L2+Mountain,+Ryan

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

** LESSON PLAN FORMAT ** 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 learning about people and events and why both sides of the American Revolution chose to fight. Students will use knowledge about the American Revolution and complete a story map. Students will then collaborate ideas about why both sides of the American Revolution found it to be a necessity to fight. Students will then hand in graphic organizer and receive feedback on ideas. Also students will answer questions about the project and will fill out an evaluation rubric. GarageBand project will be an assessment that will show the understanding of both sides of the American Revolution and their obligation to fight in the war. You will be able to choose your own ideas for why each side chose to fight as long as significant facts are used to back up ideas. Students will be assessed by a rubric that will specifically go over the details of this project. Product: GarageBand. Students will work by themselves filling out a story map about why both sides of the American Revolution felt that they needed to fight. Students will then pair up with their seasonal partner and discuss ideas to why both sides felt obligated to fight in the American Revolution. This grouping is called the think-pair-share exercise. If for some reason a student doesn't have a partner they will be added to a group of three. Students will be taking these ideas and incorporating these ideas into their GarageBand. However, ideas for the Garagband will not be shared or discussed outstide of the groups because we want differences in everyone's final project. Also one student will start the discussion and everyone else needs to write down ideas because a reflection will be written later for evaluation and everyone will need notes from that discussion. ** Strategies: ** (**//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**)
 * __ Teacher’s Name __**** : Ryan Mountain ** **__Date of Lesson__: #2 (See from the point of views of)**
 * __ Grade Level __**** : 9-12 ** **__Topic__:** The American Revolution
 * __ Objectives __**
 * Student will understand ****the Significance of the American Revolution.**
 * Student will know ****people, terminology, and sequence and time lines from the American Revolution.**
 * 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 __**
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** The type II technology being used in this lesson is GarageBand. The technology will be used in this lesson to incorporate the significant facts about both sides of the American Revolution and why they were obligated to fight. These obligations need to be presented in project.
 * English: ** This is the other content that is being used in this lesson. Students will write a script for their GarageBand product and the script will need to be grammar free. Students will also have to read English so it will be important to the class that they know English.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Interpersonal:** Students will need to work with their partners on the group organizer and share ideas.
 * Inrapersonal:** Students will need to post their script on the blog and record their script on garageband.
 * Linguistics:** Students will need to write their own blog and speak during their project.
 * Music:** Students should include an American Revolution song in their garageband and music will be played in the classroom.
 * Logical-mathematical:** Students will need to use events and dates and put them into chronological order.
 * Body-kinesthetic:** Students will use movement through group work and will be asked to get up and move around during the music.
 * 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. The summative assessment will be an podcast using Garageband. This assessment will show the understanding of both sides of the American Revolution and show why both sides had obligations to fight in the war. Every student will be expected to create his or her own podcast using the type II technology Garageband. You will be able to choose facts or events to show why both sides would choose to fight in the war. Students will be assessed by a rubric that will specifically go over the details of this project. Product: Garageband Lap Tops (with wireless internet connection and GarageBand connection). GarageBand video tutorial Projector Projector screen GaradeBand rubric Graphic Organizer: Story Map **__ Source for Lesson Plan and Research __** GargeBand Tutorial Video []
 * Extensions **
 * __ Materials, Resources and Technology __**

GarageBand Written Tutorial []

Information on American Revolution [] [] [] []

Continental Congress [] [] []

Yorkstown [] []

Treaty of Paris 1783 [] [] []

Articles of Confederation [] [] [] **Interpersonal:** Students will need to work with their partners on the group organizer and share ideas.
 * __ Maine Standards for Initial Teacher Certification and 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. //**
 * // 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 GarageBand. Students will learn about GarageBand through hands on experience and through online tutorials. Also students will learn about the American Revolution through listening to their classmate’s podcasts. Students will be able to incorporate music and be able to be creative with this project.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will be assessed on their prior knowledge of the American Revolution. Students will be asked to list all the reasons why both sides of the American Revolution would want to fight. This will be handed in to assess student’s 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 seeing from the point of views of. In this lesson students will evaluate significant events and people and decide why both sides fought in 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 apply this information to why both sides fought in the war. Please see content notes for more information on this content.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Inrapersonal:**Students will need to post their script on the blog and record their script on garageband.
 * Linguistics:**Students will need to write their own blog and speak during their project.
 * Music:** Students should include an American Revolution song in their garageband and music will be played in the classroom.
 * Logical-mathematical:** Students will need to use events and dates and put them into chronological order.
 * Body-kinesthetic:** Students will use movement through group work and will be asked to get up and move around during the music.

GarageBand project will be an assessment that will show the understanding of both sides of the American Revolution and their obligation to fight in the war. You will be able to choose your own ideas for why each side chose to fight as long as significant facts are used to back up ideas. Students will be assessed by a rubric that will specifically go over the details of this project. Product: GarageBand. 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 join their seasonal partner after the lecture is over after the project is discussed. Students will understand the significance of the American Revolution and how important it was for each side to win the American Revolution. This connects to the real world because the Federal Government wouldn't look what it looks like today without the Revolution. The topic under the Maine Learning Results is the American Revolution. My hook for the class is to argue the British point of view and for them to disprove my points. Class will start with students writing down everything they have previous learned about the American Revolution. After students will be given a story map to fill out. With the story map in front of them students will listen to a lecture over the different fighting techniques used, battles of the American Revolution and the Treaty of Paris of 1783. 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 GarageBand tutorial and will receive an GarageBand 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. Day 1: This will be the day that the students will be introduced to the [|GarageBand project]. The students will work individually on the project, but will have a partner to share ideas with and to give feedback too. Students will make a podcast over why both sides fought in the war and use significant events. Also at this time I will tell students that they need a script for their podcast if they intend to exceed standards on rubric. Students will be playing both sides of the Revolution in their scripts. I will show the students a tutorial of GarageBand 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 both rubrics in the student evaluation column. 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 podcast. 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 recording their pod casts. 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 record. I will previously have found places for students to go record their pod casts. 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. Students will self-assess each others projects by evaluating rubrics. These will be anonymous and will include something positive, negative and then something positive again.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** This lesson uses formal and informal assessment strategies by assessing students through a pre-assessment to see what their prior knowledge of the American Revolution is and students will also be assessed through quizzes, blogs, GarageBand, 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 number eight.
 * __ Teaching and Learning Sequence __**** : **
 * Students will write down prior knowledge that they can recall on why both sides fought in the war. This will be handed in and evaluated to see students previous knowledge. (10 minutes).
 * Students will then listen to lecture over the types of fighting styles used in the war, [|different battles], and how the war ended. Students will fill out a story map about why both sides fought in the war. (25 minutes).
 * After lecture students will pair up with their seasonal partners and discuss ideas on why both sides of the war fought and how to incorporate ideas into the podcasts. (5 minutes).
 * Students will then watch tutorial over GarageBand to prepare them for the movie. 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 GarageBand handout. (25 minutes).
 * Students will have this time to organize information and meet with partners for final ideas. (5 minutes)
 * Day 2: Students will have time to come up with script and meet with me individually and start recording in GarageBand if they get this far. Students will have to finish the 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).
 * Interpersonal:** Students will need to work with their partners on the group organizer and share ideas.
 * Intrapersonal:** Students will need to post their script on the blog and record their script on garageband.
 * Linguistics:** Students will need to write their own blog and speak during their project.
 * Music:** Students should include an American Revolution song in their garageband and music will be played in the classroom.
 * Logical-mathematical:** Students will need to use events and dates and put them into chronological order.
 * Body-kinesthetic:** Students will use movement through group work and will be asked to get up and move around during the music.
 * Where, Why, What, Hook, Tailors: Interpersonal, Intrapersonal, Linguistics, Music, Logical-mathematical, and Body-Kinesthetic. **
 * Equip, Explore Rethink, Revise Tailors: ****Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal.**
 * Explore, Experience, Rethink, Revise, Refine, Tailors: ****Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal.**

Day 3: Students will present their presentations and I will go through and make comments on rubric and then later listen to podcast presentations individually and give scores. The rubrics with feedback and grade will be handed back next class so students will know how well they had done. Students will have to use information over people and events they used in this project later on during this unit. [|Bunker Hill] The colonists took a hill that overlooked the Boston Harbor. The hill was called Breed's Hill after its owner. The army thought they were on a different hill named Bunker Hill which was nearby. The battle that took placed was called the Battle of Bunker Hill because of this mistake. The battle began when the British commander sent soldiers up the hill to take it from the colonists. The British were forced back by the Americans muskets. They charged again and were again driven back by colonial guns. On the third charge the colonists were almost out of ammunition so the British were able to take over Breed's Hill. The colonial army lost 140 men in the battle. The British army lost many more. Nearly 1000 British were killed or wounded. [|Who would win the Revolutionary war?] British Americans > France helped by sending money and trained officers [|Common Sense and Deceleration of Independence] In January of 1776 an Englishman named Thomas Paine published a small book called //Common Sense//. The book said all kings in general, especially George III of England, were bad. The book also stated that America must be free to make its own way. This book became a best-seller. It made Americans believe that America should be a free and independent nation. In the spring of 1776 the Second Continental Congress met in a red brick building called the Pennsylvania State House. It was later called Independence Hall. Many leaders wanted America to become a separate and equal nation. Some wanted America to have some self-rule while still being a colony of England. Others were not sure what they wanted. On June 7 the issue came to a head. Richard Henry Lee of Virginia stood and put a resolution before the convention. Lee said they should break completely from England. Many delegates were shocked. They decided to vote of this issue on July 1. Ben Franklin was sick that day and stayed home. The other four men went to visit Franklin at his house. They decided that only one man should write the declaration. The others then would look at it after it was written. Thomas Jefferson was given the job because he was a good writer and he was from the South. The Virginia resolution to break with England was brought before Congress. The men argued over the words Jefferson had written. By July 4 the delegates were tired and many were afraid there would be a fight. A vote was taken. Some of Jefferson's words were changed before the voting. A statement against slavery was taken out. The Second Continental Congress approved the declaration. Fifty-six men signed the declaration. John Hancock was the first to sign. A large bell rang out to tell the people of Philadelphia the good news. The bell was later called the Liberty Bell. Graphic Organizers: Story map GarageBand Video tutorial address GarageBand written handout Outside resources on topic
 * Evaluate, Tailors: ** Linguistics, Logical-Mathematical, Spatial, Bodily Kinesthetic, Intrapersonal, and Interpersonal.****
 * __ Content Notes __**
 * 1) British government strongest in world
 * 2) lots of money
 * 3) army strongest in the world
 * 4) many officers
 * 5) British navy ruled the seas
 * 6) fighting 3000 miles away form home - had to ship men and supplies
 * 7) fight was over a large area
 * 8) British army had trouble getting soldiers because many people had family members and friends in America.
 * 1) American government did not yet exist
 * 2) no money
 * 3) American army made up of citizen-soldiers who were badly trained
 * 4) few officers with any experience
 * 1) no navy
 * 2) fighting at home - English might lose because couldn't get soldiers over quickly
 * __ Handouts __**