L1+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 1(Application)
 * Grade Level:** 11-12 **Topic:** World War II

__**Objectives**__

 * Student will understand that students will use research to outline the events of WWII.**
 * Student will know the** **"big picture" of events from the rise and fall of the Nazi regime.**
 * Student will be able to use research to outline the events of World War II.**

__**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.

In creating the Comic Life time line, students will be looking at the many events of World War II and determining which ones they find most relevant to use to describe the historical era. They will be looking at the turning points, events, consequences, and the people in the history of this era and prioritizing them by analyzing and critiquing what is most significant about the era.
 * Rationale:**

__**Assessment**__
Students will make notes about their working process and post them on the class wiki along with their final product. These notes will not be graded, however, the student will have to follow predetermined guidelines to make project appropriate notes. This will show how the student works through the process and will be material for both the teacher and student to reflect on.
 * Formative (Assessment for Learning)**

Students will create a Comic Life time line of the events of WWII using primary and secondary sources and appropriate pictures and text. This product will be an artifact of understanding which is fully applicable to the Maine Learning Results history E1/b. This product will show students analyzing, critiquing, and prioritizing turning points, events, and consequences in the World War II era as caused by the many figure heads of the time period. This assessment will be graded by using a predetermined rubric created for the assignment.
 * Summative (Assessment of Learning)**

__**Integration**__
In this lesson students will be using Comic Life. This is a type II technology. Students will be experimenting with this software and ultimately be creating their time line product with it. This lesson will be integrating art, as the comic time line will have much concern for spatial issues and photo selection.

__Groupings__
Students will engage the teacher and other students in a three minute review. I will give out note cards at the beginning of class with a 4 different letters created 4 times. This will form random groups of 4. This will be adjusted if the classroom is larger by adding one more letter and cutting back the amount of cards per letter. Students will have 3 minutes to go over important questions to ask the teacher and other peers and will have a question and answer session following this.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**- Students will engage in a peer-editing process and three minute review.
 * Visual**- The hook meets the needs of the visual learner.
 * Interpersonal**- The peer-editing and feedback process will meet the needs of these learners.
 * Intrapersonal**- Notes made about their working process posted on the class wiki with their product.

//**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.


 * Extensions**

Students will have to create their Comic Life time line using 8 minimum events to display from the rise and fall of the Nazi regime. Students will be given the opportunity to go further if they chose and do 14 events on their time line for bonus points or points to make up for other areas of the time line that contains flaws.

__**Materials, Resources and Technology**__
Laptops or laptop cart, Comic Life software (if not already installed), class text book, KWL Chart print-outs, note cards, and an internet connection.

__Source for Lesson Plan and Research__
This lesson plan was drafted solely by myself and my own ideas. This lesson is entirely my own in the case that I thought of it myself without any reference material besides experimenting with the backwards design model. I have made this lesson unique to me by having come up with a product I have never heard of (a Comic Life time line) and expanding on it and making it suit the needs of a high school level history class.

Wikipedia's article on [|World War II] is a good read but, students will not be allowed to use this as source material. Students will be encouraged to use this as a starting source and to surf the external links listed at the bottom of the page.

Eduplace.com provides a .pdf file of a [|KWL chart].

World War-2.net provides a link to WWII era [|time lines] in the navigation bar.

__**Maine Standards for Initial Teacher Certification and Rationale**__
((Reference list of 10 Standards.))

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:** In order to provide variety, this lesson will go from a lecture format to a self-directed research and discovery format.
 * Clipboard:** To provide these students with a sense of organization, I will hand out a type-written overview of what we are doing during this lesson. I will also be providing a template of the Comic Life time line so these students get a better idea of how they would like to organize their thoughts.
 * Microscope**: These learners will appreciate looking at the World War II era both in a large-scale and more focused sense. These students will enjoy the aspects of the project that involve analyzing and prioritizing the most significant events of World War II to them.
 * Puppy**: For these learners, I will provide a class period as a work session and follow students work closely and encouragingly.

Rationale:** This unit fits under the facet of application as students will be able to //use// research to outline the events of World War II. Expectations for this will not be at the highest level of understanding the content, as students will only have a snap-shot of World War II under their belts when beginning this lesson. However, students will be asked to skim, read, and take notes on the appropriate chapters to give them a small bit of general knowledge on World War II as a whole. This will help students take the little information that they know and organize it in a way that they can see the big picture in the end.
 * //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**- Students will engage in a peer-editing process and three minute review.
 * Visual**- The hook meets the needs of the visual learner.
 * Interpersonal**- The peer-editing and feedback process will meet the needs of these learners.
 * Intrapersonal**- Notes made about their working process posted on the class wiki with their product.

Rationale:** Informal: During the three minute review session, I will take an account in my mind of what sort of questions were asked. I will ask myself, "What areas do these students seem least familiar with?" and "How much background do these students have on this topic?" This will provide useful information for me. I will know better what areas are the students general strengths and weaknesses as well as where they stand at this time. I will also keep tabs of students notes on their working process (as described above) and reflect on them to see how I must flex as a teacher.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Formal: Students will create a Comic Life time line of the events of WWII using primary and secondary sources and appropriate pictures and text. This product will be an artifact of understanding which is fully applicable to the Maine Learning Results history E1/b. This product will show students analyzing, critiquing, and prioritizing turning points, events, and consequences in the World War II era as caused by the many figure heads of the time period. This assessment will be graded by using a predetermined rubric created for the assignment.

__Teaching and Learning Sequence__
My classroom will be organized in a fashion where desks are bunched together in units of four, allowing group work and discussion.. The agenda will begin with students entering the classroom, being role-called, and receiving hand-outs of the KWL Chart, Comic Life time line product rubric, a blank template with basic instructions explaining the how-to's in a visual manner, and note cards with different letters on them. I will begin by opening the class with a video or audio recording of FDR addressing the US on the attacks at Pearl Harbor in order to hook the students to this session. Following this I will have my students go into their "note card groups" in predetermined locations, where they will review the "big ideas" of the chapters they have read/skimmed/taken notes on for this class. On their KWL charts, the students will write down what they know and what they want to know more about. Students will then have a chance to bounce thoughts back and forth with the teacher while expanding on what they know and want to learn more about on their KWL charts. From here, students will be directed to return to their regular seats and look at the hand-outs pertaining to the Comic Life time line project. I will explain to the students in depth what is expected for a final product and I will go over the visual template for them for further clarification. Students will then begin drafting ideas of important events of the era and prioritizing them in order to figure out what they want to use for events to sequence the World War II era. They will be directed to the class wiki to find resource links to help suppliment their projects. By doing this, students will use research to outline the events of WWII. This will help students not only sequence important events in their own lives but also in history. The students will be creating an artifact suitable as evidence in support of MLR history E1/b. Students will have this class period and part of the next class period to work on this and ask questions about it for further clarification. The product will be due the following class after the second work session.

Prior to the beginning of this unit, students will be assigned to skim/read and take notes on all the chapters in the text pertaining to the rise and fall of the Nazi regime and World War II. This will equip students with a general knowledge of this area and give them a starting point for breaking down this information into more specific parts. These notes will in theory be reflected in the "what you know" section of the KWL chart and give me a better idea of where my students strengths and weaknesses are on this subject. Throughout the work sessions I will have for my students during this lesson, I will be keeping close tabs on every student (to the best of my ability) and cycle the room making sure they are on task and and grasping the information firmly for having basics in the content area. The results of the Comic Life time lines will provide me the essential information on if they are understanding and sequencing the information appropriately, and if my instructions were thorough enough. In cases that it appears my instructions were not thorough enough, these students will be given a second chance at the product of this lesson.

The use of the KWL chart in cooperative groups during the three minute review will provide students with ample opportunity to explore and experience the material. My students will be able to apply [facet] research skills in order to produce this product. I will facilitate the learning process by not only providing the students with "starter resources" for this project but, also by cycling each student and checking on their direction towards the project and providing encouragement or positive feedback. My students will not be in groups during this project, however, I will encourage students to pass ideas back-and-forth with their notecard team mates. During the process of creating these time lines, the students will have to produce notes on the working process on the class wiki where they will also be attaching their final products. This will give the students and myself a chance to reflect on their work, their strengths in research and sequencing skills, and their weaknesses. Students will be able to rethink their knowledge of the subject area utilizing the KWL chart. Students will be revising eachothers work during the second work session in order to determine if their approach at the time line is accurate. I will also be cycling the room at all times, focusing more on helping students refine their projects on the second work session.

Students will self-asses by taking notes on the class wiki about their working process throughout the class and outside of class. There will be an assigned minimum of four entries students must make about the working process. One will be for the first work session, the second will be work outside of class, thirdly will be notes on the second work session, and lastly there will be a final closing note on the day before the product is due. Students will have a chance to reflect on their work as they create it and assess what worked in their research and what didn't work, and what they thought of their final product. I will provide timely feedback to my students by sending each individual student an e-mail summarizing notes I made about their timeline and self-assessment notes. I will have these prepared and sent by the following Monday, but will also provide students a chance to discuss it with me in person if e-mail is not an appropriate form of communication for them. This product will connect to the readings they have done prior to the beginning of this unit. It will also connect to the next unit and assignment when we discuss other possible outcomes of World War II if events had unrolled differently and how this would affect their time lines. Having practiced sequencing, the next lesson will be very much easier for them to expand on in a creative and unique fashion.


 * Content Notes**

-KWL Chart -Rubric for Comic Life time line product -Generic example of a Comic Life adapted as a time line
 * Handouts**