L6+Mountain,+Ryan

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

Teacher’s Name:** Mr. Ryan Mountain **Date of Lesson:**#6 (Explanation)
 * Grade Level:**9-12 **Topic:** American Revolution

__**Objectives**__

 * Student will understand** how America has become what it has today.
 * Student will know** how the framers intended the constitution to be interpreted and how the constitution has lasted so long.
 * Student will be able** to 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.

__**Maine Learning Results Alignment**__
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 analyzing and critiquing events and people during the American Revolution and then will applying this information to present day.

__**Assessment**__
tudents are working on venn diagrams they will first work alone and compare and contrast the Articles of Confederation and the United States Constitution. Once they have worked by themselves they will work with a partner and share ideas. The venn diagram will be passed in for my review and comments. Students will write a one page reflection over the Venn diagram information later on in their project.
 * Formative (Assessment for Learning)**

An iMovie project will be an assessment that will show how the American Revolution has changed they way we live today. You will be able to You will be able to research England's culture and see how we would have been if we were still part of the royal crown. The movie should compare and contrast American culture versus English culture and show how our government is set up. Product: iMovie.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** The type II technology being used in this lesson is iMovie. The technology will be used in this lesson to incorporate the significant facts about an American Revolution and how they have impacted the present and more specifically your life.


 * English:** The other content that is being used in this lesson is English. Students will write a script for their movie and the script will need to be grammar free. Also students will need to make sure that if their movie contains text that it is also grammar free.

__Groupings__
(//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistics:** Students will need to write, read, and retell in my classroom.
 * Logical-mathematical:** Students will need to put events and dates into chronological order.
 * Interpersonal:** Students will work in groups to fill out graphic organizers.
 * Intrapersonal:** Students will do the project by themselves.
 * Bodily-kinesthetic:**Students will use body movement in group work and will be allowed to get up and stretch during the music time.
 * Music:** Students will use music in their projects and also music will be played int he classroom in the background.

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

An iMovie project will be an assessment that will show how the American Revolution has changed they way we live today. You will be able to You will be able to research England's culture and see how we would have been if we were still part of the royal crown. The movie should compare and contrast American culture versus English culture and show how our government is set up. Product: iMovie.
 * Extensions**

__**Materials, Resources and Technology**__
Lap Tops (with wireless internet connection and iMovie connection). iMovie video tutorial Projector Projector screen Graphic Organizer

__Source for Lesson Plan and Research__
iMovie tutorial []

iMovie written tutorial []

Articles of Confederation http://en.wikipedia.org/wiki/Articles_of_Confederation [] []

Constitution [] []

__**Maine Standards for Initial Teacher Certification and Rationale**__
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 iMovie. Students will learn about iMovie through hands on experience and through online tutorials. Also students will learn about the American Revolution through watching their classmates videos. Students will be able to incorporate music and be able to be creative with these projects.
 * //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:**Students will be assessed on their prior knowledge of the American Revolution. Students will be asked to list everything they can different about the constitution and Articles of Confederation. This will be handed in to assess students 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 Interpret. In this lesson students will evaluate significant events and people and decide how they impacted the American Revolution. This lesson connects to the Maine Learning Results because students will be analyzing and critiquing events and people during the American Revolution and then will applying this information to present day. Please see content notes for more information on this content.
 * //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.//
 * Linguistics:** Students will need to write, read, and retell in my classroom.
 * Logical-mathematical:** Students will need to put events and dates into chronological order.
 * Interpersonal:** Students will work in groups to fill out graphic organizers.
 * Intrapersonal:** Students will do the project by themselves.
 * Bodily-kinesthetic:**Students will use body movement in group work and will be allowed to get up and stretch during the music time.
 * Music:** Students will use music in their projects and also music will be played int he classroom in the background.

An iMovie project will be an assessment that will show how the American Revolution has changed they way we live today. You will be able to You will be able to research England's culture and see how we would have been if we were still part of the royal crown. The movie should compare and contrast American culture versus English culture and show how our government is set up. Product: iMovie.

Rationale:**This lesson documents formal and informal assessment strategies by assessing students through a pre-assessment to see what their prior knowledge of the American Revolution and students will be also assessed through quizzes, blogs, iMovie, 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.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
The students will be arranged in a horse shoe 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 fill out t-chart over the Articles of Confederation and the Constitution. This will be handed in and evaluated to see students previous knowledge. (10 minutes).
 * Students will then listen to lecture over the Articles of Confederation and the Constitution. Students will fill out another t-chart over the Articles of Confederation and Constitution during lecture. (25 minutes).
 * After lecture students will pair up with their seasonal partners and discuss their t-charts. (5 minutes).
 * Students will then watch tutorial over iMovie to prepare them for the project. 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 ideas. Students need to take notes and keep track of sources. Sources can be found on iMovie handout. (25 minutes).
 * Students will have this time to organize information and meet with partners for final ideas on project. (5 minutes)
 * Day 2: Students will have time to come up with script for project and meet with me individually with me and start filming the iMovie if they get this far. Students will have to finish 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 others projects. (80 minutes).

Students will understand the significance of the American Revolution and how the important impacted the outcome of the war. This connects to the real world because the Federal Government wouldn't look what it looks like today without it. The topic under the Maine Learning Results is the American Revolution. My hook for the class is using charades to go through bill of rights. In this lesson students will need to read, write, and speak aloud, so linguistics will be used in the classroom. Students will use logical-mathematical reasoning for dates and events. Spatial will be used in lectures and projects through pictures and movies shown in class. Body-kinesthetic will be used in group work and projects. Group work will also allow for interpersonal work. Intrapersonal work will be included in the classroom through self-assessments and individual work.
 * Where, Why, What, Hook, and Tailor.**

Class will start with students writing down differences between the Articles of Confederation and the Constitution on a t-chart. Students will listen to and watch a presentation over the Articles of Confederation Students will get a list of people and events that have been gone over in the lecture and a list of web sites that will be used later in class. Students are going to collaborate with peers sharing ideas and giving each other ideas for their projects. After students will get their lap tops and watch the [|iMovie tutorial] and will receive an iMovie 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.
 * Equip, Tailors:Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal.**

Day 1: This will be the day that the students will be introduced to the iMovie project. The students will work with their partner. Students will make a video over an American Revolution describing how life would have been without the American Revolution. Also at this time I will tell students that they need a script for their movie if they intend to exceed standards on rubric. Students will be playing themselves and then be playing themselves as if the colonies had never separated from England. I will show the students a tutorial of iMovie and will also provide a transcript of the video in a handout form. At this time I will also give the students the two rubrics that I will be grading them on. This way students 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 the checklist. Also I will let them know that it will be beneficial to get scripts done before next class so they have the whole class to record and upload video to lap tops.

Day 2:This class will be a workshop day where students will have the whole eighty minutes to work on their scripts if they haven't started already and to begin filming their videos. 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. Students may go to library or other room in building to go film. I will previously have found places for students to go record videos. Students may also start uploading video and editing their projects during today's class. Also if students want their scripts 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.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal.**

Students will self-assess each others projects by writing a feed back sandwich for everyone's project. These will be anonymous and will include something positive, negative and then something positive again.

Day 3: Students will present their presentations and I will go through and make comments on a checklist and then later watch presentations individually and give scores. Students will have to use information over the English culture and events during the revolution.
 * Rehearse, Tailors: Linguistics, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Intrapersonal, and Interpersonal****.**

Constitution The **Constitution of the United States of America** is the supreme [|law] of the [|United States]. It is the foundation and source of the legal authority underlying the existence of the United States of America and the federal government of the United States. It provides the framework for the organization of the [|United States government] and for the relationship of the federal government to the states, to citizens, and to all people within the United States. The Constitution defines the three main branches of government: a legislature, [|bicameral] [|Congress]; an executive branch led by the [|President]; and a judicial branch headed by the [|Supreme Court]. The Constitution outlines the powers and duties of each branch. The Constitution reserves numerous powers for the [|states], thereby establishing the [|federal system] of government. The United States Constitution was adopted on September 17, 1787, by the [|Constitutional Convention] in [|Philadelphia], [|Pennsylvania], and [|ratified] by conventions in each [|U.S. state] in the name of "The People". The Constitution has been [|amended] twenty-seven times; the first ten amendments are known as the [|Bill of Rights]. The United States Constitution is the shortest and oldest written [|constitution] still in use by any nation in the world today. The Constitution has a central place in [|United States law] and [|political culture]. The handwritten original document penned by [|Jacob Shallus] is on display at the [|National Archives and Records Administration] in [|Washington, D.C.]
 * Content Notes**

Articles of Confederation Created during the throes of the **Revolutionary War**, the Articles reflect the wariness by the states of a **strong central government**. Afraid that their individual needs would be ignored by a national government with too much power, and the abuses that often result from such power, the Articles purposely established a "constitution" that vested the largest share of power to the individual states. Under the Articles each of the states retained their "sovereignty, freedom and independence." Instead of setting up executive and judicial branches of government, there was a committee of delegates composed of representatives from each state. These individuals comprised the Congress, a national legislature called for by the Articles. The Congress was responsible for conducting foreign affairs, declaring war or peace, maintaining an army and navy and a variety of other lesser functions. But the Articles **denied Congress the power to collect taxes, regulate interstate commerce and enforce laws.** Eventually, these shortcomings would lead to the adoption of the U.S. Constitution. But during those years in which the 13 states were struggling to achieve their independent status, the Articles of Confederation stood them in good stead. Adopted by Congress on November 15, 1777, the **Articles became operative on March 1, 1781** when the last of the 13 states signed on to the document.

T-chart iMovie Video tutorial address iMovie written handout Outside resources on topic
 * Handouts**