L2+Norris,Olivia+Katherine


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

** Students will understand ** the 60s era and turning points within the era. ** Students will know ** how the turning points affected the next stage in the era. ** Students will be able to ** make sense of historical eras, major enduring themes, turning points, events, consequences and people in the US.
 * __ Teacher’s Name __**** : Ms. Norris ** **__Lesson 2:__ Self Knowledge**
 * __ Grade Level __**** : 11 ** **__Topic__: The Counterculture**
 * __ Objectives __**

Maine Learning Results - Social Studies - E History - 1 Historical Knowledge, Concepts, Themes, and Patterns Era: 1961-Current Grade: 9-Diploma Students understand major eras, major enduring themes, and historic influences in United States and World history, including the roots of democratic philosophy, ideals, and institutions in the world. ** Rationale: ** In this lesson, we will look at the counterculture of the 1960s. Students will be able to reflect on their own experiences and compare them to the 60s era. Checklist: I will give the students a checklist at the beginning of the project. While they are working, they will check off each item on the list to help keep them on track. On the day they present, **I will use the same checklist to grade their final products**. I will then collect their checklists, provide feedback, and give them the two checklists so they can compare my thoughts to their own and from that get a better understanding of how they were able to meet the standards.
 * __ Maine Learning Results Alignment __**
 * __ Assessment __**
 * Formative (Assessment for Learning) **

Podcast: The final product will be a podcast. Students will create a podcast as their final product. In this product, they will show their knowledge of the 60s counterculture, and will reflect on the major issues of the counterculture. Technology: I plan on showing the students a tutorial on creating a podcast. Students will demonstrate their knowledge of the era as well as their knowledge of technology with this project.
 * Summative (Assessment of Learning) **
 * __ Integration __**

Public Speaking: Students will create a podcast and play it for the class. By giving a speech about the counterculture, students will develop a better understanding of public speaking.
 * Other Content Areas: **

Students will work in small groups during class to discuss issues of the 60s era. This will get them thinking about what they plan to do for their final product. Students will eventually work on their own, but the groups will allow them to explore new ideas and possibilities that they had not yet explored.
 * __ Groupings __**


 * __ Differentiated Instruction __**

** Strategies: ** ** Logical: ** these students can use an organization method using software organizational tools. ** Verbal: ** Because this is a project where students will be using their voices, the verbal learners will find that this project fits them well as learners. ** Visual: ** In podcasts, the students will be able to post pictures in at certain moments. This adjusts to visual learners. ** Kinesthetic: ** In this project, allowing the bodily learner to use the mouse and be hands on with the computer would best meet his/her needs. ** Naturatlist: ** Like the mathematical learner, the naturalist can use organization methods and observe what they are doing and get involved through the organization of the project. ** Modifications/Accommodations ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. ** Extensions ** At the beginning of project making, I will give my students a quick overview of how to use GarageBand's podcast. I will then explain to them how it can be used in the everyday world to express ideas, and entertain audiences.
 * __ Materials, Resources and Technology __**

• Student Laptops • Student textbooks • Dongle • Handouts • My laptop • [|Podcast tutorial] • I created this project because I find that being able to reflect on past ideas is an important element to understanding present day life and personal feelings about the 60s when comparing the events to today's events. • Students should use their ** text books ** to get the most of their information, and ** at least one book ** from the library. [|• 1960s History]: This website will provide information that the students can use or explore for better ideas. I chose this website to get students thinking about what they want to present for their final product, they can use this site but it should not be the sole site used.
 * __ Source for Lesson Plan and Research __**


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

Students will have the opportunity to explore thoughts and ideas on their own and with each other, which will help promote higher-level thinking. During exploration of the 60s, students will have a better understanding of the past and will be able to reflect on the values of today and with the values of a past generation. Beach ball: Freedom to explore and discuss their thoughts will be beneficial to the beach ball learners. The ability to explore and invent will give these students the permission to be creative, which will give them the opportunity to express their feelings best through their final product. Clipboard: The thoughts that the clipboard students have can be easily translated into thoughts to write down in the graphic organizer. The better understanding of the time will help promote these organized thinkers to put their thoughts together into concise ideas they can translate into the podcast product. Microscope: During our group discussions, we will analyze each thought and examine the thoughts surrounding the subjects that will be discussed about the 60s era. Puppy: The classroom should be a comfortable place where every idea is respected. Puppies love an environment that has support and comfort, and I will do my best to create this atmosphere in my classroom during our group discussion and idea sharing.
 * // 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: //**

During this lesson, students will learn and demonstrate how the turning points affected the next stage in the 60s era. In this lesson, we will look at the counterculture of the 1960s. My goal for this unit is to get students to reflect on their own experiences and compare them to the 60s era. Through this project, students will be able to explain events of the 60s era and produce knowledge through creating their podcast about the past. Students will consider the changes we have faced throughout the years since the 1960s.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**

** Logical students ** can use an organization method using software organizational tool when working on their final products. A naturalist, like the mathematical learner, can use organization methods and observe what they are doing and get involved through the organization of the project. Because this is a project where students will be using their voices, the verbal learners will find that this project fits them well as learners because they learn by talking out and using their own words to learn materials that are taught in the classroom. It can be difficult to accommodate the need of a kinesthetic learner; however, n this project, allowing the bodily learner to use the mouse and be hands on with the computer would best meet his/her needs. This would help the student to remember the information better by matching movement to thoughts. In podcasts, the students will be able to post pictures in at certain moments. By doing this, visual learners can put in visuals to help represent what they are trying to convey to their audiences. **// Rationale: //** Informal Assessment: At the beginning of the unit, I will verbally ask students questions about the 60s era. I will ask them brief questions such as: What were the countries major issues in the 60s? Who do we associate the 60s era with? For each question I ask, students will write down what they think the answer to my question is. I will stress to my students that this assessment is to get a better understanding of what they know, and I will be clear that the answers they give will not be graded. Formal Assessment: I will give the students a checklist at the beginning of the project. While they are working, they will check off each item on the list to help keep them on track. On the day they present, I will use the same checklist to grade their final products. I will then collect their checklists, provide feedback, and give them the two checklists so they can compare my thoughts to their own and from that get a better understanding of how they were able to meet the standards. Summative Assessment: Students will reflect on the events of the 60s era and compare the issues of that era to the issues of today. When students have completed the podcast assignment, they will better understand themselves by better understanding those who lived in the past.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

During this unit, I will have the desks put together in groups of four so that they can have discussions about the 60s era. Students will get the opportunity to better their understanding of the unit by being in groups and talking about their personal ideas of the 60s. Day One: • On the first day, I will take 10 minutes to introduce the unit by showing the students a video about the 1960s era. I hope to get the students intrigued and excited about a moving era that affects us today. • Then students will have the opportunity to discuss how the video made them feel, and talk to their peers about the 60s era and what it means to them. • I will then assess their knowledge by asking students questions about the 60s era. For each question I ask, students will write down what they think the answer to my question is. I will stress to my students that this assessment is to get a better understanding of what they know, and I will be clear that the answers they give will not be graded. I plan to use about 25 minutes for this section. • The next 5 minutes I will assign groups for discussion. • Then I will allow them 20 to discuss together about the 60s era and have them generate ideas for their podcasts. • For the last 20 minutes, I will describe what I expect from them on the project, give them their handouts and allow class time to work on the podcasts. Day Two: • On the second day, I will start off by allowing students 20 minutes to tweak their final products. • The remainder of class will be used for presenting the final podcasts. Students will understand the 60s era and turning points within the era. Students will understand the importance of knowing what has changed and how it changed because of the influences of an era. // Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s. //   Students will watch a video about the 1960s era. ** Where, Why, What, Hook ** ** Tailors ** : Logical, Natural
 * __ Teaching and Learning Sequence __**** : **

Students will know how the turning points affected the next stage in the era. I will gather understanding of what my students know through asking questions and assessing them on their knowledge of the 60s era. Students will use a story map to keep themselves organized throughout the project, which will benefit them by keeping them on track while we begin to discuss deeper meanings of the events and people in small discussion groups. Students will reflect on the 1960s era and the changes we say as a nation during that time. We will find new ways to express our ideas and share them with the group. Students will refine their understanding by creating a podcast about what they have learned about the era and turning points within the era, and as a class we will teach one another new perspectives on something they all have heard about or learned about. ** Equip, Explore, Rethink, Revise ** ** Tailors: ** Verbal, Kinesthetic Students will be responsible to ask questions and seek help if anything should trouble them during this lesson. The podcast they create should reflect on what we have discussed and discoveries made during research. Students will work in groups to discuss new topics and ideas that may be confusing to get the best answers from their peers and from me. Students will reflect on the 1960s era and the changes we say as a nation during that time. Students will refine their understanding by creating a product that shows a strong understanding and reflection of what they have learned within their groups and within the entire classroom discussion. ** Explore, Experience, Rethink, Revise, Refine ** ** Tailors ** : Spatial, Musical Students will be able to reflect on the changes of the 60s era from the beginning to the end and relate the changes to their lives. In the podcast, students should be clear about the way that they have seen changes over time in the lives of modern day Americans. They should discuss what they have learned in the classroom as well as outside of the classroom about the era that has so strongly affected us today. ** Evaluate **
 * Tailors: ** Interpersonal, Intrapersonal

[|• The 60s and Today:] This site is to get students thinking about the differences and similarities between modern day and the counterculture. It shows many ways in which we have changed and stayed the same since the era. Students should not use this as the only sources during the project. Students should check out resources in the library and use their own text book to get a better understanding of the changes. • Students will need to do a lot of digging on their own if they want to produce the best product they can. Discussions in class will be a great resource and taking notes would be extremely beneficial for better understanding of an era.
 * __ Content Notes __**


 * __ Handouts __**

Checklist Story Map