L4+Norris,Olivia+Katherine


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


 * Teacher’s Name:** Ms. Norris
 * Lesson:** 4 Application
 * Grade Level:** 11
 * Topic:** Counterculture

__**Objectives**__

 * Student will** be able to apply by producing informed decisions about the present and the future.
 * Student will know** what happened in the 1960s and understand that those events correlate with present day situations.
 * 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.

Students will be able to apply ideas of the past to the ideas of the present. They will be able to compare what has happened in our history to our present day changes and better understand the courses our nation takes.
 * Rationale:**

__**Assessment**__
To assess students for this lesson, I will get my students to think on their own and discuss with each other their thoughts about the people of the 60s with each other through "think-pair-share." To keep my students on track, I will hand out a flow chart. By having the flow charts, students will be able to see where they want to go with the assignment and see what they have done so far. The graphic organizer will assist the students to keep working on their projects and keep them moving in the lesson.
 * Formative (Assessment for Learning)**

For the final product, students will create a poster using Glogster. This final product will show students their progress on how well they apply the information they have learned during the unit.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: I am going to give my students a tutorial on how to use the Glogster program. They will be able to use this on the laptops provided to them.

Art: Students will be able to use their visual skills to create a Glogster. The students will have the ability to use their creativity in an artistic way to show the class their abilities.

__Groupings__
Students will be able to work in groups of three or four to create their Glogster products. In the group, they will assign roles to each person so that everyone is working together on the product. The classroom will be arranged in groups of four to five to allow time to work together and gain knowledge and new ideas from each other.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic**: During the "think-pair-share" activity, verbal learners will get a chance to talk about what they were thinking when asked about the people of the 1960s.
 * Logical/Mathematical**: Observing the project and organizing thoughts fits into a logical learning style.
 * Visual/Spatial**: Glogsters are visual projects so these fit into a visual learner's learning style.
 * Intrapersonal**: making the Glogster gives an intrapersonal learner the opportunity to work on their own if they so choose.
 * Interpersonal**: Using the "think-pair-share" method can be useful to an interpersonal learner because it gives them an opportunity to talk to others about their thoughts.
 * Naturalist**: The assessment uses observations, naturalist learners use their observation skills when working.

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

Absent: In this lesson, communication is going to be key for the final presentation. If students are unable to attend class they will need to email the members of the group and me as soon as they know they cannot attend class. If groups are made when students are absent, the group will assign roles amongst themselves, and keep in mind a role for the absent member or their group. Students are allowed to use Skype to keep in touch during class if someone is absent.

I will give a tutorial on how to use Glogster. Students will be able to show how they can make informed decisions about the past and future by applying what they have learned and what they have learned so far in class.
 * Extensions**

__**Materials, Resources and Technology**__
• Graphic organizer • Laptops • Dongle • Student text books • Paper/Pencil • [|Glogster Tutorial]

__Source for Lesson Plan and Research__
I developed this lesson plan so that I can share the history of our nation and help students to see how the events of the past correlate with the events of the present. I hope to get students to apply the ideas of the 60s era to present day issues so that they can relate why they are learning about the culture. Graphic Organizer: I am going to give students a flow chart so that they can stay on track during the lesson. Library: I will have my students spend some class time using the library to find books and use the computers to find information about the 60s historical events. Text book: Though I do not want the text book to be the sole resource for students, I want them to utilize their books because there is still strong points they can use in their final presentation.

__**Maine Standards for Initial Teacher Certification and Rationale**__
In this lesson, I will begin to help students to apply what they have learned to daily life. I considered that there are many learning styles that my students possess and I worked towards meeting all of the learning styles. ** Beach Ball **: My beach ball students will work well with this lesson because they will be allowed to use a variety of resources. I have included a few extensions to this lesson that will adapt to beach balls learning styles because they have many options to choose from. ** Clipboard: **This lesson will be methodical and very organized, which is helpful to the clipboard learner who desires a higher level of organization. The expectations will be clearly outlined for all students. ** Microscope **: Glogster allows for many options. The deep exploration of this site and the use of details will definitely comply with the needs of the microscope students. ** 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:**

In this lesson, I will be demonstrating how students can apply what they learn about history in class to their everyday lives. During this lesson, we will learn what happened in the 1960s and understand that those events correlate with present day situations. I will have what we learned in the content notes. After this lesson, students 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,// which aligns with the Maine Learning Results. At the end of this lesson, students will be able to:
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Explain** - students will explain how the past applies to their everyday lives. We will learn about our nation's history and how what occurred in the 60s directly affects the way we live our day-to-day events.
 * Interpret** - students will interpret past events and provide meaning to what they see. By interpreting past events and issues, students will understand why we study the past.
 * Apply** - this lesson is about application, and students will soon learn how to apply their knowledge of the past to today's world. Students will be asked to begin exploring the possibilities when applying their knowledge about the past to present and even future events and begin to understand how history has affected us.
 * Perspective** - students will have begun to take on perspectives of historical figures by this lesson. Through this lesson we will continue to learn how to take on perspectives of others.
 * Empathy** – students will have an understanding of personal feelings, and they will apply their knowledge of their own feelings to understand the actions and behaviors of historical figures and events that shaped our nation.
 * Self-Knowledge** - students will have begun to learn about their learning styles and how they need to utilize them when working on any project. By understanding how minds work and what works best for each mind, students will begin to gain knowledge of themselves and will better their learning experiences.

In this lesson, I will include many instructional strategies to meet the needs of my students. During the "think-pair-share" activity, verbal learners will get a chance to talk about what they were thinking when asked about the people of the 1960s. Verbal learners require time to talk out what they are gaining in information to better understand what they are learning**.** In order to meet the needs of my logical and mathematical students, I applied many organizational tools so that logical thinkers can make patterens and observe their final products. Glogsters are visual projects so these fit into a visual learner's learning style. Visual learners will know how to organize their glogsters to show off their abilities and have fun creating a product to show to the class. Making the Glogster gives an intrapersonal learner the opportunity to work on their own if they so choose. Intrapersonal learners internalize their thoughts in order to create their best possible work. Using the "think-pair-share" method can be useful to an interpersonal learner because it gives them an opportunity to talk to others about their thoughts. Talking and working with others is extremely beneficial to interpersonal learners. The assessment uses observations, naturalist learners use their observation skills when working because it will help them to learn the material I have provided.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Informal Assessment: Students will have given their ideas of what we have learned so far. I will write these on the board, and then give students the opportunity to write down subjects they think they have mastered, and subjects they seem to know less.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Formal Assessment: To formally assess students, I will test them on their knowledge of the content we have covered in the unit.

Summative Assessment: When students present their final products, I will better understand what the students grasped in the lesson, and give them a grade based on what they have learned.

__Teaching and Learning Sequence__
Day 1: • I will pre-assess the students on their previous knowledge. (15 minutes) • Hook: a poster of Martin Luther King Jr. Students will give information on who the man in the poster is. Then I will ask how what he did during the counterculture affect the rest of the world during the 60s. Then I will ask the students how what MLK Jr. did in the past affects us today.(25 minutes) • I will pass out the graphic organizer and Glogster checklist. I will then show students the Glogster tutorial, and where to find the tutorial on the class wiki. (15 minutes) • Students will then have time to go to the library or use a computer to find information on the events of the 60s. (20 minutes) • I will then students that they need to send me their basic ideas of what they will incorporate on their Glogsters. (5 minutes) Day 2: By day two, students should be familiar with what they are creating their Glogsters on, and familiar with the technology. On this day, students will have feedback from me on their proposals. • I will dedicate the first half of class to students to create their Glogsters. I will walk around and help students with their products and give them pointers. If students have any questions they can ask me at this time. (40 minutes) • Students will have a break to stretch, use the bathroom, or get a drink. (5 minutes) • The second half of class I will have students finish their Glogsters and post them to the wiki. (35 minutes) Day 3: • Presentations (80 minutes)

In this lesson, students will either work alone or choose a partner. At this point in the year, I will have taught 3 lessons, and I will know which students to let work together. I will have my students fill out flow charts to help students use sequential ideas in their final products. Students will not be required to use a graphic organizer in this project. In this lesson, students will be able to apply what they know and show evidence by producing informed decisions about the present and the future. Students should understand what happened in the 1960s and understand that those events correlate with present day situations. //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.// My hook will be a large poster of MLK Jr. at the front of the room when students come into class. Where, Why, What, Hook Tailors: Interpersonal, Logical

In this lesson, students will learn about the people in the 60s (MLK Jr., JFK, the Beatles) and I will show them how to draw conclusions about the future based on the actions people took in the past and the effects those actions had on the U.S. Students will use a flow chart to keep track through the unit. I will get my students to think on their own and discuss with each other their thoughts about the people of the 60s with each other through "think-pair-share." Students will learn about our country and have a better understand of political leaders by studying the leaders of the 1960s. I will constantly be checking on their progress and giving them pointers to improve their products. By creating a Glogster, students will refine their knowledge of the people of the 60s era. During this lesson, I will suggest to students that they should make observations and take informal notes throughout the unit. Equip, Explore, Rethink, Revise Tailors: Interpersonal, Naturalist

At the end of this unit, students will know how to apply what they have learned in the past to the present and future events. To have students show evidence of their learning, I will grade their work and help to instill the use of application in their everyday lives. Students will have the opportunities to refine their work during this lesson through timely feedback and the option to re-do any assignment. Equip, Experience, Rethink, Revise Tailors: Visual, Musical

Students will need to keep track of their ideas and any new found knowledge throughout the lesson. I gave many opportunities for students to show me their work and discuss it with me before they presented. This will be enough feedback for students to accomplish their desired goals. Through this lesson, students will be able to provide informed decisions about the past to today's issues and societal norms. Evaluate Tailors: Bodily, Verbal

• [|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**

• Checklist • Flow Chart - Graphic organizer
 * Handouts**