L4+Oren,+Tyler

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

**LESSON PLAN FORMAT**

Students will be able to analyze their past and future and their links to the Age of Expansion and Interaction. Create an online blog to post journal entries through-out the school year to help students understand their connection to the past and the Age of Expansion and Interaction. Continues through-out the unit.
 * __Teacher’s Name__****: Mr. Oren** **__Lesson #:__ 4 __Facet:__** **Perspective**
 * __Grade Level__****: 9-Diploma** **__Numbers of Days:__ Lesson activity continues through unit**
 * __Topic:__**


 * __PART I:__**


 * __Objectives__**
 * Student will understand that Interpretations of the Age of Expansion and Interaction will vary and know how evidence is used to support different interpretations.**


 * Student will know Students will know __People-__ Mongols, Ottomans, Chinese, Europeans __Terms-__ Caliphates, Khans, Silk Road __Sequences-__ Fall of Classical Civilization, Expansion, Interaction, exchange of ideas.**


 * Student will be able to analyze their past and future and their links to the Age of Expansion and Interaction (Perspective). Create an online blog to post journal entries through-out the school year to help students understand their connection to the past and the Age of Expansion and Interaction. Continues through-out the unit.**


 * Product: Student blogs**

// Maine Learning Results // // Content Area: Social Studies // // Standard Label: E. History // // Standard: E1 Historical Knowledge, concepts, themes and patterns // // Grade Level Span: Grade 9-Diploma "The Age of Expansion and Interaction" // // 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. // By creating a series of blog entries where students will place themselves in events thoughout the Age of Expansion and Interaction, as a simple on looker or active participant students will learn to empathize with others and learn to understand perspective as they project themselves into history.
 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**
 * Rationale:**


 * __Assessments__**


 * __Pre-Assessment: (Lesson 1 only)__**

Students will use Story Map 1 graphic organizers to mpa out their role in the blog post.
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**

Students will use the team, pair, solo cooperative learning method to recive feedback on ideas and comforatbly become "eased" into the assignment. Students will have multiple opportunities to meet with the teacher to review findings and ask clarifying questions.
 * Section II – timely feedback for products (self, peer, teacher)**


 * __Summative (Assessment of Learning):__**

Students will create blog entires that will allow themselves to alter their perspective on History and allow them to place themselves within a historically significant event.


 * __Integration__**
 * Technology: BlogSpots**


 * Content Areas:**


 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**

Students will use the Story Map 1 graphic organizer along with the Team, Pair, Solo cooperative learning method to recive feedback and refine Stroy Maps. Students will use their Story Map 1 graphic organizers with the class to share ideas and revise their thoughts. All students students will act as editors and reviewers to refine the charts. Roles will not be assigned unless special circumstances are required.
 * Section II – Groups and Roles for Product**
 * __Differentiated Instruction__**


 * __MI Strategies__**


 * Linguistic-** Linguistic learners will be given the chance to analyze and create their own library written library of sources.
 * Logical-** Students will need to analyze and logically assess the motivations and choices made by historical figures throughout history.
 * Kinesthetic-**
 * Visual-** Students will analyze a visual work of art and determine the artists reasons for creating it.
 * Naturalist-**
 * Musical-** Students will analyze a musical piece from the Age of Expansion and Interaction and analyze it similarly to a traditional primary source. Why was it written? What was the goal of the composer/musician? What does it say or mean?
 * Interpersonal-** As students will be working in groups of at least four there will be a multitude of opportunities to share ideas interface with other members of the group in order to complete this project.
 * Intrapersonal-** Students will need to reflect on the motivations of individuals throughout history and consider their perspectives in order to fully comprehend the material.


 * __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:**

Absent students will be responsible for exploring the class wiki for the class missed which will contain notes and an outline of topics covered in class, upon return to class students will be directed to the absent file where their copies will be left for their use. For three or more consecutive absences students will be expected to meet with me during office hours Monday, Wednesday, and Thursday from 2pm- 4pm.


 * __Extensions__**


 * Type II technology:**

Blogspots


 * Gifted Students:**

Give gifted identified students assignments that encourage them to use the highest levels of Bloom's Taxonomy and the Facets of Understanding, tier assignments based on the levels of Bloom's Taxonomy they apply let students choose their assignment based on their level of comfort and understanding for the content. //Computers connected to the internet to access blogspots//
 * __Materials, Resources and Technology__**

https://accounts.google.com/ServiceLogin?service=blogger&passive=1209600&continue=http://www.blogger.com/home&followup=http://www.blogger.com/home<mpl=start#s01//
 * __Source for Lesson Plan and Research__**

//Link for creating blog accounts to begin making blog entries.//

//**__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)

Students will use blogs to project themselves into periods of the Age of Expansion and Interaction throughout the unit, because the unit covers such a broad range or cultures and period of time students will attain greater perspective through a continual practice and usage of altering their perspective. As the assessment draws to a close the intended result of the project will begin to show, students will not need to strech themselves as far as they believed at the start of the unit to create an authentic entry, they will begin to understand that their motivations and their choices are much the same as those made hundreds of years ago during this period.
 * (W)** 3.1 Students will understand that interpretations of the age of expansion and interaction will very and know how evidence is used to support different interpretations **(Where)**. To help students to understand what motivates people and why it does **(Why)**. MLR, wiki library, evaluate different perspectives on history (**What)**.
 * (H)** 3.2 Why do people make the decisions they do?
 * (E)** 3.3 Students will know expansion and interaction **(Equip)** Story map 1, jigsaw cooperative learning **(Explore)**. Students will create their wiki with a group of at least 3 other partners **(Experience)**.
 * (R)** 3.4 Students will apply the give one, get one method of understanding to clarify vague areas and strengthen areas they are beginning to understand **(Rethink)**. Students will use a peer review rubric to assess their group mates during the creation of their product **(Revise)**. Student products will be regularly reviewed by teacher using final grading rubric **(Refine)**.**(E)** 3.5 **Checking for Understanding:** Give one, get one method. **Timely Feedback:** students will receive regular feedback from teacher using the final grading rubric **(Evaluate).**
 * (T)** 3.6 **Tailor**
 * Linguistic-** Linguistic learners will be given the chance to analyze and create their own library written library of sources.
 * Logical-** Students will need to analyze and logically assess the motivations and choices made by historical figures throughout history.
 * Kinesthetic-**
 * Visual-** Students will analyze a visual work of art and determine the artists reasons for creating it.
 * Naturalist-**
 * Musical-** Students will analyze a musical piece from the Age of Expansion and Interaction and analyze it similarly to a traditional primary source. Why was it written? What was the goal of the composer/musician? What does it say or mean?
 * Interpersonal-** As students will be working in groups of at least four there will be a multitude of opportunities to share ideas interface with other members of the group in order to complete this project.
 * Intrapersonal-** Students will need to reflect on the motivations of individuals throughout history and consider their perspectives in order to fully comprehend the material.
 * (O)** 3.7 Students will be able to evaluate different perspectives on history, use a wiki page to create an online library of analyzed primary sources to get an understanding of motivations throughout the age of expansion and interaction **(Interpret)**. 3 days. **(Organize)**//

Students will know **People-** Mongols, Ottomans, Chinese, Europeans **Terms**- Caliphates, Khans, Silk Road **Sequences**- Fall of Classical Civilization, Expansion, Interaction, exchange of ideas.
 * __Content Notes__**

How to Analyze a Primary Source
When you analyze a primary source, you are undertaking the most important job of the historian. There is no better way to understand events in the past than by examining the sources--whether journals, newspaper articles, letters, court case records, novels, artworks, music or autobiographies--that people from that period left behind. Each historian, including you, will approach a source with a different set of experiences and skills, and will therefore interpret the document differently. Remember that there is no one right interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong interpretation. In order to analyze a primary source you need information about two things: the document itself, and the era from which it comes. You can base your information about the time period on the readings you do in class and on lectures. On your own you need to think about the document itself. The following questions may be helpful to you as you begin to analyze the sources: 1. Look at the physical nature of your source. This is particularly important and powerful if you are dealing with an original source (i.e., an actual old letter, rather than a transcribed and published version of the same letter). What can you learn from the form of the source? (Was it written on fancy paper in elegant handwriting, or on scrap-paper, scribbled in pencil?) What does this tell you? 2. Think about the purpose of the source. What was the author's message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well? 3. How does the author try to get the message across? What methods does he/she use? 4. What do you know about the author? Race, sex, class, occupation, religion, age, region, political beliefs? Does any of this matter? How? 5. Who constituted the intended audience? Was this source meant for one person's eyes, or for the public? How does that affect the source? 6. What can a careful reading of the text (even if it is an object) tell you? How does the language work? What are the important metaphors or symbols? What can the author's choice of words tell you? What about the silences--what does the author choose NOT to talk about? Now you can evaluate the source as historical evidence. 1. Is it prescriptive--telling you what people thought should happen--or descriptive--telling you what people thought did happen? 2. Does it describe ideology and/or behavior? 3. Does it tell you about the beliefs/actions of the elite, or of "ordinary" people? From whose perspective? 4. What historical questions can you answer using this source? What are the benefits of using this kind of source? 5. What questions can this source NOT help you answer? What are the limitations of this type of source? 6. If we have read other historians' interpretations of this source or sources like this one, how does your analysis fit with theirs? In your opinion, does this source support or challenge their argument? Remember, you cannot address each and every one of these questions in your presentation or in your paper, and I wouldn't want you to. You need to be selective. --Molly Ladd-Taylor, Annette Igra, Rachel Seidman

http://apps.carleton.edu/curricular/history/study/primary/ //Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)//

Primary Source Analysis Work Sheet []
 * __Handouts__**

Final Presentation Rubrics

Group Work Rubrics

Peer Review Rubrics


 * __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__//**

Students will use the Story Map 1 Graphic Organizer to chart out their blog journal entries in a straight-forward and organized format that they can use and carry through for the remainder of the unit to keep their future entries organized and format well.
 * //Clipboard://**

Students who learn best by diving into the content and exploring it themselves will have the primary source analysis worksheet to help them explore each source that they will be using for each blog entry and use it to help them to keep their entries authentic and true to the source.
 * //Microscope://**

Students who flourish in a positive learning environment will be met with positive group activities to fill out the initial stages of the story map graphic organizer as well as partners for later stages. These interactions will be moderated and use a group review and feed back rubric to ensure that they stay positive, constructive, and on topic.
 * //Puppy://**

Students who need a less rigid environment and structure while carrying out the task they will have the opportunity to analyze a wide arry of different primary sources to keep the assignment from becoming stale and providing them with the freedom and choice they need to be successful. Students will move through multiple learning groups during the initial planning and creation of their graphic organizers.
 * //Beach Ball://**

The project, all the way from the initial planning to the final presentation will engaged all learning types effectively, allowing students to gather their thoughts, explore and analyze their consequences, foster their learning with a positive environment, and give them the option to choose.
 * //Rationale://**


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


 * //Content Knowledge://**

// Maine Learning Results // // Content Area: Social Studies // // Standard Label: E. // // History // // Standard: E1 Historical Knowledge, concepts, themes and patterns // // Grade Level Span: Grade 9-Diploma //// "The Age of Expansion and Interaction" // // 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. //
 * //MLR or CCSS://**


 * //Facet://** Perspective

By taking part in an ultimately finishing the assessment students will have demonstrated a deep understanding of motivations, choices, and perspectives on history, and displayed a sophisticated ability to intrepret these understandings in series of blog entries throughout the unit.
 * //Rationale://**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**


 * //MI Strategies://**
 * Linguistic-** Linguistic learners will be given the chance to analyze and create their own library written library of sources.
 * Logical-** Students will need to analyze and logically assess the motivations and choices made by historical figures throughout history.
 * Kinesthetic-**
 * Visual-** Students will analyze a visual work of art and determine the artists reasons for creating it.
 * Naturalist-**
 * Musical-** Students will analyze a musical piece from the Age of Expansion and Interaction and analyze it similarly to a traditional primary source. Why was it written? What was the goal of the composer/musician? What does it say or mean?
 * Interpersonal-** As students will be working in groups of at least four there will be a multitude of opportunities to share ideas interface with other members of the group in order to complete this project.
 * Intrapersonal-** Students will need to reflect on the motivations of individuals throughout history and consider their perspectives in order to fully comprehend the material.

Blogspot With every type intelligences represented it is easy to understand how every student would be engaged in a multitude of ways. Because multiple intelligences have been incorporated into each aspect of the project it will keep students who may not engage with a single specific intelligence engaged with another instead, this combined with the novel type II presentation of the format should keep every student engaged from start to finish.
 * //Type II Technology://**
 * //Rationale://**


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

Story Map 1
 * //Formative://**

Series of Blogspot Jounral Entries
 * //Summative://**

By beginning by assessing my student's level of readiness I can chart out the unit in the way the best helps my students to learn effectively. The Story Map 1 graphic organizer ensures that students are headed in the right direction before getting too deep into their project so that they can clarify any important concepts as the arise, and also gives me a quantifible means to track their ideas and readiness. The final result will teach students to understand how to intrepret motivations, choices, and differing perspectives. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * //Rationale://**
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||