L6+Brookings,Tyler+Quinn


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


 * Teacher’s Name: Mr. Brookings**
 * Date of Lesson: 6 Self-Knowledge**
 * Grade Level: 9/10**
 * Topic: Civil War**

__**Objectives**__

 * Student will understand** the importance of the Civil War, not only from the standpoint of the freeing of slaves but from the uniting of the North and South
 * Student will know** the events which occurred post war and the impact freedom had on African Americans(
 * Student will be able to** reflect on well known figures throughout the era which were essential in abolishing slavery, and those who were in favor.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies- E. History E1. Historical knowledge,concepts,themes and patterns Grade 9- Diploma" Civil war and Reconstruction" Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world.


 * Rationale:** Students will know the events which occured post war and the impact freedom had on African Americans

__**Assessment**__
After the lesson is given, the teacher will give the students a piece of paper and ask them to write down what is still confusing them. The teacher will then review the papers and synthesize their responses into a review session
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * 2nd Imovie 200 points:** Students must create an Imovie which chronicles the day in the life of a slave. The Imovie must be at least 10 minutes and should include what the slave does from morning til night. Students can pick any type of work that the slave would have done, housework, fieldwork etc.

__**Integration**__

 * Technology**: Students must create an Imovie which chronicles the day in the life of a slave. The Imovie must be at least 10 minutes and should include what the slave does from morning til night. Students can pick any type of work that the slave would have done, housework, fieldwork etc.


 * Art**: Students will need to include historical images along with explanations of those Images in their Xtranormal. Each group must hit on at least 3 important events, aspects or people and give detailed information.


 * English**: Students will need to be competent in all English related materials, such as reading, writing, and forms of citation. Plagiarism is by law not allowed so there will be no room for it in my class.

__Groupings__
Students will get into groups for three-min reviews. The teacher will stop during the lesson and tell the students to get into groups which may or may not already be assigned. In the groups the students need to discuss and ask questions relevant to the current material being taught.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal-Linguistic: **Students will stand in front of the class and present their argument.
 * Logical/Mathematical: ** Events will be looked at from a timeline point of view.
 * Visual/Spatial: ** The instructor will show images of what slaves endured and then explain each one.
 * Bodily/ Kinesthetic**: Students will be acting as a slave.
 * Intrapersonal: **Students will pretend to be a slave and write a diary page.
 * Interpersonal: **The arguments from the Northerners and Southerners will be discussed through groups of two. Each group will consist of four(two north, two south) and they will explain their reasons for slavery being good and bad.

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

Attendance is mandatory, missing a class will result in you missing something you wish you had known. However, absences do occur. The homework due on that day will be accepted whenever completion is possible, however you will want to get it done as soon as possible because each thing we do will have an effect on the next lesson we cover. While in class, students are expected to be enjoying themselves and paying attention to what is being talked about in the lesson because you never know what you might miss and need to have for an assignment or test. Homework will be given sparingly, only when it is a must to the lesson. I will try my best to make the homework as enjoyable as possible.

__**Academic Integrity**__: School is like solitaire. When you cheat, you only cheat yourself. Follow the academic codes of conduct, you don't want to end up literally paying for your mistake. __**Late Work**__ The homework due on that day will be accepted whenever completion is possible, however you will want to get it done as soon as possible because each thing we do will have an effect on the next lesson we cover. Therefore, late work will be accepted whenever completion is possible.However, a point system will be in place that will allow students to get 2 extra points on their final grade if 85% their homework is passed in on time. __**Redo's**__ Redo's are available. Each student who so chooses, may redo any test that they feel they could have achieved a higher grade. However, for the student to fully understand the material they must meet with me to go over each question they got wrong. I will be available to help with each question. I will replace the retaken test grade with the original.


 * Extensions**
 * 2nd Imovie 200 points:** Students must create an Imovie which chronicles the day in the life of a slave. The Imovie must be at least 10 minutes and should include what the slave does from morning til night. Students can pick any type of work that the slave would have done, housework, fieldwork etc.

__**Materials, Resources and Technology**__

 * Laptops
 * Camera's
 * Notebook
 * textbooks
 * articles
 * pencils

__Source for Lesson Plan and Research__
[] -Amazing website with all kinds of information and links to help the students during their arguments and Imovie

-My own Knowledge of slavery

-Textbook
 * I will choose the chapters

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students will be shown copious amounts of diverse ways to learn. Whether it be through using the eight intelligences, or by relating students likes to the material being covered. Each lesson will be approached using modern technologies and contexts. Students will engage in peer related activities and discussions, along with a line of communication between myself and students. I will help students to truly understand all material presented to the best of my abilities, and base many lessons around cultural developments which will lead to better understandings by students. I will strive to create a caring and comfortable environment for each student to learn to the best of their abilities.
 * //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:**

The Civil War and Reconstruction will be the topic of discussion in class, the material will be presented to the students and multiple,creative ways of learning will be introduced. Goals for students to achieve will be clearly laid out. Material will be presented to the class in such a way that will help each student learn at their highest level. Information will be given logically and sequentially helping learning and developmental theory. The goal of this lesson is to have the students better if not master their understanding of one of the most prolific eras in all of U.S history. Through application of the students will build upon ideas I have given them, along with create new ideas in order to further their understandings, students will show off what they have come up with by designing a blog.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal-Linguistic: **Students will stand in front of the class and present their argument.
 * Logical/Mathematical: ** Events will be looked at from a timeline point of view.
 * Visual/Spatial: ** The instructor will show images of what slaves endured and then explain each one.
 * Bodily/ Kinesthetic**: Students will be acting as a slave.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext">Students will pretend to be a slave and write a diary page.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext">The arguments from the Northerners and Southerners will be discussed through groups of two. Each group will consist of four(two north, two south) and they will explain their reasons for slavery being good and bad.

After the lesson is given, the teacher will give the students a piece of paper and ask them to write down what is still confusing them. The teacher will then review the papers and synthesize their responses into a review session
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * 2nd Imovie 200 points:** Students must create an Imovie which chronicles the day in the life of a slave. The Imovie must be at least 10 minutes and should include what the slave does from morning til night. Students can pick any type of work that the slave would have done, housework, fieldwork etc.


 * 2nd Imovie 200 points:** Students must create an Imovie which chronicles the day in the life of a slave. The Imovie must be at least 10 minutes and should include what the slave does from morning til night. Students can pick any type of work that the slave would have done, housework, fieldwork etc.

__Teaching and Learning Sequence__
I will arrange my class in the form of an "H". Using tables or desks I will create two lines closest to the walls of the classroom. Depending on how many students I may need to use 2 -3 tables or 5-6 desks to create the lines. These two lines will be the outside of the "H", on the inside I will place two tables or 3-4 desks. These desks and chairs will serve as the connector in the "H". However, I will separate the tables or desks in the middle evenly so that there is a gap between them. This gap will serve as the "pathway" that each student will need to take to reach the front of the class. Students will not sit in their seats for more than ten minutes, and depending on time and students this constraint is up for revision. Each student will never have the opportunity to face away from the board.


 * Day 1**
 * Begin Class with attendance **5 min**
 * Hook, an Xtranormal I have created discussing the issue of slavery **15min**
 * Begin lesson/ continue, discussion on slavery **55 min**
 * Day 2-5**
 * attendance **5 min**
 * Class Discussion/ lecture on slavery. Also whatever work I decide to have students work on **60 min**
 * At the end of every class there will be a group discussion **15 min**
 * On day 5 I will take **10 min** out of the regular schedule to explain the Imovie project

I will begin the first week by introducing the students to the topic of slavery and its impact on the world, not only America. However, many discussions/ lectures will be focused around American slavery.Students will know the Students will know the events which occured post war and the impact freedom had on African Americans**.** Students will use a time order chart to pick out specific dates and put them into context that had the biggest impact on the lives of African Americans post war. Students will get into groups for three-min reviews. The teacher will stop during the lesson and tell the students to get into groups which may or may not already be assigned. In the groups the students need to discuss and ask questions relevant to the current material being taught.
 * Experience**,**Explore**,**Equip**,**Hook,Tailors**: **Logical/ Mathematical**

Students will understand the importance of the Civil War, not only from the standpoint of the freeing of slaves but from the uniting of the North and South. Students will know the events which occured post war and the impact freedom had on African Americans**.** Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world. During a few of the days, I will take time out of the lecture as well during the lecture to show pictures of slavery, stories associated with slavery and even stories from slaves themselves. A little project which I will have the students do is to write a diary from the point of view of a slave. These will not be read to the class, I will grade them and pass them back.
 * Why,****Where,What,** **Tailors: Visual/Intrapersonal**


 * Days 6-10**
 * attendance **5 min**
 * Re-explain the Imovie project from day 5 **10 min**
 * On day 6, Students will choose from a hat whether they will be arguing for the north or south**10min**
 * I will continue the lesson each day and have group discussions for the last **15 min**
 * Students will have time to work on their projects in class every day for **30 min**
 * Days 9-10**
 * On day 9, Students will be presenting their pro and con arguments for slavery **80 min**
 * On day 10, Students will be showing their Imovies **80min**

Students will choose a side, North or South and pick three reasons why slavery was good and three reasons why slavery was bad for their side. They will then discuss why they chose their reasons in a group discussion**.** The Instructor will then give feedback to the students, such as explain your reasoning further. The students will then turn their argument into a speech that could have been given at a "war rally". After the lesson is given, the teacher will give the students a piece of paper and ask them to write down what is still confusing them. The teacher will then review the papers and synthesize their responses into a review session
 * Rethink/Revise**,**Rethink/ Refine**,**Evaluate**, **Tailors**: **Interpersonal/ Bodily/Kinesthetic**


 * 2nd Imovie 200 points:** Students must create an Imovie which chronicles the day in the life of a slave. The Imovie must be at least 10 minutes and should include what the slave does from morning til night. Students can pick any type of work that the slave would have done, housework, fieldwork etc.
 * Evaluate**

-Students will be taught, and expected to understand the benefits and atrocities associated with slavery in the Americas. During my lessons, I will discuss different aspects such as place, reasons, different jobs associated with slavery, slave ships, Days in the life of a slave etc. This will be in a time-line sense, but the class with just go with the flow. -I will also discuss the views from the north and the south, how not everyone in the north wanted to abolish it and how not everyone in the south wanted to keep it. -Towards the end of the lesson I will discuss how the abolishment of slavery effected the new African-Americans.
 * Content Notes**

Rubric for Imovie Time-order Chart
 * Handouts**