L6+Herrell,+Ethan

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 6 **__Facet:__** Empathy **__Numbers of Days:__** 4
 * __ Teacher’s Name __**** : ** Mr. Herrell
 * __ Grade Level __**** : ** 6-8
 * __ Topic: __** Life in the Ancient and Medieval World


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **there was significant continuity even across eras and political boundaries.


 * Student will know ** concepts of time, space, and perception of the natural world.


 * Student will be able to ** make on online profile that portrays the viewpoint and perception of an ancient/medieval person.


 * Product: **

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 has students gaining a greater understanding of people's perceptions of their daily environment and how ecological conditions and lifestyles often transcended boundaries.


 * __ Assessments __**


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


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** I will use fist-to-five during instruction half-way through.


 * Section II – timely feedback for products (self, peer, teacher) ** Students will be assessed by me and each other with a rubric.


 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Blog.


 * Content Areas: **
 * Science:** Students will find a climate in the ancient world and describe it's average temperature, fauna, and geology, and then tell us what kind of food production it supported.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** Students will individually fill out a sense chart to catalogue the things an ancient/medieval person would see in their everyday life.


 * Section II – Groups and Roles for Product: ** In groups of six, students will assess each other's rubrics.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** They will write descriptions in their online profile.
 * Visual:** Video of a history channel special.
 * Naturalistic:** Students will include natural world elements in their five senses chart.
 * Interpersonal:** Students will get together and assess each other's online profiles.
 * Intrapersonal:** Students individually do a write up and create a model of a society that has just the "right" amount of technology.
 * Logical:** Students fill out a sequence chart which they use to logically order the events that were used to measure time in the ancient/medieval world.


 * __ 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 who are absent will have the graphic organizer, the blog prompts and the blogs of their teammates emailed to them.


 * __ Extensions __**


 * Type II technology: ** Profile Maker.


 * Gifted Students: ** Gifted students may turn their blog posts (which for the others are simply an account of "a day in the life" into more elaborate stories that can express greater creativity and empathy for people in ancient medieval times.

// List all the items you need for the lesson. // // DVD series: Barbarians // // Projector // // 1-to-1 technology // //Senses Graphic Organizer//
 * __ Materials, Resources and Technology __**

// List all URL and describe. // [|Natural Disasters in Ancient Rome] [|Natural Disasters in the Ancient World] [|Climate and Culture in the Ancient World]
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

Describe your classroom arrangement. Outline your agenda with time.
 * __First Section__**

Day 1: Students will be in clusters. (10 minutes) Hook: On the board, in this scenario: "You live in a German village, 1200. You wake up in the middle of the night. It is completely dark, and completely quiet. How do you know what time it is? You need to go to bathroom. What next? Students do a thought experiment for the next 10 minutes. (30 minutes) Students while watching history channel special "Barbarians", will fill out a sense chart based on what they see in the video (They must pick a region to fill out the chart). (10 minutes) I will put up on the board pictures of the region displayed in the video. Student will further use these to fill out their sense chart. (20 minutes) Students, individually, create a model society they believe has just the right amount of technology. They can do this solely in writing or with pictures and narration to share with the class. (10 minutes) Any students that want to pictures with narration present them to the class.

Day 2: (40 minutes) Students, with different regions of the world selected, create a sequence of events that are a part of a culture's calendar. (40 minutes) Students will make a list of technologies they use daily that make their lives easier.

Day 3: (50 minutes) Students will make their online profiles for a invented character who lived in ancient/medieval times. (30 minutes) Students will assess each other's profiles with a rubric.

Day 4: (40 minutes) Students will finish their online profiles. (40 minutes) Students will make corrections to profiles based on peer feedback.

Students will understand that there was significant continuity even across eras and political boundaries. Using the medieval and ancient worlds as a comparison, students will learn how dependent they are what goes on in the natural world and technology. //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 the students come in the classroom, they will see on the board: "You live in a German village, 1200. You wake up in the middle of the night. It is completely dark, and completely quiet. How do you know what time it is? You need to go to bathroom. What next? Students do a thought experiment for the next 10 minutes
 * Where, Why, What, Hook Tailors:** Interpersonal, interpersonal, verbal, visual.

__**Second Section**__ With what they see in the DVD and the reading, students will fill out a senses chart to fully understand what perceptions an ancient/medieval person would have.**.** They will use the sequence chart to logically order the benchmarks and events used to mark the passion of time. (**See Content Notes)** After they complete the graphic organizers, I will check them to be sure they're complete.
 * Equip, Explore, Rethink, Revise, Tailors:** Visual, interpersonal, intrapersonal, verbal, logical, naturalistic.

__**Third Section**__ With what they recorded on the graphic organizers, students will make online profile of a hypothetical person and thus fully immerse themselves in the facet (Empathy). They will be able to understand the essential emotions of people from the ancient/medieval world. Students will make the profile individual, but will count off to four to assess each other's work with a rubric. They will then modify their work with that feedback. I will use fist-to-five throughout.
 * Explore, Experience, Revise, Refine, Tailors:** Visual, verbal, intrapersonal, interpersonal.

__**Fourth Section**__ Students will get feedback from their peers. I will use a rubric to give feedback on their profiles.
 * Evaluate, Tailors:** Verbal, visual, intrapersonal, interpersonal.

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

People in the ancient medieval world lived with a vastly different sense of time and space. This was mostly an effect of their environment and the technology available to them. They had no clocks or calendars. Instead, they marked the passage of time with certain events such as harvesting, sowing, plowing, mowing, the first snowfall, and the spring fall. For us, with our clocks and calendars, time moved in a very mechanical and orderly fashion. But before modern times, time had a much smoother, gradual flow that at different times sped and slowed. Today, we regularly go hundreds and more rarely thousands of miles. For most ancient/medieval people (herders and nomads excepted, of course) never traveled more than 20 miles from their home village. To go into the next village was like visiting another state: to go into the next province or district was like visiting another country. Usually, people with shared languages from different districts or no more than a 50 or 100 hundred miles over might speak a completely different dialect and not even understand each other.

// List the items that need to be printed out for the lesson. // // Senses Chart // // Sequence Chart // // Reading from "A Day in the Life of Ancient Rome: Daily Life, Mysteries and Curiosities." //
 * __ Handouts __**


 * __ 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 use the sequence chart to logically order time.


 * // Microscope: //** Students study in-depth the perception people and ancient/medieval time.


 * // Puppy: //** Students cooperate by assessing each other's work.


 * // Beach Ball: //** Students are allowed free movement during independent study in the classroom.


 * // Rationale: //** I have built structure around or made room for various different styles of learning.


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


 * // Content Knowledge: (See Content Notes) //**

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: //** Empathy.


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


 * // MI Strategies: (See MI Strategies). //**


 * // Type II Technology: //** I am using an online profile maker as my medium for them to use to express their empathy with the hypothetical person they've chose.


 * // Rationale: //** My lesson uses many diverse styles and a technological medium to convey them.


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


 * // Formative: //** I assess their online profiles with a rubric.


 * // Summative: //** I and their peers assort with a rubric.

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 * // Rationale: //** I have included two formal assessments: one for check the graphic organizer and another for the product that allows them to refine it. I have assessments at key points. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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