L1+Boynton+III,+George

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

__**Teacher’s Name**__ **:Mr. Boynton**   __**Date of Lesson**__ **:1 Explanation** __**Grade Level**__ **: 11**   __**Topic**__ **: Treaty of Versailles**

__**Objectives**__ **Student will understand**  that the treaty of Versailles led to WWII. **Student will know** <span style="font-family: Times New Roman,serif;"> the flaws that were created with the Treaty. <span style="font-family: Times New Roman,serif;">**Student will be able** <span style="font-family: Times New Roman,serif;"> to look at each flaw and analyze the problems it would create later on.

<span style="font-family: Times New Roman,serif;">__**Maine Learning Results Alignment**__ <span style="font-family: Times New Roman,serif;"> //<span style="font-family: Times New Roman,serif;">- Grade 9-Diploma "Pre-World War II" ->Students understand major eras, major enduring themes, and historic influences in the United States and world history,including roots of democratic philosophy, ideals, and situations in the world. -> b. Analyze and Critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and the world and the implications for the present and future //<span style="font-family: Times New Roman,serif;">.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;">**Rationale:** <span style="font-family: Times New Roman,serif;"> The Treaty was a major event in the history of the world and had bad consequences down the road for the rest of the world, students need to be aware of what these problems are and the problems created further on.

<span style="font-family: Times New Roman,serif;">__**Assessment**__

<span style="font-family: Times New Roman,serif;">**Formative (Assessment for Learning)** <span style="font-family: Times New Roman,serif;">Students will be able to look over their work from the Webquest and compare their conclusions in the class discussion at the end. Students will come up with conclusions in pairs while working on the Webquest and then get spit up into groups of four in a mini-jigsaw to discuss what they learned. I will be floating between these groups to listen to what they have to say.

<span style="font-family: Times New Roman,serif;">**Summative (Assessment of Learning)** <span style="font-family: Times New Roman,serif;">100/1000- Webquest product exploring the Treaty of Versailles and it's possible flaws. Students work will be graded on historical content alone, using the rubric provided by the WebQuest. Major grammatical errors will be noted, but won't be counted against the final grade.

<span style="font-family: Times New Roman,serif;">__**Integration**__ <span style="font-family: Times New Roman,serif;">**Technology:** <span style="font-family: Times New Roman,serif;"> Students will work on a WebQuest in class. They will research the Treaty of Versailles and learn about it's flaws. Students will then write an news article about the Treaty that is to be sent to American newspaper readers.

<span style="font-family: Times New Roman,serif;">**Other Content Areas:** <span style="font-family: Times New Roman,serif;">**English-** <span style="font-family: Times New Roman,serif;"> Students will be writing a newspaper article for class as a result of the WebQuest.

<span style="font-family: Times New Roman,serif;">__**Groupings**__ <span style="font-family: Times New Roman,serif;">Students will break into groups/pairs to work on the WebQuest and will be split up by counting off by a certain number. Either half or a third of the total amount of students in class. Students will collaborate on a newspaper article which they will hand in. They will then participate in a large class discussion to help talk about what they learned.

<span style="font-family: Times New Roman,serif;">__**Differentiated Instruction**__

<span style="font-family: Times New Roman,serif;">Strategies: <span style="font-family: Times New Roman,serif;">Intra personal learners will be given a chance to self reflect and the Interpersonal learners will get a chance to reflect in groups. Visual learners will get a chance to work on the computers. Linguistic learners will get a chance to voice their opinions and the logical learners will get the chance to organize a response. Logical learners will get to plan out an news article. Bodily/kinesthetic learners will get the chance to move to another part of the building to do the work.

<span style="font-family: Times New Roman,serif;">**Modifications/Accommodations** <span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;">I will review student's IEP, 504, or ELL/DEP and make appropriate modifications and accommodations.

<span style="font-family: Times New Roman,serif;"> Absent Students: If students are going to miss class they or their guardian should make an attempt to email/call me in advance. If it is a simple one day illness, work will be due the next class you attend. In the event of family emergencies please meet (email tag is good enough) to try and work out a plan. Since this project is supposed to be worked on for the most part in class attendance is important.
 * <span style="font-family: Times New Roman,serif;"> Absent Students **<span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;">**Extensions** <span style="font-family: Times New Roman,serif;">Students will do a Webquest and write a period specific news article from it.

<span style="font-family: Times New Roman,serif;">__**Materials, Resources and Technology**__

<span style="font-family: Times New Roman,serif;"> **Materials:** <span style="font-family: Times New Roman,serif;"> Computers, laptops or otherwise Internet Access A Working Word Processor Handouts for class

<span style="font-family: Times New Roman,serif;">__**Source for Lesson Plan and Research**__ __[|**Webquest**]__ <span style="font-family: Times New Roman,serif;"> __**This is the WebQuest students will be using in this Lesson to explore the Treaty.**__

<span style="font-family: Times New Roman,serif;">__**Maine Standards for Initial Teacher Certification and Rationale**__

<span style="font-family: Times New Roman,serif;">//**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.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;">"Beach Ball" learners will be given a chance to move from a class discussion and reflection to a research project and then back to working with groups so that the students are given a variety of ways to learn. "Clipboard" learners will be given clear objectives to satisfy for the WebQuest product. "Microscope" learners will be given the chance to examine the writing of the treaty and learn more about it and then apply this to how it could affect history. "Puppy Dog" learners will be given plenty of time to work on the product in class and I will be around to help answer questions and to help clear up any misunderstandings that might arise during the project.

<span style="font-family: Times New Roman,serif;">//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;">Students will be introduced to the Treaty of Versailles, what it is and how it could create problems down the road. The hook will be to catch students and help them relate this story to the real world by providing a story that shows the predicament that Germany was left in after the Treaty was signed. This interest will help to drive them as they work on the WebQuest and hopefully get them to look harder and see more. Afterwards students will be put into groups to discuss what they all learned and to think on the broader topic which is, how did the Treaty help lead to the second world war.

<span style="font-family: Times New Roman,serif;">//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;">Intra personal learners will be given a chance to self reflect and the Interpersonal learners will get a chance to reflect in groups. Visual learners will get a chance to work on the computers. Linguistic learners will get a chance to voice their opinions and the logical learners will get the chance to organize a response. Logical learners will get to plan out an news article. Bodily/kinesthetic learners will get the chance to move to another part of the building to do the work.

Technology- Students will work on a WebQuest in class. They will research the Treaty of Versailles and learn about it's flaws. Students will then write an news article about the Treaty that is to be sent to American newspaper readers.

<span style="font-family: Times New Roman,serif;">//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;">Informal: After completing the WebQuest I will have the students break into groups of four and discuss what they learned. After a while I will visit with each group and listen to what they learened and to their speculations. This will help my analyze if they got a strong background on the Treaty and on the issues itself. This will help me make notes for next time and determine if I need to come up with any supplemental instruction to make sure the students are where they should be.

Formal: Students will create a newspaper article as a product of the WebQuest. I will grade these against the standards provided and tweak them if I see fit. This will be an artifact that can be used against the MLR standards and another guide to see if students are "getting it". <span style="font-family: Times New Roman,serif;">__**Teaching and Learning Sequence**__ <span style="font-family: Times New Roman,serif;">**:**

<span style="font-family: Times New Roman,serif;">The classroom will be set up in rows to begin class for the beginning class discussion with the hook topic. After groups/partners have been picked for the WebQuest students will be allowed to move and if necessary move desks to meet with their group. Students will remain in groups until they finish the WebQuest. If necessary this could carry on to another day. <span style="font-family: Times New Roman,serif;">**Where, Why, What, Hook, Tailors: Bodily/Kinesthetic**

<span style="font-family: Times New Roman,serif;"> Student will Understand that the Treaty of Versailles led to WWII. Students will need to learn to be cautious of over punitive measures and un-resolved issues, related to Iraq. //<span style="font-family: Times New Roman,serif;"> Analyze and Critique events and consequences in the history of the United States and the world and the implications for the present and future //**<span style="font-family: Times New Roman,serif;">. **<span style="font-family: Times New Roman,serif;"> Tell a "real life" story that sets the stage and shows the predicament that Germany was in, project it up on the view screen/white board and have a class discussion for 5-10 minutes to introduce the situation. <span style="font-family: Times New Roman,serif;">**(Where, Why, What, Hook, Tailors: Intrapersonal, Interpersonal, Linguistic)**

<span style="font-family: Times New Roman,serif;">The first ten minutes of class will be dedicated to discussing the Hook. The next 5 will be to introduce a WebQuest to learn about the Treaty. Students will work in pairs of two or three for the remainder of the class. Pairs will be allowed to move around the room and possibly to the computer lab or library. After completion of said Webquest students will know the flaws in the Treaty of Versailles. If need be, work on the WebQuest can be completed on the second day. <span style="font-family: Times New Roman,serif;">**Equip, Explore, Rethink, Tailoring: (Interpersonal, Visual, Logical, Bodily/Kinesthetic)**

<span style="font-family: Times New Roman,serif;">Day 2 Students will be able to show how the Treaty of Versailles led to WWII based on knowledge gained about the Treaty and the problems it created. If need be, students will be given time to complete the articles from the Webquest. Afterwards, students will organize into groups counting off by fours to discuss what they learned with their group. I will be hovering around and participating in each groups discussion. I will help clear up any misunderstandings students ran into and try and make sure they are all headed in the right direction. <span style="font-family: Times New Roman,serif;">**Explore, Experience, Rethink, Revise, Refine, Tailoring: (Verbal, Interpersonal)** <span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;"> Students will get to reflect in groups and if I deem necessary in a class discussion about what they have learned and how it related to the goal set at the beginning, which was to discover the flaws in the Treaty of Versaillies and ponder how those would create problems later down the road. Student's papers will be returned to the pairs ASAP. Papers will be graded on historical content, but I will make sure to note any grievous grammar mistakes. <span style="font-family: Times New Roman,serif;">**Evaluate, Tailors: (Logical, Intrapersonal, Interpersonal)**

<span style="font-family: Times New Roman,serif;">__**Content Notes**__ <span style="font-family: Times New Roman,serif;">Students will learn that the Treaty of Versailles was the Treaty that ended the First World War. Students will learn about the punitive measures placed on Germany, specifically, the loss of her colonies, loss of territory, war reparations, a stunted military, and having to take the full and complete blame for the war, despite only aiding her ally Austria-Hungary. <span style="font-family: Times New Roman,serif;">Students will then be asked to think further and answer why these things could be problems later on. Students will most likely not get to these deeper ideas without help, but it ill be a good lead in for later on.

<span style="font-family: Times New Roman,serif;">__**Handouts**__ <span style="font-family: Times New Roman,serif;">**None as of now**