L5+Bouzakine,+Evgeni

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** **__Lesson #:__ __Facet:__**
 * __ Grade Level __**** : ** **__Numbers of Days:__**
 * __ Topic: __**


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** Students will understand analyzing different interpretations and evidence from the Depression and New Deal will help them recognize different perspectives on each event.


 * Student will know **Sweden recovers, National Recovery Administration to be unconstitutional, Banking Act of 1935, the Emergency Relief Appropriation Act, the National Labor Relations Act, and the Social Security Act, unemployment 20 percent, tax rate raised to 79 percent, 16.9 percent, High Government Spending, ** (EQUIP) ** Students will use spider map to consider other countries and people's(rich and poor) perspectives on the Depression


 * Student will be able to ** be open to different perspectives concerning The New Deal


 * Product: ** Garageband

Maine Learning Results Social Studies E1 Historical knowledge, concepts, themes, and patterns. The depression and The New Deal, 1929-1941 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. Performance Indicators: A, B, D
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will learn the beginning of The Depression and the major enduring themes by the study of the era.


 * __ Assessments __**

Students will use spider map to consider other countries and people's(rich and poor) perspectives on the Depression.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will have a class discussion over materials and effects it had on Depression. ** (RETHINK) ** Rubric for students to self assess themselves.
 * Section II – timely feedback for products (self, peer, teacher) **


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

Do an interview with someone who was from the Depression Era, do this in groups of three. You do not actually have to find someone that lived in the 1930's. It is important to use costumes and consider what an interview would sound like in that era. The interview should be at least 4 minutes long, with real life example of what that person has gone through.
 * __ Integration __**
 * Technology: **

Hands on- Students will be able to apply all they have learned to their comics. In Visual- 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.
 * Content Areas: **

Student will get the step by step chart. The Step by Step Chart will go over how each law in the first hundred day should have and did effect the Depression.
 * __ Groupings __ **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

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.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __ **


 * __ MI Strategies __ **


 * **Interpersonal:** Students will three to five minute review to ask group member if they need to.
 * **Musical:** Music that has to do with the time will be added to their Comic Life
 * **Intrapersonal:** The three to five minute exercise will give students a chance to individually look at Law.
 * **Verbal:** Student will fill in the step by step chart with Law and effects.
 * **Visual:** The step by step chart will have a way of organizing all the law in chronological order.
 * **Logical-Mathematical:** Computer will be used for project where the student can apply what they learned about laws.


 * __ 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: ** 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).


 * __ Extensions __ **

Type II technology: 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.


 * Gifted Students: ** Will be asked to find more in depth analysis, to the reasons behind the New Deal.


 * __ Materials, Resources and Technology __ **
 * Computer
 * Paper
 * Pen/Pencil


 * __ Source for Lesson Plan and Research __ **

[] - All the laws used for the activity planned by the step by step sheet. []

__ 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) //

**Section 1:** 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


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

Students 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. 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.//Students understand major eras, major enduring themes, and// // historic influences in the history of Maine, the United States, and various regions of the world. //

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.
 * Where, Why, What, Hook Tailors: ** // Visual, musical, //

Students will know The New Deal(Its intentions), First Hundred Days, Bank Holiday, controversial redistribution of wealth, 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. 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.
 * Equip, Explore, Rethink, Revise, Tailors: **// Verbal, musical, Visual, Logical, Interpersonal, Intrapersonal. //

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 eachother 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. 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. 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. 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.
 * Explore, Experience, Revise, Refine, Tailors: ** //Verbal, Visual, Interpersonal, Intrapersona//l
 * Ecaluate, Tailors: ** // Logical, verbal, visual, interpersonal, intrapersonal. //

Students will know….. Sweden recovers  National Recovery Administration to be unconstitutional Banking Act of 1935  the Emergency Relief Appropriation Act  the National Labor Relations Act the Social Security Act unemployment 20 percent, tax rate raised to 79 percent 16.9 percent  High Government Spending
 * __ Content Notes __**

//Banking act handout//
 * __ 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:  // 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.

// Microscope:  // 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.

// Puppy:  // The classroom will have a seating arrangement that can be easily turned into group exercises.

// Beach Ball:  // Students will have a chance to think outside the box when we go over the fact vs opinion part of the class. We descuss any outside contributing factors.

// Rationale:  // 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.

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

// Content Knowledge:  // // MLR or CCSS:  // Maine Learning Results Social Studies E1 Historical knowledge, concepts, themes, and patterns. The depression and The New Deal, 1929-1941 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. Performance Indicators: A, B, D

// Facet:  // Organize

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

// MI Strategies:  //
 * **Interpersonal:** Students will three to five minute review to ask group member if they need to.
 * **Musical:** Music that has to do with the time will be added to their Comic Life
 * **Intrapersonal:** The three to five minute exercise will give students a chance to individually look at Law.
 * **Verbal:** Student will fill in the step by step chart with Law and effects.
 * **Visual:** The step by step chart will have a way of organizing all the law in chronological order.
 * **Logical-Mathematical:** Computer will be used for project where the student can apply what they learned about laws.

// Type II Technology:  // 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. My students will make 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.

// Rationale:  // 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 lifes 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.

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

// Formative:  // 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.

// Summative:  // 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.

// Rationale: 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 contriversal here and in the rest of the world. // || ||   || 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.
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