L6+Oren,+Tyler


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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Mr. Oren **__Lesson #:__ 6 __Facet:__ Explain**
 * __Grade Level__****: 9- Diploma** **__Numbers of Days:__ 3**
 * __Topic:__** **Students will be able to demonstrate that the Age of Expansion and Interaction demonstrated the current political make-up of the world with a Gimp modified world that matches specific scenarios for each student.**


 * __PART I:__**


 * __Objectives__**
 * Student will understand that** **that the Age of Expansion and Interaction motivated the current political make-up of the current world.**


 * Student will know rise and fall of civilization, expansion and interaction, and exchange of ideas.**


 * Student will be able to demonstrate that the Age of Expansion and Interaction demonstrated the current political make-up of the world with a Gimp 2.0 altered political map that matches specific scenarios for each student**


 * Product: Political map altered with Gimp 2.0**


 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

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 600-1450"

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.


 * Rationale: Students will use Gimp to alter political maps which will display political boundaries from the Age of Expansion and Interaction. From this activity students will understand that events in history have drastic and far reaching impacts upon the world.**


 * __Assessments__**


 * __Pre-Assessment:__**

Sequence Chart Graphic Organizer
 * __Formative (Assessment for Learning)__**


 * Section I – checking for understanding during instruction**


 * Thumbs up, thumbs down,****teacher three minute review.**Students will be using the thumbs up, thumbs down method of checking for understanding at multiple points throughout the length of the assignment to ensure that they are on the right track. Should students ever need to ask clarifying questions I will be available during class time or office hours, students are also encouraged to use me as a resource at any point during the assignment.


 * Section II – timely feedback for products (self, peer, teacher)**

Self: Rework assignments based on student success with past work. Peer: Give students access to peer review rubric. Teacher: Regular teacher review opportunities.


 * __Summative (Assessment of Learning):__**


 * Students will use Gimp to alter political maps which will display political boundaries from the Age of Expansion and Interaction. From this activity students will understand that events in history have drastic and far reaching impacts upon the world.**


 * __Integration__**
 * Technology: Gimp 2.0**


 * Content Areas:**
 * Writing-** Students will need to fill out their initial graphic organizers be chart out the course of their project and lay the groundwork for it.**Philosophy-** Students will need to carefully consider the effects and impacts of each scenario they choose. How will it affect each side? What will happen later on because of this change? Is there anything else that needs to happen for the scenario to happen and how does that unfold?

Sequence Chart, Three Minute Review, Think Pair Share.
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**

Students will use their Sequence Charts in groups to share ideas and revise their thoughts. Both 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-**Partner work will allow linguistic students to express ideas verbally and share their opinions and will engage them into the project early on.**Logical-** Logical students will get the opportunity to logically assemble their own new world order based on their understanding of the Age of Expansion and Interaction and their assigned scenarios.**Kinesthetic-** Gimp will engage kinesthetic learners will its hands on capabilities.**Visual-** Gimp will engage visual learners completely with its entirely visual presentation.**Musical-Naturalist-Interpersonal-** Partner work to lay the ground work for the creation of the product.**Intrapersonal-** Students will need to constantly reflect on their understanding of the Age of Exploration and Interaction to make an authentic creation.


 * __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.//

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.
 * Plan for accommodating absent students:**


 * __Extensions__**


 * Type II technology:**
 * Gimp 2.0-** Students will use Gimp to alter political maps which will display political boundaries from the Age of Expansion and Interaction.

Give gifted identified or courageous 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 that they apply, let students choose their assignment based on their level of comfort and understanding for the content.
 * Gifted Students:**

Laptops or Computers with GimpSequence Chart Graphic OrganizerGroup Work RubricFinal Project Rubric
 * __Materials, Resources and Technology__**

[]Gimp homepage- Students can download Gimp if they do not already and get started shaping the Earth![]Contains a variety of tutorials concerning Gimp tiered at multiple levels of experience and skill from entry to expert levels.[]Link to relevent lesson graphic organizer, as well as many others.
 * __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)//


 * Classroom Arrangement-**Class will begin with students arranged in the centers formation so that they can successfully share ideas and thoughts with partners during the early organizational stages. Students are encouraged to alter arrangements during group work exercises so long as they are perpared to return the chairs and desks to their original position at the class' conclusion.**__Day 1__**
 * Hook activity-** Students will be asked to consider the course of the world and its history based on multiple scenarios (20 minutes).**Hakata Bay explanation and exploration (20 minutes).Sequence Chart Graphic Organizer (25 minutes). Student Interview Activity (15 minutes).__Day 2__**
 * Teacher Interview Opportunity (20 minutes).Student work (40 minutes).Sequence Chart Revision (20 minutes).__Day 3__**
 * Last Minute Preperation (15 minutes).Presentations (65 minutes).**Students will understand that events in history have drastic and far reaching impacts upon the world. Students will need to consider multiple perspectives and explain how this scenario can unfold and what its effects would be.**Where, Why, What, Hook Tailors:** Linguistic, visual, logical.Students will be lead through hook and Hakata Bay activity that will first explain the objective and process of the project and give them a first had look at a sample to clarify questions. Students will be using the Sequence Chart graphic organizer to lay the groundwork for their product and gather their ideas. Students will use the Sequence Chart to help guide them in choosing scenarios and organize historical requisites in order to make the scenario authentic. Students will be using the thumbs up, thumbs down method of checking for understanding. Students who are unsure will have the opportunity to ask clarifying questions and have first choice for teacher interview and a longer opportunity to discuss elements of their product if they choose. Relevant sources and links with be collected and posted to the Lesson 6 page.**Equip, Explore, Rethink, Revise, Refine, Tailors:** Linguistic, Interpersonal, Intrapersonal, logicalStudents will use their graphic organizers to organizer their thoughts and ideas. Students will need to examine and understand points in history and apply their understanding of each scenario to alter it in an authentic way. Students will be able to demonstrate that the Age of Expansion and Interaction motivated the current political make-up of the world with a Gimp 2.0 altered map that matches specific scenarios for each student. Students will use their Sequence Charts in groups to share ideas and revise their thoughts. Both students will act as editors and reviewers to refine the charts. Roles will not be assigned unless special circumstances are required. Students will show their understanding of the course material through checking for understanding and teacher interviews. Later students will use their Gimp altered maps to show that they understand how Age of Expansion and Interaction motivated the current political climate. Students will be using the thumbs up, thumbs down method of checking for understanding. Students who are unsure will have the opportunity to ask clarifying questions and have first choice for teacher interview and a longer opportunity to discuss elements of their product if they choose. Relevant sources and links with be collected and posted to the Lesson 6 page.**Explore, Experience, Revise, Refine, Tailors:** Interpersonal, intrapersonal, logical, kinestheticStudents will self-assess by using a self-assessment rubric for their group work and final product. Students will receive feedback during the teacher interview and three minute review sessions. Students will also have the opportunity to meet with the teacher during work time and during office hours. In many cases students will be targeted for feedback based on need from each checking for understanding and checking with the teacher. This assignment connects to the previous assignments where students would project the choices and actions of a historical character, and apply their understanding of the Age of Expansion and Interaction to their intrinsic connection to the period.**Evaluate, Tailors:** Interpersonal, Intrapersonal, logical

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

The Mongol invasion of Japan, led by Kublai Khan, was the only severe threat to Japan from abroad prior to World War II. Kublai Khan came to power in 1260, succeeding a successful line of Great Khans including his grandfather, Genghis Khan, his uncle Ogedei, and his brother Mongke. By the time Kublai came to rule, the Mongols had already conquered a vast territory spreading throughout North China, Persia, Central Asia, Russia, and partly into the Middle East. During the earlier years of his reign, Kublai encircled Southern Song almost to the sea, and Korea was a hopeless match against the Mongol army. Once Kublai had Korea completely under his power, he placed his eyes on Japan, the only country in the East that remained free from Mongol rule. Although some believe that Kublai was attracted by the fabled gold and pearls of Japan, Kublai most likely desired to perfect the economic and military isolation of South China by bringing Japan under his control.In early 1268, a letter sent by Kublai Khan reached Japan, threatening the country to either submit by paying tribute or suffer invasion. Although offended by the demands of the letter, the nobles of the court at Kyoto were ready to surrender since they were terrified by the Mongol threat. However, during this period, administrative power rested not on the emperor, but on the military regime. The Kamakura shogunate, headed by Hojo Tokimune, plainly refused to submit since they had no interest in foreign contacts. All the foreign products Japan needed were imported from South China, which was then under Mongol attack. On top of that, the Zen Monks of South China provided counsel for the Japanese on which Japan depended greatly. Therefore, without hesitation, Japan ignored the letters that were sent by Kublai Khan. This, however, did not imply that Japan was confident of defending their country against the Mongol invasion. Due to their fear of invasion, the nobles of the court presented earnest prayers at the temples and shrines. The military leaders united to defend the country, establishing and strengthening their defense in the northwestern coast of Kyushu. The first Mongol invasion of Japan occurred in 1274. In November, an armada of nearly 900 vessels containing more than 40,000 troops was dispatched from Korea. The armada demolished Tsushima and Iki islands and arrived at Hakata Bay on November 18th. On the following day, the troops landed on the bay and fought the Japanese defense on land. The Japanese were no match for the Mongol's cavalry tactics and weaponry including their small explosive bombs, which the Japanese had never encountered before. The Japanese defense had no choice but to retreat to a fortress near Dazaifu. That night, when the Mongols retired to their ships, a severe storm hit the island, sinking 200 ships and killing over 13,000 Mongol soldiers. As a result, the remaining armada retreated back to Korea, ending in an unsuccessful invasion. The Japanese referred to this miraculous wind as the Kamikaze (divine wind), and believe that their island was protected by the gods. Although the country was saved by the storm, the invasion proved that the Japanese were no match against the Mongol on land or sea. As a result, the Japanese strengthened their army in fear of another invasion, and constructed a stone wall, 20km long, along the coast of Hakata Bay. Kublai Khan, on the other hand, never gave up on Japan and renewed his demands of Japan in 1275 through envoys sent to Japan.

Sequence Chart Graphic Organizer Group Work Rubric Final Presentation Rubric
 * __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://**The Sequence Chart Organizer will allow students to map out their thoughts before they begin the projects and allow clipboard students to plan their method of approaching their project.


 * //Microscope://**Microscope learners will be fully engaged throughout the entirety of the project as their inquisitive nature to learn and discover more deeply will be met through the deep research that students will undergo as they weigh the options between each scenario and consider the requisite actions and consequences for each.


 * //Puppy://** As students enter into classroom discussions they will join a welcoming environment where all ideas are encouraged in a brainstorming session where all ideas are added to a list for discussion later together as a class. Later students will work with partners or groups to synthesize the ideas presented in class and develop them further. While group and partner discussion is underway groups will be given rubrics judging multiple aspects, their openness and atmosphere they create will be among the aspects encouraging the puppy learning style beyond classroom discussion.


 * //Beach Ball://** Students who need a less rigid environment and structure while carrying out the task they will have the opportunity to analyze a wide array of scenarios to keep the assignment from becoming stale and providing them with the freedom and choice they need to be successful.


 * //Rationale://** 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.


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


 * //Content Knowledge://**


 * //MLR or CCSS://**

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 600-1450"
 * Maine Learning Results**

//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.//


 * //Facet://** Explain


 * //Rationale://** By taking part in an ultimately finishing the assessment students will have demonstrated a deep understanding of how the Age of Expansion and Interaction motivated the current political climate.


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


 * //MI Strategies://**


 * //Linguistic-//**//Partner work will allow linguistic students to express ideas verbally and share their opinions and will engage them into the project early on.//
 * //Logical-//** //Logical students will get the opportunity to logically assemble their own new world order based on their understanding of the Age of Expansion and Interaction and their assigned scenarios.**Kinesthetic-** Gimp will engage kinesthetic learners will its model building hands on capabilities.**Visual-** Gimp will engage visual learners completely with its entirely visual presentation.**Musical-Naturalist-Interpersonal-** Partner work to lay the ground work for the creation of the product.**Intrapersonal-** Students will need to constantly reflect on their understanding of the Age of Exploration and Interaction to make an authentic creation.//


 * //Type II Technology://**Students will use Gimp to alter political maps which will display political boundaries from the Age of Expansion and Interaction.


 * //Rationale://** 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.


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

Sequence Chart. Students will be using the thumbs up, thumbs down method of checking for understanding at multiple points throughout the length of the assignment to ensure that they are on the right track. Should students ever need to ask clarifying questions I will be available during class time or office hours, students are also encouraged to use me as a resource at any point during the assignment.
 * //Formative://**

Gimp 2.0 altered political map
 * //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 Sequence Chart 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 quantifiable means to track their ideas and readiness. The final result will teach students to understand how the Age of Expansion and Interaction motivated the current political climate. || ||   || 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://**
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