One side will show the names of revolutionary leaders while the other shows details about their actions which helped to shape America. For a cooperative learning exercise students will participate in a circle the stage. I the teacher will ask questions to begin then students will take the stage to share their knowledge on the topic. During this activity students will be able to share their knowledge with the class and hear what other students have to contribute as well as add to their own step by step charts. Towards the middle of the unit students will be required to express their knowledge of revolutionary leaders through a series of short paragraph essays.
 * Formative (Assessment for Learning)**

At the end of the lesson students will analyze the actions of key revolutionary leaders by creating their own individual wiki spaces. Each wikispace should be esthetically pleasing and should be full of accurat information which will help the audience to gain a better understanding of how revolutionary leaders changed the corse of America. The presentation will be graded using a ruric which clearly states all the required aspects of the project.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: This lesson will use Wikispaces as a type two technology. Students will be creating a wikispace with my help if necessary to demostrate their knowledge of revolutionary leaders and the actions they took to allow us to live the way we do today.

English: Students will be putting their spelling and grammer skills to work while they are creating their wikispaces. They will also be using public speaking skills during the circle stage coopertive learining activity.

__Groupings__
In order to participace in the coopertive learning activity students will be placed into small groups. I the teacher will hand out small slips of paper containing the name of one member of a famous trio. The students will have to go around the room and find the other two members of their group before they can begin the circle stage activity.

__**Differentiated Instruction**__

 * Strategies**


 * Verbal:** Students will be sharing information with their classmates during the coopertive learning activity.
 * Kinesthetic:** During the coopertive learing activity students will be moving about the stage.
 * Logical:** Students will be critiquing the actions of key revolutionary leaders and analyzing how those actions effected America's outcome.
 * natural:** While on stage students will have the oppertunity to use props and costumes to help get their point across.
 * Intrapersonal:** Students will be gathering all their own information and putting together thier own individual wikispaces.
 * Visual:** Students will be creating visual interesting wikispaces to share with the class.

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.

Each student will create their own individual wikispace to show their understanding of ways in which the actions of revolutionary leaders helped to shape the way America is today. Each wikispace should be esthetically pleasing and should be full of accurat information which will help the audience to gain a better understanding of how revolutionary leaders changed the corse of America. This project will be used as a final assessment for the lesson and will be graded using a rubric which clearly states all the required aspects of this project.
 * Extensions**

__**Materials, Resources and Technology**__

 * Computers
 * Internet
 * Pre-assessment fill in the blank questions
 * Step by step charts
 * Pens/pencils
 * Overhead projector/smartboard
 * Rubric
 * Textbooks
 * Class notes
 * Paper for additional note taking

__Source for Lesson Plan and Research__
[]
 * Graphic Organizer**

[] [] [] []
 * Ben Franklin

Samuel Adams [] [] []

Thomas Paine [] [] []

Boston Tea Party** [] [] []

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

Rationale:** __Beach ball__: Druing this lesson students will have the opportunity to be up and moving around during their grouping activity.
 * //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.//

__Clipboard__: Students will be able to organize their thoughts and information using a graphic organizer.

__Puppy__: This class will be a safe enviornment for students to share their ideas because I will impliment a policy of respect. Also groups may spread out in various areas of the room and have the option to sit in chairs, on desks or on the floor. I am giving them the opportunity to be comfortable while learning.

Rationale:** The student's prior knowledge of revolutionary leaders and their actions will be assessed using a fill in the blank questionnaire. After the questionnaire is complete I will lead a class discusion about the answers. This lesson was created using the backwards design model. Any necessary accommodations will be made for students with learning disabilities. Analysis is the facet used in this lesson. Students will be using wikispaces to analyze and critique how the actions of key revolutionary leaders helped to shape America into what it is today.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

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


 * Verbal:** Students will be sharing information with their classmates during the coopertive learning activity.
 * Kinesthetic:** During the coopertive learing activity students will be moving about the stage.
 * Logical:** Students will be critiquing the actions of key revolutionary leaders and analyzing how those actions effected America's outcome.
 * Natural:** While on stage students will have the oppertunity to use props and costumes to help get their point across.
 * Intrapersonal:** Students will be gathering all their own information and putting together thier own individual wikispaces.
 * Visual:** Students will be creating visual interesting wikispaces to share with the class.

This lesson meets the standard because it uses the verbal, kinesthetic, logical, natural, intrapersonal, and visual intelligences. It also involves using wikispaces to alalyze ways in which the actions of revolutionary leaders helped to shape America into what it is today.

Rationale:** This lesson uses several informal assessments including a fill in the blank questionnaire to pre-assess stuent's knowledge of the American Revolution, a step by step chart to show progress of learning, and a short essay used as a formative assessment. For a formal assessment students will be graded on how well they are able to critique and analyze ways in which the actions of revolutionary leaders helped shape America using a wikispace that they have created.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Day 1 Day 2 Day 3
 * Pre-assessment (10 minuets)
 * Discussion of asnwers (20 minuets)
 * Hook and explaination of hook (6 minuets)
 * Research/graphic organizer (20 minuets)
 * Grouping activity (5 minuets)
 * Coopertive learning activity (15 minuets)
 * Assign essay as homework (4 minuets)
 * Discuss essay (20 minuets)
 * More research (20 minuets)
 * Work on wikispace (40 minuets)
 * Present wikispaces (80 minuets)

__Benjamin Franklin__ Ben Franklin was one of Americans greatest scientific minds. He was also one of the biggest advocates for independence in the 1700’s. Even though Franklin did not participate in the actual fighting of the revolution, he still played a huge role in gaining independence. He participated in the continental congress, supported John Adam’s idea of a declaration of independence, and he also participated in the editing of the declaration of independence.
 * Content Notes**

__Thomas Paine__ Thomas Paine was an abolitionist who believed that the British were not treating the American colonists fairly. He wrote a pamphlet called //Common Sense// which explained all the way that the king was being unfair and that the colonists would be better off independent from him and the rest of Britain. Before this pamphlet came out ordinary citizens were not so sure complete independence was a good idea. Paine’s //Common Sense// was what convinced most of the American colonists that independence from Great Britain was the only way to get the rights which they deserved.

__Samuel Adams__ Samuel Adams was a leading politician in Massachusetts before the Revolutionary War. He had a strong hatred for the taxes which the British issued on the American colonists and he was very good about sharing his hatred with the citizens of Massachusetts. He organized several groups of patriots including the Sons of Liberty, and the Committee of Correspondence who were responsible for a dozen uprisings against British authority including the Boston Tea Party. Adams was a man who helped ordinary citizens and the leaders of the Continental Congress realize that independence was the only option in order to gain back their rights. __The Bonton Tea Party__ The Boston Tea Party was an act of protest in Boston against the British Tea Act in 1773. The King of England had issued a tax on tea which the colonist had no say in so they decided to protest. When the ship carrying the tea arrived in Boston harbor the merchants refused to unload it. That same week Sam Adams and the Sons of Liberty disguised themselves as Native Americans, and under the cover of darkness board the ship and dumped about $75,000 of tea into the harbor. This event was instrumental in leading to the Revolutionary War.

Pre-assessment Graphic organizer Rubric Trio slips for grouping activity
 * Handouts**