L1+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:** 1 Explain
 * Grade Level:** 10
 * Topic:** Political and Societal Changes throughout the Civil War and Reconstruction era.

__**Objectives**__

 * Student will understand that:** During the Civil War the United States was undergoing political and societal mayhem
 * Student will know:** Reconstruction, Union, Confederate, Dred Scott, Emancipation Proclamation
 * Student will be able to do:** Reconstruction, Union, Confederate, Dred Scott, Emancipation Proclamation

__**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 need to know and interpret the successes and mistakes of the past to secure a better future

__**Assessment**__
Students will share their KWL charts with at least 2 other students in the class, the students will add 1 new question and 1 new fact which the students do not already have**..** The KWL charts will then be reviewed by me and i will pose an additional question to the entire class. A question I feel should be asked and answered but was not.
 * Formative (Assessment for Learning)**

Students will create **Prezi** showing major political and societal changes.
 * Summative (Assessment of Learning)**
 * Prezi 100 points:** Students will be asked to create a Prezi in groups of two, the group will allow you to bounce ideas of each other and in the end come up with a better, more in depth product. The prezi must include major events and people responsible for the political and societal changes which we ever-present during the Civil War and Reconstruction.

__**Integration**__

 * Technology**: Students will use Prezi, an online resource which will allow them to explore the web and create a detailed presentation outlining the key components presented during class. The Prezi must include 5 main political changes and 5 main societal changes.Students will need to research online as well as in printed texts to create their Prezi.


 * Art**: Students will need to include historical images along with explanations of those Images in their Prezi. Each image should be directly related to the 5 political and societal changes which took place during the Civil War.


 * 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__
__**Corners**__ students will do corners, where they will walk to each corner based on their understanding, the basics of the corner will be specified by the teacher. Such as, Not really understanding, sort of getting it, almost there, totally getting it. Each corner will come up with a question that they would like the teacher to touch on.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal-Linguistic **: Students will get into groups of 3 or 4 and create questions and discuss the lesson
 * Logical/Mathematical **: students will compare societal issues of today with Lincolns era.
 * Visual/Spatial **: Movie about Abraham Lincoln and Issues surrounding his presidency.
 * Bodily/Kinesthetic **: Students will each stand and present a part of the Gettysburg Address.
 * Intrapersonal **: Write an essay about the era. Students will have a choice to pick and issue which they like the most.
 * Interpersonal :** group discussions about different issues throughout the era, each group will pick an issue from the text and come up with the most important and relevant information that relates to the class.

//**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.

__**Extensions**__ Students will be asked to create a Prezi in groups of two, the group will allow you to bounce ideas of each other and in the end come up with a better, more in depth product. The prezi must include major events and people responsible for the political and societal changes which we ever-present during the Civil War and Reconstruction.

__**Materials, Resources and Technology**__

 * Computers PC
 * Laptops
 * DVD player/ VHS
 * TV
 * Students
 * Rubric/ Graphic Organizers
 * LCD
 * Paper
 * Printer

__Source for Lesson Plan and Research__
[] Students are going to need access to the computers in school as well as outside of school. We are assuming each student will have a 1 to 1 laptop program therefore each student will be able to continue their work at home. kwl (1).pdf Students will be given a KWL chart which I will print off. This chart will be used as a formative assessment during class to see what they are getting from the lesson.

[] This a great link which will give the students an overview of what prezi can do. It gives reasons why it goes above and beyond regular slide shows.

[] This link goes really in depth about all the features available to the students while using prezi, as well as in depth detail about how to use it. Easy to follow!

[] Websites such as this are an amazing tool for the students. These websites provide detailed overviews of battles, people, and

__**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 prezi.
 * //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 get into groups of 3 or 4 and create questions and discuss the lesson
 * Logical/Mathematical :** students will compare societal issues of today with Lincolns era.
 * Visual/Spatial :** Movie about Abraham Lincoln and Issues surrounding his presidency.
 * Bodily/Kinesthetic **: Students will each stand and present a part of the Gettysburg Address.
 * Intrapersonal **: Write an essay about the era. Students will have a choice to pick and issue which they like the most.
 * Interpersonal **: group discussions about different issues throughout the era, each group will pick an issue from the text and come up with the most important and relevant information that relates to the class.

Students will be asked to create a Prezi in groups of two, the group will allow you to bounce ideas of each other and in the end come up with a better, more in depth product. The prezi must include major events and people responsible for the political and societal changes which we ever-present during the Civil War and Reconstruction.
 * Prezi**

Students will share their KWL charts with at least 2 other students in the class, the students will add 1 new question and 1 new fact which the students do not already have**..** The KWL charts will then be reviewed by me and i will pose an additional question to the entire class. A question I feel should be asked and answered but was not.
 * //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)**

Students will create **Prezi** showing major political and societal changes.
 * Summative (Assessment of Learning)**
 * Prezi 100 points:** Students will be asked to create a Prezi in groups of two, the group will allow you to bounce ideas of each other and in the end come up with a better, more in depth product. The prezi must include major events and people responsible for the political and societal changes which we ever-present during the Civil War and Reconstruction.

__Teaching and Learning Sequence__
__**Classroom Arrangement**__ 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.Students will understand that During the Civil War the United States was undergoing political and societal mayhem (**where**)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. (**What**). __**Hook Day 1:**__ To begin the First days lesson I will show a video of Abraham Lincolns Campaign, Political struggles, and Societal Struggles. To keep the students paying attention I will assign the students to answer one question which the movie presents, The answer will also be given in the movie at a different time so the students will need to pay attention.Students will need to know and interpret the successes and mistakes of the past to secure a better future(**Why**) I will choose one of the questions that the movie presents and type up a sheet to hand out to the class. The First day the movie will take up almost the entire period which is 80 min. The movie will be around 50 minutes which will leave about 20 min(**Hook**). I will have used 10 minutes at the beginning of class to take attendance and then give the class a brief overview of what the next three days will entail. The last twenty minutes of class I will have the students talk about the question which was posed and the answer to that question. I will allow the students to keep their papers on their desks so that they can add additional information I might give, and information other students may have picked up on and are sharing with the class.**The movie and discussion will allow the __visual/spatial__ learners and the __interpersonal__ learners become more acquainted with the beginnings of the lesson.(Tailor)**

__**Day 2:**__ On day two I will have the students walk in to class to find that the desks are still in the H form and a KWL chart will have been placed on each desk or in front of each seat at the table. I will begin the lesson by briefly reiterating the reason for the movie and the question I chose which was posed during the movie(**10**). Students will have a chance to ask further questions and speculate why we are doing this lesson. I will then start to present the material at a point of my choosing. I will choose a section which illiterates major moments that deal with both political and societal changes(**Equip**). I will use Lincoln along with other political figures and influential figures to show the progression and thinking about what was happening to both society and politics during the era(**40**). Half way through I will have the students stop and get themselves into three-min-review groups. The groups will consist of 3 students, each student will have the opportunity if needed to speak freely and pose questions for their entire minute. Groups will have been decided at the beginning of class simply by counting off 1-2-3-4-5-6 etc. the amount I count too will depend on the number of students(**3-5**)(**Experience**). After the three minute reviews I will continue the lesson that day(**10**). At the end of the lesson we will have approximately 15 minutes to go over the KWL charts which had been placed in front of them at the beginning of class. Each student will get back into their three-min-review groups and go over the KWL chart. while lesson was in progress students will have filled out the KWL accordingly(**Explore**). At this point however, students will have the opportunities to share what they learned from the lesson and questions which may have come up(**Rethink/Revise**). Students will share what they have and each will add one new question and one new fact which they learned from the lesson but did not have on their paper originally(**Rethink/Refine**)(**15**) **The KWL charts and the three min-review groups will allow the __Verbal/Linguistic__ students to become more acquainted with the material and the __Logical/Mathematical__ students will also have benefited from the KWL chart. The chart is sequential and has students lay out their thoughts as such.(Tailor)**

__**Day 3:**__ I will begin class by taking attendance and getting everyone settled(**5**). The desks will at first be arranged in the same "H" shape as day one. I will then begin my lesson by repeating some of the material covered on day two. Simply to refresh the students memories about what was recently talked about. the students will be able to ask questions about things they are unfamiliar with and also add material that they might know but was not touched upon(**20**). From there I will begin to cover new material which I thought to be the most substantial and exciting. I believe that ending something should be as fun and exciting as the beginning, students are more likely to remember something when they are happy then when they are sitting their "bored out of their minds", this is simply coming from personal experience. I will talk about the impact the major battles had on both political and societal changes at the time and add in facts that students are most likely to find interesting. The facts could simply be who the generals were, or how many people died that day and how that changed the lives of thousands of people throughout the country(societal). I will conclude the lesson with facts such as these**(35**). With the twenty minutes which remain I will have the students quickly but quietly push all the desks against the wall the best they can. However, I will have them leave one desk in each of the 4 corners. I will then walk around, and with sheets which I have previously printed up I will place them on each of the 4 desks. The sheets will not all be the same, each sheet will be based on the amount of understanding that the student has attained through the lesson. Each sheet will have notes which I believe the student will need to further their understanding, meaning someone who doesn't get it at all will have a sheet with material that will help them get simply the basics at first, then progress; so on and so forth for each sheet in each corner. The sheets will also have a short question requiring the students to write at least a paragraph about the question posed, which will be for homework. However, In class the students will be asked to go to the corner which they feel they belong to and quickly read over the notes and from then ask questions. Every time a student asks a question and answers a question which I posed they will move to the next corner. Eventually reaching their way to the top.(**20**) **This lesson and the corners will help the __physical/kinesthetic__ students and the __Intrapersonal__ students come to understand the material better. The corners will help the physical learners, while the homework which I assigned will be helpful for the intrapersonal learners.(Tailor)**

Throughout this time students will have been expected to be working on completing their Prezi's. I will not present anymore material to the students, instead we will spend on full class time showing the Prezi's. This will not count as a day towards the lesson, instead it will be a day to relax and enjoy what the students have created through their hard work.**(Evaluate)**
 * Presentations**

•Vocabulary: Reconstruction, Union, Confederate, Dred Scott, Emancipation Proclamation,Stowe. •Important events and people: Lincoln, Antietam, Gettysburg, Bull run, slave states from none slave states. •Definitions: Secession, Union, Confederate, Jim Crow, Inaugural.
 * Content Notes**

Information will come from the text book: //**Battle Cry of Freedom**//: **The Civil War era** Students will read the book throughout class and at night. This book will be read throughout the Unit.

KWL charts Sheets containing notes for corners. Q an A sheets for movie.
 * Handouts**