L5+Herrell,+Ethan

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

** LESSON PLAN FORMAT **

**Lesson #**: 5 ** Facet __ : __** Persepective ** Numbers of Days: **3
 * Teacher’s Name **** : ** Mr.Herrell
 * Grade Level **** : ** 6-8
 * Topic: ** Life in the Ancient and Medieval World


 * PART I: **


 * Objectives **
 * Student will understand that ** ancient/medieval people had a worldview that was fundamentally different from our own view.


 * Student will know ** tribes, monarchy, farming, migration, violence, resources, religion, patriarchy, law, human rights, ideology.


 * Student will be able to **role-play as an ancient/medieval person.


 * Product: ** Podcast interview

MLR-Social Studies Standard Label: E.History Standard E1. Historical knowledge, concepts, themes and patterns. Grade Level Span: 6-8. Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world. Expansion and Interaction of Civilizations 600 A.D.-1450 A.D. Performance Indicators: A and B.
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **


 * Rationale: ** My lesson is based on the viewpoint of people in ancient and medieval times, so students can understand the era on a personal and emotional level rather than just an intellectual one.


 * Assessments **


 * Pre-Assessment: (Lesson 1 only) **


 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction: ** I will use thumbs up-thumbs down while they work on their graphic organizers to check their progress.


 * Section II – timely feedback for products (self, peer, teacher) ** They will do group assessments, and each podcast will be assessed by both me and their peers with a rubric.


 * Summative (Assessment of Learning): ** A podcast where one student interviews another that is in the role of an ancient medieval person.


 * Integration **
 * Technology: ** GarageBand is used for the audio file.

Science: Students will study one disease and a major outbreak of that disease and answer how it affected the life of the average people.
 * Content Areas: **


 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** Describing wheel. One student will create categories, and all the others must be responsible for finding subjects to put in one.


 * Section II – Groups and Roles for Product: ** All three students will research and help write the script, but one will be solely responsible recording it, another will be the interviewer and another the interviewee.


 * Differentiated Instruction **


 * MI Strategies **


 * Verbal:** Students will use an idea wheel
 * Visual:** Images of some of the things that made life so difficult in the era: devices of torture, physical symptoms of disease and instruments of war
 * Musical/Auditory:** Podcast
 * Interpersonal:** Students will get into groups and create posters covered with images they feel best represent a civilization.
 * Intrapersonal:** Students are asked to come up with a list of technologies in their daily lives, and try to find parrallels in the life of an ancient/medieval person.
 * Naturalistic:** A tree core sample.


 * Modifications/Accommodations **
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**


 * Plan for accommodating absent students: ** Students will have all images and the assignment on the illness sent to them by mail.


 * Extensions **


 * Type II technology: ** GarageBand


 * Gifted Students: ** Gifted students, instead of being a part of the podcast project, can take on the role of an ancient or medieval person and be asked questions by their various classmates (most of which will be planned for ahead of time by me and the gifted student).

Onet-to-one laptops. GarageBand Describing Wheel Planning Chart
 * Materials, Resources and Technology **
 * // List all the items you need for the lesson. //**


 * Source for Lesson Plan and Research **
 * // List all URL and describe. //**

//Empires and Barbarians by Peter Heather//

//Europe: A History by Norman Davies//

//A History of Wales by John Davies//

//The Adventures of Ibn Battuta (No relation to the Caliph) by Ross E. Dunn//

//Egypt, Greece and Rome by Charles Freeman//

//Daily Life in the Medieval Islamic World by James E. Lindsay//

//The Rise of Islam by Matthew Gordon//

//The Medieval Village by G.G Coulton//

//Medieval Iberia edited by Ovilia Remie Constable//

//When Bagdad Ruled the Muslim World by Hugh Kennedy//

http://eawc.evansville.edu/mepage.htm


 * PART II: **


 * Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) // Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //**

The people who lived in ancient and medieval times did not acknowledge what today we would call human rights. They were an extordinarily violent people. Today, the stereotypical Jewish person is a banker or retailer is constantly grasping for money, but the Romans who conquered and tried to rule them likely didn't hold such a view. The Jewish people in what is today Israel and parts of Palestine fought three large wars of independence and three smaller rebellions against the Romans. Many of them led to the deaths of hundreds of thousands of people from the massacres that were regular features of war in those days. The Kitos War started out with Jewish rebels attacking small garrisons and then turned into mass rioting and insurrection. Jews in the cities slaughtered Roman troops at their Garrisons. One writer reported that one North African province (Now called Libya) had to have new settlers brought in because so many people had been killed by the Jewish and Roman armies. It spread to Cyprus and Judea itself. In all, as many as a half to a quarter of a million people may have died, including the Jewish people in the rebellious provinces.
 * Content Notes **
 * Students will know….. **
 * // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //**

The ancient/medieval people would not agree with our bans on torture. They would have even been more confused by our insistence on privacy. In America and Europe, many children have their own room. In the ancient and medieval world, people didn't even sleep alone. They always shared a bed with someone, be it siblings, spouses or even the servants in the house. Marriages were not usually done because of romantic love. Marriage was a practical choice for both the groom and the bride. If they wanted to survive, they would need to children to work on the farm and take care of them in old age. Collectivism the theme across cultures: children were taught from day one that they should sacrifice for the good of their families and villages."We" above "Me."

Slaves often had only limited protection under the community's laws. In practice, they had even less. Even what rights they did have were based on their status as slaves, not as humans with inherent worth. Slaves in Ancient Rome had no rights at all.


 * __First Section__**

Outline your agenda with time. Day 1: Students will be in clusters: (5 Minutes) A quote on the board and the image of an execution, "Life was nasty, brutish, and for the lucky, short." (40 Minutes) Students will individually pick an ancient medieval person and compare it to a person in a similar role in modern times. They must find two things in common that deal with culture or belief system, and two differences in culture and belief system. Each cluster of tables will have a different culture to choose their subjects from. Teacher will have a list of historical figures to choose from. (35 minutes) Students with, an image of their chose figures, will present their choices to the class.

Day 2: Students will be in clusters. (10 minutes) Each group will place the name of the ancient/medieval figures they chose in a hat. One out of three people pick one out of the hat. At each table, they count off to 2. (70 minutes) Students, in their groups an in their roles of primary script writer, interviewer and interviewee, will be begin writing their script. They will use a graphic organizer of an idea wheel to organize the topics and the questions they want to ask. Half way through, I will check their graphic organizers.

Day 4: (80 minutes) Students will record their interviews.

Day 5: (80 Minutes) Students will play their podcasts to the class. I and their peers will grade them with a rubric.

Students will understand that ancient/medieval people had a worldview that was fundamentally different from our own view, To understand the view of people who lived thousands of years before can help us understand the view of people who live thousands of miles away from us. //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// When students enter the classroom that day, they will walk in and see the following quote on the board, "Life was nasty, brutish and, for the lucky, short" with an image meant to dramatize the age.
 * Where, Why, What, Hook Tailors:** Intrapersonal, verbal, visual, interpersonal.

__**Second Section**__ Students will compare historical figures from the ancient/medieval and modern era with a focus on cultural outlooks and ideology. While students are researching their chosen historical and modern figures, I will circulate amongst. I will use fist-to-five to check for understanding
 * Equip, Explore, Rethink, Revise, Tailors:** Intrapersonal, verbal, visual.

__**Third Section**__ Students, using the idea, will describe the topics they will talk about in the prodcast interview. Students will develop perspective of how ancient/medieval people thought and behaved by describing and replicating the reasoning of those same people. I will assign roles for the podcast: one will the interviewee, one will be an interviewer, and another will type out the script while the other two contribute. I will have them fill out a group evaluation form at the end. They must describe the viewpoint of the historical figures on government, religion, war, and science. I will check their graphic organizers and scripts half-way through.
 * Explore, Experience, Revise, Refine, Tailors:** Interpersonal, verbal, visual, auditory.

__**Fourth Section**__ Students will fill out group assessments after the project is presented. The students will receive feedback on a rubric from both me and their fellow students.
 * Evaluate, Tailors:** Verbal, auditory, interpersonal.

Describing Wheel Planning Chart Reading from "A Day in the Life of Ancient Rome"
 * Handouts **
 * // List the items that need to be printed out for the lesson. //**


 * 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. //**


 * // Learning Styles //**


 * // Clipboard: //** Students can make lists and organize the topics they will discuss in their podcast interview.


 * // Microscope: //** The topic of the lesson requires in-depth thinking about the culture and thinking of other individuals.


 * // Puppy: //** The making of the podcast is a social activity with acting and positive interaction.


 * // Beach Ball: //** The students are strongly encouraged to dress up for the role of the interviewee, even though we obviously won't be able to see the costumes in the podcast.


 * // Rationale: //** My lesson has integrated various mediums and elements that appeal to different kinds of personalities.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: (See content notes) //**

MLR-Social Studies Standard Label: E.History Standard E1. Historical knowledge, concepts, themes and patterns. Grade Level Span: 6-8. Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world. Expansion and Interaction of Civilizations 600 A.D.-1450 A.D. Performance Indicators: A and B.
 * // MLR or CCSS: //**


 * // Facet: //** Perspective


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal:** Students will use an idea wheel
 * Visual:** Images of some of the things that made life so difficult in the era: devices of torture, physical symptoms of disease and instruments of war
 * Musical/Auditory:** Podcast
 * Interpersonal:** Students will get into groups and create posters covered with images they feel best represent a civilization.
 * Intrapersonal:** Students are asked to come up with a list of technologies in their daily lives, and try to find parrallels in the life of an ancient/medieval person.
 * Naturalistic:** A tree core sample.


 * // Type II Technology: //** GarageBand.


 * // Rationale: //** Have used an activity centered around technology that incorporates many different mediums.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** The students' graphic organizers and the scripts for the podcast will be checked before the final product is created.


 * // Summative: //** The students will be assessed by each other with a rubric and by me, their teacher.

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