L1+Norris,Olivia+Katherine


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

** Student will be able to do ** make sense of historical eras, major enduring themes, turning points, events, consequences and people in the US.
 * __ Teacher’s Name __**** : Ms. Norris ** **__Date of Lesson__: Nov. 1st**
 * __ Grade Level __**** : 11 ** **__Topic__: Counterculture**
 * __ Objectives __**
 * Student will understand that ** the events in the 60s can be used to understand the present.
 * Student will know ** about the baby boomers, economic changes, teenagers, large number of college students enrolling: these being all events that led up to the 60s era.

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.
 * __ Maine Learning Results Alignment __**


 * Rationale: ** In this lesson, we are studying the major era of the 60s and the events and people that helped shape the era in the United States, and helps to shape us as a society where we have freedom and the choice to be an individual.
 * __ Assessment __**

Checklist/Rubric: Students will be given a checklist and rubric at the beginning of the unit. The rubric will be a detailed list of how the student met the standards, and the checklist will guide them through the process. Students will receive their graded rubrics after they have presented their final products.
 * Formative (Assessment for Learning) **

iMovie/Script: students will create a script and create an iMovie. In this assignment, students will write a script that includes a depiction of one or more historical figures of the 60s era, and then the students will create an iMovie that has the student or students performing as their choices of historical figures. I will assess my students with the rubric that clearly states what I expect from my students on this project.
 * Summative (Assessment of Learning) **

I plan on giving a tutorial on how to use iMovie. Students will understand the use of new technologies in the classroom. Students will learn new ways to portray knowledge through the use of technology in this project. ** Art: ** In this unit, we will look at the art of the era. We will study famous art and artist at the time to get an understanding of what the culture wanted from the artists and what the artists were producing. We will recreate some of the art that can be used in the presentation.
 * __ Integration __**
 * Technology: **

Students will use a jigsaw method within groups to help split up the work and use each other as resources during this project. One person in the group will create the idea for the script and have creative collaboration with the other members. Another member in the group would write the script and give the story its body. The other member will send the script to me. The team should constantly discuss the roles that they are in and any other concerns that might come up when working on the script. After I send back the script with feedback, all the members will work on the iMovie together.
 * __ Groupings __**


 * __ Differentiated Instruction __**

** Strategies: ** ** Verbal Linguistic: ** Students will be able to speak and use their words in the final presentation. ** Visual/Spatial: ** Students can use their spatial and visual learning skills by knowing the space they get to perform in and by watching the performance. ** Body/Kinesthetic ** : When acting in front of a group, kinesthetic learners will be able to move around as they act, which could help them retain the information. ** Musical/Rhythmic: ** Music can be use during the performance of the script, and rhythmic learner could make a song or dance that could help describe the events leading up to the 60s era. ** Intrapersonal: ** The intrapersonal learners could record personal ideas through a video project. ** Interpersonal ** : This project can help the interpersonal learner because when working together on the script and performance they are working with their peers which helps them better learn what it is I am teaching.

** Modifications/Accommodations ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: If you are absent during this project, email your teammates and me. I want you to email me so that I know you have emailed your group, and I want you to let your group know what you plan on doing while you are out, and what you plan to do when you get back. If it is possible you should Skype in so that you are still a part of the group's thought process in the project.

** Extensions ** I plan on giving a tutorial on how to use iMovie. I want my students to show their knowledge of the historic figures and events on the 60s era. The first draft of the scripts should be sent to me first. After I have given feedback to the students on the scripts, they can begin working on their iMovies.


 * __ Materials, Resources and Technology __**

• Handout • My laptop • Student laptop • Student textbooks • Student props • Dongle • Tutorial for iMovie • I developed this lesson because of the experiences I had in my history classes. By better understanding the individuals that helped to define an era, students will be able to draw conclusions about the actions historical figures took and how we are presently affected by the decisions of the people living in the 60s. Graphic Organizer: This is the way students will stay organized during this lesson. [|The 1960s]: This website can be used to get an understanding of the 60s era and a few of its historical figures. [|Historical Figures: 1960s]: This website is a great source for students to explore many possible historical figures of the 60s era for their final product. The historical figures listed provides enough information to get students thinking about whom they wish to represent in their scripts/videos.
 * __ Source for Lesson Plan and Research __**


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

**// Rationale: //** In this lesson, students will have the chance to discuss issues of the 60s that historical figures faced which will encourage students to use higher level thinking. When we use class discussion, we will talk about the personal issues of the historical figures and be able to express personal interpretations of the choices the figures made. Students will be able to grasp a better personal understanding of their feelings towards the 60s era. Puppy: Students will be encouraged to share their ideas. Peers in the classroom will build on the ideas shared with in the group to create a comfortable classroom environment. Microscope: Details about the 60s will be examined and analyzed to better understand what was happening during the era. Clipboard: Expectations and structure will be clearly outlined before discussion begins. Directions will be given to get a better understand what is expected of the students. Beach Ball: All students will have the opportunity to share their ideas during the course of discussion.
 * // 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. //**

Through this project, students will know about baby boomers, economic changes, teenagers, large number of college students enrolling: these being all events that led up to the 60s era. Students will gain a better understanding of what caused the counterculture to become large in the United States. In this lesson, we are studying the major era of the 60s and the events and people that helped shape the era, and my goal for the students is that they can relate the changes that occurred during the era to their everyday lives. As a society, we have freedom and the choice to be an individual that we might not have had if the events of the 60s had been any different.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**

My verbal students will be able to speak and use their words in the final presentation in their iMovies. This is a good tool for students who learn by speaking because they can find their voices and learn the material as they begin to speak about it. For my students who learn with visuals, they can conduct a film with the storyboard and develop a story using pictures to create the iMovie. By physically acting out what historic figures did in the 60s, kinesthetic learners retain the information. Music can be use during the performance of the script, and rhythmic learner could make a song or dance that could help describe the events leading up to the 60s era. The intrapersonal learners could record personal ideas through a video project. This project can help the interpersonal learner because when working together on the script and performance they are working with their peers, which helps them better learn what it is I am teaching.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**

**// Rationale: //** Informal Assessment: For my informal assessment, on the first day of the lesson, I will prompt students with questions on a non-graded quiz about the 60s and the people who lived in that time. I will ask questions such as: Who do you think of when you think of the 60s era? What events of the 60s involved a major historical figure? Which figures of the 60s era are widely known? Which figures of the 60s era are not widely known? Because this quiz will not be graded, it will give students a stress-free opportunity to show me what they know about the people of the 60s. Formal Assessment: Students will be assessed on a rubric/checklist. Students will be given a rubric that will measure how the met the standards on oral presentation and on the iMovie before they begin working on their final products. The checklist will help guide them through the process of creating their scripts and iMovies so that they understand what is expected of them. When the students have completed and presented their products, I will give them their graded rubrics with notes so that they understand why they received their grade. Summative Assessment: Students will show their understanding of the 60s era through creating a script that involves all of the historical figures they have chosen to represent. After they have completed the script, students will create an iMovie that brings life to their scripts.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

When we begin this project, the seats will be arranged in groups so that students can collaborate with each other on the script and about the creating of the iMovie. During the time when students present their iMovies, I will have a perimeter seating arrangement, this way all the students can see each other, and the students will be able to see me. There is a feeling of togetherness when we can all see each other, and we will be able to hear one another with this arrangement. This will also give students room to move around and get to their seats easily when we get up to present and sit back down again.
 * __ Teaching and Learning Sequence __**** : **

Day 1: • On the first day of the unit, I will focus on my hook which will take about 15 minutes. • My hook will be a poster/projection of a historical figure, but the poster will be presented upside down. This exercise is to get students asking questions and giving opinions of how they feel about the poster. I want them to begin to understand that being allowed to express opinions was not always a right, and because of the historical figures of the 60s we have the right to question. • We will continue our discussion, and I will be able to get an understanding of what my students know about the 60s era, and I will give them an informal assessment that will ask them about the 60s, and the informal assessment should take about 20 minutes as well. • For the next 15 minutes, students will break up into groups and begin to discuss the 60s era and begin to talk about historical figures and what they think about the actions they took, this would be the time that the students will choose which historical figures they wish to represent in their final product. • During this time, students will begin to discuss the roles they will take in the group. They should begin writing their script and storyboard. • The last 5 minutes I plan on using to tell them that the assignment for the next class is to finish both the storyboard and the script and the script needs to be sent to me before they come to the next class. Day 2: • On the second day that we have class, students should come to class prepared to work in their groups. • Students will have the first 10 minutes to look at the feedback I provided for them on their scripts. • For the rest of class students will record their final products and begin editing. Students will be responsible for using this time to finish their products. • If they do not complete this during class, they will need to work out a time for their group to meet outside of class. I will let them know that for next class we will be presenting our video presentations for the class.

Students will understand that the events in the 60s can be used to understand the present. Today we question authority, our media is censored, our schools are integrated all because of the 60s era. // Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s. //   I will have a poster/projection of a person in the 60s hanging upside down at the front of the room. Students will be curious about why I have it projected upside down and they will ask "why," which will get them to understand that they have the right to ask questions. ** Where, Why, What, Hook ** ** Tailors ** : Kinesthetic, Musical

Students will know about the baby boomers, economic change, teenagers, large number of college students enrolling: these being all events that led up to the 60s era. Students will use a describing wheel to organize the different events that led up to the 60s era, and they will use a jigsaw method within groups to help split up the work and use each other as resources. Students will think about why we learn about the events that led up to the 1960s. They should ask questions so that they better understand what it is they are trying to learn. Students will refine their understanding by creating a script and iMovie about people living during the events that shifted the 1960s era.


 * Equip, Explore, Experience, Rethink, Refine **


 * Tailors: ** Intrapersonal, Interpersonal

Students will show their knowledge of the 60s by expressing their ideas through their scripts storyboards and final products. Students will use journals that will keep them thinking about the 60s era throughout the entire project process, and students will have group discussions during class time. Students will develop an understanding of why we should learn about the events that led up to the 60s and the events of the 60s. By creating the script and storyboard, students will develop an understanding of the 60s era.


 * Equip, Explore, Experience, Rethink, Refine,

** Students will be able to make sense of historical eras, major enduring themes, turning points, events, consequences and people in the US. Evaluate Tailors: Musical, Verbal, Intrapersonal
 * Tailors: ** Verbal, Visual

• [|Historical Figures] : People associated with past happenings who achieve some notability. This site will provide information about the people and events of the era, while considering what led up to the 60s era. We will discuss the need to question that we possess, and how it affects the United States today and in the past. Students will be able to draw enough information about what is being taught in this site to better understand the consequences and events of the 1960s. • 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. • [|The 60s Era]: The 60s era will be openly discussed at the beginning of the unit. We will talk about the events, historical people and the way we are affected by those elements today. Students will write down their thoughts throughout the activities in the project, and will share their ideas during discussion. Through these exercises, students will be able to make sense of the era, the themes, turning points and events. We will use this website to jump-start thinking and get students excited about the era that we will be studying.
 * __ Content Notes: __**

Describing Wheel Organizer Rubric
 * __ Handouts: __**