L4+Herrell,+Ethan

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

** LESSON PLAN FORMAT **

**__Facet:__** Application **__Numbers of Days:__** 5
 * __ Teacher’s Name __**** : ** Mr. Herrell **__Lesson #:__** 4
 * __ Grade Level __**** : ** 6-8
 * __ Topic: __** Life in the Medieval and Ancient World


 * __ PART I: __**


 * __ Objectives __**
 * Student will ** make sense of the ecological factors shaping ancient and medieval societies.


 * Student will know ** tribes, monarchy human rights, ideology


 * Student will be able to ** design a situation of a government affecting a person's life in the time period


 * Product: ** iMovie


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * MLR-Social Studies **
 * 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. **


 * Rationale: ** My lesson is based around bring students to an understanding how people interacted with governments, a central dynamic that drives historical change.


 * __ Assessments __**


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


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** Thumbs up, thumbs down to express understanding.


 * Section II – timely feedback for products (self, peer, teacher): ** Students use rubric to grade their product halfway through the lesson. I will also assess it halfway through.


 * __ Summative (Assessment of Learning): __** At the end, both their and I will grade their iMovie with a rubric.


 * __ Integration __**
 * Technology: ** iMovie, dvd's, mind-mapping software

Political Science: Students will use mind mapping to compare what the U.S. government does for them now and what a government typical of the ancient and medieval eras did for their people.
 * Content Areas: **


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** Students use the mind mapping software to organize the different categories of government services. Students are not put into specific groups or given roles. They will be guided through the start of the activity by the teacher.


 * Section II – Groups and Roles for Product: ** Students will be in groups of four or five. One must be primarily responsible for the filming, two will write the screenplay, one to render it, and another will take the lead for editing with the others commenting.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students will be able to arrange and organize activities of government in a logical manner ** . **
 * Verbal: ** (See "Interpersonal" which is a verbal activity).
 * Visual: ** Students will look at pictures of legionnaires, Muslim soldiers, Celtic warriors, Spanish Conquistadors and Native American warriors for comparison and reference.
 * Musical: **
 * Intrapersonal: ** Students, in a short write-up are asked what job they would take in the medieval world and why: soldier who is given good land to farm when he retires, the farmer who is usually hungry but doesn't have to fight in wars, the blacksmith, or the merchant who might lose his whole fortune in a bandit raid.
 * Interpersonal: ** Students must work together to make a script for their iMovie
 * Kinesthetic: ** Students, being a part of the formation, will also act out some of the Roman's tactics (without actually hitting anybody).
 * Naturalist: **


 * __ 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 sent the readings on Roman government and links to the websites. They will have a chance to watch the video on Rome.


 * __ Extensions __**


 * Type II technology: ** Mind-Mapping software.


 * Gifted Students: ** Gifted students may analyze the weaknesses they see in the Roman Republic or the Empire and try to answer why it collapsed.

// List all the items you need for the lesson. // 1-to-1 laptops. Mind-mapping software. Projector Laptop DVD
 * __ Materials, Resources and Technology __**

// List all URL and describe. // http://www.roman-empire.net/ http://www.pbs.org/empires/romans/empire/index.html Rome: Power and Glory. //Europe: A History by Norman Davies// //Egypt, Greece and Rome: Civilizations of the Ancient Mediterranean by Charles Freeman// //"Life in the Medieval Islamic World" by James E. Lindsay.//
 * __ 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) //

//**First Section:**// Students will be in Twos Day 1: (5 Minutes) Hook: Quotes about government up on the projector. (55 Minutes) Play "Rome: Power and Glory." (20 Minutes) Introduce mind-mapping software and guide them through the starting phases.

Day 2: Students will be in twos. (20 Minutes) Students will finish their mind-mapping. (20 Minutes) Students will do short write-up on which role they would rather take in society. (40 Minutes) Students will begin making their iMovie.

Day 3: Students will be in clusters. (80 Minutes) Students will continue work on iMovie. I will check on the scripts they must prepare before filming.

Day 4: Students will be in clusters (80 Minutes) Students work on iMovie.

Day 5: Students will be in clusters (80 Minutes) Students present their movies.

Students will make sense of the ecological factors shaping ancient and medieval societies.By comparing what government did for us in the past and what it does for the past, we can think about what we want it to do and what we expect of it. //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// I will ask them to name all the government people they meet on a regular basis.
 * Where, Why, What, Hook Tailors**: Intrapersonal, verbal, visual, interpersonal.

Students will answer key questions about the content of the documentary they are seeing, use mind-mapping software to organize what they learned about ancient and modern governments, and will put themselves, and, in a write-up, put themselves in the place of an ancient/medieval person dealing with an unpredictable world and an oppressive government. While watching the movie, I will stop the video and give them time to answer the key questions. I will circulate while they are working independently and monitor their progress.
 * //Second Section://**
 * Equip, Explore, Rethink, Revise, Tailors:** Logical, verbal, visual, interpersonal.

//**Third Section:**// Students will first do a write-up and then make a movie, both of which will allow them to think about how government affects people. Students will apply what they know to create a scenario. I will give them the basic facts and structure to fully imagine and bring to life this scenario. How will you group your students? Students will first be in twos so they can help one another with the mind-mapping software and write-ups. Later, for their iMove, they will be in clusters. Students will be in groups of four or five. One must be primarily responsible for the filming, two will write the screenplay, one to render it, and another will take the lead for editing with the others commenting. I read the write-ups and see if they are truly understanding how distant and hostile governments seemed to the average ancient/medieval person, expressing such concepts as never even seeing their ruler and having no system of government services. When I do this, I will write a list of suggestions for them on how to improve their product. I will check in on the groups regularly and ask them to give their progress.
 * Explore, Experience, Revise, Refine, Tailors**: Verbal, visual, kinesthetic, interpersonal, intrapersonal.

//**Fourth Section:**// Students will peer review one another's iMovies during their presentation with a rubric. I will also grade them with a rubric.
 * Explore, Experience, Revise, Refine, Tailors**: Verbal, visual, interpersonal.

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // Today, we are used to having the government playing a role in our lives literally everyday. The fire department, the police department, the FBI, the CIA, the schools, the welfare system, the DHS, Social Security, medicare/medicaid. The government, to a great extent, shields us from many potential crisis. In ancient and medieval times, however, central governments were usually distant things for the average peasant. They rarely got to see an image of their rural, and certainly never ones that were update in the way modern people do. The government did not provide public education or fire department. While professional armies might be used to fight rebellions or deal with bandits, law enforcement was usually left to village governments, elites and the individual. If you didn't want your house robbed, you had to depend yourself and family to guard it. If you were attacked in the street, you were your own first line of self-defense. If you were lucky, brothers, cousins or friends might be nearby to help you. Law was usually carried out by one's own neighbors and family. For most people, the government that they dealt with most often was the one in their houses: their fathers, elders and patriarchs, who usually had nearly unchallenged authority in the household. And it was to these figureheads and other relatives that people turned to for help when times got tough. The family filled roles that central governments usually take on more completely today: welfare agency, medicare, social security (for the old and unable to work), law enforcement, and economic regulator.
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. //
 * __ 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: //** Mind-mapping allows students to make organized lists of topics and concepts and organize them logically.


 * // Microscope: //** The subject of the lesson is one that requires deep thinking about the dynamics of society and government.


 * // Puppy: //** The core concept of the lesson is an essentially social one, and the product to be produced is a group one.


 * // Beach Ball: //** Because the product is an iMovie, there is much kinesthetic manipulation and activity that is possible.


 * // Rationale: //** I have accounted for all clusters of learning styles in topic, product and process.


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


 * // Content Knowledge: //** (See content notes)


 * // MLR or CCSS: //** (See MLR alignment)


 * // Facet: //** Application


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


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


 * // Type II Technology: //** Mind-mapping and iMovie.


 * // Rationale: //** Type II technologies are present in both the graphic organizer and in the product: the engage students in a unique way. Different mediums are also used in order for students of different styles to understand.


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


 * // Formative: //** I will circulate among the students as they make their mind-mapping and check their progress. I will ask them to have script or screen play prepared before filming, which i will assess with a rubric.


 * // Summative: //** Their iMovies will be assessed with a rubric by the teacher and by each other.

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 * // Rationale: //** I have included assessments at key points in my lesson in order to guide students where it is most critical. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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