L2+Quinlan,+Diana

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


 * __ Teacher’s Name __**** : ** Ms. Quinlan **__Lesson 2__:** Interpret
 * __ Grade Level __**** : 10 ** **__Topic__:** American Revolution


 * __ Objectives __**
 * Student will understand that ** the actions of key revolutionary leaders helped to develop the United States.
 * Student will know ** men such as George Washington, John Adams, and Thomas Jefferson.
 * Student will be able to ** critique the actions of key revolutionary leaders while using garage band.

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


 * Rationale: ** This lesson relates to the Maine learning result because students will be discussing key leaders of the American Revolution and how the actions of said leaders changed the United States and the world.


 * __ Assessment __**

Students will fill out a T-chart which will show the actions of key leaders on one side and how those actions effected the development of the U.S. on the other side. Once that is complete students will be placed into small groups, based on height to participate in an activity called number heads together. The students will work together to answer questions then will stand and respond based on their number. While students are working together they will be able to share their information with teammates as well as hear the information others have gathered. After the students answer the teacher's questions they will have a chance to change and correct the information they have written on the T-charts. These charts will be handed in so that students can receive feedback based on the information they have acquired.
 * Formative (Assessment for Learning) **

A garage band presentation created by a pair of students will be used to assess how well students understand the actions of key revolutionary leaders. Presentations can be in the form of a pod cast, radio talk show, or any other creative style which allows the audience to gain understanding of key revolutionary leaders. This presentation will be used as a final assessment for this lesson and will be graded using a rubric which clearly states the parameters and expectations of this project.
 * Summative (Assessment of Learning) **


 * __ Integration __**
 * Technology: ** This lesson will incorporate garage band as a type II technology. Students will use garage band to demonstrate their knowledge of key revolutionary leaders and their actions during the American Revolution.

__ Drama: __ Students will be using creative skills to think up characters and a presentation which will explain the actions of revolutionary leaders to the rest of the class.
 * Other Content Areas: **

Once the T-chart is completed, for a cooperative learning activity students will be placed into small groups to participate in an activity called number heads together. Groups will be determined by height and will be no larger than four but no less than three people. While students are working together they will be able to share their information with teammates, as well as hear the information others have gathered.
 * __ Groupings __**


 * __ Differentiated Instruction __**

**Verbal** intelligence will be used when students share information and answer questions about revolutionary leaders.
 * Interpersonal** intelligence will be used when students are working in groups to complete the garage band project.
 * Intrapersonal** intelligence will be used when students are gathering information and filling out graphic organizers on their own.
 * Logical** intelligence will be used because students have to evaluate the effectiveness of the actions of revolutionary leaders.
 * Kinesthetic** intelligence will be used because students will be up moving around swapping information with other classmates.
 * Visual** intelligence will be used because students will be showing their T-charts to the teacher as well as other students.

I will review student's IEP, 504, or ELLIDEP and make any and all appropriate modifications and accommodations.
 * Modifications/Accommodations **

__ Absent Students: __ 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 even of an illness, please refer to the student handbook for school policy on make up work.

A garage band presentation created by a pair of students will be used to assess how well students understand the actions of key revolutionary leaders. Presentations can be in the form of a pod cast, radio talk show, or any other creative style which allows the audience to gain understanding of key revolutionary leaders. This presentation will be used as a final assessment for this lesson and will be graded using a rubric which clearly states the parameters and expectations of this project.
 * Extensions **

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 * __ Materials, Resources and Technology __**
 * Computers
 * Garage band software
 * T-chart
 * Questioner
 * Pens/pencils
 * Overhead projector
 * Evaluation rubric
 * Textbook
 * Class notes
 * Paper for additional note taking
 * __ Source for Lesson Plan and Research __**
 * Graphic Organizer **

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 * George Washington**

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 * John Adams**

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 * Thomas Jefferson**


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

__ Beach ball __ : During 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. //**
 * // Rationale: //**

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

__Microscope__: Students will have the chance to discuss terms and information learned during class with other classmates during the cooperative learning activity.

__Puppy:__ This class will be a safe environment for students to share their ideas because I will implement a policy of respect. Also groups may spread out in various areas of the room and have the option to sit in chair, on desks, or on the floor. They have the opportunity to be comfortable while learning.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Student's prior knowledge of revolutionary leaders will be assessed using a questioner. They will be asked to answer fill in the blank and true and false questions regarding the actions of key revolutionary leaders. This lesson was created using the backwards design model. Any necessary accommodations will be made for students with learning disabilities. Interpretation is the facet used in this lesson. Students will use garage band in a way which clearly and effectively explains and critiques the actions of key revolutionary leaders.


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


 * Verbal ** intelligence will be used when students share information and answer questions about revolutionary leaders.
 * Interpersonal** intelligence will be used when students are working in groups to complete the garage band project.
 * Intrapersonal** intelligence will be used when students are gathering information and filling out graphic organizers on their own.
 * Logical** intelligence will be used because students have to evaluate the effectiveness of the actions of revolutionary leaders.
 * Kinesthetic** intelligence will be used because students will be up moving around swapping information with other classmates.
 * Visual** intelligence will be used because students will be showing their T-charts to the teacher as well as other students.

This lesson meets this standard because it incorporates the verbal, interpersonal, intrapersonal, logical, kinesthetic, and visual intelligences. This lesson also utilizes garage band to assess student's knowledge and understanding of actions taken by leaders of the American Revolution.


 * // 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 questionnaire to pre-assess student's knowledge of the American Revolution, a t-chart to show progress of learning, and a discussion with classmates and myself. For a formal assessment students will be graded on how well they explain and critique the actions of revolutionary war leaders with the help of garage band.

The classroom will be arranged in a horseshoe shape facing the front of the room so that students will be able to pay attention during the lesson and then work in pairs to create their garage band project. It will also make it easy for me to walk around and make sure students are on task as well as answer any clarifying questions which might be lingering. The four day agenda will look like this: Day 2 Day 3 Day 4 Students will understand that the actions of key revolutionary leaders helped to develop the United States. **//Students 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//**. Without these actions America would look much different today. To capture student's interests I will play a YouTube clip of two [|sportscasters] critiquing and discussing baseball players which is essentially what the students will be doing with leaders of the American Revolution. The following intelligences will be used throughout this lesson: Verbal when students share information and answer questions, interpersonal when students are working in groups, intrapersonal when students are gathering information and filling out graphic organizers on their own, logical because students have to evaluate the effectiveness of the actions, kinesthetic because students will be up moving around swapping information with other classmates, and visual because students will be showing their T-charts to the teacher as well as other students.
 * __ Teaching and Learning Sequence __**** : **
 * Students will come in and do the pre-assessment (15 minuets)
 * The class will discuss the answers to the pre-assessment (20 minuets)
 * Students will take notes during a lecture on the information which they missed during the pre-assessment (45 minuets)
 * Show hook (7 minuets)
 * I will assign the task, pass out t-chart, and explain the project (30 minuets)
 * Allow students to ask questions regarding the project (5 minuets)
 * Students will conduct individual research (38 minuets)
 * Cooperative learning activity (20 minuets)
 * Feedback and time for individual corrections to t-chart (15 minuets)
 * Assign partners (5 minuets)
 * Partner work to create garage band product (40 minuets)
 * Present projects (80 minuets)

Throughout this unit students will gain a deeper understanding of men such as George Washington, John Adams, and Thomas Jefferson. At the beginning of the unit students will fill out a questioner as a way to pre-assess their knowledge of revolutionary leaders. During the course of the unit the students will fill out a T-chart which will show the actions of key leaders on one side and how those actions effected the development of the U.S. on the other side. For a cooperative learning activity students will be placed into small groups to participate in an activity called number heads together. The students will work together to answer questions then will stand and respond based on their number. While students are working together they will be able to share their information with teammates, as well as hear the information others have gathered.
 * Where, Why, What, Hook, Tailors: Intrapersonal, Interpersonal, Logical, Kinesthetic, and Verbal. **

This lesson will use interpretation to facilitate the learning process. While students are working together they will be able to share their information with teammates, as well as hear the information others have gathered. After the students answer the teacher's questions they will have a chance to change and correct the information they have written on the T-charts. By the end of the lesson students will be able to critique the actions of key revolutionary leaders while using garage band. This entire process will take three to four days.
 * Equip, Explore Rethink, Revise, Tailors: Interpersonal, Verbal, and Visual. **

Towards the middle of the unit students will take a written quiz as a formative assessment. They will also be given the opportunity to assess themselves based on feedback provided by their peers during the group activity and again after the presentation of their final product.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Intrapersonal, and Interpersonal. **

__ 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.
 * __ Content Notes __**

__John Adams:__ John Adams was an ambitious lawyer form Boston, Massachusetts. He was hesitant about the idea of independence at first and exhausted all efforts of peace before turning to revolution. For example, he defended several of the British soldiers who were part of the Boston Massacre and sent a declaration of rights and grievances to King George. When his attempts of peace failed he encouraged others to join the fight for independence. Adams who became a member of the Continental Congress convinced Thomas Jefferson to write the Declaration of Independence which started the war, and he also suggested George Washington become the leader of the Continental Army. John Adams was one of the biggest supporters of independence and with out his actions it is possible the American Revolution may have never happened.

__Thomas Jefferson:__ Thomas Jefferson was a young farmer from Virginia who represented his colony in the Continental Congress. Although he supported independence he did not say much to the congress. It was only after having a private conversation with John Adams that Jefferson's critical role in the Revolution took place. Jefferson is the author of the Declaration of Independence and encouraged others to support the idea of independence. Rubric for Garage band presentation Graphic Organizer Question
 * __ Handouts __**