L2+Gauthier,+Andrew

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

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

__**Objectives**__

 * Student will understand that traumatic global events such as World War II can help one better understand and make informed decisions about the present and future.**
 * Student will know** **about FDR, Adolf Hitler, Benito Mussolini, Winston Churchill, Joseph Stalin, General Dwight Eisenhower, D-Day, and General George Patton.**
 * Student will consider possible outcomes of World War II if events had unrolled differently**.

__**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.

The final product of this lesson will be a play on the era itself. Students will have to analyze deeply events that had not happened during World War II. In doing this, it will be a practice in analytical thinking based on the criteria of the Maine Learning Results. Although students will not be using real history in this project, students will have to use it until they permeate the text with their creativity and create a whole new chain of events. This will better the understanding of the student in terms of grasping that historical eras can, have, and will continue to lay out a set of implications for the present and future.
 * Rationale:**

__**Assessment**__
Students will blog about the working process discussing what seems to work for the project and what isn't working. Students will be directed to produce four blog entries during the working process. Students will produce one for the day they start it in class, the next day outside of class, the following class, and their last day outside of class working on the project. The first blog will discuss more specifically what the student took from the story mapping and round-robin brainstorming session that class. The next two blogs will be concerning questions they might have to ask the instructor later, what is working, what isn't working, and how the assignment could be made better as well as a personal reflection on how they would rate their own work. The last blog will discuss how they feel before presentations. The student will be asked to answer if they are ready to present, what makes them nervous, what they like or dislike about presentations, etc. This will also provide the teacher more of an opportunity to get to know the student on a level of public speaking and preparation.
 * Formative (Assessment for Learning)**

Students will create an open-choice product meeting the standards of using a form of Type II technology. In the creation of this product, students will be given the chance to be creative with war while spilling no blood but the imaginary. The project will be prompted with this question: Would World War II have ended differently if the events of the war had changed? Students will be given three Type II technology choices to use: iMovie, Garageband, or Comic Life. Students may also come up with their own technology to use provided it is approved by the instructor before hand. Because there is no right or wrong answer to the question prompted, students will be judged on the apparent effort they put into the project as well as the levels of creativity and imagination that put into it. Students will be directed by a rubric showing scoring regions for effort, creativity, imagination, and content. Content will be based on whether something has remained realistic to history. For instance, realism will not involve a sudden alien invasion.
 * Summative (Assessment of Learning)**

__**Integration**__
This project will integrate three different forms of Type II technology, possibly others. This will also be interdisciplinary, as Comic Life promotes a practice in the spatial sense (Art), Garageband will offer a chance for students to explore music for the premise of their project, and iMovie projects may or may not involve some role-play (drama).

__Groupings__
Students will be put into groups using the groupings they were in in the first lesson. In these groups, students will round-robin brainstorm and engage one another in a critical fashion concerning their work.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**- Round-robin brainstorming session and peer-editing process.
 * Visual**- The hook.
 * Music**- The hook.
 * Naturalistic**- If work is done in iMovie software, the option will be open for students to go outside with teachers assistant to film or work.
 * Kinesthetic**- Students may or may not participate in the creation of iMovie projects which would demand some kinesthetics.
 * Interpersonal**- Students will work in groups on this projects.
 * Intrapersonal**- Student blogs.

//**I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/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 be given the chance to explore how World War II would have turned out if events had unrolled differently. Students will be provided the chance to delve further into the issue and discuss how our present world might also be different.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops or laptop cart with iMovie, Garageband, and Comic Life software. Printouts of a story map template. Internet access. Class text book. Access to the media center or library. Rubrics for self-assessment blog piece. Rubrics for product.

__Source for Lesson Plan and Research__
This lesson is a derivative of my personal sense of wonder. Since learning about many assassination attempts plotted against Adolf Hitler, I began to wonder all of the "what would happen if's" on the topic and era. I thought about how students could portray their own sense of wonder on the same topic using elements outside of the normal text and decided that using Type II technology would better please the students.

This [|wikipedia page] provides a mass of external links to more accurate World War II information. [|Worldwar-2.net] is a great sequential source for the World War II era. This page gives a [|primary source] containing a chronology of events from March 1938 to December 1941. The web page here provides [|a myriad of great sources] for students to use in the classroom while working on their project.

__**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-** For these learners I have provided options as to what sort of project they would like to produce as well as an extension to the project they produce if they please.
 * Clipboard**- These learners will be provided a story map to create ideas for their projects as well as rubrics detailing the assignment as a whole.
 * Microscope-** The product in this lesson is something of discovery learning. Students will be embedded in deep analysis throughout the process as well as a lot of peer discussions, brainstorming, and group work.
 * Puppy-** It is essential that during class discussions and peer discussion and brainstorming activities students remain respectful. As the teacher I will be as encouraging as possible, making recommendations on the direction of student projects as opposed to discouraging ideas completely.

Rationale:** This lesson fits to the facet of interpretation, as students will be able to //consider// possible outcomes of WWII if events had unrolled differently. My expectations of this lesson are higher than than of the first lesson of this unit. At this point, students will have read and researched a lot more on the subjects of their "need to knows". However, the product of this lesson will be that of the creative realms and not history-proper as we see it. However, through this exercise an project production, students will have practiced the skill of interpretation.
 * //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**- Round-robin brainstorming session and peer-editing process.
 * Visual**- The hook.
 * Music**- The hook.
 * Naturalistic**- If work is done in iMovie software, the option will be open for students to go outside with teachers assistant to film or work.
 * Kinesthetic**- Students may or may not participate in the creation of iMovie projects which would demand some kinesthetics.
 * Interpersonal**- Students will work in groups on this projects.
 * Intrapersonal**- Student blogs.

Type II technology is very important in this lesson, as it serves the device that students will be using to create their products showing understanding of this lesson.

Rationale:** Students will blog about the working process discussing what seems to work for the project and what isn't working. Students will be directed to produce four blog entries during the working process. Students will produce one for the day they start it in class, the next day outside of class, the following class, and their last day outside of class working on the project. The first blog will discuss more specifically what the student took from the story mapping and round-robin brainstorming session that class. The next two blogs will be concerning questions they might have to ask the instructor later, what is working, what isn't working, and how the assignment could be made better as well as a personal reflection on how they would rate their own work. The last blog will discuss how they feel before presentations. The student will be asked to answer if they are ready to present, what makes them nervous, what they like or dislike about presentations, etc. This will also provide the teacher more of an opportunity to get to know the student on a level of public speaking and preparation.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will create an open-choice product meeting the standards of using a form of Type II technology. In the creation of this product, students will be given the chance to be creative with war while spilling no blood but the imaginary. The project will be prompted with this question: Would World War II have ended differently if the events of the war had changed? Students will be given three Type II technology choices to use: iMovie, Garageband, or Comic Life. Students may also come up with their own technology to use provided it is approved by the instructor before hand. Because there is no right or wrong answer to the question prompted, students will be judged on the apparent effort they put into the project as well as the levels of creativity and imagination that put into it. Students will be directed by a rubric showing scoring regions for effort, creativity, imagination, and content. Content will be based on whether something has remained realistic to history. For instance, realism will not involve a sudden alien invasion.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be arranged in a groupings of four desks with two pairs of students facing one another in each group. Before class begins, packets will be created and dispensed to each desk for every student to have. The teacher will also have a readily prepared clip from the movie "Valkyrie" showing a foiled assassination attempt on Adolf Hitler. When the students enter, they will be role-called and seated and asked to watch the clip as a class. The students will then be made aware that Adolf Hitler does survive this attempt and they will be prompted concerning the results if Hitler had died in this attempt. As a result of this lesson, students will be able to consider possible outcomes of World War II if events had unrolled differently. They will be made aware that this is an important skill because they will learn to interpret future events in their own lives. This lesson aligns with the Maine Learning Results under the subset History E1/b.

This class will be expected to keep up with heavy outside reading. Having produced or having worked on the project described in lesson 1, students will know about FDR, Adolf Hitler, Benito Mussolini, Winston Churchill, Joseph Stalin, General Dwight Eisenhower, D-Day, and General George Patton through research that they have done to produce the time line. Students will engage the teacher in a short questions and answer concerning what students think would have happened if Hitler had died during the event portrayed in the clip from "Valkyrie". Each student will be asked to speak up or side with another students idea based on this question. A lot of interaction on this lesson will be in the form of reflecting on students blogs concerning the working process. The teacher will check for understanding through these blog pieces as well as the end result of the product created.

Students will be using the provided story maps to, in an organized fashion, lay down their personal ideas and change the events of World War II they would like to change as well as new implications for these changes. They may lay down multiple ideas. Using the round-robin brainstorming technique, students will then swap desks and share their ideas with one another in an open and accepting fashion. They will also critique each others ideas in these groups in order to promote realism in their final products. The end result should be that students will be able to consider possible outcomes of World War II if events had unrolled differently. This will be facilitated, in total, by the creation of this project and an appropriate final product. This will show the results of much brainstorming and idea-passing between students and the teacher. My students will be groups with their original partner sets from lesson 1. While interacting, each student will take turns listening to one another tell their ideas without response. Following the details of their ideas, students will take turns critiquing the ideas laid out in a respectful manner. Students will take their favorite the group and edit the story map to their liking. By the end of the first class, students will approach the teacher for final approval of the direction they are taking on the project.

Throughout the working progress, students will be asked to blog at least 4 times as described in the above content. On the date of presentations, students will be provided group assessments sheets asking questions confirming group equality. I will provide timely feedback to these self-assessments by reflecting on their blog entries the morning after they are published as well as grading the project and making appropriate notes on the groups assessment to be handed back the class after presentations. This is all interwoven with my unit because it takes a lot of gathered knowledge from the last lesson and inserts it into this one. This project has to do with possible implications for alternate outcomes of World War II. In the next lesson students will be asked to analyze an existing democratic principle that has remained since the end of World War II. In a sense, this lesson is practice before the project in lesson 3.


 * Content Notes**

Story map Blog criteria Product rubric
 * Handouts**