L2+Barry,+Lillian

**UNIVERSITY OF MAINE AT FARMINGTON** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** Strategies Verbal/Linguistic: Students will discuss questions and topics dealing with the United States and Canada. Logical/Mathematic: Compare the differences of the United States and Canada. Visual: Creating the Xtra-Normal video. Interpersonal: Coming up with key points for the movie and answering peer questions. Intrapersonal: Writing a short paragraph about what they thought about this project to me. Bodily/Kinesthetic: Presenting the Xtra-Normal video. ** Modifications/Accommodations ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Excused absents will not receive any penalty to your participation or assignment grades. As for students that have an unexcused absence for class you will receive no participation grade. You are expected to contact me making this up or extensions and meet with me to set up a time line for a new due date. You are anticipated to pass in what you have on the due date to get partial credit and prove that you have been working on the assignment. ** Extensions ** Type II- All students are creating a Xtra-Normal video that shows their understanding of the United States and Canada and how they are similar or different, this project is a type two technology project. -Laptops -Laptop charger -Wii remote -Projector screen -Pencil -World Geography book -Graphic organizer -World Geography Book Graphic Organizers-Designed by myself like to try new ideas, are creative and inventive so the project-based final will complement their best traits. Puppy learner’s value people- oriented environments, which works perfectly due to the constant interactions with groups during reviews, discussions and the projects. For the Clipboard learners they will find the graphic organizer very useful because they are very detailed and organized learners. Lastly, this lesson will help provide knowledge to the Microscope learners as well because they prefer to explore ideas and use them based on logic and evidence and this will need to happen when explaining their topic. transportation, pollutants, United States, and Canada. By doing this it will meet the Maine Learning Results standard C1, for Economics. Maine Learning Results: Social Studies C. Economics C1 Knowledge, Concepts, Themes, and Patterns “Students understand the principles and processes of person economics, the role of markets, the economics, the role of markets, the economics systems of the United States, and other economic systems in the world, and how economics serves to inform.” States and Canada and how they are similar or different, this project is a type two technology project. Other instructional strategies will also be used including: Verbal/Linguistic: Students will discuss questions and topics dealing with the United States and Canada. Logical/Mathematic: Compare the differences of the United States and Canada. Visual: Creating the Xtra-Normal video. Interpersonal: Coming up with key points for the movie and answering peer questions. Intrapersonal: Writing a short paragraph about what they thought about this project to me. Bodily/Kinesthetic: Presenting the Xtra-Normal video. Summative-Assessment In groups the students will be ask to make a Xtra-Normal movie that shows their understanding the United States and Canada. This is fun and you have the power to make your virtual characters do and say anything you want that will help teach the rest of the class about your section material. Each group is going to be assigned a different objective and will need to have three key points stated in your video. Each video will have different outcomes. This project is to be between two and three minutes and every group will present and explain their movie. Everyone in the group must be able to answer questions on the material and on the making of the project. This is fun and individual, the student is the director! Teaching and Learning Sequence: Agenda: 1 day lesson Day 1 (80 minutes) -At the beginning of class we will take a quick attendance and get into groups based on the number on the sticky note they received while walking in. (10 minutes) -The groups will all get a get a different graphic organizer with pre-assessment questions that are there to both see the knowledge base and prompt ideas for their three main points. Groups are to use World Geography books, chapter 7.1. (15 minutes) -I will then show my Xtra-Normal projects and have groups start on theirs. They are to make a short movie that includes three main points that explain their material of the United States and Canada. (20 minutes) -Groups will present their videos to the rest of the class and every member is expects to answer questions from peers either on the material or the making of the movie. (25 minutes) -I will hand out a sheet of paper with the same questions that were on the graphic organizers to see the knowledge that has been gained after presentations. Both sheets will be passes into me at the end of the class. (10 minutes) My classroom will be set up in rows until attendance is taken and then will be moved so that they are in their groups and each group will have their section in the classroom to work on their project. I do not care where the group decides to work as long as they are in the classroom, they can move desks or sit on the floor, as long as they are comfortable and getting work done as a group. Students will the societal similarities and differences of the United States and Canada. Students understand the principles and processes of person economics, the role of markets, the economics, the role of markets, the economics systems of the United States, and Canada as well as other economic systems in the world, and how economics serves to inform. Assuming that students have a prior knowledge of the subject matter is terrible so students will complete a graphic organizer that will help to both see knowledge base and prompt ideas for key points in their Xtra- Normal video. Where, Why, What, Hook, Tailor Verbal/Linguistic: Students will discuss questions and topics dealing with the United States and Canada. Logical/Mathematic: Compare the differences of the United States and Canada. Visual: Creating the Xtra-Normal video. Interpersonal: Coming up with key points for the movie and answering peer questions. Intrapersonal: Writing a short paragraph about what they thought about this project to me. Bodily/Kinesthetic: Presenting the Xtra-Normal video. Equip, Explore, Experience, Rethink, Revise, Refine, Tailor Right as the students are walking into class, after attendance, they are braking up into their groups to talk about the questions on with economies, transportation and communication, or pollution. I will be walking around the room and answering any questions that they have on how to find answers. They are the directors of the movies and I am going to explain that they can make this movie how ever they want as long as they answer all three questions on their graphic organizer. I am going to help all the groups sign up for the free account and make sure that everyone is contributing to the movies. All students are responsible to pass in their graphic organizers and reflection questions. Graphic organizers Reflection questions
 * __ Teacher’s Name __**** : ** Ms. Lillian Barry **__Date of Lesson__:**
 * __ Grade Level __**** : ** 9 **__Topic__:** The United States and Canada
 * __ Objectives __**
 * Students will evaluate the economies of the United States and Canada. **
 * Students will recognize how pollution can cause problems in the United States and Canada. **
 * Students will understand what methods of transportation and communication are important in the United States and Canada. **
 * __ Maine Learning Results Alignment __**
 * Maine Learning Results: Social Studies **
 * C. Economics **
 * C1 Knowledge, Concepts, Themes, and Patterns **
 * Students understand the principles and processes of person economics, the role of markets, the economics, the role of markets, the economics systems of the United States, and Canada as well as other economic systems in the world, and how economics serves to inform. **
 * Rationale: ** This particular lesson will focus on the United States and Canada economies, pollution, and the society structures today.
 * __ Assessment __**
 * Formative (Assessment for Learning) ** Each student will work on graphic organizer with three questions to be answered to prompt ideas that will help the group pick the three key topics for their Xtra-Normal material. While in their groups and will understand and use Group and Individual Accountability, this will ensure that all group members contribute to the project. Teacher will pass out a questionnaire at the end of presentations with the same questions to see what knowledge has been gained after the lesson. On the back of the questionnaire there will be a spot for the students to say what they thought about this lesson.
 * Summative (Assessment of Learning) ** In groups the students will be ask to make a Xtra-Normal movie that shows their understanding the United States and Canada. This is fun and you have the power to make your virtual characters do and say anything you want that will help teach the rest of the class about your section material. Each group is going to be assigned a different objective and will need to have three key points stated in your video. Each video will have different outcomes. This project is to be between two and three minutes and every group will present and explain their movie. Everyone in the group must be able to answer questions on the material and on the making of the project. This is fun and individual, the student is the director!
 * __ Integration __**
 * Technology: ** Students are creating a Xtra-Normal video that shows their understanding of the United States and Canada, this project is a type two technology project.
 * __ Groupings __** As the students walk into the classroom they will pick a seat number on the bottom of it, they will reach under their seats to find their numbers and it is totally random. All of the like numbers will form a group. Students will form groups and research their Xtra-Normal topic for fifteen minuets to find three main points that will help the rest of the class understand each others topics.
 * __ Differentiated Instruction __**
 * __ Materials, Resources and Technology __**
 * __ 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: : //** In EDU221 we discussed the different learning types that we all are, these include: puppy beach ball, clipboard, and microscope; this lesson with be helpful to all four types. Beach ball learners
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will know agriculture, economies, trade, interdependence, NAFTA, communication,
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: : //** All students are creating a Xtra-Normal video that shows their understanding of the United
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale //** : Self-Assessment- Each student will work on graphic organizer with three questions to be answered to prompt ideas that will help the group pick the three key topics for their Xtra-Normal material. While in their groups and will understand and use Group and Individual Accountability, this will ensure that all group members contribute to the project. Reflection- Teacher will pass out a questionnaire at the end of presentations with the same questions to see what knowledge has been gained after the lesson. On the back of the questionnaire there will be a spot for the students to say what they thought about this lesson.
 * __ Teaching and Learning Sequence __**** : **
 * __ Content Notes __**
 * __ Handouts __**