L2+Daigle,+Joshua

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

Teacher’s Name:** Mr. Daigle **Date of Lesson:** Lesson 2-Empathy
 * Grade Level:** Grade 10 **Topic:** Franco-American Contributions

__**Objectives**__

 * Student will understand that** the Franco-American base is one of the major cultural contributors in the state.
 * Student will know** The Big Boom immigration of the Franco-Americans in the early 1800s, Immigration increased during times of economic distress, Franco-Americans moved to towns with Mills to work, La Survivance, Grand Trunk Railway.
 * Student will be able to do** express the contributions of the Franco-Americans.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies. B: Civics and Government. B3: Individual, Cultural, International, and Global Connections. Grade: 9-Diploma D: Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native American, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.
 * Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world including Maine Native Americans.**
 * Rationale:** It discusses the political perspectives of diverse cultures, specifically the diversity of cultures in Maine and their contributions to the state.

__**Assessment**__
Students will use a [|KWS Chart] graphic organizer to help reflect on what they already know about the topic, what they would like to learn about Franco-Americans in Maine, and finally the possible sources they gather after the lesson is over. They will be able to add and make edits to the chart while discussing what they have learned about the immigration of Somalis to Maine, and discuss with the class what they have learned as well.
 * Formative (Assessment for Learning)**

During the unit discussing the impacts of Franco-Americans throughout Maine and your local communities, we will use WikiSpaces as a platform for uploading and discussing "news articles" we will each be developing throughout the lesson. These articles will be available for everyone in the class to read and give feedback on in order to increase our knowledge about Franco-Americans and give a better idea of how they impacted various parts of the state. The product of this lesson is worth 75 points.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**- Students will use WikiSpaces as a technology component during this lesson. Each student will gather information on the history of Franco-Americans in their community along with the immigration to the state from Canada. With this information, the students will develop a WikiSpace to publish their news article. The WikiSpace will allow for comments and discussion from other peers on reactions to the articles posted online.


 * English** is a content area in which this article will benefit. Through typing up a news article to post online, students will need to be proficient in grammar and punctuation usage.


 * Interviewing-** Students will be required during the project to interview a member of the Franco-American community. In order to effectively do this, they will need to be comfortable speaking and carry and conversation with people they do not know. They will record a conversation with this citizen and create a Garageband file.

__Groupings__
First, the students will individually complete the KWS Chart at the beginning of class. A group discussion involving the entire classroom will take place to give students a moment to discuss their previous knowledge of the lesson. Students will then be delt out their personal cards to determine who will be in their group for the [|Fishbowl Activity]. There will be four groups approximately, each with the same number of members.

__**Differentiated Instruction**__
**Verbal-Linguistic** Students will be able to observe and note important points brought up and discussed during fish bowl activity.
 * Strategies**- These intelligences will be addressed.
 * Logical/Mathematical** Students will be able to construct different aspects of research at at a time and organize them into a news article that flows.
 * Visual/Spatial** Students will be able to incorporate pictures and other visual aids as part of their oral presentation.
 * Bodily/Kinesthetic** Students will be able to go out and effectively conduct an interview.
 * Musical/Rhythmic** Students will be able to incorporate music into their Garageband in they wish.
 * Naturalist** While researching for their assignment, students will have to opportunity to go out and visit some Franco-American related landmarks in their community

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// If absent from class for any reason, you are responsible for contacting me or a classmate to make up the work as soon as possible. There will be a folder in the back of the classroom with all handouts and assignments pertaining to the lesson for your access. It is your responsibility to get the work you missed and contact me so that we can arrange another way of handing in the work.
 * Modifications/Accommodations**

Students will develop a WikiSpace to publish an article exhibiting their knowledge of the history of Franco-Americans both in the state, and in their community
 * Extensions**

__**Materials, Resources and Technology**__
LCD Projector Laptop (for each student and the teacher) Internet Access Membership to [|Wikispaces.com] Garageband Software [|KWS Chart] Fishbowl Activity Worksheet Pen or Pencil

__Source for Lesson Plan and Research__
The KWS Chart that the students will fill out after coming to class is from [|eduplace.com], and the fishbowl activity that the students will group up and complete comes from [|scienceteacherprogram.org]. Aspects of my lesson were originally developed from [|this lesson plan], and all other parts of the lesson are a creation of my own.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In this lesson, students will be exposed to various activities that pertain to multiple intelligences. For example, students will be able to work independently on their KWS Charts. The class will engage in a discussion talking about what they filled in on their charts, and group work will be included during the Fishbowl Activity. In class discussion, outside research, and interviewing a community member will provide learning to each student in a different environment which is an important part of the learning process.
 * //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:** The importance of this lesson is to learn about community history. The Franco-Americans are a relatively under-researched culture and their importance in state history is rarely discussed. The students will know where they came from, how they got here, where they settled in the state, and how they impacted the communities they populated. Giving them an assignment shaped like a newspaper article will have them dig deep for facts and the importance of them rather than just know a vague story of the actual history. It will also be of deeper meaning to them with the interview aspect as part of the final product. They will get a personal narrative of someone's experience during the height of the Franco-American immigration that will hopefully be of greater importance and meaning to them.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** **Strategies**- These intelligences will be addressed. **Verbal-Linguistic** Students will be able to observe and note important points brought up and discussed during fish bowl activity.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Logical/Mathematical** Students will be able to construct different aspects of research at at a time and organize them into a news article that flows.
 * Visual/Spatial** Students will be able to incorporate pictures and other visual aids as part of their oral presentation.
 * Bodily/Kinesthetic** Students will be able to go out and effectively conduct an interview.
 * Musical/Rhythmic** Students will be able to incorporate music into their Garageband in they wish.
 * Naturalist** While researching for their assignment, students will have to opportunity to go out and visit some Franco-American related landmarks in their community

Students will conduct research on the history of Franco-Americans in Maine, including how they got here and what made them travel. They will take the information they gather and develop it into a news article and pasted on Wikispaces. They will also record an interview they conduct with a member of the Franco-American community and attach it to their news article.

Rationale:** Students will use a [|KWS Chart] graphic organizer to help reflect on what they already know about the topic, what they would like to learn about Franco-Americans in Maine, and finally the possible sources they gather after the lesson is over. They will be able to add and make edits to the chart while discussing what they have learned about the immigration of Somalis to Maine, and discuss with the class what they have learned as well.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

During the unit discussing the impacts of Franco-Americans throughout Maine and your local communities, we will use WikiSpaces as a platform for uploading and discussing "news articles" we will each be developing throughout the lesson. These articles will be available for everyone in the class to read and give feedback on in order to increase our knowledge about Franco-Americans and give a better idea of how they impacted various parts of the state. The product of this lesson is worth 75 points.

__Teaching and Learning Sequence__
Students will enter the class and be seated. When everyone has been seated and is ready to begin, I will introduce the lesson and ask students to discuss any previous knowledge they have of Franco-Americans either statewide or in their community (15-20 mins.) I will then hand out hand out the KWS Chart graphic organizer and give everyone time to independently think about the history and immigration of Franco-Americans to Maine and to fill in the first two columns citing what they know, and would like to know (10 mins.) The students will then be given some time to volunteer to discuss some of the things they wrote down on their handout, hopefully creating some discussion about Franco-Americans. (10-15 mins.) I will use the card dealing technique from lesson one, which will be something I will use often for group work, and divide the class into 4 groups. They will receive the Fishbowl Activity worksheet (10 mins.) Closing discussing to talk about how the Fishbowl Activity will work and clearing up any questions on what has been gone over that day.
 * Day 1**

Class will start with all the students sitting at one of 4 groups of tables with their team selected the day before. An overview of how the Fishbowl will be carried out will be explained (10 mins.) Students will begin the Fishbowl Activity. Four questions will be assigned, one per group member. As each student answers the question in a group discussion, all the other students will be listening and writing down all the points made. Every student will get a chance to speak during this activity. This will continue until all the group have had a chance to speak. At the end of every groups discussion, the class will collectively bring up the main points addressed and note them if they have not already (40-50 mins.) End of class discussion talking about what was gone over that day, and the agenda for the next (rest of period).
 * Day 2**

Students will be seated in their normal seats. I will introduce the project for the lesson and discuss the aspects of it (15-20 mins.) I will then show a sample of how the final project on the WikiSpace will look, and then demonstrate how to create an account on the website and create a page. (10-15 mins.) Then I will demonstrate how to use Garageband, and explain to them what they will be doing with it. (15-20 mins.) I will hand out the appropriate rubrics for the project, and open up the rest of the class for questions, and setting up accounts on Wikispaces.com (rest of period).
 * Day 3**

This day will be dedicated to internet research and documenting. Students will have the entire class period to get as much independent research done as they can. They are expected to have lined up an interview to take place sometime that day after school. Homework will be to complete research and create a Wiki that meets all the requirements listed on the rubric, as well as incorporate a Garageband file of the interview. The students will have the weekend to complete this assignment.
 * Day 4**

The classroom arrangement will be a regular desk setup (rows) for the time that the students are not in the Fishbowl Activity. On the day of the activity, the desks will be arranged in groups of four, and there will be four groups total. The students will take part in filling out their KWS Charts, as well as having class discussion on Franco-Americans. They will also have the opportunity to work in groups and answer questions pertaining to the lesson and get an deeper look into the history and immigration of this culture to Maine and their community. The creation of a Wikispace and Garageband file will bring together all part of the lesson and give them a firm grasp of the material. The students will understand that the Franco-American base is one of the major cultural contributors in the state, and that it is important to have community pride and understanding what cultures and events existed before you. The beginning of the lesson will involve a class discussion on the previous knowledge they have about Franco-Americans either in their community or the state in general.
 * Where, Why, What, Hook, Tailor: Linguistic, Bodily, Intrapersonal, Interpersonal, Naturalist.**

Students will know and understand the following terms and concepts: The Big Boom immigration of the Franco-Americans in the early 1800s, Immigration increased during times of economic distress, Franco-Americans moved to towns with Mills to work, La Survivance, Grand Trunk Railway. The students will be able to express the contributions of the Franco-Americans in Maine. They will fill out a KWS Chart graphic organizer in the first half of day one. Students will be able to observe points of view and gather information from their peers to help them gain knowledge on Franco-American heritage during the Fishbowl Activity. After the Fishbowl Activity is complete, students will be able to compare their worksheets with some of their peers and discuss their information with the class to make sure they have all the needed information.
 * Equip, Explore, Rethink, Tailor: //Visual, Logical, Verbal, Intrapersonal, Interpersonal, and Bodily/Kinesthetic.//**

Students will be able to think about what they know about Franco-Americans in Maine, and in their communities through filling out the KWS Chart. They will be able to write down what they know, and what they would like to learn from the lesson. The last column of the chart is something that will be added to and edited throughout the course of the lesson. The students will be able to observe points of view and gather information from their peers to help them gain knowledge on Franco-American heritage during the Fishbowl Activity. After the Fishbowl Activity is complete, students will be able to compare their worksheets with some of their peers to make sure they have all the needed information written down. Students will have one on one meetings with the teacher to make sure that they are on track to complete all aspects of the assignments on time**. Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal, and Bodily/Kinesthetic.//**

For assessment, students will create a WikiSpace containing a news article on the history and impact of Franco-Americans in Maine. They will perform personal research on the history of this culture in Maine, why then came to the state, and how they impacted it in various aspects. They will publish their information on a WikiSpace, along with record an interview with a member of the Franco-American community to give them a deeper understanding of the topic. Through this process of gathering information, my hope is that they will gain a greater sense of community pride for the people who have come before them in their own community and how they have shaped many aspects of their life without realizing it**. Evaluate, Tailor:** **//Visual, Logical, Verbal, Naturalist, Intrapersonal, Interpersonal, Musical/Rhythmic, and Bodily/Kinesthetic.//**

[|some ideas taken from this lesson plan]
 * Content Notes**

The Big Boom Immigration of the Franco-Americans to Mane occurred in the early 1800s. It happened as a result to economic distress, and the lack of job availability for women. La Survivance is an expression used by French Canadians denoting the survival of francophone culture, typically in the face of Canadian anglophone or Anglo-American hegemony. It was used frequently in Quebec, especially before the Quiet Revolution of the 1960s, but also found expression among the culturally dispossessed francophone mill workers of northern New England, from the 19th century on.

[|KWS Chart] Fishbowl Activity worksheet
 * Handouts**