L1+Wallace,Megan+Marie


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


 * __Teacher’s Name__****:** Miss Wallace **__Lesson__:** 1 Perspective
 * __Grade Level__****:** Grade 10 **__Topic__:** Major Events in Major Empires
 * __Objectives__**
 * Students will understand that** civilizations today continue to develop in similar patterns to that of early civilizations.
 * Students will know** the sequence and timeline of the rise and fall of Ancient Rome, Greece, and Egypt.
 * Students will be able to** analyze the patterns that civilizations make in their creation.

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.
 * __Maine Learning Results Alignment__**


 * Rationale:** I am introducing important events from the Roman, Greek, and Egyptian Empires to give the students a basic understanding of the civilizations we will be going in depth about later on.
 * __Assessment__**

Students will be divided into groups and each group will receive a step-by-step chart. They will need to fill this out with the major events of the empire they will be researching. Each student must contribute at least two events to the chart. The chart will be checked by me to make sure all of the events are correct. They will use this chart when creating their script for their podcast.
 * Formative (Assessment for Learning)**

Students will create a podcast on garage band about the major events in the history of their empire. Each group will be assigned the Roman, Greek, or Egyptian Empire. They must cover at least twelve events of historical significance. The podcast should be at least five minutes long and all the students in the groups must speak at least once. The students should go in depth about at least four events. This means telling why it occurred, who was involved, how it impacted the empire, etc. Music or sound effect should be included in the podcast. All sources must be cited. The podcast will be graded using a checklist of the criteria. This will be worth 50 points.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** Students will use garage band to create a podcast about the major events in the history of their empire. I will show a [|tutorial] from youtube about how to use garage band.
 * Other Content Areas:** I will integrate music into the project by having students put music or other sound effects into their garage band podcast.

I am going to use a round robin brainstorming technique to split students into teams of four. They will have a timekeeper, scribe, and two information seekers. Together they will be assigned one ancient empire (Rome, Greece, or Egypt) and they will find major events and create a podcast that will demonstrate what they have found out.
 * __Groupings__**


 * __Differentiated Instruction__**

**Strategies:** **Logical:** Students will use garage band and other software to create their podcasts. **Verbal:** Students will be writing and then reading aloud their scripts about their empire. **Visual:** Important pieces of art and architecture will be discussed in the podcasts. **Musical:** Students will add musical elements from their empire into their podcast. **Intrapersonal:** **Interpersonal:** Students are working together in groups to create their podcasts. **Kinesthetic:** **Naturatlist:** Environment and agriculture will be included in the podcast.

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

Absent: They can grab basic information from my website. I will also have one of their team members email them about what the team has done so far on the project and what they need that student to do.

**Extensions** The final product will be a podcast made on garage band. I will also be showing a tutorial to explain to the students how to use garage band.


 * __Materials, Resources and Technology__**
 * I need my laptop
 * Students need their laptop, or I have to sign out the laptop cart
 * Textbooks
 * Their step-by-step chart
 * Their script for their podcast
 * Anything they need to make sound effects


 * __Source for Lesson Plan and Research__**

Find sources that my students can use for this project. Site. Put in sentences and hyperlink. The following sites show different timelines of their respective empires. Rome: [] [] [] [] [] [|http://www.vroma.org/~jruebel/timeline/] [] Greece: [] [] [] [] [] [] [] Egypt: [] [] [] [] [] [] []


 * __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**: They have control over how they want their podcast set up. As long as they meet the criteria, they can add as many bells and whistles as they want.
 * Clipboard**: The criteria for the assignment are clearly laid out. They know what is expected of themselves and their fellow group members.
 * Microscope**: They must not only list events but go in depth about them. They must ask why, who, and how.
 * Puppy**: Students will be placed in groups by me. I will do my best to assign students to the empire they want to study. Doing so will allow them to be working with like minded individuals.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://**
 * Perspective:** Students need to be able to see how these events affected people. They will need to look from the point of view of not only a person in the empire they are describing, but also from people outside the empire. Very rarely does an important event in one culture not affect any other culture.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal:** Scripts will be written and spoken by the students.
 * Logical:** Events must come in order of the timeline.
 * Visual:** Students can add pictures to their podcast.
 * Intrapersonal:** Each student is responsible for finding two events on their own.
 * Interpersonal:** Students will be working in groups.
 * Kinesthetic:** Students must move to sit with their group and possibly find a quiet area to record in.
 * Musical:** Music and/or sound effect need to be added to the podcast.
 * Naturalist:** Many early events have to do with people settling an area and adapting to the environment.

Students will have opportunities throughout the project to assess their work. They must show me their list of events and their scripts to check for accuracy and mistakes. If they wish I can listen to their podcast before they hand it in. They will not be graded during these checks. They will be graded on their final project using a checklist that will be provided to them at the beginning of the assignment. I will have the students desks put together in groups of four. My desk will be in one of the front corners of the room at a diagonal facing the students. I am doing this because they will be divided into groups of four for their projects. I want to have my desk in the front that way I can see all of them and make sure that they are doing alright. Students will understand that civilizations today continue to develop in similar patterns to that of early civilizations. You will be the ones changing the country soon and you need to know why it is set up the way that it is now. // Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world. // I will show a clip from [|YouTube] to get them interested. Students will know the sequence and timeline of the rise and fall of Ancient Rome, Greece, and Egypt. I will split them into groups and assign each group either the Roman, Greek, or Egyptian Empire to study. They will work in a round robin brainstorming style to research and create their podcast. They will list the events that they find in a step-by-step chart. This will be important when they go to make their podcasts. While students are doing the research I will walk around the room and check on the groups to make sure they understand the assignment and the material. Students will be able to analyze the patterns that civilizations make in their creation. Within the podcasts students must take an in depth look at their empire. They will need to see how the major elements of the empire affect not only the people within it, but also the surrounding civilizations. Nothing happens in a bubble and this is what my students must describe. I will group the students according to which empire they would like to study. If there are uneven numbers I will put some students in their second choice. When assigning the groups I will try and put together people I think will work well together. Groups will have to come up with a contract amongst themselves as to how they will divide the work up. At the end of the assignment they will report as to whether they believe everyone kept up their part of the contract. Throughout the assignment I will check in with the groups. I will look at their step-by-step chart and their scripts to make sure they are on the right track. They will have opportunities throughout the assignment to check their work. At the end of the project students will report about what they think went well, what think can do better next time, and if every did their assigned tasks in their group. I plan on giving some basic feedback after all of the podcasts have been presented. I will try and get the grades back to the students in about two days. To understand the rest of the unit the students need to have a basic understanding of the empires. Learning about the major events in each of the timelines allows the students to do just that. In later lesson that students will learn more specific facts and having a baseline will help them grasp the information better.
 * //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__****:**


 * __Handouts__**

[|Step-by-step chart]