L3+Norris,Olivia+Katherine


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


 * Teacher’s Name:** Ms. Norris
 * Lesson:** 3 Perspective
 * Grade Level:** 11
 * Topic:** Counterculture

__**Objectives**__

 * Student will understand** the points of view and interpretations of historic people, issues and events.
 * Student will known** how to take on the perspective of another person, and make learning more personal.
 * Student will be able to** //understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//

__**Maine Learning Results Alignment**__
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 take on the perspectives of historical figures that played major roles in the counterculture. Students will be able to make personal connections to those historical figures we discuss in class.

__**Assessment**__
Before this unit, we will have group discussions within the classroom. In their groups, students will write down their thoughts and ideas about taking on perspective and then pass in the papers to me. After the students have completed this project, I will return their thoughts that they wrote at the beginning of the unit and have them write down how their thoughts and ideas have changed since I originally gave the assignment.
 * Formative (Assessment for Learning)**

Google Earth presentation: During this unit, the class will be working with Google Earth exploring places that were important during the 60s era. At the end of the unit, the students will present what they discovered when using Google Earth. Students will be able to draw connections to their own lives when discovering the places that were pertinent to the counterculture. To assess what they have learned, I have created a checklist to make sure the basic required elements of this project were addressed.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: I am going to give a tutorial on Google Earth. This program will help students to see the world in a new and exciting way, and it will open doors to other project ideas.

Geography: During this lesson, we will discuss the United State's geography and how it affects the way our nation formed. We will then discuss the importance of how our geography affected the 60s era.

Sociology: Students will be discovering new cultures when they begin to dig into the past and uncover the lives of historical people that lived all over the United States. Students will begin to discover the social norms of the time during this project.

__Groupings__
I will arrange groups in partner desks, so that all the desks are in groups of two. Students can choose their own seats, and the groups of two will be their final partners. This will lead to focused conversations that will help to keep all students engaged with what I am teaching. When it is time to present, I will use a perimeter arrangement so that all the students will be able to see who is presenting and give their full attention to the presenter.

__**Differentiated Instruction**__

 * Strategies:**
 * Logical/Mathematical**: Interacting with the 3D images on Google Earth will give logical learners an opportunity to use their mathematical abilities.
 * Visual/Spatial:** Visual and spatial learners would love the way they could look at terrain and navigate the earth with a 3D point of view.
 * Verbal/Linguistic:** Meeting in the groups to stay on task would be great for linguistic learners because being able to talk about how the project is going can help them to organize their thoughts and keep them on track.
 * Intrapersonal:** Brainstorming can help the intrapersonal learner to organize their thoughts.
 * Interpersonal:** Meeting in groups would benefit an interpersonal learner.
 * Naturalist**: Naturalists can observe the terrains and make evaluations on what they see.

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

Absent: Because students will be working with partners in this project, if a student is going to be absent he or she should let the other partner know ahead of class time. I would like any students who know they will be absent to email me so I can prepare class work and presentations knowing who will or will not be in class. All work must be submitted on time whether students are present or not, unless I have been notified ahead of time. If students need extra time on an assignment they need to tell me or email me letting me know what their plan is to get the work into me.

Before I get the students too involved with the lesson, I will give them a Google Earth tutorial. I will show them the ways we can use Google Earth to explore the globe and begin to expand our knowledge of our planet. Through showing them this new technology, I hope to show them new ways to develop their understanding of the world.
 * Extensions**

__**Materials, Resources and Technology**__
• Student Laptops • Student text books • Graphic Organizer • Lined Paper • Pen/Pencil • [|Google Earth User Guide] • [|Google Earth video tutorial]

__Source for Lesson Plan and Research__
• I developed this lesson to help students begin to take on the perspective of others and to gain an understanding of what they experienced and what they saw in the counterculture. • I want my students to gain information through talking with their peers, and maybe asking someone who grew up during the 60s era. • Students will need to use their texts books as a resource when gathering information for their final product. • Students are allowed to use Websites as long as they are credible (students can ask me for help if they are not sure if the site is credible) and they must site their sources.

__**Maine Standards for Initial Teacher Certification and Rationale**__
In this project, I want to make sure that all of my students are learning and gaining knowledge about the counterculture. To make sure that the needs of my students are being met, I will arrange my lesson so that it meets the needs of multiple learning styles. Beach Ball: These students love freedom in the classroom. In this project, these students will be allowed to explore and find a historical figure of their choice. Clipboard: Clipboards will be able to keep track of their work with the use of a partner and with graphic organizer. Clipboards will like that there is a set agenda for the project and the process of getting it done. Microscope: For my microscope learners, this project will help them use their analytical skills. This project gives students the opportunity to explore the globe, and the microscopes will like the exploration and discovery learning. Puppy: Because my classroom is designed so that my students are open and comfortable with each other, my puppy students will feel safe enough to take risks and present to the entire class.
 * //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:**

I have developed this lesson with the belief that students will know how to take on the perspective of another person, and make learning more personal. Taking on another person's perspective can be very affective, and by getting my students to understand the lives of many historical people, students will begin to explore new possibilities. In this lesson, we will take on the perspectives of historical figures that played major roles in the counterculture. Students will be able to make personal connections to those historical figures we discuss in class.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Explain** - I will explain to my students the events and actions about the people who lived in the 60s. I will help them to understand why certain events occurred and why the people who made the decisions directly affect us today. The events of the 60s were justified at the time because it was such a radical time era. We can provide evidence of the changes by exploring how our nation existed before and after the counterculture.
 * Interpret** - Students will be able to interpret the meanings of the 60s by looking at what was produced during this era. We will take from what we see and interpret it, and then we will work together to create a full bodied interpretation of what we see. Students will be able to interpret how it relates to the lives by comparing the past events to their day-to-day existence.
 * Apply** - Students will find new situations to use perspective in their lives. In this lesson, I hope to instill this idea of using perspective no matter who they interact with. Using perspective can help students to build understanding and beneficial relationships with others.
 * Perspective** - For this lesson, our main focus will be taking on perspective of historical figures. The vantage point will be from the present and into the past. I want my students to consider that we can use perspective in all of our relationships, whether they be personal or broader.
 * Empathy** – Empathy and perspective can go hand-in-hand. Students that are able to use perspective to understand another human being are close to empathizing. In this lesson, we will begin talking about how empathy is taking on the feelings as well as the perspective.
 * Self-Knowledge** - This lesson on perspective will help students to realize their self-knowledge. Self-knowledge is defined as "the wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding", and with this lesson, students will begin to shape their views to get into the minds of others. With this, I hope to help my students learn about themselves in their learning styles so that I can differentiate what I am instructing to meet the needs of individual students.

Interacting with the 3D images on Google Earth will give logical and mathematical learners an opportunity to use their intelligence and retain the information that they find. Google Earth will be a great tool for these types of learners because it gives them the opportunity to use a multi-dimensional program that will help these learners to remember what they are learning. Visual and spatial learners would love the way they could look at terrain and navigate the earth with a 3D point of view. Not only would this be something they would enjoy, but it could also help these types of learners to get information in an engaged way and present with informed knowledge of the era and the cultures that many historical figures encountered during the 60s era. Meeting in the groups to stay on task would be great for linguistic learners because being able to talk about how the project is going can help them to organize their thoughts and keep them on track. The speaking aspect of the presentation would help them to work with the information, and teach it to their peers more effectively. Brainstorming on the project with peers could help the intrapersonal learner to organize their thoughts. Intrapersonal learners do well with brainstorming and organizaiton. This project would be perfect for the intrapersonal learner because it allows them to work on their own. Meeting in groups would benefit an interpersonal learner because it open the opportunity for discussion and this helps the "people person" to gather ideas and information that they might not have otherwise received. Naturalists can observe the terrains and make evaluations on what they see. This helps them to learn about the history because they can see the world in a new way which would instill the information presented to them.
 * //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.//**
 * Rationale:**

Informal Assessment: On the day before I begin lesson 3, I will lead a discussion with the students and we will talk about what we have learned so far. I will have students raise their hands and give examples for me to write on the board.

Formal Assessment: After I have the "informal assessment" where the students and I had a conversation about what they have learned, the students will write down one thing that they know a lot about and one thing that they still need more information on. After I have given them a chance to write those two ideas down, I will collect them and read them before the class I begin lesson 3.

Summative Assessment: At the end of the lesson, I will be grading how well the students presented the information about the historical places they researched with a checklist I made specifically for the lesson.

__Teaching and Learning Sequence__
Day 1 • Hand out graphic organizer and final grading checklist. (5 minutes) • After I have given students the handouts, I will draw the attention to the hook on the board. I will have students write down what they see. (15 minutes) • The hook is an optical illusion, and this will help students get into the mind set of understanding how perception is different from person to person. We will talk about this idea as will as what each student saw when looking at the optical illusion. (10 minutes) • Students will get laptops and look at the tutorials for Google Earth. (20 minutes) • After students have finished the tutorials, they will have the opportunity to begin research or begin navigating Google Earth. (20 minutes) • For the remaining 10 minutes, I will tell students that for homework, they need to submit their presentation ideas to me (I will provide timely feedback to let the students know whether or not they may continue with their idea for presentation), and they need to continue researching.

Day 2 • Class will begin with students getting their laptops and collaborative work with peers (sharing ideas, getting new ideas, etc) and I am going to give 25 minutes to this part of class time. • For the remaining 55 minutes, students will be working on their presentations. I will have "sign-up" times for students to meet with me during class. Students can meet with me for 5-15 minutes so I can help them come up with new ideas or help develop previous ideas.

Day 3 • I will allow the beginning 15 minutes of class to students to perfect the final products. During this time students may ask questions, but there should not be any conversations. • The rest of class time will be devoted to the presenting of Google Earth products.

After this lesson, students will be able to see from the points of view and interpretations of historic people, issues and events. Students will begin to explore the people of the past and take on their perspectives to deliver a thoughtful and personal presentation. By students taking on the perspective of another person, it can make the learning more personal. The personal learning will help the students to take in the information and keep it in their minds forever. //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.// The hook for this project is an optical illusion that will help students become familiar with how perspective can change from person to person. Where, Why, What, Hook Tailors: Intrapersonal, Logical

The point of this lesson is to get students to know about the people who worked hard during the 60s for Civil Rights, and students will have a deeper understanding of the events and people through taking on the perspective of the person they study. I hope to get them involved with classroom activities and the final project. Students will use an observation chart to stay organized during the lesson. For this lesson, I will have my students choose partners so that they can discuss, map out, and organize their thoughts about the lesson on perspective. Students will examine the lives of historical people living in the 60s to better understand their motives in the event they experienced. Students will refine their knowledge of the people of the 60s by discovering the world they lived in through an interactive Google Earth exercise. Equip, Explore, Rethink, Revise Tailors: Naturalist, Musical

After this lesson is complete students will be able to take on the perspectives of people who lived in the past. Students will make personal connections to their daily lives by better understanding the people and the world around them. Students will be able to understand the major era of the 60s by taking on the perspective of historical figures. I will make sure that my students are understanding by giving them feedback and helping them to develop their products. My students will be in groups of two. Both students are responsible to manage their time appropriately in class, find a historical figure and research them enough to know where they came from and the role they played in history. Students will begin learning about perspective, but when they present, they will have begun to personally understand the importance of knowing how to use perspective to advance in their relationships. Students should show feeling and understanding toward the historical figure used in their presentations. During this project, I will have many opportunities for students to meet with me, or have students get feedback on their ideas. This will open new ways for students to revise and rethink their final products. Equip, Experience, Rethink, Revise Tailors: Verbal, Interpesonal

During this unit, students will be required to reflect on what we have learned. I will have students give examples of what they have learned, and then allow them to self assess what they have learned so far. I plan on giving timely feedback to my students by providing them the opportunities to share their ideas with me through classwork and emails. I will give the students the feedback they need to succeed for the final product. This lesson is important in many aspects of the students personal and in-class lives. All of the lessons I teach allow opportunities for students to learn outside of the classroom with homework or observation. The lessons I teach tie together so students have the chance to show what they know in a variety of ways. Evaluate Tailors: Visual, Bodily

• [|Technology for History]: This link will help my students to better understand what technologies we will be using and how it will help us to build a better final product. Links like this one will be a great resource for better understanding for teachers and students alike. • [|Events: 1960-1969]: Students may use this link to find more information about events that occurred in the 60s era. This website includes events that occurred in the United States and the world. For this lesson, what ever event or person the students choose to present on must pertain to United States history, and should be justified.
 * Content Notes**

• Graphic Organizer
 * Handouts**
 * •** Checklist