L3+Wallace,Megan+Marie


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


 * Teacher’s Name:** Miss Wallace **Date of Lesson:** Lesson 3 Empathy
 * Grade Level:** 10 **Topic:** Digital Story

__**Objectives**__

 * Student will understand that** we in the present make decisions because of what happened during the rise of civilizations in the past.
 * Student will know** sequence of events that happened in ancient civilizations.
 * Student will be able to** imagine why we continue to do things in a similar manner now that people did back then.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies- E. History E1 Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "The Emergence of Civilization to 1000 B.C." Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals, and institutions in the World.

I am having the students see that even though these civilization existed thousands of years ago, what they did still has importance to us today.
 * Rationale:**

__**Assessment**__
Students will use a three minute review technique to gather information from what they have already learned about ancient Rome, Greece, and Egypt. They will look over the timelines that were made in the first project. They will also decide if they want to create their digital story individually or in groups. The sequence chart they will be using will help them to plan out their story.
 * Formative (Assessment for Learning)**

Students will be creating a digital story using some form of type two technology. They must demonstrate that they have learned more about the history and timeline of one of the ancient civilizations being covered. The story must follow the requirements of being a story. They must not only write a good story but must also showcase their knowledge of an empire they have not already presented on. This project is worth 90 points.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will create a digital story on the empire of their choosing using a technology of their choosing. They may use iMovie, garageband, glogster, or some other technology. If they choose to use some other type of technology they must check it with me first.
 * Technology:**

I will integrate English into this assignment with the scripts the students must write for their stories.
 * Other Content Areas:**

__Groupings__
Students will ahve the option of working individually on this project. Students must present on an empire they have not already presented on. I will assign students to groups accordingly.

__**Differentiated Instruction**__

 * Strategies**
 * Logical:** Students will incorporate a timeline of events.
 * Verbal:** Students will need to write and read a script for their digital story.
 * Visual:** Students may create a visually appealing movie or glogster.
 * Musical:** Music and/or sound effects should enhance movies or podcasts.
 * Interpersonal:** Students can in groups.
 * Intrapersonal:** Students have the option of working by themselves.
 * Body/Kinestethic:** Students can make an iMovie for their story.
 * Naturalist:** Students may go outside, use, and/or reference natural items for their stories.

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

Absent: They can grab basic information from my website. I will also have one of their team members, if they are in a group, email them about what the team has done so far on the project and what they need that student to do.

The students may choose which technology they wish to use for this project.
 * Extensions**

__**Materials, Resources and Technology**__

 * I will need my laptop
 * Students will need laptops
 * Textbooks
 * Scripts for their stories
 * Sequence Chart

__Source for Lesson Plan and Research__
[|Digital storytelling] See content notes

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

 * //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:**
 * Beach Ball:** Students will have control over whether they work in a group or individually.


 * Puppy:** Students should now be more comfortable working with each other. Groups will have to make group contract to make sure everyone is a part of the work.


 * Clipboard:** The criteria for the assignment will be clear and easy to follow. With the group contract they will know what is expected of themselves and their fellow group members.


 * Microscope:** Students will not only learn about the timeline of the empire they haven't studied yet, but will look in depth through another's point of view.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Empathy:** Students must learn how to see from another's point of view. This will help them understand others and make them better people.


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


 * Logical:** Students will incorporate a timeline of events.
 * Verbal:** Students will need to write and read a script for their digital story.
 * Visual:** Students may create a visually appealing movie or glogster.
 * Musical:** Music and/or sound effects should enhance movies or podcasts.
 * Interpersonal:** Students can in groups.
 * Intrapersonal:** Students have the option of working by themselves.
 * Body/Kinestethic:** Students can make an iMovie for their story.
 * Naturalist:** Students may go outside, use, and/or reference natural items for their stories.

Students will be able to assess their progress throughout the project. I will check to make sure that the timeline hey use is accurate. I will also look over their scripts and check for spelling, grammatical, and factual mistakes. These checks will not be graded but used as chances to improve work. Students will also grade themselves at the end of the project and will tell me what they think they earned for a grade.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
The classroom arrangement will not have chanced. I will still have my desk at the front and to the side. Student desks will still be in groups of four around the room. Students will understand that we in the present make decisions because of what happened during the rise of civilizations in the past. If we don't learn from the mistakes of the past, we are doomed to repeat them in the future. Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world. At the beginning of the lesson I will play some quick advertisement clips from my iTunes to introduce the project they will be working on. Agenda: Day 1: Show hook. (5min) Explain project. (10min) First step of jigsaw. (10min) Second step of jigsaw. (10min) Assign empires. (3min) Show tutorial (2min) Have students make a group contract. (5min) Students decide on invention and start writing a script. (20min) Start making movie. (10min) Clean up for end of class. (5min) Day 2: Groups work on making their advertisements on iMovie. (80min) Day 3: Students will put the finishing touches on their movies. (50min) Students will present their movies. (30min)

Students will know important vocabulary that pertains to the major inventions of some of the ancient civilizations. They will perform a jigsaw exercise to gain more information about what their empire might have invented. They will be using an idea wheel to help create their advertisement on iMovie. I will walk around the room to check on progress and answer any questions while they are working. I will look at the inventions they are going to use a help them think of ideas on how the make them relevant to the present.

Student will be able to adapt an important invention from the past to be used in daily life today. In doing so they not only learn about the past, but they also learn how it affects the present. We still use many things that were invented in the past. We have only adapted them as new technology has come along. In turning the invention into something that can be used today, students will be applying what they have learned into something that is useful to use now. The groups the students will be in are based on the groups they are in at the end of the second part of the jigsaw. I won't assign roles within the groups. They will have to do that for themselves. While they are working on their movies I will look at what they have already done and see if the have any questions. I will also look over their script and give advice on how to make it better.

Students will write a reflection of the work they have done and whether or not they believe everyone in the group participated in the making of the movie. At the end of each group's presentation I will give the students some feedback. I will also ask the rest of the class whether they would "buy" this new product or not. I will be grading the movie using a rubric of my making and will try and get those back to the students in two to three days.


 * Content Notes**
 * Short Story: []
 * Epic: [] //(note that "narrative" is an element in an epic, so you'll have to justify that, too, using the next resource)//
 * Narrative:[| http://wiki.answers.com/Q/What_are_the_elements_of_a_narrative]
 * Biography: []
 * Fairy Tale: []
 * Fable: []
 * Ballad: [] (Scroll down to find the definition in the alphabetical list. You can choose folk ballad or literary ballad)
 * Action/Adventure: [] (Just use the first six asterisks. Note that "almost always fast paced" has multiple facets described in the one category. If your story is "cross-genre" as they describe in the latter portion of the article, just focus on the main genre and don't get into the additional genres.)

[|Sequence Chart]
 * Handouts**