L5+Towle,Matthew+Raymond


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


 * Teacher’s Name:** Mr. Towle **Facet:** Empathy
 * Grade Level:** 11 **Topic:** Important Speeches

__**Objectives**__

 * Student will understand that** **the Cold War/Post-War U.S. affected other political powers throughout the world**


 * Student will know** **important events and people that affected the time period.**


 * Student will** **be open to varying interpretations of historic people/events.**

__**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, students will be studying a particular historical figure by analyzing a speech given by an historical figure of their choice. This will help students understand the importance that individuals can have on history.

__**Assessment**__
For this lesson, students will be analyzing speeches given by historical figures and analyzing them in a blog. Formative assessment will take place as a part of the lesson I will be teaching. We will be focusing on Martin Luther King Jr's "I have a dream" speech. Students will be put into two groups to read different speeches about civil rights and then we will discuss how they relate to the "dream" that MLK spoke of. Students will then be working in groups to discuss what they have read, this is where I will be assessing students to ensure that they are gaining an understanding of the process used to analyze speeches.
 * Formative (Assessment for Learning)**

For this lesson, students will be assessed based on the blogs they will create. Following the instructional portion of this lesson (MLK's speech) students will choose a speech given by a figure from this time period. Student blogs will discuss the the goals of the speech giver, how they were determined to achieve their goal, who their audience was and who may have agreed with them. I will use a checklist (including the aforementioned questions) to grade students blogs.
 * Summative (Assessment of Learning)**

__Integration__ Technology: For this lesson, students will be creating blogs where they will discuss what they learn by studying the speech given by an important Cold War figure.

English: Students will be creating blogs where they will be required to use correct grammar, mechanics, etc. It is important for students to make their blogs as professional as possible because they will be on the world wide web, accessible by anyone.

__Groupings__
For the first portion of the lesson, students will be randomly placed into two groups. This will determine what readings they will be assigned for the next class as well as who they will be discussing the first portion of readings with. For the second part of the lesson, students will be broken down into smaller groups of three to four where they will be participating in a "jigsaw" activity in that students form both groups will be mixed together (ideally, two students from group 1 and two students form group 2). In these smaller groups, students will be discussing their readings, the implications they have on MLK's "I have a dream" speech as well as answering some thought provoking questions about the readings.

__**Differentiated Instruction**__
**Linguistic:** Students can write out their findings in an essay style report. **Spatial:** Students can use a graphic organizer in order to display facts. **Kinesthetic:** Students can re-enact the speech they choose. **Interpersonal:** Students could create an in-class simulation of the event/where the speech was given. **Intrapersonal:** Relate the speech to your own life or current events. **Musical:** Explain the speaker's point by writing a song.
 * Strategies**

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

Students will be encouraged to deeply analyze the speech they have chosen and to pick up on subtle nuances within the speeches that may indicate certain themes occurring throughout history. Students will be creating blogs for their products. This Type II technology will allow students to create a digital presence that they will be able to reference and add to throughout the year. If students want to push their products further, they can add various multimedia to their blogs.
 * Extensions**

__**Materials, Resources and Technology**__

 * Printouts of reading material
 * Computers
 * Chalkboard for recording brainstorming ideas

__Source for Lesson Plan and Research__
The following link is where I found the main ideas for this lesson: http://ldt.stanford.edu/2001/projects/mlk/teacher/mlktsite/ihdlesson.htm

I will be tweaking it a little bit to condense everything into one 85 minute class period. I also had to switch some of the readings as they were no longer available online. Links to these readings can be found below in the "Handouts" section.

__**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 in this standard because I will be making it accessible to all four of the learning styles. This lesson will work well for beach ball learners because there are a variety of sources that will be use to reach the final goal. The organized structure and sequence of this lesson will work well for clipboard learners and the fact that students will be analyzing speeches will appeal to microscope learners. For all of these activities (except for the final product) students will be working in groups so this will appeal to puppy learners.


 * //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 standard 4 because I have arranged my lesson goals around the subject matter, students, learning theories and curricular goals. The main goal of this lesson is for students to know important events and people that affected the time period. Students will learn this because they will be exploring speeches given by the important figures of the time period. This can range from speeches about civil rights, war, politics, etc. Students will also learn to be open to varying interpretations of historic people and events. This will be necessary in order to understand the full meaning of the speech they choose to study. This lesson was also arranged around the face of understanding "empathy." This works for this lesson because students will need to get into the mindset of the figure whose speech they have chosen. They will need to ask themselves questions such as "How does this seem to me?" "What do I need to experience if I am to understand?" "What did the author of this speech want me to see/feel/think?" as well as other similar, thought provoking questions.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** This lesson demonstrates my competency with this standard because I will be using a variety of strategies to meet the needs of various intelligences. Students will be creating a blog as their product for this lesson, this affords a variety of options for the multiple intelligences to be expressed. A few examples would be kinesthetic learners to re-enact the speech they choose or for interpersonal learners to create an in-class simulation of the events. For more information, see "Differentiated Instruction" above.


 * //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 with this standard because I will be using both formative and summative assessment to ensure that students are gaining an understanding of the material being uncovered. During the instruction portion of this lesson I will be assessing students based on the discussions they have in their groups. Students will also be working on discussion questions that I will also use to assess them. At the end of the lesson, students will be creating blogs as their final products. This is how I will grade them summatively using a checklist.

__Teaching and Learning Sequence__
Homework due Day 1: Read/highlight assigned reading.

Day 1: Attendance/Introduction (5 minutes) Hook ("I have a dream" speech: http://www.youtube.com/watch?v=KUP_ISA030c&feature=player_embedded) (5 minutes) Discussion following hook to pre-assess (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) Students break down into previously assigned groups (based on their readings) and discuss/answer questions from the above mentioned lesson (25 minutes) Discuss answers as a class/transition to next activity (10 minutes) Students break down into groups of four (two from each larger group) and discuss the differences between their findings (20 minutes)

Homework: Begin looking for a speech to focus on.

Day 2: Attendance/Further discussion of final project (10 minutes) Students will be working on their projects for most of the class time, I will be walking around working with students who need help on an individual basis as well as checking for understanding by talking with students as they are working (60 minutes) Closing discussion, answer any questions, make sure everyone is on track. (10 minutes)

Homework: Blogs should be done prior to next class, they will not be presenting I will just grade them online using the checklist.

For this lesson, the desks are going to need to be fairly mobile as groups will be changing throughout the first day from two larger groups to smaller groups of four. The goal of this lesson will be for students to understand that the Cold War/Post-War U.S. era affected other political powers throughout the world. This lesson is important for students to know because you must be able to interpret the speeches of modern day politicians in order to make informed decisions about our country. Students will need to be open to varying interpretations of historic people and events in order to fully grasp the speech they will be analyzing. In order to hook students into this lesson, we will be watching a clip of Martin Luther King Jr's "I have a dream" speech. We will then discuss the varying implications this speech had and students will break down into their groups for further discussion.
 * Where, Why, What, Hook Tailors.** MIs used in this lesson: Interpersonal (group work), Intrapersonal (learning about politics to make informed personal decisions), Logical (analysis of speech).

In this lesson, students will need to know about important events and people that have affected the time period. We have already studied a number of historical figures in previous lessons so students should already have a rough idea of the choices they have. There will be very little lecturing in this lesson, most of the learning will take place with students working in groups and discussing their readings. When it comes time to begin work on their individual projects, students will be the "persuasion map" graphic organizer to help them organizer their research before posting it to the blog. With this graphic organizer, students will focus on the goal of the speech they have chosen, and break down the "why" and "how." We will also complete this graphic organizer on the board as a class while we are examining MLK's speech. This will give students a better idea of what will be expected of them for their project. I will check for understanding while we are examining the MLK speech as well as through personal conversations with students during work time. See "Content Notes" and "Sources" below and above for more information on the set up for this lesson.
 * Equip, Explore, Rethink, Revise, Tailors.** MIs used in this lesson: Interpersonal (group work), Spatial (graphic organizer).

For this lesson students will endeavor into high-order thinking by deeply analyzing the speech given by an historical figure of their choice. Through doing this, students will be open to varying interpretations of historical people and events. Students will also participate in group work in order to discuss the readings they were assigned and further analyze the MLK speech. Students will create a blog to show evidence of learning. Students will be asked to answer questions about the blog that show that they are able to recognize key goals and ideas expressed through important political speeches. If students are not able to clearly demonstrate understanding on the first time around, I will allow them to redo their blog if they see me and discuss what they will change in order to make it better. This way, I will be able to talk to them one-on-one and find better ways to help the student understand.
 * Explore, Experience, Revise, Refine, Tailors.** MIs used in this lesson: Logical (analysis), Interpersonal (group work), Intrapersonal (creating a blog).

In order for students to self-assess following this lesson, they will be handing in a reflective piece that will help me to better gauge their understanding of the topic. I will grade the blogs the night that they are due so that students can receive feed back (and decide if they want to redo it) in a timely manner.
 * Evaluate, Tailors.** Intrapersonal (self-assessment).

See "Sequencing" above for full outline of classroom activities.
 * Content Notes**

We will be following the lesson described here: http://ldt.stanford.edu/2001/projects/mlk/teacher/mlktsite/ihdlesson.htm with only some minor changes in order to make it fit into our 85 minute blocks.


 * Handouts**
 * Homework Readings
 * Group 1
 * http://www.nps.gov/ncro/anti/emancipation.html
 * http://www.un.org/rights/50/decla.htm
 * http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_i_have_a_dream_28_august_1963/
 * Group 2
 * http://www.minerscanary.org/otherart/biennial_speech.pdf
 * http://www.ncsu.edu/provost/offices/affirm_action/AAPlan/Affirmative_Action_in_Education.pdf
 * Graphic organizer - http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
 * Grading checklist