L6+Bouzakine,+Evgeni

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** **LESSON PLAN FORMAT ** **__Teacher’s Name __****: ** Mr. Bouzakine **__Lesson #:__** 6 **__Facet:__** Perspective **__Grade Level __****: ** 6-8 **__Numbers of Days:__** 3 **__Topic: __** Depression/New Deal  **__PART I:__**  **__Objectives__**  **Student will understand that** analyzing different interpretations and evidence from the Depression And New Deal will help them recognize different perspectives on each event.  **Student will know**  $1 billion to build armed forces, U.S. manufacturing 50%, The Depression is ending worldwide  **Student will be able to do** analyze the evidence and what caused Depression/New Deal <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Product:** Google Doc <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;">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;"> **Rationale:** 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;"> **__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section I – checking for understanding during instruction** <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">Student will use spider map again to consider the outcomes and money spent on Depression. <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;"> Rubric to self-assess themselves. A teacher assessment for the end of the unit will be written on the board for students to answer simple questions about how the course went. <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;"> Google Doc: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Comment on a news article from the 1930's,(explain moral and what was said) and getting instant feedback from peers and teacher. Write at least a page on something interests you, but also has something to do with the Depression. Analyze the article down and use the important content from that article. Make sure to bring your laptops to class with your assignment typed up in Google email. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Integration__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Technology:** My students will use Google Doc in a Type II way. The students will use Google Doc in a way that will have other students involved in sharing ideas on each other’s work. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Content Areas:** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">English: The Google Doc assignment will help them with assessing another area other than Social Studies. <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;">Student will use spider map again to consider the outcomes and money spent on Depression. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Section II – Groups and Roles for Product** <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will do Team-Pair-Solo activity to understand the spending that went on during this era. Using the spider map the students will come up with argument for spending and against spending. <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;">Working in either pairs or teams to discuss <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)//** //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;"> **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). <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:** Google Doc is used for the student and teacher feedback. It is posted on the wiki as well. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Gifted Students:** These students will go into greater depth on the end of Depression. The students will explain in depth the reasons behind the end of depression and the people responsible for it. <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;"> Paper <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Computer <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Microphone <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Google account <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;"> [] - Spider Map used to explain end of Depression. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] - What ended article. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [] - Article students are reading. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] – Video about the dust bowl <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__PART II:__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__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)// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 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;"> **Day 1:** * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class starts with the hook (Large number on the board) (10 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;">Students will go over facts and opinions of lesson (10 min) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Day 3:** * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Finish up with Google Doc assignment (20 min) > > <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand that analyzing different interpretations and evidence from the Depression And New Deal will help them recognize different perspectives on each event. It is important to know why the government thought it was important to spend money instead of cutting costs. <span style="color: #000000; 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;">The number on the board represents the number of money the government spent from 1929 to 1941. The government spent more money during this period than all the eras combine in United States history. Students will write a little write a brief response to why the government spent that much money. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Where, Why, What, Hook Tailors: ** //Visual, musical,// <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">$1 billion to build armed forces, U.S. manufacturing 50%, The Depression is ending worldwide. Student will use spider map again to consider the outcomes and money spent on Depression <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">. Groups (4) of students will use laptop or book/notes to fill out the chart. Using their knowledge will allow the students to properly answer the questions that are presented on the graph. Knowing what happened will allow them to understand how the depression ended. Students will use the spider map to use information learned in class. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will get a spider map chart, putting the end of depression information in a way that is easy to understand. Knowing that World War II could have saved the country from longer depression. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Equip, Explore, Rethink, Revise, Tailors: **// Verbal, Visual, Logical, Interpersonal, Intrapersonal. // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Student will use a spider chart to organize their thoughts on the end of the Depression. Students will get a spider map to <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">do Team-Pair-Solo activity to understand the spending <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> as well as shoot idea's back and forth. Being able to distinguish the important facts that lead up to the idea of introducing the New Deal. The flowchart and think pair share activity will help the students understand and use ideas for their commercials. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> By using all of the intelligences, it is possible to make all the students understand the content in their own ways. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Rubric and flowchart will be used, as well as going over the articles, and students are free to see me and check for understanding. (color card) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> ** Explore, Experience, Revise, Refine, Tailors: **// Verbal, Visual, Interpersonal, Intrapersonal. // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will do a teacher assessment for the end of this unit. Feedback is key for both student and teacher. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A rubric will be written on the board of what must be done on the Google Doc and also a feedback will be provided as they go along making the product. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Homework such as reading the article/spider map will allow them to work in groups and use the interpersonal intelligence. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Ecaluate, Tailors:** //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;"> Students will know….. <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">$1 billion to build armed forces * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">World War II fast approaching. United States built up its army and in the process, decreased unemployment. In the 1940’s the unemployment rate. <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">U.S. manufacturing 50% * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This created an ample about of jobs. People were more willing to spend their money on luxury. <span style="color: #101010; font-family: 'Times New Roman','serif'; font-size: 16px;">The Depression is ending worldwide * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sweden comes out of it first, but the united states rebounds right as it enter WWII <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dustbowl * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Movie) Added burden to the farmers. This resulted in laws being pasted to help them out until the dustbowl climate ended. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **__Handouts__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What Ended the Great Depression handout <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Spider Map **__<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://** Rubric written on board, spider map: all used to help students organize and be on a scheduled time. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Microscope://** Students are able to dissect what they consider to be important in the readings, going into as much detail as possible to achieve a good grade. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Puppy://** Working alone in groups where the environment is safe and easy to talk to myself or any of the students. Team pair solo makes it a good environment for these types of learners. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Beach Ball://** Students have an opportunity to work alone and dive deep into their article. The articles provide different perspectives, so students can think outside the box. **//<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 provides a variety of ways of reaching students. Hitting at least seven out of the eight intelligences is a key for all students to grasp the information. The vast activities will provide student with a wide angle view of the depression and how it ended. They will also dive into how it can be avoided in the future. <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: (see content notes)//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//MLR//** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Social Studies <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">E1 Historical knowledge, concepts, themes, and patterns. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The depression and The New Deal, 1929-1941 <span style="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="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;"> I will use the content that I am required to cover and make sure my students understand the Depression and New Deal. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Facet://** Perspective <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale://** The survey the students take will help me to make a lesson plan, in which I hit all the major intelligences of my students. The podcast will teach students to use a new technology they have not used before. <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;">Working in either pairs or teams to discuss <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Type II Technology://** My students will make do a Google Doc. The product itself will have people making conversation and comments to each other’s examinations. This is an example how to use a type II technology that takes advantage of their laptops. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Rationale://** Using the technology to focus how the depression could be avoided and how it ended. This 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://** The color card game will check for understanding. A Rubric provided will give the students feedback on Google Doc. The graphic organizer (Spider map) will help assess them with what we have gone over in class. <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 Google Doc assignment successfully. Students will show how the depression was because of a lack of regulation in the stock market. They will also know how it was ended. They both see the effects on people. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**//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 and the ending of the Depression. They will also be able how to avoid the next Depression. || ||   || 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
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">UNIVERSITY OF MAINE AT FARMINGTON **
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Bodily-Kinesthetic: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> String theory with depression and getting out of it. String will be given to each student on separate part of the room.
 * **<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;"> work alone on the solo part of the team pair share activity(considering money spent).
 * **<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;"> Team exercise on money spent will bring up discussion.
 * **<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;"> Notes taken from board to put into students own notes.
 * **<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;"> looking at money outcomes in number when notes are given on the board.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Start into brief notes that cover the lesson. Go into activity with students on the end of Depression. (String activity) (20 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I would introduce an article that they will read online that involves the amount of money spent and how to avoid another depression.(25 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduce the spider map and have it done for next class. (10min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Start reading article for world war two and how it help America(what ended the great depression) (15 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go over spider map and the facts behind it. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Talk about article and the questions it covers. (15 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go over notes for dustbowl and watch a quick video. (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assign the Google doc assignment using all the articles we used for this lesson. Students pick one and elaborate. Then they will comment at least once on everyone else’s. (5 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Start assignment (30 min) (color card exercise)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will read every comment and make correction where they see fit. Pass in next class.(20 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A test for the course will be gone over quickly (10 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment for the course given to students (15 min)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go over big picture about the depression (15 min)
 * **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Bodily-Kinesthetic: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> String theory with depression and getting out of it. String will be given to each student on separate part of the room.
 * **<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;"> work alone on the solo part of the team pair share activity (considering money spent).
 * **<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;"> Team exercise on money spent will bring up discussion.
 * **<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;"> Notes taken from board to put into students own notes.
 * **<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;"> looking at money outcomes in number when notes are given on the board.
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