L1+Mull,+Casey


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


 * __Teacher’s Name__****:** Ms. Mull **__Date of Lesson__: 1- Interpret**
 * __Grade Level__****: 7-8th** **__Topic__: Civil Rights Movement**


 * __Objectives__**


 * Student will understand that** historical influences in the history of Maine, the United States, and various regions of the world are critical to the Civil Rights Movement.
 * Student will know** important events and people including the Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, and Rosa Parks.
 * Student will be able to** make meaning of why historical influences of Maine, the United States, and various regions of the world are critical to the Civil Rights Movement.


 * __Maine Learning Results Alignment__**

Maine Learning Results: Social Studies- E. History E1 Historical knowledge, concepts, themes and patterns Grades 6-8 "Civil Rights Movement 1955-1968" **//Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//**

**Rationale:** This particular lesson is going to be dealing with historical influences of the Civil Rights Movement and how they can relate to a significant person of their choice.


 * __Assessment__**

Before the lesson begins, they will complete a pre-assessment that will have a list of the names of the significant people from the Civil Rights Movement that we will be learning about in this lesson. On this list, they will write down next to each name what they already know about each historical influence.
 * Formative (Assessment for Learning) **

**Summative (Assessment of Learning)** Students will each make an animated skit through the [|Xtra-normal movie maker] to show a selected person from the Civil Rights Movement. Students need to be able to portray the selected person in a creative way. Through research, students will present their person in a one to three minute video in front of the class. (50 points)


 * __Integration__**
 * Technology:** Students will create an Xtra-normal movie as a type two technology to portray a significant person that they have learned about through this lesson. Students will create this Xtra-normal movie after I have explained thoroughly how to go about using this online tool.


 * Other Content Areas:**
 * English ** : Students will have to write a script for the character/s show in their video.


 * __Groupings__**

Students will participate in the team pair solo strategy to receive advice from a classmate. Students will be in groups of two. They will be partnered up with a person that has a different selected person from the Civil Rights Movement. Along with this activity, students will meet with me to review the information that they have learned.


 * __Differentiated Instruction__**

**Strategies:** **Interpersonal** : Group discussion comparing information with classmates. **Intrapersonal** : Relating Civil Rights Movement to their own lives. **Bodily/Kinesthetic** : Standing and moving during whip around activity. **Visual/Spatial** : Animated movie presented at the beginning of lesson. **Verbal/Linguistic** : Discussion with classmates in team pair solo activity.
 * Naturalist ** : Whip around strategy will take place outdoors.

**Modifications/Accommodations**


 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**

**Extensions:**

Type II- Every student will have an opportunity to create an Xtra-normal to portray the selected person of their choice from the Civil Rights Movement.

** Absence: **

If the student is absent from my class I will make sure that the student meets with me individually so they can get back on track with the work that they missed. They are required to meet with me the day after they were absent. When it comes to partnering up, I will ask another student that has already met with a partner to meet with the student that was absent outside of class time.


 * __Materials, Resources and Technology__**

-laptops & chargers -Planning Charts -pre-assessment sheet -Rubrics -LCD Projector-wire to connect -textbook -my textbook -pencils

-graphic organizer (planning chart)- [] -Xtra-normal movie maker- [] -student sample- []
 * __Source for Lesson Plan and Research__**


 * __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.//**
 * //Rationale://** Students will be shown various ways to learn. The eight intelligences are a great way to apply different types of learning to this lesson plan. Students will be able to apply their own learning styles through class discussion, working in pairs, using graphic organizers and meeting with me as the teacher. My goal is to create a comfortable learning environment, allowing my students to know that they can succeed and knowing that I believe in them succeeding.

// Maine Learning Results: Social Studies- E. History // // E1 Historical knowledge, concepts, themes and patterns // // Grades 6-8 "Civil Rights Movement 1955-1968" // //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

//**Rationale:**// The Civil Rights Movement and people that made significant impacts on this time era will be the topic of this lesson. Goals for students will be given. What I would like students to learn will be presented so that each student can learn to their best ability. The goal of this lesson is to have students gain a good understanding of those who impacted the Civil Rights Movement. Along with that, having knowledge of these significant roles in history will be beneficial in the continuance of learning more about the Civil Rights Movement. Students will present what they have learned through their self-created Xtra-normal animated movie.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**  Students will utilize type II technology in the form of creating an Xtra-normal movie.

**Naturalist** : Whip around strategy will take place outdoors. **Interpersonal** : Group discussion comparing information with classmates. **Intrapersonal** : Relating Civil Rights Movement to their own lives. **Bodily/Kinesthetic** : Standing and moving during whip around activity. **Visual/Spatial** : Animated movie presented at the beginning of lesson. **Verbal/Linguistic** : Discussion with classmates in team pair solo activity.

Before the lesson begins, they will complete a pre-assessment that will have a list of the names of the significant people from the Civil Rights Movement that we will be learning about in this lesson. On this list, they will write down next to each name what they already know about each historical influence.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**
 * Formative (Assessment for Learning) **

**Summative (Assessment of Learning)** Students will each make an animated skit through the [|Xtra-normal movie maker] to show a selected person from the Civil Rights Movement. Students need to be able to portray the selected person in a creative way. Through research, students will present their person in a one to three minute video in front of the class


 * __Teaching and Learning Sequence__****:**

Agenda: 3 Day Lesson The classroom will be set up with desks in groups of twos. **Day 1 (80 minutes)** Once class is seated, I will show a short animated movie made through Xtra-Normal. (10 minutes) After movie is presented, I will explain to the class that they will be assigned a person from the Civil Rights Movement to research, and what they will be doing with the information that they come up with on this person. (15 minutes)Once they know what the assignment is, I will go up to each student with a box full of names in it, and they will reach in and find the person that tare researching. (10 minutes) After everyone has their person that they are researching, I will ask them to all take out their laptops, and textbooks. (5 minutes) Students will be given the remainder of the period to research. I will have questions written on the board to consider while researching their person. Any information that they find I will tell them to put onto a word document to save for the next class. (40 minutes) ** Day 2 (80 minutes) ** Once class is seated I will ask the students to open their documents saved from last class. (10 minutes) I will then give the class more time to finish researching their person. (25 minutes) Students will be given a planning chart to organize their thoughts and facts that they found on their selected person. (20 minutes) After all of the students are done with their planning chart, the class will participate in the whip around activity for the remainder of the class. On the way out of the class, students will hand in their planning charts to me to look over.(25 minutes) ** Day 3 (80 minutes) **

As students walk in I will pass them back their planning charts with my comments and corrections. This will also be a time for them to look over my corrections and comments, and ask me any questions pertaining to the planning chart. (25 minutes) After this, I will bring the Xtra-normal website on to the projector, and ask all students to open their laptops. We will all register online for Xtra-normal so students can begin working on their own movies. We will walk step by step through this as a class. (20 minutes) I will then show them how to go about creating the movie and what needs to be in the movie. I will hand out rubrics. (20 minutes) For the end of class students will be partnered up with another classmate to receive advice and feedback on their selected person. (15 minutes)

** Day 4 (80 minutes) ** Students will come to class and have this time to work on their Xtra-normal movie. (30 minutes) After thirty minutes, I will ask the class how much more time they need to complete these 1-3 minute movies. (10 minutes) For the remainder of class, I will meet with each student to see their progress and make sure that their video is ready to be presented. (40 minutes) ** Day 5 (80 minutes) ** Students will present their Xtra-normal movies. (80 minutes) Students relate to influences in the history of Maine, the United States, and various regions of the world and why they are critical to the Civil Rights Movement **. ** Students need to be able to relate to historical influences of this movement to understand why they are crucial to the Civil Rights Movement, and today. ** //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world//. ** Students will watch a short animated movie on the Civil Rights Movement. __ Visual/Spatial __ : Animated movie presented at the beginning of lesson.
 * Where, Why, What Hook, Tailors:**

Students will know important dates and people including Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, and Rosa Parks **. ** Students will fill in a planning chart to organize their ideas on the one specific person or event that they are going to relate themselves to. Students will participate in the whip around strategy to express to the teacher that they can relate to the Civil Rights Movement. __ Naturalist __ : Whip around strategy will take place outdoors. __Interpersonal__: Group discussion comparing information with classmates. __Intrapersonal__: Relating Civil Rights Movement to their own lives. __Bodily/Kinesthetic__: Standing and moving during whip around activity. __Verbal/Linguistic__: Discussion with classmates in team pair solo activity.
 * Equip, Explore Rethink, Revise, Tailors:**

Students will pass in planning charts to teachers to look over. Students will then research the person that they have randomly selected out of the box. Students will then create an Xtra-normal movie to portray the historical figure that they researched. __Verbal/Linguistic__: Writing the script for the movie that they are creating. __Interpersonal__: Creating the movie themselves.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:**

Students will present their Xtra-normal movies to the class. Classmates and teacher will evaluate each student through the rubrics.
 * Evaluate, Tailors:**

__Visual__: Students will be watching each classmate’s movie.


 * __Content Notes__**

//Students will be able to identify the following historical figures by using the websites given//:

Martin Luther King Jr. - [] Malcolm X- [] JFK- [] Emmett Till- [] Thurgood Marshall- [] Barack Obama- [] President Lyndon Johnson- [] Marcus Garvey- [] Booker T. Washington- [] The Little Rock Nine- []

What these websites will do for students is answer the questions they are required to answer. The questions they are required to answer are given to them on the expectations hand out.


 * __Handouts__**


 * -pre-assessment sheet ** – self made
 * -Planning Charts ** - http://www.eduplace.com/graphicorganizer/
 * -Rubrics - http://rubistar.4teachers.org/ **
 * -exit tickets –self made **
 * -Expectations sheet- self made **