L3+Bouzakine,+Evgeni

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


 * __Teacher’s Name __****: ** Evgeni Bouzakine **__Lesson #:__** 3 **__Facet:__** Apply
 * __Grade Level __****: **6-8 **__Numbers of Days:__** 3
 * __Topic: __**New Deal/Depression


 * __PART I: __**


 * __Objectives __**
 * Student will understand that **analyzing the events, turning points, consequences, and historical eras during the United States Depression will help them analyze the resulting events that lead to the New Deal.
 * Student will know **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know The New Deal (Its intentions), First Hundred Days, Bank Holiday, controversial redistribution of wealth, <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;"> Agricultural Adjustment Administration, the Civilian Conservation Corps, the Farm Credit Administration, the Federal Deposit Insurance Corporation, the Federal Emergency Relief Administration, the National Recovery Administration, the Public Works Administration and the Tennessee Valley Authority
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will be able to do **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">perform the ability to make connections between The New Deal and The Depression.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Product: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Comic Life

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Social Studies

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">E1 Historical knowledge, concepts, themes, and patterns.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The depression and The New Deal, 1929-1941

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Grade 6-8: Students understand major eras, major enduring themes, and //historic// influences in the history of Maine, the United States, and various regions of the world.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Performance Indicators: A, B, D


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will learn the beginning of The Depression and the major enduring themes by the study of the era.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will go over facts vs. opinions.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rubric provided by teacher for comic life presentation where student can self assess themselves
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Comic Life: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will make a brochure analyzing The New Deal and what it was supposed to do. It is important to use pictures that represent the times. Look at this more of like a comic with detail about what the New Deal was supposed to do as opposed to what it really did. Use at least three sources other than class notes.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Comic Life presentation focus on using a computer based software that allows students to make comics on their computers and post their presentations on their wiki's.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hands on- Students will be able to apply all they have learned to their comics. In
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Art- The Comic Life will allow the students to show their creativity. The visual student will be able to show and tell the whole story of the New Deal.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will get the step by step chart <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">. The Step by Step Chart will go over how each law in the first hundred day should have and did effect the Depression.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groupings __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">Step by Step Chart will be done in group of three, this to go over how each law in the first hundred day should have and did effect the Depression.**(** Students will use the three to five minute review to go over what the teacher has taught. Students can collaborate with themselves to make ideas for their Comic Life.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies __**
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Interpersonal: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will three to five minute review to ask group member if they need to.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Musical: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Music that has to do with the time will be added to their Comic Life
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Intrapersonal: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> The three to five minute exercise will give students a chance to individually look at Law.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Student will fill in the step by step chart with Law and effects.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Visual: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> The step by step chart will have a way of organizing all the law in chronological order.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Logical-Mathematical: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Computer will be used for project where the student can apply what they learned about laws.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If you are absent, students are required to come see me before class starts the next day to collect work missed. Missed work will be turned in as soon as student can complete work (within couple days).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Making a brochure on a comic life and then posting it to their wiki sites uses this technology in a type two way. The students can also incorperate sound into their comic by turning it into a PowerPoint.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Will be asked to find more in depth analysis, to the reasons behind the New Deal. Include more behind the scenes information on their comic life.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Computer
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pen/Pencil
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Comic Life program
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Microphone

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]- All the laws used for the activity planned by the step by step sheet.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] -Chart used for the lesson. It is a great resourse for ordering your information learned. __<span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 16px;">[] __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">– Used for information on the hundred days lesson.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will sit the same as before. The student will sit in a Perimeter arrangement. Student will be able to look at the center of the room in order to learn the content required in this course. It makes it easy
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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) //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Day 1:**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students come into class with comic on their desk. (5 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Start talking about how Government steps in and is pressured to help everyone out (5min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I give out a sheet with all the laws passed on the first hundred days. we go over that sheet on the projector and look at pictures from the results of each law (25 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We talk about overall effect of the first hundred days and the unemployment rate (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go over Bank Holiday and the effect that had (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">step by step sheet to know the order in which the laws came/ review with peer in 3 min review (15 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go over fact vs opinion-- clicker question (name what the effect was) 5 min
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go over all the facts vs opinions until we finish all questions. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We learn about the Comic Life program and talk about the mini project(20 min
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Start working on Project (50 min) -Rubric given-
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have the whole block to work on project and pass in at end of class a (60 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go over any questions students may have about the content, clicker assignment- go over all laws for each- (20 min)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will understand that <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">analyzing the events, turning points, consequences, and historical eras during the United States Depression will help them analyze the resulting events that lead to the New Deal. It is important to understand what was attempted to be done about the depression; otherwise we would never learn from the mistakes we made earlier. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">// Students understand major eras, major enduring themes, and //// historic influences in the history of Maine, the United States, and various regions of the world. //

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">I political comic of that time period will be placed on the board. The comic will have FDR and his new government using his power to create programs with a twist. The class will take out a sheet of lined paper and see the meaning behind the political comic. The comic will dive into the new control the government has on the economy and the new power FDR has.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Where, Why, What, Hook Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Visual, musical,//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will know The New Deal(Its intentions), First Hundred Days, Bank Holiday, controversial redistribution of wealth, <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;"> Agricultural Adjustment Administration, the Civilian Conservation Corps, the Farm Credit Administration, the Federal Deposit Insurance Corporation, the Federal Emergency Relief Administration, the National Recovery Administration, the Public Works Administration and the Tennessee Valley Authority (see content notes). A Step by Step Chart will go over how each law in the first hundred day should have and did effect the Depression. Students will explore the reasons behind the laws and the effects that happened behind each one. The students will understand how long a law lasted by looking at the step by step chart. I will give one example of a section of the of the step by step assignment. I will then walk around the classroom helping students get their assignments done and ready for next class period.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Student will go over facts vs. opinions. I will discuss on the board what was fact vs opinion based on the Depression and the New Deal. The first Hundred days will be the focus of the Rubric provided by teacher for comic life presentation where student can self assess themselves on what they need to know. The three to five minute review task will help the students get the last detail they need to know for the comic life assignment. All the things listed in the content notes are important to know for the comic life assignment.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Equip, Explore, Rethink, Revise, Tailors: **//<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal, musical, Visual, Logical, Interpersonal, Intrapersonal. //

<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">Step by Step Chart will go over how each law in the first hundred day should have and did effect the Depression. Students will be able to put the most important information in order and in the order of importance. Students will use the three to five minute review to go over what the teacher has taught. They will be able to review information with each other and the teacher. Groups will be randomized and required to share information with each other. The students may use photos used during instruction, as well as the information used on the step by step chart. The teacher will go over what was reviewed. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will be able to perform the ability to make connections between The New Deal and The Depression. By using multiple intelligences during these assignments it is possible for all students to have a deep understanding of the first hundred days.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The rubric and fact vs opinions will provide a time to go over any portion of the information we covered in class. The rubric will give students a chance to check for understanding on their comic life assignment.


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: **//<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal, Visual, Interpersonal, Intrapersona //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">l

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students can self-assess by using the rubric for the comic life. This allows students to see if they have covered all the information for the lesson and the comic life. Timely feedback is given during the 3-5 minute review process in groups. The fact vs. opinion exercise will also review and use the thumb exercise for understanding. Feedback will be given as the students complete their comic life on their wiki websites. Comic life assignment will be a homework assignment for class.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ecaluate, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Logical, verbal, visual, interpersonal, intrapersonal.//


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">These notes will help students understand the meaning of the first hundred days. Using the step by step chart the students will be able to understand the effects of the Depression.

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The New Deal (Its intentions) __

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __First Hundred Days__-
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Americans of all political persuasions were demanding immediate action, and Roosevelt responded with a remarkable series of new programs in the “first hundred days” of the administration, in which he met with Congress for 100 days. During those 100 days of lawmaking, Congress granted every request Roosevelt asked, and passed a few programs (such as the FDIC to insure bank accounts) that he opposed. Ever since, presidents have been judged against FDR for what they accomplished in their first 100 days.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">He closed all the banks in the country and kept them all closed until he could pass new legislation. On March 9, Roosevelt sent to Congress the Emergency Banking Act, drafted in large part by Hoover's top advisors. The act was passed and signed into law the same day.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __Bank Holiday__-
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closed the bank for 3 days.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> __Controversial redistribution of wealth__-
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wealth Tax Act (1935) This was a very controversial tax! It only taxed the wealthy with the intention of getting more money. Only increased corporate tax and that resulted in more income for the government to help out with the depression.

__<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">Agricultural Adjustment Administration __<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">-
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(1935) Restricted agricultural production by paying farmers subsidies not to plant part of their land and to kill off excess livestock. Its purpose was to reduce crop surplus and raise the value of crops. Make sure farmers are not wasting land.

__<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The Civilian Conservation Corps __<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">-
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a public work relief program that operated from 1933 to 1942 in the United States for unemployed, unmarried men from relief families, ages 17-23. This was one of the programs part of the New Deal.

__<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The Farm Credit Administration __ > > __<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The Federal Deposit Insurance Corporation __ > > __<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The Federal Emergency Relief Administration __
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Farm Credit Act of 1933 was part of President <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> [|Franklin D. Roosevelt] 's <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> New Deal, to help farmers refinance mortgages over a longer time at below-market interest rates at regional and national banks. This helped farmers recover from the Dustbowl. The Emergency Farm Mortgage Act loaned funds to farmers in danger of losing their properties. The campaign refinanced 20% of farmer's mortgages.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It provides <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;"> [|deposit insurance] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">, bank members were guaranteed up to $250,000 per <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">[|depositor] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> per bank as of January 2012 <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">. In 1933 you were guaranteed up to $3,000.
 * <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The government would give out loans to states for relief programs. This was to help skilled and unskilled laborers to have assigned work at minimum wage.

__<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The National Recovery Administration __
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To eliminate "cut-throat competition" by bringing industry, labor and government together to create codes of "fair practices" and set prices. The NRA was created by the NIRA and allowed industries to get together and write "codes of fair competition." The codes were intended to reduce "destructive competition" and to help workers by setting minimum wages and maximum weekly hours, as well as minimum prices at which products could be sold.

__<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The Public Works Administration __
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">It built large-scale [|public works] such as dams, bridges, hospitals and schools. The government spent $3.3 billion in the first year to provide employment, stabilize [|purchasing power], and help revive the economy.

__<span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The Tennessee Valley Authority __
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Helped with [|navigation], [|flood] [|control] , [|electricity generation] , [|fertilizer] manufacturing, and [|economic development] in the [|Tennessee Valley] . This was an area that was really effected by the [|Great Depression].

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Step by Step Chart
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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. //**
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Clipboard: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rubric provided for those students that want to have a type of check sheet. The step by step sheet will also help students organize their thought in a way that makes sense to them.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Microscope: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to dissect the era by looking at the first hundred days. Each law has something different it added to the era we are studying. Students can have a closer look at each law by doing the step by step sheet.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Puppy: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The classroom will have a seating arrangement that can be easily turned into group exercises.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Beach Ball: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have a chance to think outside the box when we go over the fact vs opinion part of the class. We discuss any outside contributing factors.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson attempts to hit all the multiple intelligences to provide students with the best learning atmosphere possible. Students can understand why the First hundred days were important in turning the economy around. The reforms of bank laws and other laws lead to better economic trust.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Knowledge: //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">See content notes //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MLR: //**

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Social Studies

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">E1 Historical knowledge, concepts, themes, and patterns.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">The depression and The New Deal, 1929-1941

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Grade 6-8: Students understand major eras, major enduring themes, and //historic// influences in the history of Maine, the United States, and various regions of the world.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Performance Indicators: A, B, D


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Facet: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Organize


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson will attempt to reach all the multiple intelligences of my students. The comic life will teach them more in depth information about the New Deal.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies: //**
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Interpersonal: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will three to five minute review to ask group member if they need to.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Musical: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Music that has to do with the time will be added to their Comic Life
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Intrapersonal: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> The three to five minute exercise will give students a chance to individually look at Law.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Student will fill in the step by step chart with Law and effects.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Visual: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> The step by step chart will have a way of organizing all the law in chronological order.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Logical-Mathematical: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Computer will be used for project where the student can apply what they learned about laws.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II Technology: //**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Student will make a comic life (brochure style) from analyzing The New Deal and what it was supposed to do. It is important to use pictures that represent the times. Look at this more of like a comic with detail about what the New Deal was supposed to do as opposed to what it really did. Use at least three sources other than class notes. The comic life will be posted to their wiki's for feedback from students and the teacher. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A Comic Life that will be posted on their wiki site. The product itself will have sound effects and ways to incorporate other technological advancements if possible. This is an example how to use a type II technology while being able to make a comic life.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are able to really dive into the New Deal and the results from that stage of the 1930's. Using the technology to focus on the lives and new law (how they effect middle class) will help the students understand why the New Deal was needed to revive the economy and to restore confidence in our economy.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The clicker exercise will have students answer question and the teacher will go over the answer when exercise is performed. Feedback from the worksheets and the rubric will help students understand the material.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Performing the Performance Task (Comic Life) successfully. Students will make a brochure analyzing The New Deal and what it was supposed to do. It is important to use pictures that represent the times. Look at this more of like a comic with detail about what the New Deal was supposed to do as opposed to what it really did. Use at least three sources other than class notes.

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 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This shows my ability to create that students can use to connect with the content. Students will also be able to show their understanding of the New Deal. They will also be able to show why the New Deal was also controversial here and in the rest of the world. // ||  ||   ||
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