L3+Herrell,+Ethan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Herrell **__Lesson #: 3__ __Facet:__** Interpret
 * __ Grade Level __**** : 6-8 ** **__Numbers of Days: 3__**
 * __ 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 ** farming, migration, violence, resources, human rights.


 * Student will be able to d ** escribe how an environmental catastrophe could effect a person in the ancient/medieval world.


 * Product: ** Newspaper articles collected on a glogster.


 * __ 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: By guiding students to an understand of how ecology shaped the societies of the past, they can understand the deep structure of historical processes. **


 * __ Assessments __**


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


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: Fist-to-five. **


 * Section II – timely feedback for products (self, peer, teacher) Students use a rubric to grade each other's newspaper articles. **


 * __ Summative (Assessment of Learning): __** The assessing of the newspaper article.


 * __ Integration __**
 * Technology: Students put their articles upon on several collective glogsters, each glogster having a variety of natural disasters told about. **


 * Content Areas: **
 * Science: I will bring in material on plants, physical geography and natural disasters. **


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: Students will each make their own flow chart of a natural disaster, which they will make together in groups determined by the natural disaster they want. **


 * Section II – Groups and Roles for Product: One student will invent up a scenario for that natural disaster effecting an ancient/medieval village. Two others will actually write the article. **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** Presentation based on large images of villages and artifacts.
 * Visual:** Large images of villages and artifacts
 * Kinesthetic:** Students match themselves between a region in the ancient world and a typical crop grown in that region.
 * Interpersonal:** Students get together and compare stories about floods, house fires and the like that forced them from their homes, and what they did after word to make it through. Then we can compare this to what options ancient and medieval people did.
 * Intrapersonal:** Students individually write out a portion where they can role-play as an ancient/medieval person
 * Logical:** Students make a flow chart where they map the series of events that occur after a natural disaster for a family.


 * __ 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 emailed the websites needed for the graphic organizer and the graphic organizer itself. They will be placed in a group and given an appropriate role.


 * __ Extensions __**


 * Type II technology: Glogster. **


 * Gifted Students: ** Gifted students may do a case study of a specific natural disaster in history and study how it effected people and its aftermath.

// List all the items you need for the lesson. // // Flow chart. // // 1-to-1 laptops. // // Projector // //Computer//
 * __ Materials, Resources and Technology __**

// List all URL and describe. // http://environment.nationalgeographic.com/environment/natural-disasters/
 * __ 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) //

//**Section One:**// Students will be in clusters on day one, but on day two and three they will be in twos. Outline your agenda with time. Day One: (5 Minutes) Hook: Up on the projector will be an image of Pompe. Tell what happened at Pompe. (30 Minutes) Students will make their Flow Chart. (5 Minutes) Students will receive the directions for their articles. (40 minutes) Students will work on their articles.

Day Two: (20 minutes) Students will continue their work. (30 minutes) Students will exchange articles and grade by a rubric. (20 minutes) Students will make corrections. (10 minutes) Check in for progress and understanding.

Day Three: (40 Minutes) I will circulate and make suggestions and corrections. (40 Minutes) The articles will be collected and put on glogster into various "newspapers."

Students will make sense of the ecological factors shaping ancient and medieval societies. They will understand how closely ancient and medieval people lived to starvation and death, and how powerless they were against the natural world. They can compare this to their relationship to the natural world today. //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// The students will be hooked with a dramatic image of one of the volcano victims in the ruins of Pompe.
 * Where, Why, What, Hook Tailors:** Visual, verbal, interpersonal.

//**Section Two:**// Students will use the flow chart that cateloges the cause, beginning, climax and aftermath of each natural disaster, and take information from the natural geographic website. How are you going to deliver instruction and interact with your students, so all students are learning. I will circulate amongst them to check and see if they are on task and understanding the task.
 * Equip, Explore, Rethink, Revise, Tailors:** Interpersonal, visual, naturalistic, verbal, logical

//**Section Three:**// The students, with the knowledge of their natural disaster in mind, write a newspaper article that details what happens to an ancient medieval village in the wake of a disaster. They are taking what they know about the ancient/medieval village and natural disasters and combining that to form a model. They will be split into groups smaller than the ones they worked in to make their flow charts: preferably groups of two. One person will handle the beginning stages of the disaster, and the other handle the final stages. During the class period students will have to write their newspaper articles, I will meet with each group and make suggestions for improving them.
 * Explore, Experience, Revise, Refine, Tailors:** Interpersonal, naturalistic, verbal, visual

//**Section Four:**// Students will exchange articles and grade one another based on a rubric. As I meet one on-one-one with them, I will given immediate feedback with suggestions and informal questioning.
 * Evaluate, Tailors:** Verbal, interpersonal, naturalistic, logical.

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

People in the ancient and medieval world were frighteningly vulnerable to the overwhelming might of the natural world. A drought, a flood, volcanic eruption, or wildfire all lead the same end: their crops destroyed, and all of their hard work and food for the year gone. In those days, there was no welfare system, no food stamps, no F.E.M.A. You could only depend on your relatives and what you had stored up. For giant disasters, relatives were often in just as bad a shape as you were. Your stores might have been stolen by bandits or destroyed. Today, in hard times, an individual's human rights take a back seat to what's good for the group.

People in ancient and medieval times had no science to help them understand the seemingly random events of the natural world. Fantastical stories passed down from one generation to the next were usually all they had. There were science textbooks to prove or clarify what their sense told them. Their was no proof that fairies or trolls or spirits or gods //didn't// exist. In fact, there seemed to be plenty of evidence that they did. People in ancient/medieval times, even those that worshipped nature, thought of places such as forests as being magical, unpredictable, and threatening places. Sometimes, they were downright malevolent. Romans imagined that the woods of Germania were full of giant elk and other beasts. The Greeks believed in centaurs, and the Gaelic people of Ireland imagined banshees, wild spirit women whose screaming heralded death, along with dangerous shape-shifters.

// List the items that need to be printed out for the lesson. // //Flow Chart//
 * __ 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 flow chart organized the constituent parts of a natural disaster into cause, beginning, climax and aftermath inot a logical sequence and list.


 * // Microscope: //** As they write their newspaper articles, microscopes can think in-depth on the topic of how a microscope effects a person's life.


 * // Puppy: //** This flow chart and the newspaper are group activities, and so puppies can be social.


 * // Beach Ball: //** The national geographic website has games that beach balls can play with.


 * // Rationale: //** Very simply and easily, my lesson has incorporated different learning strategies and kinds of activities.


 * // 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) //


 * // Facet: //**// Application. //


 * // Rationale: //**// My lesson plan lays out a way for students to apply what they learn from the content and let's them organize it in a logical manner. //


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


 * // MI Strategies: //**// My lesson has kinesthetic, verbal, intrapersonal, visual and naturalistic elements, allowing for broad appeal. //


 * // Type II Technology: //**// Glogster //


 * // Rationale: //**// I have technology that allows them to apply their knowledge, as suits my facet. This makes the choices of technology I've made appropriate. //


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


 * // Formative: //**// I constantly circulate amongst the students, monitor their progress, and use thumbs-up, thumbs down for understanding. //


 * // Summative: //**// I will have a rubric that will assess how they apply what they know about how natural disasters and the medieval/ancient world. //

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 * // Rationale: //**// Not only will I assess the students frequently, but they will be able to assess each other and will always be able to know where they are at in their learning. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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