L6+Daigle,+Joshua

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

Teacher’s Name:** **Mr. Daigle Date of Lesson: Lesson 6**
 * Grade Level: 9-12** **Topic:** **Franco-Americans**-**Explanation**

__**Objectives**__

 * Student will understand that** The Franco-American base is one of the major cultural contributors in the state.
 * Student will know** The Big Boom immigration of the Franco-Americans in the early 1800s, Immigration increased during times of economic distress, Franco-Americans moved to towns with Mills to work, La Survivance, Grand Trunk Railway.
 * Student will be able to do** express the contributions of the Franco-Americans

__**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:** I brings about the history of the state and what people and events have taken place to make it the state it is today.

__**Assessment**__
The students will each receive a [|Five W's Chart] of the history of Franco-Americans in Maine. Some of it they may be able to fill out in the beginning or early part of the lesson. But the majority of It will be something of a work in progress, as they will learn more about each of the W's throughout the lesson. The students will pair up at the end of the lesson to make final edits to their chart, which at the end of the lesson will be passed it. I will also ask the students about previous knoledge they may have about Franco-Americans either in their community of the state in general. After posing several questions about the era of Maine's history, the class will take part in the [|Circle The Sage] cooperative activity.
 * Formative (Assessment for Learning)**

Students will go online to various website of newspapers published during the era of Maine's Industrial Boom to search for articles pertaining to Franco-Americans. They will take these articles and copy and paste them in a blog that they will create. The job of each students is to write a response as a citizen of the time that the article was published. Through this, they will put themselves in the shoes of someone living during that time and will have a greater respect for the work and effort put in by the Franco-Americans to help Maine become known as a big producer during an economic crisis throughout the rest of the country.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**- The students will be using the internet to search for newspaper articles pertaining to Franco-Americans in Maine. They will each create blog accounts on [|blogger.com] and republish the article on the blog, following up with a reaction to the article in terms of a person living during that time. They will also be able to search through their peers' blogs by navigating to them through the class wiki to see what articles they have found and may leave a response to those as well (extra credit).


 * English**- In order to have a professional online presence, the students will need to model proper grammar, spelling, and punctuation in their article responses. If the language sounded or read different during the time of the published article, they will be responsible for modeling that language.

__Groupings__
The assessments during this lesson are mostly independent, as I want to see each of the students ideas and opinions, as well as how they go about constructing the blog responses. The [|Five W's Chart] graphic organizer will be something that is visited at the end of the lesson and discussed with another peer in the class. A larger group activity will take place during the [|Circle The Sage] activity.

__**Differentiated Instruction**__
Visual/Spatial **Students may choose to add graphics to their blog to help others understand a part of their post. ** Bodily/Kinesthetic **Students will be moving around and leading discussion while part of the Circle The Stage activity. ** Intrapersonal **The blog is an independent assignment that will be required of all students. ** Interpersonal **Students will be working with each other and having an academic conversation through the Circle The Stage activity. ** Naturalist ** Students may decide to have a video blog rather than a typewritten one where they go out into the community and blog around various Franco-American sites.
 * Strategies**-The following strategies will be addressed:
 * Verbal-Linguistic **Students will be able to document their findings from the days lesson in an organized and updated blog **

//**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 develop personal blogs in which they publish an old newspaper article relating to Franco-Americans and discuss their thoughts and opinions in a response.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops for each student (with internet access) each student will need to create a membership on blogger.com [|Five W's Chart] graphic organizer with a writing utensil Paper to take notes on for [|Circle The Sage] activity. access to newspaper internet websites to research archived articles.

__Source for Lesson Plan and Research__
The pre assessment activity for the students, the [|Five W's Chart], comes from http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf. The idea for the cooperative activity, [|Circle The Sage], comes from http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities. Students will go online to research newspapers that were around during the time of the immigration of Franco-Americans to Maine and their community. For example, they could use Sunjournal.com and go into the archives.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will be able to use the 5 W's Chart graphic organizer to help gear them into what facts are important for the lesson. They will be able to idependently work on the graphic organizer at the beginning of the lesson, and be able to share their work with a partner at the end of the lesson to make final edits. Circle the Sage will be a good physical activity for the students, as it puts students in the middle of the classroom, and allows for an open discussion with everyone in the classroom. They will be introduced to the social and civic aspects of the time of immigration of Franco-Americans to Maine through researching newspaper articles online. Through this they will understand of the immigration and settling of Franco-Americans in Maine changed the culture of the state.
 * //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 the lesson, students will have a deeper understanding of Franco-Americans statewide. They will complete the 5 W's Chart graphic organizer which will give them key information. Circle the Sage will give students the chance to discuss information that they know about Franco-Americans with other students in the class, who will note the key facts. Having students go to internet websites where archived articles of the time period are located will prove a great learning tool for the students, as they will read of first hand experiences that the Franco-Americans dealt with, along with giving their opinions and the overall goings-on of the time. They will be reading original documentation of the time period.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Visual/Spatial **Students may choose to add graphics to their blog to help others understand a part of their post. ** Bodily/Kinesthetic **Students will be moving around and leading discussion while part of the Circle The Stage activity. ** Intrapersonal **The blog is an independent assignment that will be required of all students. **<span class="wiki_link_ext"> Interpersonal **<span class="wiki_link_ext">Students will be working with each other and having an academic conversation through the Circle The Stage activity. **<span class="wiki_link_ext"> Naturalist ** Students may decide to have a video blog rather than a typewritten one where they go out into the community and blog around various Franco-American sites.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Strategies**-The following strategies will be addressed:
 * <span class="wiki_link_ext">Verbal-Linguistic **<span class="wiki_link_ext">Students will be able to document their findings from the days lesson in an organized and updated blog **<span class="wiki_link_ext">

The lesson will begin with a video on the immigration of Franco-Americans to the area. We will discuss the video afterward. The students will fill out their 5 W's Chart graphic organizer and at the end of the lesson have a chance to reflect on it with a partner. They will have the chance to learn from each other during the Circle the Sage cooperative activity, and finally, use their research skills and english knowledge to write thought provoking responses to historic newspaper articles.

Rationale:** The students will each receive a [|Five W's Chart] of the history of Franco-Americans in Maine. Some of it they may be able to fill out in the beginning or early part of the lesson. But the majority of It will be something of a work in progress, as they will learn more about each of the W's throughout the lesson. The students will pair up at the end of the lesson to make final edits to their chart, which at the end of the lesson will be passed it. I will also ask the students about previous knoledge they may have about Franco-Americans either in their community of the state in general. After posing several questions about the era of Maine's history, the class will take part in the [|Circle The Sage] cooperative activity.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will go online to various website of newspapers published during the era of Maine's Industrial Boom to search for articles pertaining to Franco-Americans. They will take these articles and copy and paste them in a blog that they will create. The job of each students is to write a response as a citizen of the time that the article was published. Through this, they will put themselves in the shoes of someone living during that time and will have a greater respect for the work and effort put in by the Franco-Americans to help Maine become known as a big producer during an economic crisis throughout the rest of the country.

__Teaching and Learning Sequence__
Day 1- Students will enter class and sit at their regular seats. I will open the class by discussing what we did the class before, along with where we are going with the lesson I am about to teach. I will hook up my laptop to the projector in the classroom and go to http://www.francoamericanarchives.org/ENG%20files/archivesNEW.php, where there are interviews with members of the Franco-American community (25 mins.) I will pass out the [|Five W's Chart], and give students time to fill out what they know about Franco-Americans before the lesson. This will be a good visual for them as they fill out the worksheet more throughout the lesson (10 mins.) The rest of the class period (25-30 mins.) will be used to complete the [|Circle The Sage] activity.

Day 2- Students will come to class and sit in their normal seats. I will discuss how we ended class the day before and recap what we learned during the Circle The Sage activity (5 mins.) I will have all the students get there laptops and go online to [|blogger.com] where I will take them through the steps of creating a blog account (10-15 mins.) I will show the class a few websites online where they can search archived newspaper articles, and explain how to go about taking the articles and putting them in a blog with a response. Also, I will go through the steps of giving credit to internet sources. (15-20 mins.) The students will have the rest of the class period to start their assignment. They will be required to respond to at least three newspaper articles.

Day 3- Students will continue working on their blog projects. They will have the class period to work on this assignment. Any unfinished blogs will be assigned for homework. Day 4 will be designated for giving students the option to share some of their articles and/or responses. General lesson ending discussion and tying up loose ends will bring the class and lesson to a close.

Students will understand that the Franco-American base is one of the major cultural contributors in the state. This is important for them to grasp because it is important to be able to express with others basic knowledge of the history of your community. Through this lesson, the students will understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans. I will introduce Franco-Americans by viewing first a video clip giving background information.
 * Where, Why, What, Hook, Tailor:** **//Visual, Logical, Verbal, Naturalist, Bodily, Intrapersonal, Interpersonal//**

Students will know the following terms and concepts: The Big Boom immigration of the Franco-Americans in the early 1800s, Immigration increased during times of economic distress, Franco-Americans moved to towns with Mills to work, La Survivance, and the Grand Trunk Railway. The students will receive a [|Five W's Chart] graphic organizer towards the beginning of the lesson for them to jot down what they know about Franco-Americans at the beginning of the lesson. They will complete this chart as the lesson proceeds. The students will be able to gain knowledge by what others have to contribute to the conversation pertaining to what they know about Franco-Americans.
 * Equip, Explore, Rethink, Tailor:** **//Visual, Logical, Intrapersonal, Interpersonal//**

The [|Five W's Chart] graphic organizer and the [|Circle The Stage] activity will help the students reflect and retain information that they will learn during this lesson. The students will gain knowledge by what others have to contribute to the conversation pertaining to what they know about Franco-Americans through the Circle The Sage activity. They students will be adding to their Five W's Chart throughout the lesson. The students will have a checklist for them to work alongside of while completing various aspects of the lesson.
 * Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Naturalist, Bodily, Intrapersonal, Interpersonal//**

For assessment students will create and manage a blog that will discuss and allow for comments regarding their peer's opinions of their entries. The entries are derived from historic newspaper articles relating to the life of Franco-Americans directly from the time period in which we will be discussing. The blogs will discuss knowledge gained in class and will pose questions that students have about the material.
 * Evailuate, Tailor:** **//Visual, Logical, Verbal, Naturalist, Bodily, Intrapersonal, Interpersonal, Musical/Rhythmic//**

[|Five W's Chart]- linked is a graphic organizer. Can also be found at http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf [|Circle The Sage]- linked is an explanation of the Circle The Sage cooperative activity. Can be found at http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities [|blogger.com]- website that the students will create their own personal blog responses on historic newspaper articles. []- great website with many interviews conducted with the Franco-American community from different regions of the state. Other research material available on this website as well.
 * Content Notes**

[|Five W's Chart]
 * Handouts**