L5+Norris,Olivia+Katherine


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


 * Teacher’s Name:** Olivia Norris
 * Lesson:** 5 Explain
 * Grade Level:** 11
 * Topic:** Counterculture

__**Objectives**__

 * Student will understand that** history includes the study of the past.
 * Student will know** that we are studying our past because it helps us to see the past and discern how it will affect our 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 Alignment**__
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 be understanding the past events and explain why our culture has been affected by the people who made decisions in the 60s.

__**Assessment**__
Because I have gained a knowledge of the students' basic understanding of the counterculture and 60s era, I will begin this lesson with a discussion about what we have learned so far. Students will use a describing wheel (graphic organizer) to stay organized during this lesson. To know what my students have accomplished, I will give them the rubric that I will grade them on.
 * Formative (Assessment for Learning)**

I will make sure that students have understood the material being taught before I put down final grades. I will help students to master this lesson on explaining and creating a Comic Life and I will better understand how well they took in the information presented to them.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: I will have students work on a computer program called "Comic Life." In this program students will begin to create a comic that represents their learning through writing a story.

Art: The art that students will be working on is through the use of visual graphics. Students will create an attractive comic that portrays their knowledge of the subject.

Creative Writing: Students will be writing up a story to explain what they have learned in this lesson. The story will help students to get a strong grasp of the material.

__Groupings__
Students can work collaboratively on this project or individually. In the classroom for class work, I will have desks arranged in groups of 4-5. To get an understanding of how my students are feeling when working on this project, I will walk around to answer questions individually. To get a collective understanding, I will have students give me a thumbs-up or thumbs-down to show me how they feel about what they know or how they are feeling about comic life, the material, their resources, etc.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic**: discussion and questions during the 3 minute discussion.
 * Visual/Spatial**: comic life accommodates the needs of a visual learner.
 * Musical/Rhythmic**: when working on the project, I would encourage the musical learners to listen to music and incorporate it into the comic life.
 * Intrapersonal**: intrapersonal learners can benefit form this project because they would be working alone
 * Interpersonal:** during the discussion, the interpersonal learner can get ideas from others.
 * Naturalist:** naturalists can observe and organize their thoughts into the comic life.

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

Absent: In this lesson, communication is going to be key for the final presentation. If students are unable to attend class they will need to email their partner (if they are working with one) and email me as soon as they know they cannot attend class. Students are allowed to use Skype to keep in touch during class if someone is absent.

I will give students a tutorial on how to use Comic Life. I will also provide information on how to write a story for students to better write their final comics.
 * Extensions**

__**Materials, Resources and Technology**__
• Graphic organizer • Laptops • Dongle • Student text books • Paper/Pencil • [|Creative Writing help] • [|Comic Life tutorial]

__Source for Lesson Plan and Research__
I wrote this lesson because I know how important explaining is when considering the major events of the 60s era. I considered that I want my students to have a better understanding of the counterculture, so with that goal in mind, I built up my explaining lesson. Graphic Organizer: I am going to give students a idea wheel so that they can stay on track during the lesson. Library: I will have my students spend some class time using the library to find books and use the computers to find information about the 60s historical events. Text book: Though I do not want the text book to be the sole resource for students, I want them to utilize their books because there is still strong points they can use in their final presentation.

__**Maine Standards for Initial Teacher Certification and Rationale**__
I want my students to feel as though I am teaching to their needs individually. In order to meet their needs the best way I know how, I chose to differentiate my instruction.
 * //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** : In this lesson, I have allowed students to use a variety of resources, and many places to work on their comics. Beach ball students like personal freedom and a multiple of choices.
 * Clipboard** : I have a constant routine in my classroom, and this adapts to the needs of my clipboard students. Clipboards also like clear expectations which I have provided through the use of a rubric.
 * Microscope** : In this lesson, I provided many opportunities for students to discover new technologies and fully explore the details of the Comic Life technology.
 * Puppy** : Because my classroom is designed so that my students are open and comfortable with each other, my puppy students will feel safe enough to take risks and present to the entire class.

Student will know that we are studying our past because it helps us to see the past and discern how it will affect our future. Through this lesson, students 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//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Explain** - This lesson is based on the importance of explanation. The counterculture was filled with events and people that shaped our nation. In this lesson students will be able to explain what events changed the life of our nation.
 * Interpret** - Student will learn how to interpret the events of the 60s. Students will be able to relate it to their everyday lives because what we will learn in this lesson will relate directly to the events that created societal norms.
 * Apply** - Students should be able to apply what they learned in this lesson about explanation to their everyday lives. In order for students to apply the information they gained from class, they will first have to master the information given to them. I will help students to apply the information they learned by making sure they have complete understanding and mastery.
 * Perspective** - Students will have learned in previous lessons the importance of perspective when looking at past events. Students will learn by taking on the perspectives of people in the past and gain insight into the lives of others.
 * Empathy** – Students will use empathy to relate to historical events. There needs to be a level of understanding for students to fully retain the information given to them in this lesson.
 * Self-Knowledge** - Students will gain knowledge of themselves throughout the entire unit. I will help students to better understand their learning styles and technologies that help them best to learn, and then I will help students to continue learning in my classroom knowing what they need to learn.

For my students who learn best through verbal instruction, I have met their needs through incorporating discussions and questions during the 3 minute discussion. Using comic life accommodates the needs of a visual learner. Visual and spatial learners will enjoy this lesson because they have an opportunity to show their skills by creating a comic. When working on the project, I would encourage the musical learners to listen to music and incorporate it into the comic life**.** Intrapersonal learners can benefit form this project because they would have the option working alone. Because Intrapersonal learners like to think on their own, I have adapted my lessons to meet their needs. During the in-class discussions on the counterculture, the interpersonal learner can get ideas from others, and even work with others on their comics if they so choose**.** Because naturalist students use observation to learn, they can observe and organize their thoughts into the comic life.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Informal Assessment: To get an idea of what my student need from me, I will use the "tumbs-up" technique to better understand what I need to modify to meet the needs of learners.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Formal Assessment: I will grade students final products to give them a formal assessement of what they have learned so far in the unit. I will grade students using a rubric.

Summative Assessment: At the end of the unit, I will give students a test to know what teaching was effective and what teaching was ineffective.

__Teaching and Learning Sequence__
My classroom will be arranged in groups of 4-5 for students to collaborate and have discussion.

Day 1: • Students and I will discuss what has been taught so far in the unit. I will give students the opportunity to ask clarifying questions at this time. I will pass out the graphic organizer. (10 minutes) • Hook: I will play the song "Helter Skelter" by the Beatles. (5 minutes) • I will have students get their laptops and have them start looking at the tutorials for creative writing and Comic Life. (15 minutes) • Students will be prompted after the 15 minutes that they may start putting together a story, or jumping into Comic Life right away. At this point, students will have the opportunity to work on their products, go to the library to get resources or find new information online. During this time I will evaluate how my students are doing on their products by allowing them to ask questions, and I will conduct a "thumbs-up" evaluation. (50 minutes)

Through this lesson, my students will be able to explain that history is relevant today through examples. The reason I wrote this lesson for students to understand that we are studying our past because it helps us to see the past and discern how it will affect our future. //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//
 * (H)** 5.2 Playing "Helter Skelter" by the Beatles.
 * Where, Why, What, Hook**
 * Tailors:** Intrapersonal, Verbal

I am going to teach students about historical events of the 60s (Charles Manson, communes, and hippies) and explain how these events changed the past and affected the future. Students will use a idea wheel to organize the ideas they wish to use in their final comics for this lesson. I will give my students the three minute review so that they can ask each other or me any questions about the unit. Students will explore events and discover why the event is historical, and discover why we study it today. Students will refine their knowledge of the past by creating a comic life.
 * Equip, Explore, Rethink, Revise**
 * Tailors:** Logical, Visual

Through teaching this lesson on explaining, students will be able to explain information of the past and be able to explain events that are happening today. I have modified my lesson to make sure that all students will be learning about major 60s events. My students will be working either with a partner or alone. Students should know their learning style well enough to know whether they need to work alone or with a partner. I will use many forms of assessment to make sure my students are learning and mastering information. I will give feedback to my students so that they have time to make any adjustments to their final products.
 * Equip, Experience, Rethink, Revise**
 * Tailors:** Interpersonal, Musical

Students will be able to assess their own work with the rubric I gave them. I plan on giving feedback to students when I have given them in-class time to work on their assignments. All of my lessons prepare students for a final unit test. Through this lesson and final product, students will be able to explain the events of the past in the 1960s.
 * Evaluate**
 * Tailors:** Naturalist, Bodily

• [|Events: 1960-1969]: Students may use this link to find more information about events that occurred in the 60s era. This website includes events that occurred in the United States and the world. For this lesson, what ever event or person the students choose to present on must pertain to United States history, and should be justified. • 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**


 * Handouts**
 * •** Graphic Organizer
 * •** Rubric