L4+Gauthier,+Andrew

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

Teacher’s Name: Mr. Gauthier** **Date of Lesson: Lesson 4**
 * Grade Level: 11-12** **Topic: World War II**

__**Objectives**__

 * Student will 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.**
 * Student will know** **the "big picture" of events from the rise and fall of Adolf Hitlers Nazi regime.**
 * Student will be able** **to** **explain that historical studies are based on primary and secondary source documents.**

__**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 United States 1939-1961 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. b.Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. In this lesson students will be looking at primary and secondary source documents under a lens. What makes them what they are? Following this, students will be using their newly garnished research skills in order to produce and start thinking about their future essay. In coming up with a subject for their essay and analyzing and critiquing sources, students will get a view of multiple large scale aspects of World War II.
 * Rationale:**

__**Assessment**__
For this assessment, my students will be creating and interacting with one another creating venn diagrams that discuss the similarities and differences between primary and secondary source documents. In doing this, I will have a better idea of what sort of research skills my students already have and what sort of questions, concerns, or issues they might need assistance with. The Venn diagrams will not be turned in but, instead discussed.
 * Formative (Assessment for Learning)**

The students will be blogging an annotated bibliography of their sources for their thesis paper. In order to do this, students will have to come up with a working thesis first. Then, they will have to start researching and analyzing sources, compiling both primary and secondary documents. They will publish a blog with a reference of each source in Chicago format and a brief description of the advantages of using this source as well as whether or not it is primary or secondary. Guidelines as to the expectations of this assignment will be provided in an analytical grading sheet. This will push students to not only use their research skills but it will provide an easy to use checklist to follow in order for the student to know when they have truly finished the assignment.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Blogger, or other predetermined blogging tool.

Other content areas: Computer science ( if the student choses to incorporate HTML), English ( written communication)

__Groupings__
Students will once again rejoin their note card groups (reference lesson 1 and other previous lessons) with one student working as a facilitator and another as a time keeper. I will ask students to allow anyone who hasn't had a role in the group to have that specific role. In these groups, students will work on their venn diagrams. During this process, one of the students who is neither the facilitator or time keeper will work as a recorder, jotting down questions to ask during the following 3 minute review with the teacher. This student will be responsible for putting these questions forward.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal ** - Teacher will have student read the hook material out loud and voice their opinions.
 * Logical**- Organization of annotated bibliography.
 * Spatial ** - Students may be inclined to write a thesis based on works of art during the time period and how they relate.
 * Kinesthetic ** - Research will result in many trips to and from the media center.
 * Interpersonal**- One-on-one peer review session.
 * Intrapersonal**- The evaluation of ones source findings.


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

In the case of an absence the student should meet with the teacher during office hours or study hall to get the necessary information to work on this project. This should be done at the earliest possible opportunity. The student will be given a single days extension if necessary. In the case of a planned absence the student should meet with the teacher and discuss a plan of action to get the work done before the absence. In the case of extended unplanned absence, e-mail correspondence and work submission will be appropriate. Extensions granted will be based case by case. For example, if the student is bed-ridden and extremely ill, they will be given ample time to turn in work. If the student has a light illness and is capable, they will be given the same amount of time as students to turn in work or when the first arrive at school again. Whichever comes first is appropriate.

Students will be responsible for producing at least six references in their blogged annotated bibliography. However, because I will be requiring students to present twelve or more sources for their essay, they can chose to do more than six. This will not only extend their opportunity to use their research skills but, it will also make working on their essay a lot easier as well.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops, primary and secondary source documents, Venn diagrams, library and media access, internet, blogger accounts or other blogging tool account.

__Source for Lesson Plan and Research__
I got the idea of doing this from Dr. Allison Hepler. In one of her US history courses she taught us the value of primary source documents as opposed to secondary source documents. We had to write a critical review of a primary source. In this instance I am utilizing the same concepts, only the critical review will be on a much small scale and the benefits will be work completed early for the essay.

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.//
 * Beach Ball: For these students, the option of what they would like to write about in their essay and research is open-ended and always subject to change until the date it is due. **
 * Clipboard:** These students will be using Venn diagrams to organize the differences and similarities between primary and secondary source documents.
 * Microscope** : These students will enjoy the analysis of research materials and sources that they find.
 * Puppy** : For these students, I will work closely in order to guarantee an interesting paper for them to write as well as a good solid thesis to go by. I will be working closely and keeping tabs by accepting a thesis or disapproving it.

Rationale:** This lesson will be all encompassing research skills, the subject matter (World War II), and skills in analysis. Students will be using their research skills in order to discover great documents to be used later in their thesis papers. Students will be advancing themselves for their thesis papers as well as proving that their research skills are at a competent level for their age group. The goal is to refine these research skills to better prepare them for a college-level paper in size and requirements.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal ** - Teacher will have student read the hook material out loud and voice their opinions.
 * Logical**- Organization of annotated bibliography.
 * Spatial ** - Students may be inclined to write a thesis based on works of art during the time period and how they relate.
 * Kinesthetic ** - Research will result in many trips to and from the media center.
 * Interpersonal**- One-on-one peer review session.
 * Intrapersonal**- The evaluation of ones source findings.

Rationale:** For this assessment, my students will be creating and interacting with one another creating venn diagrams that discuss the similarities and differences between primary and secondary source documents. In doing this, I will have a better idea of what sort of research skills my students already have and what sort of questions, concerns, or issues they might need assistance with. The Venn diagrams will not be turned in but, instead discussed.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Informal Assessment**

The students will be blogging an annotated bibliography of their sources for their thesis paper. In order to do this, students will have to come up with a working thesis first. Then, they will have to start researching and analyzing sources, compiling both primary and secondary documents. They will publish a blog with a reference of each source in Chicago format and a brief description of the advantages of using this source as well as whether or not it is primary or secondary. Guidelines as to the expectations of this assignment will be provided in an analytical grading sheet. This will push students to not only use their research skills but it will provide an easy to use checklist to follow in order for the student to know when they have truly finished the assignment.
 * Formal Assessment**

__Teaching and Learning Sequence__
The class will be arranged in a fashion that allows for groups of four. The desks will be arranged so that two people are sitting by one another with another two people sitting in the same fashion directly across from the pair. This will make group work easier as well as making easy for the teacher to move around the room during discussion. In this lesson, students will be learning the uses of primary and secondary sources as well as research skills. These are essential for any discipline. I will be working with students on this because I find it is very important to check the validity of anything your read in everyday life. This lesson will be focusing on Maine Learning Results E1/b, which requires students to a nalyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. The class will be hooked when the opening of class is the teacher reading from two different unmarked texts and asking the class what the difference between the two are.
 * Introduction Paragraph**
 * Tailors: Verbal, Interpersonal, Intrapersonal**

__**Second Paragraph**__
 * For this lesson, students will be expected to know **about FDR, Adolf Hitler, Benito Mussolini, Winston Churchill, Joseph Stalin, General Dwight Eisenhower, D-Day, and General George Patton. At this point, students should have a relatively solid background on the subject matter. They will have done plenty of outside reading from essential reading that they have been given and from other lessons research. This lesson will centralize on individual work. Some additional information may be needed so students will be encouraged to use the library or media center. The class will be organized in a fashion that while students are working and researching I can keep tabs on them by moving around the room and talking it through with students on an individual basis. I will check for understanding in the form of informal assessment by hearing what students have for questions while delivering important material concerning primary and secondary source documents. I will also be having the class tell me what to put on the board on my Venn diagram concerning the similarities and differences between primary and secondary sources.
 * Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Kinesthetic**

__**Third Paragraph**__ In order for students to further explore the material, I will be making use of a Venn diagram as a visual aide. Before I fill out a class-sized Venn diagram on the board, I will have students work in their note card groups (reference lesson 1 and groupings section of this lesson) in order to draft their own ideas about the similarities and differences between the two sources provided. The facet I am touching base on is explanation. In order to complete the assignment connected to this lesson, students will be expected to create an annotated bibliography in which they will have to explain the relevance of their source and the values it encompasses for their future thesis paper. First, we will start with the mini-lesson with the Venn diagrams to facilitate this knowledge. After producing these Venn diagrams, students will have to rethink the subject matter by using their Venn diagrams while researching and deciding the difference between primary and secondary sources. During their work session, students will be provided a period of time in order to find one source they would like to use and discussing it with one of their note card group members. Once students have created they're blogged annotated bibliography, I will be commenting on them and discussing what strengths and weaknesses the sources may have and how to improve this for the more heavy weighted thesis paper.
 * Tailors: Verbal, Interpersonal, Intrapersonal, Kinesthetic, Visual, Logical**

__**Fourth Paragraph**__ In this lesson, the self-assessment will be part of the annotated bibliography. Students will be reflecting on their research and criticizing the source itself as well as their uses for it. This form of self-assessment is rather abstract and hard to track, however, in order to complete this assignment it is necessary to use this sort of higher order thinking. In order to provide timely feedback on this assignment, I will work fast and hard in order to make comments on their blogs within a time period of only a couple of days. This will allow for students to see where they stand on this research, which will be used on the next lesson for their essay.
 * Tailors: Intrapersonal, Interpersonal**


 * Content Notes**

Be very thorough in describing the differences between primary and secondary source documents. Most students will, for example, think that their class text book is a primary source because it is the essential text for the course. Point out that it is actually a secondary source that compiles many other secondary and primary source documents in order to reiterate information.

Venn Diagram Primary Source Document Secondary Source Document Blogged annotated bibliography analytical grading sheet
 * Handouts**