L6+Towle,Matthew+Raymond


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


 * Teacher’s Name:** Mr. Towle **Facet:** Interpret
 * Grade Level:** 11 **Topic:** Political Commercials

__**Objectives**__

 * S****tudent will understand that** **that the concepts/nuances of the Post-War U.S. affect the world today.**


 * Student will know** **key factual information regarding political relations during the time period.**


 * Student will be able to** **evaluate the ways in which history can help one better understand and make informed decisions about the past and future.**

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History. E1 Historical Knowledge, concepts, themes and patterns. Grade 9-Diploma "World War II and Post-War U.S. 1931-1961." Students understand major eras, major enduring themes and historic influences in the U.S. and world history, including the roots of democratic philosophy, ideals and institutions in the world.


 * Rationale:** For this lesson, we will be examining political commercials and students will be asked to create an iMovie commercial about one of the historical figures they focused on for the previous lessons. This will bring students to understand major historic influences as well as democratic philosophy and ideals.

__**Assessment**__
On the first day of the lesson I will be giving students two assignments to work on over night. Students will be writing down key points from a political commercial of their choosing (from the television, given that everyone in the class has one at home). In addition to this, we will be learning about logical fallacies. Students will be given a handout that they will need to complete with examples of logical fallacies from the commercial they choose to evaluate. I will be using the results from these two assignments to formatively assess students. In addition, I will be available to help students while they are working on their final products for this lesson.
 * Formative (Assessment for Learning)**

For this lesson, students will be creating an iMovie of the "worst" possible political commercial that they can. Students will use what they have learned about logical fallacies to create their iMovie in a way that shows what they have learned about political commercials. By creating a "bad" commercial, they will be proving that they do in fact understand the facets of a "good" commercial. I will assess students on their iMovie by using a rubric we will have discussed in class.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** For this lesson, students will be learning about the features of iMovie in order to create a political commercial about a political figure of their choosing.


 * English, Art:** This lesson carries over to English because I'm sure at some point students will be learning about logical fallacies in English as they are a prominent theme in literature. Students will also be using creativity skills that can be carried over to art classes.

__Groupings__
For this lesson students will be working in groups of three to create an iMovie. It will be important for students to be able to share the load of the work and to find a way to collaborate outside of class to film their movie. For students who cannot meet outside of class, I will allow them to film in the classroom after school or something so they do not fall behind. Students will be able to share the load in class work time because they will need to collaboratively brainstorm for their story boards prior to recording. When recording begins, one student (or a friend volunteer) will be recording and the others will be acting in the commercial.

__**Differentiated Instruction**__
**Intrapersonal:** Students can create a campaigning movie for themselves. **Interpersonal:** Explain how the decisions made by this politician affect everyone else. **Musical:** Students can add relative music to be played in the background of their iMovie. **Spatial:** Students will be creating a diagram that outlines the ideas of their chosen politician. **Logical:** Students can research statistics of those who support/do not support their chosen politician. **Linguistic:** Students will write out a narrative for their iMovie.
 * Strategies**

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

Students will be encouraged to push the limits of this assignment by competing to make the most interesting/funny/informative iMovie that they can. Students who have a greater understanding of the concepts being studied will be able to show evidence of understanding in more creative ways. Students will be using iMovie for their Type II technology, this will allow for an interactive way to share what they have learned with the class.
 * Extensions**

__**Materials, Resources and Technology**__

 * Projector
 * Computers
 * Handouts
 * Video cameras

__Source for Lesson Plan and Research__
The main inspiration for this lesson came from here: http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/political_commercials.html

I will be changing things around a little bit to make the entire lesson fit into one class period and to make it more relatable to what we are studying.

__**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:** This lesson demonstrates my competency with the standard because it is appealing to all four of the learning styles. For example, this lesson will appeal to beach ball and puppy learners because they will have a relatively large amount of freedom in creating their movies as well as working in groups with classmates who they are hopefully comfortable with. It will also appeal to clipboard and microscope learners because students will be able to organize their work in a graphic organizer prior to recording. They will also be dealing with some heavy analysis of political commercials in order to understand what they are all about.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson demonstrates my competency with the standard because the goal of this lesson will be for students to know key factual information regarding political relations during this time period. This will be done through their examination and interpretation of various political commercials. Students will need to be able to evaluate the ways in which history can help one better understand the past and future. This will be done by students' application of what they have learned about present day politicians to politicians from the past. This lesson is also organized around the facet of understanding "interpret." Students will interpret the information they receive from political commercials and apply it to what they know about politicians from the past.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** This lesson demonstrates my competency with the standard because students will be able to learn through a variety of intelligences and express what they have learned through appropriate technology. For example, students can use multiple intelligences by putting music on their movies or by using statistics to further emphasize their points. Spatial learners will also like being able to map out their thoughts on the graphic organizer. For more information on multiple intelligences see "Differentiated Instruction" above. In order to prove understanding, students will be using iMovie as a Type II technology. This will allow students to express what they have learned in a wide variety of creative ways.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** This lesson demonstrates my competency in this standard because I will be using a variety of formative and summative assessments to gauge student learning. Students will be given a homework assignment prior to class that I will be able to use as pre-assessment material that will help me to know where students are lacking on this topic. In addition, I will be able to formatively assess students while they are working on their projects by having conversations with each of the groups to make sure they are staying on the right track. For their final product, students will be creating a political commercial using iMovie. I will be assessing their work using a rubric that we will have discussed in class to ensure students understand what their assessment will be based on.

__Teaching and Learning Sequence__
Homework due Day 1: Find commercial, fill out summary worksheet.

Day 1: Attendance/Introduction (5 minutes) Hook (two videos) http://www.youtube.com/watch?v=w_htNuBgM2U http://www.youtube.com/watch?v=aoznOTK58o0 (5 minutes) Discussion following hook regarding the assignments from the previous class (pre-assessment) (10 minutes) Introduction of final project as well as an introduction to the material that will be covered and the expectations for the lesson (10 minutes) Discussion of commercials found by students (20 minutes) Discussion of logical fallacies, students work with logical fallacies worksheet to fill in example (20 minutes) Choose partners, decide upon who commercial will be about (10 minutes)

Homework: Brainstorm ideas for political commercial video.

Day 2: Group discussion to hear what historical figure each group has chosen (10 minutes) Work time, students will fill in ([|Commercial Storyboard]) graphic organizer. If anyone gets to the point where they are ready to record there will be space at the school provided for them to begin (60 minutes) Discussion to see how much more time will be needed to finish, ideally we would be able to present on day 3 but it could be possible that students will need an extra day (10 minutes)

Homework: Finish Videos

Day 3: Students will either be finishing their projects during class time or we will begin presentations (80 minutes)

For this lesson my classroom will still be set up in groups again. Students will need to be able to sit in groups of three to work on their projects. The goal of this lesson will be for students to understand that the concepts and nuances of the Post-War U.S./Cold War time period still affect the world today. This is important for students to learn because in a democratic society, one must be able to make informed decisions about their state and federal government. During this lesson students will evaluate the ways in which history can help one to better understand and make informed decisions about the past and future. To hook my students into this lesson, I have chosen two political commercials from the past election that are good examples of BAD political commercials to the point that they are humorous. This will give students a better idea of what they will be focusing on for their final products.
 * Where, Why, What, Hook, Tailors.** MIs used in this lesson: Interpersonal (working in groups), Intrapersonal (learning about politics to develop personal opinions), Visual/Auditory (video hooks).

I will be equipping students with the necessary knowledge by leading them through the lesson discussed above. Students will be examining a modern day political commercial and analyzing it to find logical fallacies. It will also be necessary for us to review what logical fallacies are and how they can be identified. Students will need to know key political information from the Cold War time period in order to relate their findings to an historical character from that era. We will be using the story board graphic organizer (http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/commercials_storyboard.pdf) to help students map out their ideas before beginning their final products. I will be using the assignments that students will be doing as a part of the lesson in order to check for understanding throughout the instructional portion of this lesson. I will also be meeting with groups when they have completed the storyboard graphic organizer in order to ensure that they are moving in the right direction.
 * Equip, Explore, Rethink, Revise, Tailors.** MIs used in this lesson: Interpersonal (class discussion), Logical (analysis of commercial), Spatial (graphic organizer).

Students will explore the content using high-order thinking because they will be analyzing a modern day political commercial and examining it for logical fallacies. This will allow students to identify mistakes made in political commercials so that they can apply that knowledge to create a commercial for an historical figure from the Cold War era. For this lesson, students will be able to evaluate the ways in which history can help one better understand and make informed decisions about the past and future. By looking at political commercials and identifying the contradictions, students will be able to do the same when they are old enough to vote and make decisions about government. Students will be working on their products in groups of three. For this project, I will allow students to choose their partners as it may require some work outside of class. This way students can choose classmates who they may already be connected with. Students will show evidence of learning through the creation of their movies. They will be given the opportunity to rethink and revise when I meet with each group to discuss their story boards.
 * Explore, Experience, Revise, Refine, Tailors.** MIs used in this lesson: Logical (analysis), Audio/Visual (commercials), Interpersonal (group projects).

Students will be able to self-assess with a self-assessment sheet on the back of their rubrics. This will help me to gain a better idea of how they completed their projects when it comes time to grading them with the rubric. I will have rubrics ready to hand back for the following class so that students don't have to wait to get feedback.
 * Evaluate, Tailors.** MIs used in this lesson: Intrapersonal (self-assessment).

Source information for this lesson can be found here: http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/political_commercials.html
 * Content Notes**

See "Sequencing" above for a full outline of classroom activities for this lesson.


 * Handouts**
 * Commercial Summary Worksheet: http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/commercials_recording.pdf
 * Logical Fallacies Worksheet: http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/commercials_fallacies.pdf
 * Storyboard Graphic Organizer: http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/commercials_storyboard.pdf
 * Rubric