L3+Mountain,+Ryan

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

Maine Learning Results: Social Studies-E. History E1 Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "American Revolution, 1775-1783." 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. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in history of the United States and world and implications for present and future. ** Rationale: ** This lesson connects to the Maine Learning Results because students will be learning about people and events and why both sides of the American Revolution chose to fight. Students will use knowledge about the American Revolution and complete a time line putting ten events in order. Students will then collaborate ideas about why they chose the ten events and share their significance to the American Revolution. Students will then hand in graphic organizer and receive feedback on events. Also students will answer questions about the project and will fill out an evaluation rubric. The Comic Life project will be an assessment that will show the understanding of student’s knowledge of when events happened and their significance in the war. You will be able to choose your own events and the reasoning for why you chose the significant events. Students will be assessed by a rubric that will specifically go over the details of this project. Product: Comic Life Students will work by themselves filling out a time line using ten events that happened during the American Revolution. Students will then pair up with their seasonal partner and discuss ideas for why they have chosen these ten American Revolution events. This grouping is called the think-pair-share exercise. If for some reason a student doesn't have a partner they will be added to a group of three. Students will be taking these ten reasoning’s and incorporate them into their Comic Life. Students will work with their seasonal partner creating their time line in Comic Life. Also one student will start the discussion and everyone else needs to write down ideas because a reflection will be written later for evaluation and everyone will need notes from that discussion. ** Strategies: ** (**//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**)
 * __ Teacher’s Name __**** : Mr. Mountain ** **__Date of Lesson__:** #3 (Apply)
 * __ Grade Level __**** : ** 9-12  **__Topic__:** ** The American Revolution **
 * __ Objectives __**
 * Student will understand **** the Significance of the American Revolution. **
 * Student will know **** important events such as the battle of Ticonderoga, Bunker Hill, Lexington and concord, Battle of Saratoga, and the Battle of Yorktown. **
 * Student will be able to apply **** major historical eras, major enduring themes, turning points, events, consequences, and people in history of the United States and world to present day. **
 * __ Maine Learning Results Alignment __**
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** The type II technology being used in this lesson is Comic Life. The technology will be used in this lesson to incorporate the significant events of the American Revolution and why they’re reasoning for fighting. These reasons will need to be presented in project.
 * English: ** This will be the other content that is being used in this lesson. Students will write reasoning's for their Comic Life product and the reasoning's will need to be grammar free. Students will also have to read, so it will be important to the class that they know English.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Verbal: ** Instructions will be used verbally and written. So the linguistic multiple intelligence will be used.
 * Spatial: ** Students will use pictures and music in their comic life presentation in order to be creative and original for their presentation.
 * Intrapersonal: ** Students will have to work by themselves in order to fill out graphic organizer.
 * Interpersonal: ** Group work will be used as a way to collaborate and come up with ideas for the individual project.
 * Kinesthetic: ** Students will use body movement in creating the presentation and will use body movement in class for group work.
 * Logical-mathematical:** Students will use events and dates in their time line and will need to use them in chronological order.
 * Modifications/Accommodations **

Students that are absent will need to come to me to get the assignments for the class they missed and they will be responsible to bring it to the next class. If there needs to be an extension students will need to see me and have a private conversation. Assignments will be on the homework hot line. Failure to pass in homework will be followed up with a private discussion from myself. ** Extensions ** The summative assessment will be a time line using Comic Life. This assessment will show the understanding of significant events during the American Revolution and show why they chose the ten groupings. Every student and their partner will be expected to create a time line using the type II technology Comic Life. You will be able to choose the ten events to show why understanding. Students will be assessed by a rubric that will specifically go over the details of this project. Product: Comic Life. Lap Tops (with wireless internet connection and Comic Life connection). Comic Life video tutorial Projector Projector screen Graphic Organizer: Time Line **__ Source for Lesson Plan and Research __** Comic Life http://www.youtube.com/watch?v=b_83FgdOlM0
 * __ Materials, Resources and Technology __**

Comic Life []

Battle of Ticonderoga 1777 http://www.britishbattles.com/battle-ticonderoga-1777.htm http://en.wikipedia.org/wiki/Battle_of_Ticonderoga_%281777%29 http://www.vtgunsmiths.com/gmbsc/ticonder.html

Bunker Hill http://en.wikipedia.org/wiki/Battle_of_Bunker_Hill http://www.britishbattles.com/bunker-hill.htm

Battle of Saratoga http://en.wikipedia.org/wiki/Battles_of_Saratoga http://battle1777.saratoga.org/

Yorktown http://www.britishbattles.com/battle-yorktown.htm http://en.wikipedia.org/wiki/Siege_of_Yorktown

Battle of Lexington and Concord http://en.wikipedia.org/wiki/Battles_of_Lexington_and_Concord http://www.theamericanrevolution.org/battles/bat_lex.asp
 * __ 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: //** This lesson demonstrates the knowledge of the diverse ways in which students learn and develop. In this lesson students will learn through lecture and through research. Also students will learn about type II technology and more specifically Comic Life. Students will learn about Comic Life through hands on experience and through online tutorials. Also students will learn about the American Revolution through listening to their classmate’s time lines. Students will be able to incorporate music and be able to be creative with this project.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will be assessed on their prior knowledge of the American Revolution. Students will be asked to play a game in order to test their previous learning and what they know. This will be observed by the teacher in order to assess student’s previous knowledge of the American Revolution. The backward design model was used in designing this unit. Students' IEPs, 504s, and ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.The facet of understanding that I use in this unit is application. In this lesson students will evaluate significant events and people and decide why both sides fought in the American Revolution. This lesson connects to the Maine Learning Results because student’s will be analyzing and critiquing events during the American Revolution and then will apply this information to why events turned out the way they did. Please see content notes for more information on this content.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Interpersonal:** Group work will be used as a way to collaborate and come up with ideas for the individual project.
 * Intrapersonal:** Students will have to work by themselves in order to finish project using comic life.
 * Logical-mathematical:** Students will use events and dates in their time line and will need to use them in chronological order.
 * Spatial:** Students will use pictures and music in their comic life presentation in order to be creative and original for their presentation.
 * Body-kinesthetic:** Students will use body movement in creating the presentation and will use body movement in class for group work.

The Comic Life project will be an assessment that will show the understanding of student’s knowledge of when events happened and their significance in the war. You will be able to choose your own events and the reasoning for why you chose the significant events. Students will be assessed by a rubric that will specifically go over the details of this project. Product: Comic Life The students will be arranged in a horseshoe with the opening toward the whiteboard that way I can see the students and observe them throughout the learning process and be able to make sure they are paying attention. Students will join their seasonal partner after the lecture is over after the project is discussed. Students will understand the significance of the American Revolution and how important it was for each event to end up the way it did during the American Revolution. This connects to the real world because the Federal Government wouldn't look what it looks like today without the Revolution. The topic under the Maine Learning Results is the American Revolution. My hook for the class is to play four corners with four events. ** Verbal: ** Instructions will be used verbally and written. So the linguistic multiple intelligence will be used. Class will start with students playing four corners with four events. After students will be given a time line to fill out. With the time line in front of them students will listen to a lecture over important battles of the American Revolution. Students are going to collaborate with peers sharing ideas and giving each other ideas for their projects. After students will get their laptops and watch the Comic Life tutorial and will receive a Comic Life handout. Students will then have some time to research information using the sheet with websites for resources. At this time I will walk around the room and meet with each student individually and make sure they understand what is going on and ask them if they have any questions. Students will then meet with partners and share ideas and organize all of their information. Day 1: This will be the day that the students will be introduced to the [|Comic Life project]. The students will work individually on the project, but will have a partner to share ideas with and to give feedback too. Students will make a time line with partner over significant events. Also at this time I will tell students that they need a script for their reasoning's if they intend to exceed standards on rubric. I will show the students a tutorial of Comic Life. At this time I will also give the students the two rubrics that I will be grading them on. This way student will have a clear understanding of what is asked of them. I will tell students that before the present they will need to evaluate themselves on both rubrics in the student evaluation column. Day 2:This class will be a workshop day where students will have the whole eighty minutes to work on their reasoning's if they haven't started already and to begin working on their time lines. Also today's class will be a perfect time for me to be able to work with students and again clarify anything that might be confusing. Also if students want their reasoning's edited then they should be giving them to me at this time so I then can be giving them back for editing. Students will need to work on their projects for homework. I will make myself available throughout the day, and after school for students that may need help with their projects. Student’s will self-assess each others projects by evaluating rubrics. These will be anonymous and will include something positive, negative and then something positive again.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** This lesson uses formal and informal assessment strategies by assessing students through a pre-assessment to see what their prior knowledge of the American Revolution is and students will also be assessed through quizzes, blogs, Comic Life, and a unit test at the end of the unit. These are examples of informal and formal assessment strategies to evaluate and support the development of the learner. This is how this lesson meets the Maine Learning Result standard eight.
 * __ Teaching and Learning Sequence __**** : **
 * Students will be asked to play a game of four corners, except instead of numbers students will be asked to go to the corner with the date that was the earliest during the American Revolution. (10 minutes).
 * Students will then listen to lecture over the important battles of the American Revolution, and specific events. Students will fill out a time line using five specific dates of their choice. (25 minutes).
 * After lecture students will pair up with their seasonal partners and discuss ideas on what ten events they should use for their projects. (5 minutes).
 * Students will then watch tutorial over Comic Life to prepare them for the movie. Also written handout of tutorial will be passed out. (10 minutes).
 * Students will have time to look through links that I have provided them to give them some deeper research for their project. Students need to take notes and keep track of sources. Sources can be found on Comic Life handout. (25 minutes).
 * Students will have this time to organize information and meet with partners for final ideas. (5 minutes)
 * Day 2: Students will have time to come up with reasoning's and meet with me individually and start working on Comic Life if they get this far. Students will have to finish the project for homework. If they run into problems they will need to talk to me the next day so that it will be ready for the next class. (80 minutes).
 * Day 3: Students will present these projects and give feedback on each other’s projects. (80 minutes).
 * Spatial: ** Students will use pictures and music in their comic life presentation in order to be creative and original for their presentation.
 * Intrapersonal: ** Students will have to work by themselves in order to fill out graphic organizer.
 * Interpersonal: ** Group work will be used as a way to collaborate and come up with ideas for the individual project.
 * Kinesthetic: ** Students will use body movement in creating the presentation and will use body movement in class for group work.
 * Logical-mathematical: ** Students will use events and dates in their time line and will need to use them in chronological order.
 * Where, Why, What, Hook, and Tailor**
 * Equip, Tailors: Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal.**
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal.**

Day 3: Students will present their presentations and I will go through and make comments on rubric and then later listen to time line presentations individually and give scores. The rubrics with feedback and grade will be handed back next class so students will know how well they had done. Students will have to use information over people and events they used in this project later on during this unit.
 * Rehearse, Tailors: Linguistics, Logical-Mathematical, Spatial, Bodily Kinesthetic, Intrapersonal, and Interpersonal.**
 * __ Content Notes __**
 * Battle of Lexington and Concord**

The first shots starting the revolution were fired at Lexington, Massachusetts. On April 18, 1775, British General Thomas Gage sent 700 soldiers to destroy guns and ammunition the colonists had stored in the town of Concord, just outside of Boston. They also planned to arrest Samuel Adams and John Hancock, two of the key leaders of the patriot movement.


 * Battle of Yorktown**

The battle of Yorktown began late in September 1781. The British General sent pleas for troop reinforcements and even considered ferrying his men across the river to safety. The French and Americans began a long bombardment, with the French artillery proving highly accurate. No reinforcements, the continuous bombardment by French and Americans, and a loss of two key redoubts or hilltop fortifications to a night attack led by Washington's aide de-Camp, Lieutenant Colonel Alexander Hamilton, led Cornwallis to see there was little hope left for his army. He surrendered to Washington on October 19, 1781. Although it was not yet clear, the war was as good as over.

Saratoga on the Hudson River in New York State. British and German troops against the Americans. Major General John Burgoyne commanded the British and German force. Major General Horatio Gates and Brigadier Benedict Arnold commanded the American army. The British force comprised some 5,000 British, Brunswickers, Canadians and Indians. By the time of the surrender the American force was around 12,000 to 14,000 militia and troops.The British wore red coats and headgear of bearskin caps, leather caps or tricorne hats depending on whether the troops were grenadiers, light company or battalion company men. The German infantry wore blue coats and retained the Prussian style grenadier mitre with brass front plate. The Americans dressed as best they could. Increasingly as the war progressed regular infantry regiments of the Continental Army wore blue uniform coats but the militia continued in rough clothing. Both sides were armed with muskets and guns. Many of the Pennsylvania and Virginia troops and militia, particularly Morgan’s men, carried long, small calibre, rifled weapons. The Americans forced the surrender of Burgoyne’s force.
 * Battle of Saratoga**

On the Charlestown Peninsula on the North side of Boston Harbor. British troops of the Boston garrison against troops of the American Continental Army. Major General Howe against General Artemas Ward and General Israel Putnam 2,400 British troops against 1,500 Americans. The British grenadiers, light infantry and battalion company men wore red coats, the headgear of the companies, bearskin fronted mitre caps, tricorne hats and caps, and were armed with muskets and bayonets. The British had light guns and were supported by the heavy guns of the fleet. The Americans were armed with muskets or whatever firearms they could obtain, a few bayonets and some light guns. Graphic Organizers: time line Comic Life Video tutorial address/Outside resources on topic Evaluation Checklist
 * Bunker Hill**
 * __ Handouts __**