L3+Gauthier,+Andrew

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

Teacher’s Name:** Mr. Gauthier **Date of Lesson: Lesson 3**
 * Grade Level:** 11-12 **Topic: World War II**

__**Objectives**__

 * Student will understand** **major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world**.
 * Student will know** **about FDR, Adolf Hitler, Benito Mussolini, Winston Churchill, Joseph Stalin, General Dwight Eisenhower, D-Day, and General George Patton.**
 * Student will be able to trace and critique the evolution of democratic ideals and constitutional principles.**

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies E. History E1 Historical Knowledge, concepts, themes, and patterns Grade 9-Diploma "World War II and Post-War United States 1939-1961 Students understand major eras, major enduring themes, and historic influences in the 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. This lesson has the student centralize on a democratic principle that came to be during the World War II era. In doing this, students will be looking at consequences and events of World War II as well as the roots of some of our democratic philosophies, ideals, and institutions that have been in place since that era.
 * Rationale:**

__**Assessment**__
This lesson will include the production of a web of ideas created on "Inspiration" software, as well as an abstract of the product and a blog pertaining to the working process. With these assessments I will be provided with ample amounts of information in which I can redirect my students work if it is for any reason shoddy or going in the wrong direct. The web created on "Inspiration" will let me know what is important to students. The abstract will provide me proof of understanding of subject matter and research and will let me know which students need more help on their individual research skills.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

This lesson will end with the production of a wiki page. The students will be encouraged to be creative and to personalize the page in a way they find suits them but does not distract other audiences. This wiki page will be a multifaceted discussion of a democratic principle, philosophy, or institution that was born of the World War II era. Students will describe why it is important (or unimportant), why it was born, which political parties supported it, and how it effects us today. This will provide students a chance to critique what they live with as a result of the past.

__**Integration**__
Technology: wiki page

Other content areas: Computer Science (if the student choses to utilize HTML coding)

__Groupings__
Students will get into their original note card groups (reference lesson 1) and work in a brainstorming session. In this session, students will discuss with one another the many democratic ideals, philosophies, and institutions that are in place as a result of World War II. This will help students become better informed on their topics and perhaps may spark an interest in a certain area they have not already thought of. Students will be cycling the responsibility during this session as one student will work as a facilitator and opening discussion of what he/her is considering writing their wiki page over. Another student will be a time-keeper, making sure students are using their time wisely. The other remaining students will simply be facilitating the conversation with the designated facilitator. The roles will switch up to provide and opportunity for each student to put their ideas out on the table.

__**Differentiated Instruction**__
Verbal: Students will engage one another in verbal brainstorming sessions. Logic- The use of an organizer (Inspiration software). Visual- Students will be able to decorate their wiki page as desired provided it is classroom appropriate and has professional quality. Music- The hook. Interpersonal- Brainstorming sessions. Intrapersonal- Their personal reflection of the working process and their own abstract of their own works.
 * Strategies**


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

In the case of an absence the student should meet with the teacher during office hours or study hall to get the necessary information to work on this project. This should be done at the earliest possible opportunity. The student will be given a single days extension if necessary. In the case of a planned absence the student should meet with the teacher and discuss a plan of action to get the work done before the absence. In the case of extended unplanned absence, e-mail correspondence and work submission will be appropriate. Extensions granted will be based case by case. For example, if the student is bed-ridden and extremely ill, they will be given ample time to turn in work. If the student has a light illness and is capable, they will be given the same amount of time as students to turn in work or when the first arrive at school again. Whichever comes first is appropriate.

Students will have the opportunity to delve deeper into the subject if they wish to. If this is desired, I will allow students to work in pairs on this project in order for students to gain knowledge of not only one democratic element out of World War II, but to have experience in two elements. In the case that student should so chose to do this, they will be expected to blog on the working process of BOTH wiki pages. Each student will be graded summatively on both wiki pages as if it is one cohesive unit of work.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops, "Inspiration" software, media center or library time, and links provided for students.

__Source for Lesson Plan and Research__
This lesson is rooted to an assignment I did in my EDU 101 course with Dr. Theresa Overall. She had us create wiki pages on educational philosophers using appropriate pictures and text. However, I have made this my own by incorporating my content area as well as my own personal expectations for the assignment.

This page on wikipedia provides a good array of [|external links about FDR], who is responsible for many big changes in the US during this era.

This site focuses primarily on the [|New Deal].

The [|Library of Congress Web Guide] provides many external links with a centrality on FDR.

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.//
 * Beach Ball: Variety is provided in this lesson on the basis that students get to chose what they would like to make their wiki page about and whether or not they wish to work in pairs. **
 * Clipboard:** For these students, I will be providing time to brainstorm their topics using "Inspiration" software. This will provide them an opportunity to gather their ideas in a linear or non-linear fashion as they chose.
 * Microscope** : These students will be provided the opportunity to decide in their wiki's whether or not they agree or disagree with a democratic element from World War II and delve deeper telling their audience why they feel this way using a fact-opinion persuasive voice.
 * Puppy** : These learners will be provided any necessary scaffolding as needed as well as ample class time in order to ask questions about the project or work on it under the teachers supervision.

Rationale:** This lesson is based on the facet of self-knowledge. In this case, students will be tracing and critiquing democratic elements that still live from World War II, or elements that may have disappeared since. In participating in this lesson and producing the summative product, students will continue focusing in on finer details of World War II while further encapsulating the big picture of the era.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Verbal: Students will engage one another in verbal brainstorming sessions. Logic- The use of an organizer (Inspiration software). Visual- Students will be able to decorate their wiki page as desired provided it is classroom appropriate and has professional quality. Music- The hook. Interpersonal- Brainstorming sessions. Intrapersonal- Their personal reflection of the working process and their own abstract of their own works.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale: Informal assessment** This lesson will include the production of a web of ideas created on "Inspiration" software, as well as an abstract of the product and a blog pertaining to the working process. With these assessments I will be provided with ample amounts of information in which I can redirect my students work if it is for any reason shoddy or going in the wrong direct. The web created on "Inspiration" will let me know what is important to students. The abstract will provide me proof of understanding of subject matter and research and will let me know which students need more help on their individual research skills.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

This lesson will end with the production of a wiki page. The students will be encouraged to be creative and to personalize the page in a way they find suits them but does not distract other audiences. This wiki page will be a multifaceted discussion of a democratic principle, philosophy, or institution that was born of the World War II era. Students will describe why it is important (or unimportant), why it was born, which political parties supported it, and how it effects us today. This will provide students a chance to critique what they live with as a result of the past.
 * Formal assessment**

__Teaching and Learning Sequence__
For this lesson, my room arrangement will be desks in groups of four facing one another. Student will be able to trace and critique the evolution of democratic ideals and constitutional principles as a result of this lesson. This is useful for the students to know because it may be enlightening for them to know where some of our democratic elements in our society come from. This is important for anyone to know. This lesson will be focusing on the Maine Learning Results E1/b, which means students will be able to prove they can 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. As students enter the room, I will have time period appropriate music playing, which will be noticeably unusual for the beginning of one of my classes.
 * Tailors: Musical**

For this lesson, students will be expected to know **about FDR, Adolf Hitler, Benito Mussolini, Winston Churchill, Joseph Stalin, General Dwight Eisenhower, D-Day, and General George Patton. At this point, students should have a relatively solid background on the subject matter. They will have done plenty of outside reading from essential reading that they have been given and from other lessons research. I will check for understanding when students wiki pages are due and by receiving copies of the abstract for the page as well as reading students blogs concerning the working process of creating this page. This lesson is perhaps a little more self-directed, however, I will keep closer tabs on blogs to make up for this.
 * __Second Paragraph__
 * Tailors: Interpersonal, Intrapersonal**

__**Third Paragraph**__ Using inspiration software, students will have an opportunity to organize what they are exploring for subjects they would like to use for their wiki page. During this process, students will be working in their note card groups. They will be presenting to one another their ideas of what they would like to do while facilitating conversation and managing time. This will help students maybe change or bend some of their original ideas. This lesson will be touching base on the self-knowledge facet, it that students will be exploring and working on this project on their own using their own analytical skills. Students will show their learning by blogging about the working process and producing the final product of the wiki page and abstract. Students will be using "Inspiration software in order to organize their ideas and then in groups will be revising their ideas. In order to refine their work, their conceptual idea will have to fly with the teacher who will accept or deny the project and give pointers in the right direction.
 * Tailors: Interpersonal, Intrapersonal, Verbal, Visual, Logical**

__**Fourth Paragraph**__ Students will be given the chance to self-assess in the creation of their blogs. Their blogs will provide a lot of reflective information which will be useful for the instructor as well as the student on a personal level. I will be reading these and giving feedback as well as taking consideration of these blogs when grading the wiki pages. I will do this in a manner that it will be graded over the weekend after it is due with a maximum of seven days to have it complete.This lesson will connect with a lot of the reading the students have done as well as getting them more comfortable with researching for the next lesson.
 * Tailors: Intrapersonal**

Be sure to have blog rubrics readily available, as some students may have lost their original copy. Make sure to touch on proper blogging if you are in any doubt whether the students grasp the concept or not.
 * Content Notes**

Make sure to bring up the idea of the extension. Students may like to have this option available, as many students have good interpersonal skills which could advance their work on this product.


 * Handouts**

Wiki page product rubric Blog rubric (if needed)