L4+Towle,Matthew+Raymond


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


 * Teacher’s Name:** Mr. Towle **Facet:** Application
 * Grade Level:** 11 **Topic:** Current Events **Product:** Glogster

__**Objectives**__

 * Student will understand that** **there are enduring themes occurring throughout this time period to today.**
 * Student will know** **about sequences and timelines of important people/events.**
 * Student will be able to** **to reflect on implications these events have today.**

__**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:** Students will be able to reflect on major enduring themes and historic influences in U.S. and world history.

__**Assessment**__
Students will be given a checklist at the beginning of the project to keep them on task throughout classroom and out of school work time. Students will be given the opportunity to work in class so that I can move around the room to make sure everyone has the right idea.
 * Formative (Assessment for Learning)**

Students final product will be graded based on a rubric that we will go over at the beginning of the lesson. I will also check for understanding throughout the lesson by leading group discussions and being sure to include everyone in the class. I will also be able to check student understanding by looking at how they each filled out their graphic organizers.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: For this lesson, students will be creating a Glogster for their final product. Glogster is a Type II technology because it is an interactive tool that students can use to creatively show their understanding.


 * Art:** Students will creatively display their comparisons using images and other graphics.

__Groupings__
For the final project students will be working in pairs or individually. Groups can not get too large because then not every student will have the opportunity to work with the computers and have their opinions heard. Students will be able to fill out an evaluation following the project to help me determine individual grades rather than having students bound to the group grade.

__**Differentiated Instruction**__
**Intrapersonal:** Some students could work on their own during brainstorming groups or come up with a personalized means of proving understanding. **Interpersonal:** Students could collaborate on Glogster products. **Naturalist:** Students could choose an event related to the environment. **Musical:** Students can add music to their Glogster. **Spatial:** Students can use diagrams to explain links between their two chosen events. **Logical:** Students can trace the events leading up to their two chosen events.
 * Strategies**

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

For their Glogster, students will be able to search the web for the images and information necessary to build their products. Students will be required to cite their sources, which will help them develop research skills. Prior to beginning the project we will brainstorm different ways of obtaining reliable information and images.
 * Extensions**

__**Materials, Resources and Technology**__

 * Student sample
 * News articles (past and present) to compare
 * Projector, etc.
 * Printouts of checklists and rubrics

__Source for Lesson Plan and Research__
I have created this lesson myself in order to allow students to choose a specific topic from this time period and elaborate on it. My introduction will take two events and compare them, similar to the way in which students will conduct their projects. We will then discuss the different methods in which to analyze and compare events. This will allow students to get a better understanding of the period as they will be able to learn about a larger number of events from this time period than if I simply taught lessons. Students will be presenting their projects so everyone will learn about each event.

__**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 have created this lesson to accommodate for a variety of learning styles. Beach ball learners, for example, will enjoy the variety of sources needed to complete this lesson. Clipboard and microscope learners will work well with the organization and analysis needed to compare two events in their product. Those who like to work in groups will be able to pair up to create their final product.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson demonstrates my competency in this standard because it was created based around learning theories that coincide with certain standards. For this lesson students will need to know and understand sequences and timelines of important people and events. This is because they will be comparing two different events that have occurred at two different times in history. Students will need to be able to explain how these two events are similar. Following this lesson, students will be able to reflect on the implications that these events have today. They will demonstrate this by comparing the past event to one that has recently occurred in our life time.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** This lesson demonstrates my competency in this standard because I will be using a variety of instructional strategies in order to accommodate for as many intelligences as possible. Firstly, students will be creating a glogster as a part of this lesson's assessment. This Type II technology allows students to interact with and create an interactive poster of their own. Also, this lesson is flexible in that it allows for the use of a number of the multiple intelligences (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 in this standard because I will be using pre-, formative and summative assessment in order to ensure students have gained an understanding of the core concepts of this lesson. I will use pre-assessment at the beginning of the lesson to see if students have ever done a project similar to this one. That is, comparing two events from two different time periods. Formative assessment will be used throughout students' work time to make sure they are on the right track. This will be done using a checklist that will outline the order in which students should work. Following the creation of students' products, they will be graded based on a rubric that we will have discussed in class.

__Teaching and Learning Sequence__
Day 1: Introduction/Attendance (5 minutes) Hook (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) Teacher example of event comparison and class discussion to exemplify what students will be doing for their projects (30 minutes) Students choose their topics and begin work on their products (20 minutes)

Homework: Continue work on products

Day 2: Time to work on products (45 minutes) Begin presentations (35 minutes)

Day 3: Continue presentations if needed (X Minutes)

I would most likely leave my classroom in the same formation of groups. If anything, I would move desks into rows that are two desks wide. The goal of this lesson will be for students to understand sequences and timelines of important people and events and to understand that there are enduring themes occurring from this time period onto today. This will be accomplished by having each student research an event of their choosing and comparing it to a current event. This is important for students to know because events that occur today have a lasting affect on our futures. The state MLR standard requires students to major enduring themes and historical influences in the U.S. during the Post-World War II era. I will hook students into this lesson by showing them a clip from a show such as The Colbert Report or The Daily Show to give an example of how these people compare events.
 * Where, Why, What, Hook, Tailors.**

For this lesson, I will allow students to explore the content through their creation of a Glogster. Glogster is an interactive poster creator that allows the use of images and various other multimedia. This will allow students to explore their events and present it logically using images, sound and video. Students will use a graphic organizer (http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf) to aid in their exploration of their events and to help them compare the two. Throughout the lesson I will check for understanding by leading discussions with the class throughout the introduction as well as with individual groups during work time. Students' final products will be graded based on a rubric that will allow for students to have a full understanding of their grade. For more details on this lesson see Sources (above) and Content Notes (below).
 * Equip, Explore, Rethink, Revise, Tailors.**

Students will explore the content of this lesson using high-order thinking because they will be analyzing and comparing two events and revealing the implications that past events still have today. The goal of this lesson is for students to be able to reflect on the implications these events have today. I will facilitate this learning process by giving a number of examples to help students understand the process. For this project, students will be able to choose their own groups. They will be allowed to work in pairs or individually if that is their preference. Students will be able to take turns between finding images and other multimedia and adding it to the glogster and creating labels. Students will show evidence of learning through the choice of images and events in their glogster. Students will be given the opportunity to share their glogsters with me before they present so that they have a chance to rethink and revise their products if necessary. This will allow students to make their final products as perfect as possible.
 * Explore, Experience, Revise, Refine, Tailors.**

For this lesson, students will self-assess with a written prompt that will ask them about the lesson objectives, whether they think they have been achieved and how things could have been done differently/better. I will provide timely feedback by doing most of the grading during presentations, and then finishing the same day to hand out for next class.
 * Evaluate, Tailors.**

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

The main part of teacher instruction will be showing students an example of two events that can be compared and comparing them. For this I have chosen to compare the Chernobyl disaster with the recent overflow of toxic chemicals in Hungary. This is a good example because it shows two similar events that are from two different time periods (one from the period we are studying currently, and one from out current lifetime). We will discuss the varying similarities and differences between the two events and discuss the far-reaching implications these events have. For example, one of the side-effects of the Chernobyl incident was wide cases of radiation poisoning related deaths. One could infer that similar side-effects would follow from the incident in Hungary. This is exactly what students will be doing for their two events.

Also, students will need time to research events that will fit into these categories. Students will be given time to do this and it is expected that many will need help from the teacher if they have not done a similar project before. For some, finding the right events could be the most difficult part of the project.


 * Handouts**
 * Rubrics
 * Example articles
 * Current Events Project Outline