L6

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

Teacher’s Name:** Scott McDaniel Topic:** Development of the Industrial United States, 1865-1914
 * Date of Lesson: Lesson 6**
 * Grade Level:** **11

__**Objectives**__

 * Student will understand that** their every day lives were directly effected by event of the Industrial Revolution.
 * Student will know** the daily lives of Industrial Revolution era people, and their own lives.
 * Student will be able to** use their newly gained self-knowledge to understand why they have perceived the Industrial Revolution the way they do.

__**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:** This lesson connects to the Maine Learning Results. Students will need to understand their own prejudices and points of view in order to better understand the historic influences, consequences, and people of the Industrial Revolution.

__**Assessment**__
The students should have fun with this assignment. What I will ask them to do is record everything from the next day. They can either record what has happened in their blog immediately, or hand write it and record it later, either way it needs to end up in their blog so that I can make comments. (there is also an extension for this assignment, see below) The purpose of this assignment is to make students really examine what their daily life is like. The comments that I make will be pointing out to students how so much of their life is effected by Industrial Revolution era developments. For example: If a student makes a post saying that they called someone on the phone, I will comment that this would not be possible if it were not for the invention of the telegraph and subsequently the telephone.
 * Formative (Assessment for Learning)**

On the first day of this lesson students will be asked a very simple question which they may or may not be able to answer with relative ease. The question will be: How is your daily life directly effected by the Industrial Revolution era? I will simply store the answers to this question at my desk. At the end of the lesson students will be asked the same question again. My hope is that they will be better able to give specific examples of how their lives might be different if some key events of the Industrial Revolution had never happened.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be recording what happens in their day in a blog. Students can also use other types of technology to record their day. (see extensions)

English:** Students will be writing in blogs.
 * Other Content Areas:
 * Science:** Students may examine the evolution of certain products they use, and how they are different from their Industrial Revolution era counterparts.
 * Health:** Students will see why advancements made and lessons learned during the Industrial Revolution have impacted their health.

__Groupings__
Students will reflecting with each other in their table groups. This lesson really asks for a good investigation of one's own self-knowledge and I find it difficult to incorporate a lot of group work into this.

__**Differentiated Instruction**__

 * Strategies**
 * Logical:** Students will have to make the connections as to why their life is effected by the Industrial Revolution.
 * Verbal:** Discussion of what their life was like, if they choose to do the extension.
 * Visual:** Everyday life is visual, investigating the differences in what they see in their everyday lives and what Industrial Revolution era people would have seen.
 * Intrapersonal:** Investigating one's own personal self-knowledge.
 * Interpersonal:** Working within the classroom to discuss what we have discovered.
 * Naturalist:** Seeing how you view the environment compared to how a person living during the Industrial Revolution would have viewed the environment.
 * Kinesthetic:** This is interesting because this assessment for learning involves everything someone does in their day.

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

If students come see me the day after they miss this class I will grant them permission to only have to record their day from that point on. This should still give them adequate time complete the assignment and be able to participate in the discussion the following day. If they miss both days then they will still have time to complete this assignment although it may not be as rich of an experience since they will not have the opportunity to discuss with their classmates, or at least not in class.

If students wish they may choose to record certain parts of their day with a video camera. The can also accompany the text on the blog with voice recordings that they make throughout the day that will help to chronicle some of the thoughts and emotions they have at that point.
 * Extensions**

__**Materials, Resources and Technology**__
Materials and Technology:

Again, access to laptops or other computers with Internet access Blogger accounts Paper for the question given at the beginning and end of the lesson Video cameras (as many as possible so that I can make them available to students who want to record their experience this way)

Resources:

Information learned from previous lessons. (see lessons 1-5 for details)

__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 at Farmington's practicum block taught by Dr. Grace Ward and Dr. Theresa Overall.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students will have the opportunity to create a wide variety of products in their formative assessment since no two person's day will be exactly the same. The basically have the prerogative to do what ever it is that they want to do outside of class. The assessment can be extended by someone using a video camera to record their day. The description of what I want them to do is very explicit. It should make sense to students that they will discuss what happened and what they learned after this activity. Students will be delving deeply into themselves and understanding why their life is the way it is. why their experiences have effected their view of the Industrial Revolution. Students should be comfortable with this since they are simply doing what they would normally do. They can choose how personal they get in what they tell us in the blogs.
 * //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:** In this lesson students will be gaining self knowledge and will understand why they view the Industrial Revolution events they way that they do. Students will understand why their lives and thoughts are effected by these events. Through the assessment I will be able to tell how much self-knowledge they already possess and how much is gained from the activity. See content notes.
 * //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.//
 * Logical:** Students will have to make the connections as to why their life is effected by the Industrial Revolution.
 * Verbal:** Discussion of what their life was like, if they choose to do the extension.
 * Visual:** Everyday life is visual, investigating the differences in what they see in their everyday lives and what Industrial Revolution era people would have seen.
 * Intrapersonal:** Investigating one's own personal self-knowledge.
 * Interpersonal:** Working within the classroom to discuss what we have discovered.
 * Naturalist:** Seeing how you view the environment compared to how a person living during the Industrial Revolution would have viewed the environment.
 * Kinesthetic:** This is interesting because this assessment for learning involves everything someone does in their day.


 * Technology:** Students will be recording what happens in their day in a blog. Students can also use other types of technology to record their day. If students wish they may choose to record certain parts of their day with a video camera. The can also accompany the text on the blog with voice recordings that they make throughout the day that will help to chronicle some of the thoughts and emotions they have at that point.

Rationale:** On the first day of this lesson students will be asked a very simple question which they may or may not be able to answer with relative ease. The question will be: How is your daily life directly effected by the Industrial Revolution era? I will simply store the answers to this question at my desk. At the end of the lesson students will be asked the same question again. My hope is that they will be better able to give specific examples of how their lives might be different if some key events of the Industrial Revolution had never happened. The students should have fun with this assignment. What I will ask them to do is record everything from the next day. They can either record what has happened in their blog immediately, or hand write it and record it later, either way it needs to end up in their blog so that I can make comments. (there is also an extension for this assignment, see below) The purpose of this assignment is to make students really examine what their daily life is like. The comments that I make will be pointing out to students how so much of their life is effected by Industrial Revolution era developments. For example: If a student makes a post saying that they called someone on the phone, I will comment that this would not be possible if it were not for the invention of the telegraph and subsequently the telephone.
 * //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__
Day 1: -Time to come in a settle down (2 minutes) -Review previous assignments, remind students of what they have learned so far this year (29 minutes) -Handout pre-assessment question: How is your daily life directly effected by the Industrial Revolution era? (2 minutes) -Allow time to answer the question thoroughly (27 minutes) -Tell students about what their assignment is, time to check out video cameras if students wish (10 minutes) -Allow students to discuss how they will go about this assignment with each other (7 minutes) -Clarifying questions and leave (3 minutes)

Day 2: -Come in and settle down (2 minutes) -Time for oral of discussion of what they did and what they learned from themselves and from my blog comments (53 minutes) -Pass out the question again and allow time to complete (20 minutes) -Ask for any final thoughts (5 minutes)

The arrangement of this classroom is relatively traditional. I would like to have the "U" shaped tables so that students can cluster together to work in groups, but I can also address everyone at once without having students with their backs to me. See above for the minute-by-minute agenda for this two day lesson. After this lesson students are going to understand that their everyday lives, and the ideas they have about the world are influenced by the events of the Industrial Revolution. Students are learning this because it will help them understand that their own ideas effect how they view history, in particular the Industrial Revolution. The Maine Learning Result that this pertains to is the industrial development of the United States. Students are going to be hooked by the activity itself. Students are going to get excited about the opportunity to do something that does not seem like school work. Students will have to make the **logical** connections as to why their life is effected by the Industrial Revolution. Students will discuss **verbally** what their day was like, and could verbally do the assignment. Everyday life is **visual**, investigating the differences in what they see in their everyday lives and what Industrial Revolution era people would have seen. Investigating one's own personal self-knowledge is **intrapersonal.** **Interpersonal** students will like classroom discussion of what they have discovered about themselves. Seeing how you view the **natural** environment compared to how a person living during the Industrial Revolution would have viewed the environment. This is interesting because this assessment for learning involves everything someone does in their day including **kinesthetic** movement. //**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.**//
 * Where, Why, Hook, Tailor: Logical, Verbal, Visual, Intrapersonal, Interpersonal, Natural, and Kinesthetic.**

In this lesson students will have the satisfaction of equipping themselves with the needed knowledge by themselves. I will simply facilitate the process. Students will need to record what they do throughout the day and I will help them to figure out how some of these daily events are possible because of events of the Industrial Revolution. Student will be able to use their newly gained self-knowledge to understand why they have perceived the Industrial Revolution the way they do. The students should have fun with this assignment. What I will ask them to do is record everything from the next day. They can either record what has happened in their blog immediately, or hand write it and record it later, either way it needs to end up in their blog so that I can make comments. (there is also an extension for this assignment, see below) The purpose of this assignment is to make students really examine what their daily life is like. The comments that I make will be pointing out to students how so much of their life is effected by Industrial Revolution era developments. For example: If a student makes a post saying that they called someone on the phone, I will comment that this would not be possible if it were not for the invention of the telegraph and subsequently the telephone. See content notes section.
 * Equip, Explore, Rethink, Tailor: Logical, Verbal, Visual, Intrapersonal, Interpersonal, Natural, and Kinesthetic.**

Students will be exploring and experiencing the knowledge first hand. Students will have to record what they day in their every day life. My hope is that students will already be thinking about how this was effected by the Industrial Revolution. If not then they will certainly understand that they have experienced it when I tell them through comments on blogs. Student will be able to use their newly gained self-knowledge to understand why they have perceived the Industrial Revolution the way they do. Students will reflecting with each other in their table groups. This lesson really asks for a good investigation of one's own self-knowledge and I find it difficult to incorporate a lot of group work into this. On the first day of this lesson students will be asked a very simple question which they may or may not be able to answer with relative ease. The question will be: How is your daily life directly effected by the Industrial Revolution era? I will simply store the answers to this question at my desk. At the end of the lesson students will be asked the same question again. My hope is that they will be better able to give specific examples of how their lives might be different if some key events of the Industrial Revolution had never happened.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Logical, Verbal, Visual, Intrapersonal, Natural, and Kinesthetic.**

Students will self assess at the same time that I assess for how much they have learned. Students will also self assess statements that they have made when I make comments on their blogs. Feedback will easily be provided in a timely fashion through blog comments. This knowledge is needed for students to adequately complete the performance task at the end of this unit.
 * Evaluate, Tailor: Logical, Verbal, Visual, Intrapersonal, Natural, and Kinesthetic.**

It is difficult to include content notes in this lesson without simply repeating information that has been used in previous lessons. It is assumed that students will use knowledge that they gained from previous lessons in order to complete their assignment.
 * Content Notes**

Additionally it is difficult to predict what students will write about that they experienced in their life that the blog about.


 * Handouts**

There are no handouts for this lesson. In the interest of saving paper, the question will be simply written on the board in the front of the class.