L4+Wallace,Megan+Marie


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


 * Teacher’s Name:** Miss Wallace **Date of Lesson:** Lesson 4: Self-Knowledge
 * Grade Level:** 10 **Topic:** Blogging

__**Objectives**__

 * Student will understand that** the Roman empire had a major impact on its surrounding civilizations.
 * Student will know** important people in the history of Rome.
 * Student will be able to** recognize the impact the Roman Empire had on the rest of the world.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies- E. History E1 Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "The Emergence of Civilization to 1000 B.C." Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals, and institutions in the World. By having my students keep a blog I can see how they grow and learn throughout the year. They can also look back and see these things.
 * Rationale:**

__**Assessment**__
The blog itself is a formative assessment. It shows me how they are progressing without me having to grade their opinions.
 * Formative (Assessment for Learning)**

The summative assessment will come in the form of me checking to make sure that they did the assignment. I will also be grading on spelling and grammar. This assignment if worth 25 points.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will use their laptops to blog about what they have learned.
 * Technology:**

I will bring in English by checking the spelling and grammar of my students' blogs.
 * Other Content Areas:**

__Groupings__
I will begin the class with a team pair solo exercise. The will meet together in teams of four, move into pairs of two, and finally work by themselves. This will give the students an opportunity to throw ideas around to each other before they start blogging on their own.

__**Differentiated Instruction**__

 * Strategies**
 * Logical:** Students will have to use the cameras and computers correctly to make their movie.
 * Verbal:** Students will need to write and read a script for their advertisement.
 * Visual:** Students must create a visually appealing movie.
 * Musical:** Music and/or sound effects should be added to the advertisement.
 * Interpersonal:** Students will be working in groups.
 * Intrapersonal:** Blogs will be done individually.
 * Body/Kinestethic:** Students will be acting out their skits for the advertisement.
 * Naturalist:** Students may go outside and/or use natural items in their movie.

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

Absent: Students can blog from their home if they can't make it to class.

Each students can blog at their own pace.
 * Extensions**

__**Materials, Resources and Technology**__

 * I will need my laptop
 * Students will need laptops
 * Textbooks
 * Timeline

__Source for Lesson Plan and Research__
Rome: [] [] [] [] [] [|http://www.vroma.org/~jruebel/timeline/] [] [] []

__**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:**
 * Beach Ball:** Students will have control over how they actually design the movie and which invention they pick. They can do anything within reason to their movie as long as they include the criteria.


 * Puppy:** Students should now be more comfortable working with each other. Groups will have to make group contract to make sure everyone is a part of the work.


 * Clipboard:** The criteria for the assignment will be clear and easy to follow. With the group contract they will know what is expected of themselves and their fellow group members.


 * Microscope:** Students will not only learn about inventions from the past but must also adapt them to be used in daily life today.

To become productive members of society students must understand themselves. Part of who we are comes from the past and where we came from. By understand that, we can better understand ourselves.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Self-Knowledge:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Logical:** Students will have to use the cameras and computers correctly to make their movie.
 * Verbal:** Students will need to write and read a script for their advertisement.
 * Visual:** Students must create a visually appealing movie.
 * Musical:** Music and/or sound effects should be added to the advertisement.
 * Interpersonal:** Students will be working in groups.
 * Intrapersonal:** Every student will be responsible for some part of the movie themself, whether it be filming or writing the script.
 * Body/Kinestethic:** Students will be acting out their skits for the advertisement.
 * Naturalist:** Students may go outside and/or use natural items in their movie.

Students will be able to assess their progress throughout the project. I will check to make sure that the invention that they choose is indeed from the correct civilization. I will also look over their scripts and check for spelling, grammatical, and factual mistakes. These checks will not be graded but used as chances to improve work.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
The classroom arrangement will not have chanced. I will still have my desk at the front and to the side. Student desks will still be in groups of four around the room. Students will understand that we in the present make decisions because of what happened during the rise of civilizations in the past. If we don't learn from the mistakes of the past, we are doomed to repeat them in the future. Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world. At the beginning of the lesson I will play some quick advertisement clips from my iTunes to introduce the project they will be working on. Agenda: Day 1: Show hook. (5min) Explain project. (10min) First step of jigsaw. (10min) Second step of jigsaw. (10min) Assign empires. (3min) Show tutorial (2min) Have students make a group contract. (5min) Students decide on invention and start writing a script. (20min) Start making movie. (10min) Clean up for end of class. (5min) Day 2: Groups work on making their advertisements on iMovie. (80min) Day 3: Students will put the finishing touches on their movies. (50min) Students will present their movies. (30min)

Students will know important vocabulary that pertains to the major inventions of some of the ancient civilizations. They will perform a jigsaw exercise to gain more information about what their empire might have invented. They will be using an idea wheel to help create their advertisement on iMovie. I will walk around the room to check on progress and answer any questions while they are working. I will look at the inventions they are going to use a help them think of ideas on how the make them relevant to the present.

Student will be able to adapt an important invention from the past to be used in daily life today. In doing so they not only learn about the past, but they also learn how it affects the present. We still use many things that were invented in the past. We have only adapted them as new technology has come along. In turning the invention into something that can be used today, students will be applying what they have learned into something that is useful to use now. The groups the students will be in are based on the groups they are in at the end of the second part of the jigsaw. I won't assign roles within the groups. They will have to do that for themselves. While they are working on their movies I will look at what they have already done and see if the have any questions. I will also look over their script and give advice on how to make it better.

Students will write a reflection of the work they have done and whether or not they believe everyone in the group participated in the making of the movie. At the end of each group's presentation I will give the students some feedback. I will also ask the rest of the class whether they would "buy" this new product or not. I will be grading the movie using a rubric of my making and will try and get those back to the students in two to three days.

See past projects and resources.
 * Content Notes**

[|Timeline]
 * Handouts**