L1+McDaniel,+Scott

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

Teacher’s Name:** Scott McDaniel
 * Date of Lesson:** Lesson 1
 * Grade Level:** 11
 * Topic:** Development of the Industrial United States, 1865-1914

__**Objectives**__

 * Student will understand that Industrial development in the United States was caused by various factors.

Student will know important inventions and innovations, sequence and time lines, important people and events.

Student will be able to create their own account of the main ideas behind the Industrial Revolution through an iMovie.**

__**Maine Learning Results Alignment**__
E1 Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma "Development of the Industrial United States", 1865-1914 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 the history of the United States and world and the implications for the present and future.


 * Rationale:** The lesson connects to the Maine Learning Results. Students will need to have a full understanding of the basic ideas and concepts surrounding the Industrial Revolution.

__**Assessment**__
I will go about this lesson with the assumption that students have very little prior knowledge of the Industrial Revolution and that there is a varying amount of prior knowledge about the subject among students. At the beginning of each class students will be given a short quiz regarding the specific topics we will be learning about that day. While students are watching the hook or working in groups I will assess the quizzes to gauge prior knowledge. This will allow me to steer the class towards facets that students have lesser knowledge of. At the end of the class students will give the same quiz again in order to gauge how much was learned in that period and so guide what the next day's lesson will be like.
 * Formative (Assessment for Learning)**

There is one summative assessment that is specific to this lesson.
 * Summative (Assessment of Learning)**

First of all students will be given a chance to flex their creative muscles with a "Utopia Paper." Students are to develop an image of what they think utopia is. Is it a heavily industrialized place, or is it free from any pollution, be creative! Please write a short (1-2 page) paper telling us about this utopia, using pictures is optional. Remember that you not only need to tell about your vision, but need to compare it to reality. Graded by rubric.

Students will also be applying what has been learned in this lesson to their performance task at the end of the unit.

__**Integration**__

 * Technology:** Students will be using Inspiration, a mapping software that helps students to connect a collection of ideas back to a main idea. They will also be using the Internet as a source of information in their essays. As the teacher I will be using either an iMovie, or PowerPoint that incorporates both images and sound to summarize the video we watch.


 * English:** Students will need to draw heavily on their grammar and essay writing skills that they have learned in their language arts classes.
 * Science:** When students are learning about new technologies that were developing during this period, science skills will be used.

__Groupings__
Students will be working in groups based on their geographic location within the class. Students will work together to create their essay webs on Inspiration and to research information for their papers.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal-**The first lesson will tell a story of the Industrial Revolution, part of a video.
 * Logical-** The story will have a logical sequence, it will be evident.
 * Visual-** Video
 * Interpersonal-** Students will work in groups to research and organize their essays.
 * Intrapersonal-** During the story, students will have a list of key people, inventions, and events, afterword they have an opportunity to reflect individually and consider what effects these have had on their lives.
 * Musical-** Video has music.

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

Following the general policy regarding absences in this class, students will be expected to come to me the first day that they return to school in order to receive any assigned work, handouts, and a general overview of what we did on the day that they missed, and the short quiz that everyone had at the beginning of class. All assigned work is expected to be completed for the next class period.

Students with internet access are encouraged to e-mail me in order to receive missing work on the of absence if it is due to illness. This will give them an extra day compared to if they wait until when they come back.

If a student is planning on an extended absence they should come to me //prior// to the planned absence. I will modify the lesson in order to accommodate the student.

Students will have the option to create an iMovie or Comic Life project to accompany their utopia essay.
 * Extensions**

__**Materials, Resources and Technology**__
Materials and Technology: Paper for handouts and quizzes Video about Industrial Revolution Television and DVD player combination Overhead projector or smartboard Pens pencils Inspiration software Laptops or access to other computers iMovie software Comic Life software

Resources: Textiles: Birth of an American Industry DVD -A History Channel production documenting the rise and fall of America's textile industry. Great Railroad Visionaries DVD-A History Channel production that focuses on America's great railroad tycoons of the late nineteenth and early twentieth centuries. Assembly Line DVD-A History Channel production that documents the work and personal lives of America's many assembly line workers during the Industrial Revolution. Overview-A resource to help students start their essays and projects. Industrial Revolution Timeline-A resource to help students start their essays and projects. Important Inventors-A resource to help students start their essays and projects. J.P. Morgan-An overview of the life of J.P. Morgan. Andrew Carnegie-An overview of the life of Andrew Carnegie. John D. Rockefeller-An overview of the life of John D. Rockefeller. Richard Warren Sears-An overview of the life of Richard Warren Sears. John Harvey Kellogg-An overview of the life of John Harvey Kellogg. Frank Winfield Woolworth-An overview of the life of Frank Winfield Woolworth. Thomas Edison-An overview of the life of Thomas Edison. Social Darwinism-An introduction to the theory of Social Darwinism. William Sylvis and National Labor Union-An overview of laborer's rights activist William Sylvis and the National Labor Union. Mother Jones-An overview of the life of Mother Jones. Samuel Gompers-An overview of the life of Samuel Gompers. Railroad Strikes of 1877-An introduction to the railroad strikes of 1877. Homestead Strike-An introduction to the Homestead Strikes. How the Other Half Lives-An overview of the investigative piece "How the Other Half Lives." Charity Organization Societies-Tells about the charity organization societies of the period. Josiah Strong-An overview of the life of Josiah Strong. Eugene Debs-An overview of the life of Eugene Debs.

__Source for Lesson Plan and Research__
All sources and inspiration for lesson plan was gained from lecture, readings, and peer feedback in the University of Maine's practicum and secondary methods block taught my Dr. Grace Ward and Dr. Theresa Overall.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates the Maine standards for initial teacher certification because students will have the opportunity to learn about this topic using different sources and ideas. Students will be able to watch a video at the beginning of this class and will be able to use their laptops to research the topic more in-depth. Students will also learn how to use Inspiration and I will help them by showing them how to use the program so everyone can use it effectively and in a timely manner. I will be there for students who need extra help with Inspiration and will allow them to ask me any clarifying questions they may have. Students will also have a rubric for this project so they will know exactly what is expected of them.
 * //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:** I will go about this lesson with the assumption that students have very little prior knowledge of the Industrial Revolution and that there is a varying amount of prior knowledge about the subject among students. At the beginning of each class students will be given a short quiz regarding the specific topics we will be learning about that day. While students are watching the hook or working in groups I will assess the quizzes to gauge prior knowledge. This will allow me to steer the class towards facets that students have lesser knowledge of. At the end of the class students will give the same quiz again in order to gauge how much was learned in that period and so guide what the next day's lesson will be like.
 * //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-**The first lesson will tell a story of the Industrial Revolution, part of a video.
 * Logical-** The story will have a logical sequence, it will be evident.
 * Visual-** Video
 * Interpersonal-** Students will work in groups to research and organize their essays.
 * Intrapersonal-** During the story, students will have a list of key people, inventions, and events, afterword they have an opportunity to reflect individually and consider what effects these have had on their lives.
 * Musical-** Video has music.

Students will be writing essays and eventually creating an iMovie.

Rationale:** Students will be given multiple choice quizzes as summative assessments. Students will be required to write an essay that require that application and evaluation of knowledge learned. Students will also be evaluated by their participation and demonstration of enthusiasm in class.
 * //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__
Pass out pre-quizzes and allow time to complete (10 minutes) Collect quizzes give students time to rearrange desks towards screen (3 minutes) Watch first section of video (30 minutes) Transition from video watching mode to teacher watching and discussing mode (1 minute) Power point and me talking, reviewing what the video state, giving students the opportunity to contribute (11 minutes) Introduce essay assignment and grading criteria (5 minutes) Break into groups, brainstorm essay ideas, map them using Inspiration on laptops (8 minutes) Shut down and put away laptops, opportunity for clarifying questions (4 minutes) Pass out the same pre-quiz and allow time to complete (6 minutes) Collect quizzes as students exit room (1 minute)

Students will begin class by taking a short quiz, afterwords I will collect them and assess them for myself so that I know where to guide class discussion. Students will then watch the first section of a video on the Industrial Revolution. At the completion of the video I will give a reviewing presentation that utilizes PowerPoint, this is where students will be given a chance to offer their own ideas and assumption about the Industrial Revolution. Students will then be told about the assignment that they are expected to have completed for next class. The class will then break up into pairs, or individuals where students will brainstorm ideas for their essay and use Inspiration to map their ideas. Students will then take the same quiz that they took at the beginning of class so that I can assess how successful this day as far as how much knowledge they gained.
 * Hook, Where, Why, What, Tailor-Verbal, Logical, Visual, Interpersonal, Intrapersonal, Musical, Explore, Experience, Revise, Rethink, Refine**


 * Content Notes**


 * Handouts**

Pre-assessment quiz (2 for each student) Essay prompt Essay rubric Directions for how to use Inspiration