L6+Norris,Olivia+Katherine


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

** Students will understand ** how history can help one better understand the present and the future.
 * __ Teacher’s Name __**** : Ms. Norris ** **__Lesson:__ 6 Empathy**
 * __ Grade Level __**** : 11 ** **__Topic__: The Counterculture**
 * __ Objectives __**
 * Student will know ** what has happened in the past, and directly affects what happens in the future.
 * 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 - 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. ** Rationale: ** In this lesson, we will look at the counterculture of the 1960s. Students will be able to reflect on their own experiences and compare them to the 60s era. To get a better understanding of what my students have learned, I will quiz them on subjects we will have covered so far in class. I will let them know that the quiz will not be graded so that they can take the quiz honestly and without concern of not knowing an answer. During this lesson, I will give students a garden gate graphic organizer to keep information and ideas in order to help students to use information in their final products.
 * __ Maine Learning Results Alignment __**
 * __ Assessment __**
 * Formative (Assessment for Learning) **

By the end of the lesson, students will have shown what they have learned through their final presentations. I will see evidence that they have empathized with the events of the 60s. Students will show what they have learned by writing an article about what they have learned. The final product will be graded with a checklist.
 * Summative (Assessment of Learning) **

Technology: Students will be posting their articles to the class wiki. Students will be familiar with the class wiki at this point, and they will know how to edit the wiki page to upload their final products.
 * __ Integration __**

Humanities: In this lesson, we will learn how the events of the 60s era fit together to give us our country today. We will be reaching into the empathy part of our past, and giving students a better understanding of the people that laid the foundations for today's world. English: Because this lesson contains a writing assignment, I will be checking grammar and spelling in the final products. My students will be sitting in a U room arrangement so that they can always have peers to help answer questions, and it will be easy for students to see the front of the room during class. For the final product, students will write their own articles/editorials, but they are allowed to collaborate with one another and get new ideas. We will be competing to get an article in the school’s newspaper. I will be able to assess their work when I give students in class work time.
 * __ Groupings __**


 * __ Differentiated Instruction __**

** Strategies: ** ** Verbal/Linguistic: ** the verbal learner can create a debatable topic in his/her online article. ** Modifications/Accommodations ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Visual/Spatial: ** the visual learner can create visual affects/pictures to use in the article.
 * Intrapersonal: **Because this article will be a lot like blogging, intrapersonal learners will like to use this project because it fits so well with their learning style.
 * Interpersonal: **This project will be done in such a way that others can leave comments about the article. An interpersonal learner would like the discussion the article could spark.
 * Bodily/Kinesthetic: **The kinesthetic learner could use 3D animation in their article.
 * Musical/Rhythmic: ** The musical learners would be able to post a song to play when people read the article.

Absent: If a students is going to absent, I will need to know as soon as they know. Students can email me, and I will let them know what they need to have done for the next class. ** Extensions ** I will challenge my students by having them gather information about the 60s era and have them show evidence that they have empathized with the events and people and relate it to their daily lives. I will help students to create their articles and put them on the wiki if students ask for more direction. Students will have access to the laptops and the Internet, as well as library access during this lesson. • Laptops • Internet • Text books • Pen/Pencil • Paper • [|Wordle] I created this lesson to get students to think about empathy in their lives. I began by thinking about ways we could end the unit of the counterculture, and thought the time we could use reflecting about the era by using empathy to relate the past to the present. [|Graphic Organizer]: I used the "garden gate" graphic organizer for this lesson.
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**


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

In this lesson, I will help all of my students to learn and I will adjust to their needs as their teacher. Beach Ball: My beach ball students will love that we will have many resources to use, and that they have the option to use any or all of the resources I have provided for them. In this lesson, students will have the freedom to be as creative as they want with the article. Beach ball students will be allowed to incorporate ideas from our class as well as others as long as their information aligns with what we have learned so far in class. Clipboard: For my clipboard students, they will be familiar with what we usually do in class. Because clipboards desire organization in the classroom, the graphic organizer will support the clipboards in their learning. I will offer to my clipboards an agenda that I can write on the board so they know in what sequence I will be teaching. Microscope: In this lesson, we will do a lot of deep exploration to get a better grasp of what happened during the 60s era. Microscope learners will definitely enjoy the deep exploration in the lesson. Microscopes will get the chance to focus on details and analyze ideas. Microscopes will love the class discussions we will have in the empathy lesson. Puppy: The small group discussions will give my "puppy" students a feeling of comfort and support from their peers. Students who need a safe climate will enjoy this lesson because we will be studying empathy, and this allows students to feel vulnerable and safe with each other. Because this is going to be the last lesson in the unit, students will have developed relationships with each other giving puppies the relationships they want in a learning environment.
 * // 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, students will learn what has happened in the past, and directly affects what happens in the future I will teach students based on what I have taught and what they have learned so far in the unit. In this lesson, we will look at the counterculture of the 1960s. Students will be able to reflect on their own experiences and compare them to the 60s era. My goals in this curriculum are to get my students to empathize with the past to better understand the present. I will go beyond getting students to memorize the facts. Through this lesson, students will analyze historical events. By the end of the lesson, I will get my students will create evidence of what they have learned.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**

In this lesson, I will adjust what I teach to reach many different learning styles. The verbal learner is going to like a debatable and for the online article, I would allow students to choose a topic that could be debated. For students who are more visual, I would allow them to use a picture visual or wordle in their articles. Intrapersonal learners will like to use this project because it will allow them to write out their feelings on their own. An interpersonal learner would like the discussion their articles could spark, and because I am allowing students to work together in the thinking process interpersonal students will have their needs met. Kinesthetic learners like multi-dimensions, and in their articles they could use 3D animation. The musical learners would be able to post a song to play when people read the article. **// Rationale: //** Informal Assessment: On the first day of the lesson, I will lead a conversation about empathy relating to the counterculture. By doing this I will know what other elements I will need to incorporate in my teaching.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

Formal Assessment: I will pass out a non-graded quiz to assess what my students have learned so far.

Summative Assessment: At the end of the lesson, I will assess how much my students have learned by reviewing their articles that they will post on the classroom wiki. I will see what they have learned during this lesson, and see what else they can learn during the year. Day 1: • I will hand out the ungraded quiz I prepared with questions pertaining to the entire unit to see what students have retained so far in class. I will allow students 10 minutes to work on the quiz. • Students will come into class and watch a 10-minute video clip of __Forrest Gump__. • I am going to allow 5 minutes of "think time" to get students an opportunity to reflect on the clip and continue thinking about empathy. • I will then ask my students how the clips made them feel, how they think Forrest, or the other soldiers felt when they were in a war zone. I would then lead a 20 minute discussion asking my students to think about times in their lives when they felt the same feelings that the soldiers were experiencing. • Students will discuss in groups of two or three for 15 minutes about the unit and the lesson of empathy and how they can relate it to their lives and to their final articles. • For the next 15 minutes of class, I would allow my students to continue getting information from their peers, allow them to go to the library or use their laptops to begin putting their final article together. Students could even begin to put their articles together. • The last 5 minutes I will use to let students know that the article is due and ready to be put on the class wiki by the next class. ** Where, Why, What, Hook ** ** Tailors ** : Verbal, Spatial Students will know historic events such as Kent State, the peaceful protests and the war in Vietnam that have had a direct influence on our country. During this lesson, students will use a garden gate template to organize their work. Students will discuss the ideas of the 60s and draw parallels to today with a partner. Through this lesson, students will learn the ways in which our country was formed through the 60s to be the nation that it is today. Students will refine their understanding of the era and its long term affects through creating an online article. ** Equip, Explore, Rethink, Revise ** ** Tailors: ** Bodily, Musical Students will explore the people of the past to better understand the actions they took, and from their understanding, better understand their own lives. During this lesson, students will be able to organize their thoughts and develop well thought ideas they can use in their final product through writing down their ideas in a log. Students will empathize with what they learn about, and will begin to experience feelings with the historical figures they study. This lesson will teach students new ways to think about the past and look at the historical figures with an open mind. After students have submitted their articles, they will see how much they have learned from immersing themselves in the counterculture. ** Explore, Experience, Rethink, Revise, Refine ** ** Tailors ** : Interpersonal, Intrapersonal Students will be able to be aware of the way the events of the era shaped our country and our lives. ** Evaluate **
 * __ Teaching and Learning Sequence __**** : **
 * Tailors: ** Logical, Naturalist

• [|Historical Figures] : This site will provide information about the people and events of the era, while considering what led up to the 60s era. In class we will discuss these people and talk about how we can empathize with them and what they are known for. Students will be able to draw enough information about what is being taught in this site to better understand the how the events of the 60s affect today life. • Historical Events: Events that happened in the past that have notability today, giving us insight into how we function and think differently than the people of the United States did in the 60s era. Students will follow through the unit using a describing wheel to put ideas about the events in the 60s era together. The jigsaw method will prepare students for better grasping the historical events we associate the counterculture with.
 * __ Content Notes __**

• Garden Gate organizer • Pre-assessment • Grading Checklist
 * __ Handouts __**