L1+Daigle,+Joshua

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

Teacher’s Name:** **Date of Lesson:** Mr. Daigle/Lesson 1-Interpretation
 * Grade Level:** **Topic:** Grade 10-Somali Immigration to Maine

__**Objectives**__

 * Student will understand that**: The immigration of Somali and other African cultures has led to a new political base in Maine politics.
 * Student will know**: Civil War in Somalia, immigration to central Maine, demographics.
 * Student will be able to do**: Document how the immigration of Somalis has influenced Maine.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies. B: Civics and Government. B3: Individual, Cultural, International, and Global Connections. Grade: 9-Diploma D: Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native American, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.
 * Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world including Maine Native Americans.**
 * Rationale:** It discusses the political perspectives of diverse cultures, specifically a recent immigrant group of a various world culture.

__**Assessment**__
Students will use KWL Chart graphic organizer to help reflect on what they already know about the topic, what they would like to learn about the immigration of Somalis to Maine, and finally what they learn after the lesson is over. They will be able to add and make edits to the chart while discussing what they have learned about the immigration of Somalis to Maine, and discuss with the class what they have learned as well. A project checklist will be used to assure all aspects of the lesson are being met.
 * Formative (Assessment for Learning)**

The end of the unit will conclude with a relevant topic in today's Maine culture. The class will discuss at length the immigration and impact of the Somalis to southern and central Maine. To help the class learn, they will be broken up into groups and go out into the community to get opinions from the "everyday citizen". Through interviewing citizens of their community they will get an opinion of this widely debated issue and be able to have an educated opinion on the issue themselves. With the results of their research and live interview, each group will create an iMovie outlining what they learned during their research on the impact economically, socially, and culturally of Somalis. The product of this lesson is worth 100 points, and a checklist of student growth throughout will be used.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** The class will discuss the immigration of Somalis to Maine, incorporating Students will make an iMovie involving an interview they must conduct with citizens in the community discussing their opinion and knowledge of the immigration north of Somalis to Maine. They will have to conduct their own research and be in the film as well. Through interviewing with members of the community they will form an opinion regarding the impact socially, economically and otherwise of the immigration of Somalis.


 * Content-** English. Students have to rely on research and study techniques in order to find appropriate material to for a basis for their video. They will need to use correct and formal language and communication skills to effectively interview a member of the community. The students will present their video and findings in front of the class, so public speaking skills will be required to engage the class.


 * Public Speaking**- The students will have to create a script with questions that they will pose to citizens in the community. They will be responsible for interviewing these people, and doing so professionally. In the presentation of their product at the end of the lesson, they will be in front of their peers explaining their project and findings. Past experience of speaking to a large group will be helpful, but new skills are hoped to be gained.

__Groupings__
For the cooperative learning activity, at the beginning of class, each student will complete the [|KWL Chart] to help them understand what they already do know, and what they hope to learn. I will then pose a question to the class, where after, I will call of each student using the 1,2,3,4 method. Once everyone has a partner, they will do the second stage of the [|Think-Pair-Share).] activity. They will share their brief discussion with the class during the third stage of this activity.

__**Differentiated Instruction**__
 **Intrapersonal ** students will complete the quick write activity giving them then chance to discuss the aspects of the previous lesson that stuff out to them.
 * Strategies**- These intelligences will be addressed.
 * Verbal-Linguistic ** students will take notes on what is discusses during group assignments.
 * Logical/Mathematical ** students will note and discuss similarities between demographics of various cities in Maine.
 * Visual/Spatial ** students will create a time line of Somalis initial migration through the east coast.
 * Bodily/Kinesthetic ** students will be acting in and recording an iMovie.
 * Interpersonal ** students can gather information and ideas together to create a well constructed script for their iMovie recording.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// If absent from class for any reason, you are responsible for contacting me or a classmate to make up the work as soon as possible. There will be a folder in the back of the classroom with all handouts and assignments pertaining to the lesson for your access. It is your responsibility to get the work you missed and contact me so that we can arrange another way of handing in the work.
 * Modifications/Accommodations**

Students will create an iMovie to enforce their learning of the subject. It will incorporate language skills through interviewing citizens to help give them a better understanding of different takes on the issue.
 * Extensions**

__**Materials, Resources and Technology**__
LCD Projector Laptop (both for teacher and students) iMovie software Camcorder with firewire KWL Chart Handout Pen or pencil Access to the internet

__Source for Lesson Plan and Research__
The KWL Chart Handout that the students will complete upon starting class comes from [|eduplace.com], but the thought behind the lesson and the creation of it is credited to myself. I feel that most people do not want to get into the topic of the Somali immigration to Maine because of its sensitivity, but I feel that it is important to know how everything came to be.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In this lesson students will take part in many different aspects of learning which will tailor to multiple learning styles. Students will be able to go online and read articles about the immigration of Somalis to Maine and discover what other people have had to say about the issue as well as develop an opinion of their own. They will take their new knowledge to the streets where they will find citizens throughout the community with whom they will interview and ask questions about their knowledge of the immigration and what the effect has been socially, politically, and economically. They will be doing the filming out in the community giving them exposure to the multiple cultures in the surrounding community and giving them a depth of knowledge through conversing with people in the community.
 * //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:** By the end of this lesson, students will have a better understanding of the background information on the Somalis, like where they come from and why they are here. They will know that a community is based on the diverse culture and that the immigration of Somalis has not been seen in all bad like like it is sometimes portrayed. Having the students first research this topic, and then take it outside into the community and discuss it with other people who may not have a lot of knowledge on it will help teach the community as well. All of this will help the overall knowledge the students will gain through this lesson. The students will learn about acceptance of other cultures and the intricacies of the Somali immigration process.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** These intelligences will be targeted.  **Intrapersonal ** students will complete the quick write activity giving them then chance to discuss the aspects of the previous lesson that stuff out to them.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal-Linguistic ** students will take notes on what is discusses during group assignments.
 * Logical/Mathematical ** students will note and discuss similarities between demographics of various cities in Maine.
 * Visual/Spatial ** students will create a time line of Somalis initial migration through the east coast.
 * Bodily/Kinesthetic ** students will be acting in and recording an iMovie.
 * Interpersonal ** students can gather information and ideas together to create a well constructed script for their iMovie recording.

Class will start with the viewing of a video documenting the immigration of Somalis from Somalia, to the southern United States, and then to cities in Northern New England. This will introduce the lesson and engage the students in the idea of what they will be learning about. The lesson will conclude with the class of four groups going through the necessary steps to create an iMovie in which they will interview citizens of their community.

Rationale:** Students will use KWL Chart graphic organizer to help reflect on what they already know about the topic, what they would like to learn about the immigration of Somalis to Maine, and finally what they learn after the lesson is over. They will be able to add and make edits to the chart while discussing what they have learned about the immigration of Somalis to Maine, and discuss with the class what they have learned as well. A project checklist will be used to assure all aspects of the lesson are being met.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

The end of the unit will conclude with a relevant topic in today's Maine culture. The class will discuss at length the immigration and impact of the Somalis to southern and central Maine. To help the class learn, they will be broken up into groups and go out into the community to get opinions from the "everyday citizen". Through interviewing citizens of their community they will get an opinion of this widely debated issue and be able to have an educated opinion on the issue themselves. With the results of their research and live interview, each group will create an iMovie outlining what they learned during their research on the impact economically, socially, and culturally of Somalis. The product of this lesson is worth 100 points, and a checklist of student growth throughout will be used.

__Teaching and Learning Sequence__
Students will enter class and be seated. When everyone is present and quiet, I will introduce the topic of the immigration of Somalis to Maine by giving some background information on the subject and opening the class up for a brief discussion to get everyone thinking about the lesson. I will use a video from [|fliiby.com] to get the students thinking(15-20 mins.) I will then hand out the KWL Charts. Students will complete the charts. (10 mins.) Students will have the opportunity to share what they have written on their worksheets as far as what they know, and what they want to learn. (15 mins.) With students sitting at their desks, I will call them off by 1,2,3,4 (or the appropriate number so that everyone ends up with a partner) until everyone can match up with the person who has shares their same number. Once all students are sitting with their partner, I will ask the question, "How has the immigration of Somalis to the southern and central region of Maine effected the state politically, economically, and socially?" They will have time to contemplate the question individually and jot down notes. (5 mins.) Students will then discuss with their partner what they wrote down and why they did so. They will exchange thoughts and prepare to report out to the class. (5 mins.) Each pair will briefly present their responses to the question. This will give students an opportunity to discuss some of the points brought up to bring to light other information. (10 min. to the rest of the period)
 * Day 1**

Each student has created a personal id card as part of an early in the year activity. I will have a stack of these cards, The students will come into class and sit at the tables that have been moved into four different groups. I will shuffle the cards and divide the class up into four groups through that process. (5-10 mins.) I will explain the outline of the project and hand out the rubrics for both the product and presentation. (10 mins.) I will then show the iMovie [|tutorial] and do a demonstration on my own of how to create and edit a movie on iMovie. (20-25 mins.) I will open the class up for questions pertaining to the project, assign each group a video camera, and give them a checklist for completion. I will also provide the to the student who wish, a list of possible interview questions to help them when interview, and to get their minds thinking about questions they may develop. The students will have the rest of the period to discuss with their teammates the course of action for the rest of their assignment. (15 minutes to the rest of the class period)
 * Day 2**

Students understand that the immigration of Somali and other African cultures has led to a new political base in Maine politics. Because it is important to understand how other cultures can impact us. It makes us more tolerant of other cultures and allows us to view things from another perspective and hopefully opens our eyes to the benefits of change. Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans-U2. Discuss with students previous knowledge of the war in Somalia. Talk about why Somalis came to Maine, and how they have impacted the state. Get the general knowledge of what students already know. If there is a Somali student in the class, get his/her opinion and perspective on the situation.
 * Where, Why, What, Hook, Tailor: //Visual, Logical, Verbal, Naturalist, bodily, Intrapersonal, Interpersonal.//**

Students will know the following terms/concepts: Civil War in Somalia, immigration to central Maine, demographics, Somalians migrated north to settle in quieter towns, Refugee, Somalia, Allah, Sovereignty. The students will have the KWL Chart graphic organizer to give them a space to jot down things they know about the aspects of Somali immigration, and what they would like to learn. This will make the project kind of guided to what they wish to further discover. The "learn" column of the chart will be filled out as the project continues. The students will also all take part in the Think Pair Share activity where they will contemplate a question asked by me, and have the chance to talk to their partner about their thoughts, then report out their findings to the rest of the class.
 * Equip, Explore, Rethink, Tailor: //Visual, Logical, Verbal, Intrapersonal, Interpersonal, and Bodily/Kinesthetic.//**

On the graphic organizer, students will be able to reflect on what they already know about Somali immigration, and contemplate what they would like to further discover. Students will also be able to add to the chart throughout the lesson in the "learn" column, discussing what they have learned about the immigration of Somalis to Maine. They may discuss with the class what they have learned as well. I will present each team with a project checklist to assure all aspects of the lesson are being met throughout the lesson..
 * Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Intrapersonal, Interpersonal, and Bodily/Kinesthetic.//**

Students will self assess by using their KWL Chart throughout the lesson, as the "learn" column is something that will be added to as they have new experiences with the material. They will also be given a checklist to go with their iMovie outline to give them steps on what they need to accomplish through the making of the video. There will be a lot of class discussion, as with a touchy issue like this there should be to create dialogue and not allow for naivety and ignorance. The students will submit their KWL charts along with their Think Pair Share notes with their iMovie presentation. Comments will be written on the papers and a grade with feedback for the presentation will be provided in a timely fashion.
 * Evailuate, Tailor: Logical, Verbal, Intrapersonal, Interpersonal, Bodily/Kinesthetic.**

[|fliiby.com] - video to introduce the lesson for the immigration of Somalis to major cities in Maine. Used at the beginning of the lesson to get the students emotionally involved with the lesson. [|iMovie tutorial] - links to a video that shows how to use basic features of iMovie. Just play the video and go through it with students. Depending on the knowledge of someone who may teach the lesson other than myself, you may offer your own expertise on the software.
 * Content Notes**

Demographics are the characteristics of a population as used in government, marketing or opinion research, or the demographic profiles used in such research. Commonly-used demographics include sex, race, age, income, disabilities, mobility (in terms of travel time to work or number of vehicles available), educational attainment, home ownership, employment status, and even location. A refugee is a person who flees to escape conflict, persecution or natural disaster.

KWL Chart iMovie Project Checklist
 * Handouts**