L4+Quinlan,+Diana

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


 * __ Teacher’s Name __**** : ** Ms. Quinlan **__Lesson 4__:** Prove
 * __ Grade Level __**** : ** 10 **__Topic__:** The American Revolution

Student will understand that revolutionary values still apparent today Student will know people and terms such as Patriot, independence, Sons of Liberty, John Adams, and the Declaration of Independence. Student will be able to prove that ideas which originated during the revolution are still present today using an i-movie. This will take place within four days
 * __ Objectives __**

// 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 __**

originated during the revolution and changed the way countries and territories from all over the world thought. //
 * Rationale: **// This lesson relates to the Maine Learning Result because students will be discussing ideas and concepts such as patriotism, liberty, and independence which


 * __ Assessment __**

During this lesson students will be required to fill out KWS chart to show what they know, what they want to know by the end of the lesson, and the sources where they have found or hope to find the information. Students will also be required to participate in a round robin brainstorming activity. During this activity the class will be divided into small groups with one person who acts as the recorder. I will ask a question with several possible answers then give students time to think about it. After a minuet or so the group shares their answers with each other and the recorder says it out loud. The role of the recorder will change round robin style with every new question. After the brainstorming activity takes place students will then be required to write a short essay in order to asses the progress they have made.
 * Formative (Assessment for Learning) **

By the end of the lesson students will be able to prove that ideas which originated during the revolution are still present today using an i-movie. Presentations should be creative, entertaining, and demonstrate accurate knowledge of revolutionary values which are still present in today’s society. The movie will be scored using a rubric which will be handed out prior to the project.
 * Summative (Assessment of Learning) **


 * __ Integration __**
 * Technology: ** This lesson will use i-movie as a type II technology. The students will use i-movie to demonstrate knowledge of values which originated during the American Revolution and are still present today.


 * Other Content Areas: ** English - Students will be using their creative abilities as well as communication skills to present revolutionary values to the class in an interesting and accurate manner.


 * __ Groupings __**

Once the KWS chart is complete students will gather into small groups based on their birthdays to participate in a round robin brainstorming activity. During this activity the class will be divided into small groups with one person who acts as the recorder. I will ask a question with several possible answers then give students time to think about it. After a minuet or so the group shares their answers with each other and the recorder says it out loud. The role of the recorder will change round robin style with every question.


 * __ Differentiated Instruction __**


 * Strategies: **
 * Natural: ** Students will have the option of filming the i-movie out doors.
 * Verbal:** Students will be sharing their information with their groups and with the class.
 * Kinesthetic:** Students will be up moving around and acting.
 * Intrapersonal:** Students will be required to write an essay.
 * Interpersonal:** Students will be brainstorming in groups of about four.
 * Visual:** Students will be required to watch the i-movies created by other students in their 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 an i-movie presentation which will be used as a formal assessment to end the lesson. Presentations should be creative, entertaining, and demonstrate accurate knowledge of revolutionary values which are still present in today’s society. The movie will be scored using a rubric which will be handed out prior to the project.
 * Extensions **


 * __ Materials, Resources and Technology __**
 * Computers
 * I-movie software
 * KWS chart graphic organizer
 * Pre-assessment survey
 * pens/ pencils
 * Paper
 * Overhead projector/smart board
 * Evaluation rubric
 * Textbook
 * Class notes
 * __ Source for Lesson Plan and Research __**

[] [] [] []
 * Graphic Organizer **
 * Patriot**

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 * Independence**

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 * Sons of Liberty**

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 * John Adams**

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 * The Declaration of Independence**


 * __ 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: //** Students prior knowledge of the American Revolution will be assessed using a short survey dealing with revolutionary values. This lesson was created using the backwards design model. Any necessary accommodations will be made for students with learning disabilities. Proof is the facet used in this lesson. Students will find modern examples of revolutionary values and display them in an i-movie presentation.

**Natural:** Students will have the option of filming the i-movie out doors.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Verbal:** Students will be sharing their information with their groups and with the class.
 * Kinesthetic:** Students will be up moving around and acting.
 * Intrapersonal:** Students will be required to write an essay.
 * Interpersonal:** Students will be brainstorming in groups of about four.
 * Visual:** Students will be required to watch the i-movies created by other students in their class.

This lesson meets this standard because it incorporates the natural, verbal, kinesthetic, intrapersonal, interpersonal, and visual intelligences. This lesson also uses an i-movie presentation to assess student's knowledge understanding of values which originated during the American Revolution and are still valued today.


 * // 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 survey to pre-assess student's knowledge of the American Revolution, a graphic organizer to show progress of learning, and a short essay. For a formal assessment students will be graded on the accuracy and explanation of their i-movie dealing with revolutionary values in modern settings.


 * __ Teaching and Learning Sequence __**** : **

Students will be able to relate to revolutionary values still apparent today. **//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.//** Students will learn this topic because such values affect our everyday lives.
 * Where, Why, What, Hook, Tailors: Logic. **

While studying this lesson students will become familiar with people and terms such as Patriot, independence, sons of liberty, John Adams, and the declaration of independence. For a pre-assessment activity students will take a short survey dealing with revolutionary values. As the lesson progresses students will fill out a KWS chart to show what they know, what they want to know by the end of the lesson, and the sources where they have found or hope to find the information. Students will also be required to participate in a round robin brainstorming activity. During the round robin brainstorming students will be sharing their knowledge and sources with other students in the group.
 * Equip, Explore Rethink, Revise Tailors: Linguistic, Visual, Interpersonal, and Intrapersonal. **

The brainstorming activity will allow students to teach other students about new sources and information while learning about the same things from other students. While in the brainstorming groups, students will be able to add and make changes to their KWS charts.
 * Rethink, Revise, Refine, Tailors: Logic, Verbal, and Interpersonal. **

After the brainstorming activity takes place students will then be required to write a short essay in order to asses the progress they have made. **Evaluate, Tailors: Verbal.**

__ Patriot/Patriotism __ The patriots were the colonists who supported and fought for independence during the American Revolution. Some famous patriots include Paul Revere, John Adams, George Washington, Thomas Jefferson and Benjamin Franklin. Patriotism means to show support and have pride for ones country.
 * __ Content Notes __**

__Independence__ Independence came to America in several forms. Many saw it in the Declaration of Independence written by Thomas Jefferson. Others saw independence in the Treaty of Paris which ended the Revolutionary War. To the colonist’s independence from England meant that they would be rid of a government which did not respect or include them and would provide the opportunity for a new and better way of life.

__The Sons of Liberty__ The Sons of Liberty were a secret society of American patriots during the American Revolution. Prominent leaders such as Samuel Adams and Paul Revere believed in no taxation without representation, and their motto quickly became "join or die." Even though they are most remembered for their actions in Massachusetts, the organization was originally formed in New York in 1776. Their main purpose was to protest the Stamp Act levied by King George of England. Later though they became know as a semi-violent group of radicals who protested all of the king's laws and power.

__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.

__The Declaration of Independence__ The Declaration of Independence is one of America's oldest and most important documents. It was written by Thomas Jefferson in the year 1776 after the Second Continental Congress had met and decided to pursue independence from England. The declaration which was sent to King George lists the grievances the colonists had suffered at the king's hand, and declares that American is a free and independent nation. It was signed by all fifty-six members of the Continental Congress including John Hancock who was the first, John Adams, Benjamin Franklin, Thomas Jefferson, George Washington Etc...

· Graphic organizer · Rubric for i-movie project/presentation · Pre-assessment survey
 * __ Handouts __**