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EFRT 449 Summer 2009Team Wii Teach:

Samantha AdamsBecca DvorakKatie Harland

Lindsay MackieAmy OlsonDerek Olson

Compiled By: Becca Dvorak

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Table of contents

Unit Information:

Unit Introduction ………………………………………………………….... 3

Parent Letter ………………………………………………………………... 5

Special Education Letter ……………………………………………………. 6

Multiple Intelligence Connections ………………………………………….. 7

Community and Family Involvement……………………………………….. 9

Creative Piece ………………………………………………………………. 10

Daily Schedule ……………………………………………………………… 11

Lessons:

Sam’s Physical education/Health Lessons ………………………………….. 12

Derek’s Science Lessons ……………………………………………………. 19

Lindsay’s History Lessons ………………………………………………….. 32

Amy’s Music Lessons ………………………………………………………. 35

Becca’s History Lessons ……………………………………………………. 45

Katie’s Spanish Lessons ……………………………………………………. 52

Unit Rubric ………………………………………………………………………….. 62

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Lindsay MackieThe Enlightenment Period Intro

In this unit, we will be concentrating on the enlightenment period, targeting the years

from around 1650-1800. This unit is a multi-curricular unit that includes the studies of history,

science, physical education, music, Spanish, and government.

For some background information on how philosophers during the enlightenment felt

about government, Lindsay will be starting with a 4-day lesson that studies four key

enlightenment thinkers: Thomas Hobbes, John Locke, baron de Montesquieu, and Jean-Jacques

Rousseau. At the end of this lesson, students will be able to match the enlightenment philosopher

with the corresponding government.

Another lesson will cover colonization by the Europeans, where the students will be

investigating the colonization of various European countries. In the lesson on the Road to

Revolution the students will learn about some of the Acts set upon the colonies by England

leading up to the American Revolution. The Declaration of Independence will be studied and

then the students will have the opportunity to write their or document declaring their

independence from something.

In science, students will be studying a time of major scientific advancement. To

encourage understanding of science in the Enlightenment, students will study one of the most

prominent scientists of the Enlightenment, Sir Isaac Newton. The teacher will introduce his work

on his three laws of physics as well as his work on gravity. Incorporating class projects will show

some of his scientific advancements.

A Spanish class will be covering Spanish lessons as well as history lessons. For Spanish

there will be a KWL worksheet, and guided reading along with a vocabulary worksheet. Spanish

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class will also create a timeline of the War of Spanish Succession and its major players and a

picture dictionary of the period. The Spanish Inquisition will also be studied to include a Goya

painting analysis, slideshow, and a vocabulary crossword. To end the history section in Spain,

the French Revolution and its effect on Spain and the rest of Europe will be in the lesson.

Music will involve the finale from Symphony No. 40 (Excerpts from movement 4). They

will also be sight-reading pieces by Mozart and Haydn. Students will learn about different

genres and styles of music from the Age of Enlightenment. Also, they will learn about Mozart

and Haydn and compare and contrast them.

In physical education, the Age of Enlightenment was a period of mental and physical

toughness. During this unit students will cover aspects of gymnastics, a new developing sport of

this period, dance concepts and movements and training aspects of both the mind and the body.

The students will have an opportunity to explore the “Age of Enlightenment” through hands on

activities and movements.

At the end of the unit, there will be an “Enlightenment Fair” in which students will have

the opportunity to showcase what they have learned. They will dress up as people from that time

period, and perform skits, music, and dance as well. Parents and the community will be invited to

attend.

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Samantha AdamsParent Letter

Dear Parents and Guardians,

The eighth grade faculty team is really excited to begin our interdisciplinary unit on the

“Age of Enlightenment” next week. The teachers at the middle school find cross-content units

very important and beneficial for your student. By working together to tie this information into

all courses, we show students how this information can be practical and relevant to them. The

“Age of Enlightenment” is an important time in history because it prompted many of the

components of our Constitution. The Age of Enlightenment was also a time of challenging and

creating new ideas, new music and a wide array of new developments. This unit is going to

include lessons in social studies, history, music, Spanish, science, physical education and health

education. Your student will have the opportunity to learn a vast amount of new information

while also participating in hands on, kinesthetic learning activities. In two weeks, we invite you

to come see all that the eight grade students have learned and accomplished at our Age of

Enlightenment Performance. If you have any questions or comments, we would be more than

happy to hear from you. We hope that both you and your student are excited to begin this new

unit and journey back into the Age of Enlightenment with us!

Sincerely,

The 8th Grade Staff

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Special Education Letter

June 6, 2009

Dear Parents/Guardians,

This letter is being sent to you to inform you your child will be taking part in a very

exciting experience this next week. Your child’s teacher teams have been working very hard on

an exciting interdisciplinary unit. An interdisciplinary unit is a unit where each content area

teacher will teach around the same topic. For example, the teachers may all chose to teach about

space, nature, or the Mississippi River for a couple weeks. That means the lessons taught in

math, science, reading, language arts, and history will all be based on that one topic. It is a great

way for our teachers to relate things in life to each content area.

I have been working very hard with each team to make sure the correct accommodations

are being made for your children. I feel that the teachers have excellent accommodations for

your children and they will be able to be included in every activity that will be going on

throughout the week.

I hope you are looking forward to hearing about your child’s experience throughout these

next few weeks. I know it will be a positive one for all.

Sincerely:Emma SchmitzSpecial Education Director

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Amy OlsonMultiple Intelligences

Our interdisciplinary unit on the Age of Enlightenment incorporates the different multiple

intelligences to help each of the students learn in the manner that works best for them. We have

also worked to include the different learning styles into the lessons so the students have different

means of learning the information. Lessons will use the auditory learning style using things such

as lecture, spoken directions, presentations, and movies. Visual aspects of the lessons include

charts, making visual aids, viewing websites, and picture dictionaries. Kinesthetic/tactile

learners will have many hands-on opportunities such as group work, physical activity,

simulations, and playing instruments.

First of all the visual/spatial intelligence is incorporated into each of the content areas. In

social studies and science, they will be viewing websites, and in physical education and history

they will be watching movies. Spanish classes will be using picture dictionaries. In band,

students will be creating visual aids and a chart about music and composers in the Age of the

Enlightenment. A couple of the content areas will be incorporating verbal/linguistic skills such

as guided reading and other reading techniques as well as some lecture. Also, they will be

writing paragraphs and short answers as well as their own declaration in history. In band they

will also be doing brief presentations, teaching the rest of the class some information. In

physical education the bodily/kinesthetic intelligence will be incorporated as the students will be

doing dance and gymnastics, and they will be doing simulations in history class. Both physical

education and band will use the musical intelligence.

The unit also includes interpersonal and intrapersonal intelligences. The students will

have many opportunities to use interpersonal skills during group and partner activities such as

verb battleship in Spanish and helping each other fill in missing information in social studies. In

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band they will be creating presentations and compositions as well as practicing in small groups.

Students will also be working together in both health and physical education. They will be

conducting research and working with picture dictionaries on their own in social studies and

Spanish, using intrapersonal skills. In science and Spanish, teachers have incorporated the

logical/mathematical intelligence, having the students work with equations and a crossword

puzzle.

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Katie HarlandCommunity and Family Involvement

The local area Middle School is having its 8th graders put on a show. The entire 8th grade has

been working on an interdisciplinary unit on the Age of Enlightenment. All educational

disciplines have been working together for two weeks to educate their students. All of the subject

areas have created their own presentation to show case what they have learned. There will be

music, dance, skits and other educational presentations. The 8th graders and their teachers would

like to invite their parents and members of the community to attend. The performance will be on

Friday the 22nd of May at 4:00pm. It will be held outdoors on a stage constructed by the shop

class. In the event of rain or inclement weather it will be moved inside to the auditorium.

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Derek OlsonCreative Piece

Greetings from the Wii Teach team!

We will be starting an interdisciplinary unit on The Enlightenment for all 8th graders. To

help students and parents follow what their children will be learning in the coming weeks, we

have created an interdisciplinary unit website for all to have access to. The main page will be

linked to each areas own content page and each content page will have the lessons available for

viewing. If you have any questions about the webpage please contact the Wii Teach team

webmaster.

http://studentwebs.winona.edu/ddolson5705/wiiteach.html

https://email.winona.edu/owa/redir.aspx?C=56229db1c11746dca94a75e99a368e5d&URL=http%3A%2F%2Fstudentwebs.winona.edu%2Fddolson5705%2Fwiiteach.html

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The Age of Enlightenment Monday Tuesday Wednesday Thursday Friday

Phy Ed

Science

History

Music

History

Phy Ed

History

Music

History

Science

History

Phy Ed

Spanish

Science

Music

Spanish

History

Phy Ed/Health

Spanish

History

Music

History

Spanish

Science

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Physical Education: Lesson One: Gymnastics

Level: Middle School- 8th Grade

Time: 50 minutes

Equipment: Mats Stereo Music

Safety: Safety is a big issue during a gymnastic lesson. The first ten minutes of class will spend

going over proper spotting techniques. (See below- 2)

Adaptations: John: If necessary to take a break this will be possible. John will excel at working in a

group and connecting to the music. Ethan: Clarification of directions will be provided in writing. Ethan will also excel at

working with others. Maria: will be put in a routine group that is welcoming and accommodating.

Assessment:Students will be assessed by observation during the skill development time using positive

skill related feedback and checklists.

Procedure:

Activity Time Set-Up/Directions

1. Introduction

1-2 min

Introduce physical education aspects of the “Age of Enlightenment”. Preview what is ahead.

Gymnastics, Dance and Mind & Body Training2. Spotting

Safety10

minDiscuss the proper spotting techniques using

demonstrations on all types of skills. Make sure the students feel confident in spotting skills and the importance of safety in gymnastics.

3. Warm-Up 5 min

- We will have scooter race relays in order to get the students heart rate up to their target heart rate zone.

- Static Stretching- main areas to stretch include the shoulders, ankles, calves and wrists.

4. Skill Development

25 minutes

Skills to be taught:- Bear Walk/Crab Walk

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- Forward somersault- Log roll/soldier roll- Tripod/Headstand- Handstand- Cartwheel

Allow student pairs time to work on skill development while providing skill related feedback to the students.

5. Group Routines

10 minutes

Form students into groups of 4-6. Groups are responsible for creating a 3-minute gymnastics routine. They need to incorporate all of the skills they learned and performed to appropriate music of their choice. They will have more time to work on these routines in lesson 2.

Physical Education: Lesson Two: Gymnastics


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Time: 50 minutes

Equipment: - Mats- Stereo- Music- Rubric Sheets

Safety: - Mats will be provided where students will be performing routines. Students will also use

the spotting techniques provided in the first lesson.


group and connecting to the music. Ethan: Clarification of directions will be provided in writing. Ethan will also excel at

working with others. Maria: will be put in a routine group that is welcoming and accommodating.

Assessment: Groups will be assessed during their performances with a rubric on whether they met all components of the routine or not.

Procedure:


1. Introduction

3-5 min

Review spotting techniques and the time frame they are working with. Students will stretch out while we are going over what is expected in today’s lesson.

2. Group Time

10-15 min

Students will be provided more time to finalize their routines with their group. They are also responsible for getting their music approved by me prior to their performance.

3. Performances

25- 30 min

Each group will perform their routine for the class.. In addition, the non-performing groups will be peer-evaluating.

Physical Education: Lesson Three: Dance


Time: 50 min

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Equipment: - Music- 9-box mat pads

Safety: - Stretch and warm-up before activity


group and connecting to the music. Ethan: Clarification of directions will be provided in writing. Ethan will be provided a

partner to help or follow if he isn’t hearing the music directions. Maria: Since most of this lesson is individual Maria will not struggle as much with social

interaction but it will still be allowing her to connect with peers on a more indirect level.

Procedure:


1. Introduction

2-3 min

Dance was a popular development during this time period. It challenged and created new ideas.

2. Warm up 5-7 min

We will do 9-box dance warm-up to get blood flowing, muscles stretched and the heart rate up.

3. Ballet 20 min

Teacher will instruct students on the basic feet and arm positions during this type of ballet. Then each student will be responsible for creating their own ballet move. We will play the dance-name game. Each student will learn a bunch of different dance moves and also get to know their peers better.

4. Jazz 20 min

As a class we will “jazz it out” using the 9 box jazz set. Each student will have their own mat. We will go through a couple different routines and sets.

Health/Physical Education: Lesson Four: Train Your Body


Time: 50 min

Equipment:

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Stereo Relaxation Music Plyo blocks Pacer Standards Parachute Bands Heart Rate Monitors

Safety: Students need to be aware of students at other stations. Also to make sure that they are

warmed up and stretched before body training.


group and connecting to the music. Ethan: Clarification of directions will be provided in writing. Ethan will be provided a

partner to help or follow if he isn’t hearing the instructions for visualization and body training. Each station will also have picture diagrams for all students’ clarification.

Maria: Since most of this lesson is individual Maria will not struggle as much with social interaction but it will still be allowing her to connect with peers on a more indirect level. Maria will enjoy the relaxation of music visualization.

Procedure:


1. Introduction /Warm up

5-7 minutes

Introduce Body Training- Importance of both mind and body.

Blog Tag/Dynamic Stretching

2. Mental Training

10-15 min

Mental Relaxation and Visualization Routine

3. Body Training Stations

25-30 min minutes

5 minutes at each station: (groups of 4-6)Station1: PacerStation2: ParachuteStation 3: Rock Climb WallStation 4: Plyometrics CourseStation 5: Functional Flexibility Stations

4. Cool Down

1-2 min

Active Recovery/Static Stretching

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Sir Isaac Newton – The man and an introduction to his lawsUnit: Age of the Enlightenment

Lesson 1 Monday Week 1

Goal for lessonIntroduce Issac Newton and his Law of Gravitation. Sub-goals are what is a scientist, and

prediction strategies about weight on other planets and the rate of falling objects.

MaterialsComputer with web accessProjectorChalk/whiteboard markersBasketballBaseballBookPencilWorksheet on gravity differences on different planets

EngageFor the next 4 lessons we are going to be looking at one of the foremost scientists that lived

during the Age of Enlightenment and what areas he made major discoveries in.

Exploration 10-20 minutesI would like you to list 3-5 individuals who you think are scientists. When you have finished share your list with the other students in your work group to see if

you have any of the same people.From your group I would like one person from your group to come forward and write down

your scientists on the board. We will then talk about your list and if anyone came up with the scientist we will be talking about.

What is a scientist? What makes these people scientists?Look over lists and talk about some of each groups lists. Lead or direct discussion if

anyone knows what each of the scientists is famous for. May not know so be prepared to answer or direct discussion.

If anyone has listed Newton they will likely remember him as the guy who had an apple fall on his head. Facilitate discussion about what that apple means and why that is important.

Explanation and continued exploration 20-25 minutesImportant things to bring up or bring out of the discussion of gravity (along with other items of

importance to students):Weight on earth based on gravitational pullWeight on moon based on its gravitational pull – show video of gravity on the moon

(Youtube)Why are these different?

What would be our weight on different planets including the sun?

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Rate of falling objects Is there a difference in large or small objects? Give me a guess as to what you think

will happen when I drop two different objects. Is there a difference in weight and falling?Is there a difference in size and falling?Drop various objects, Basketball, Baseball, Book, etc

Why or why not?

Extension 5 minutesThink about the following questions to talk about next class periodHow does gravity affect our daily life?Also look up Issac Newton and see when he lived and what else he worked on. These items

will be part of the discussion for the next three classes.Also complete the worksheet on different weights on other planets. If there is time during

class please work on this and ask questions of each other. (Teacher vision)After doing your work today and the research on Newton begin to think about what you can

make for a group project that we will be presenting at out end of the unit celebration. If you need help with ideas I can help you out.

EvaluationInformal evaluation based on:

List of scientistsDiscussion of what is a scientistDiscussion of Newton and basics of gravityWeight differences and rate of falling objects predictions

ModificationsThe group work and social interaction of the classroom should be a positive for Ethan and

John. Conversing and talking about each students ideas in small and large groups should also help these two with comprehending more information. Maria may have a little more trouble in our learning cycle classroom given the group participation but because she is advanced in science she may be very confident and a positive individual to have in the classroom. Must continue to monitor each student to make sure they are being successful in completing each ones IEP planned goals.

Minnesota Science Standards3. Interactions

Among Science, Technology,

2. Men and women throughout the history of all cultures,

8.1.3.2.1 Describe examples of important contributions to the advancement of science, engineering and technology made by

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Engineering, Mathematics and Society

including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.

individuals representing different groups and cultures at different times in history.

3. Earth and Space Science

3. The Universe

1. The Earth is the third planet from the sun in a system that includes the moon, the sun, seven other planets and their moons, and smaller objects.

8.3.3.1.2 Describe how gravity and inertia keep most objects in the solar system in regular and predictable motion.

8.3.3.1.3 Recognize that gravity exists between any two objects and describe how the mass and distance between objects affects the force of gravity.

ReferencesAleinHub, (May 28, 2007). Gravity on the moon. Retrieved June 2, 2009, from You tube

Web site: http://www.youtube.com/watch?v=OSJlL4wqLGo

Gravity and weight on other planets. Retrieved June 2, 2009, from Teacher vision Web site: http://www.teachervision.fen.com/planets/lesson-plan/353.html

Sir Isaac Newton: The universal law of gravitation. Retrieved June 2, 2009, from University of Tennessee Physics Department Web site: http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html

http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html

http://www.teachervision.fen.com/planets/lesson-plan/353.html

http://www.youtube.com/watch?v=OSJlL4wqLGo

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Lesson 2 Friday Week 1

Goal for lessonReinforce lesson on gravity and introduce Newton’s Three Laws of Motion. Begin studying

his first law of motion. *Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.

MaterialsComputer with web accessProjectorChalk/whiteboard markersSkateboard with stickBrickWorksheet on gravity differences on different planets

Engage 5 minutesTurn in your weight on other planets worksheets please.We learned about gravity and how it pulls evenly on each of us. I have a brief video to show

some of the math that goes along with this concept as well as a demonstration. Remember that we are going to be creating projects for our end of the unit celebration and this may be a good one. (Mwisner)

Exploration 15-25 minutesI asked everyone to do a little research on Newton and I would like to have you get together

in groups and compile a list of items. We will then go around the room and each group will be able to give items that they feel are important about Newton and the work he did. I will write these on the board and we will sort them into categories.

Make sure to hit on his laws and make sure they are in their own category.List biographical information also, as well as any miscellaneous work that he did.

We are going to look at law #1 that is listed on the board, make sure you have them listed correctly. Does anyone know what this law states? Is there another name for this law? What is a law anyway?

I am going to demonstrate Newton’s first law with this skateboard and stick. I am going to balance the stick on top of the skateboard and then push it toward the brick. What do you think will happen to each of these items? What does this demonstration show? Are there any other things that you can think of that show this law?

Send them back to their groups to have a discussion on what this law means. Have them come up with ways to either prove or disprove the law. Encourage looking at other videos or websites to get ideas. Work among groups to talk about their ideas and assist or direct them when needed.

Explanation and continued exploration 10-15 minutes

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What did all of you come up with for ideas to show the law? Does anyone have any ideas that could disprove this law? Discussion of ideas should be open to everyone.

I have another website to show for this law. This could be another idea for a project or one of your ideas could work well. (Louviere) Talk about seatbelts and how they show Newton’s first law. Continue discussion of his first law. There may be some other discussion of other items including Newton’s other two laws as they are somewhat interconnected.

Extension 5 minutesHere is the plan for the nest two class periods in science. We are going to cover both of

Newton’s other two laws of motion on Monday and then you will have some time in your groups to decide on a project and begin work on it. We will then be working to complete the projects in our next weeks Friday class and present them to the class. So here is what I need you to work on over the weekend. Look at Youtube and other websites to get some ideas for projects or posters to show Newton’s laws. Especially look at law #2 and #3 as we have not talked about them yet but they are related. Be ready to work in groups on Monday to decide on what each of you is going to work on. I will help you in any way possible and will give each of you the opportunity to succeed in this project.

How does gravity affect our daily life?

EvaluationFormal evaluation of understanding:

worksheet with weights in the solar systemInformal evaluation based on:

Information about Newton as shared in beginning of classIdeas on how to prove or disprove his law of inertiaGeneral discussion and group participation evaluated




Among Science, Technology, Engineering, Mathematics and

2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes

8.1.3.2.1 Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history.

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Society and communities, have been involved in engineering design and scientific inquiry.


3. The Universe




2. Physical Science

2. Motion 1. Forces and inertia determine the motion of objects.

9P.2.2.1.2

Apply Newton’s three laws of motion to calculate and analyze the effect of forces and momentum on motion.

9P.2.2.1.3

Use gravitational force to explain the motion of objects near Earth and in the universe.

ReferencesNewton's three laws of motion. Retrieved June 2, 2009, from University of Tennessee

Physics Department Web site: http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html

Mwisner, (September 29, 2006). Gravity: The bigger they are the faster they fall?. Retrieved June 3, 2009, from You tube Web site: http://www.youtube.com/watch?v=eCvHDFVMMTs&feature=related

Louviere , G (October 24, 2006 ). First law of motion. Retrieved June 3, 2009, from Newton's 3 laws of motion Web site: http://teachertech.rice.edu/Participants/louviere/Newton/law1.html

http://teachertech.rice.edu/Participants/louviere/Newton/law1.html

http://www.youtube.com/watch?v=eCvHDFVMMTs&feature=related

http://www.youtube.com/watch?v=eCvHDFVMMTs&feature=related

http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html

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Lesson 3 Monday Week 2

Goal for lessonContinuation of work on Newton’s three laws of motion, with work on laws #2 and #3

specifically. Begin work on projects to show the work of Newton and understanding of concepts involved.

Law of Motion #1 – An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

Law of Motion #2 – Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object).

Law of Motion #3 – For every action there is an equal and opposite re-action.Law of Gravity – Each object in the universe attracts each other body.

MaterialsComputer with web accessProjectorChalk/whiteboard markersGolf club and ballBowling ballSoccer ballRollerskatesPosterboardsMarkers or Colored pencilsOther items as needed for individual groups to show Newton’s lawsBasketballBaseballBookPencilWorksheet on gravity differences on different planetsSkateboard with stickBrick

EngageThis is our last day of learning about Newton and his laws in this unit. We will be continuing

with his work in the coming weeks, but as part of this interdisciplinary unit we will just be covering the four laws and biographical information about Newton. On Friday you will be completing the projects you start today and then presenting them to the class and getting them ready for our community viewing on Friday.

Exploration 15-25 minutes

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Lets begin thinking about another law. I have a golf club, a golf ball and a bowling ball. If I hit the golf ball with the club what will happen? How about if I hit the bowling ball with the same speed of swing? Why? What is happening?

Now about if I have a soccer ball and a bowling ball. They are the same size and shape but if I kicked them what would happen? What is different? What is causing the issue? Is it size, weight, or some other item? Talk in your group to come up with some other similar demonstrations.

Facilitate discussion and check to see that students are working together. Have each group share one piece that came up in discussion.

Alright now on to the last law. What happens when I stand here and push down hard on the ground (jump up)? How about if I had a rocket ship? What is happening? Last example before I turn you loose to come up with your own. What would happen if I put on these skates and pushed off of the wall with my arms?

Facilitate more discussion about what is happening. Ask for other ideas on how to demonstrate this law and what it means. Have each group come up and share their three laws as they have decided in their group discussions. Prepare a full class set of laws based off of each groups lists.

Explanation and continued exploration 5-10 minutesHave each group come up and share their four laws as they have decided in their group

discussions. Prepare a full class set of laws based off of each group’s lists.I have another one last video before we begin our group projects. This is showing each of

the laws of motion separately and may help you with project ideas. (Teachertube)

Extension 15-20 minutesAll right groups here is where you take over. Work in your groups and decide on one of the

four laws, gravity or on of the three laws of motion to show in your project. If you have questions please ask. I will be making sure you have made progress today as you will only have one more class period to complete these projects. I have materials up front and can get you anything else you may need to complete the projects. Make sure you include all the information you have collected the past 3 class periods.


Ideas on how to prove or disprove his laws of inertiaGeneral discussion and group participation evaluatedGroup project plans, discussion and work on projects

Formal evaluation will take place when projects are completedWill be looking at completeness and neatnessRubric will be utilized


John. Conversing and talking about each students ideas in small and large groups should also help these two with comprehending more information. Maria may have a little more trouble in

36

our learning cycle classroom given the group participation but because she is advanced in science she may be very confident and a positive individual to have in the classroom. Must continue to monitor each student to make sure they are being successful in completing each ones IEP planned goals.


Among Science, Technology, Engineering, Mathematics and Society

2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.



3. The Universe




2. Physical Science


9P.2.2.1.2


9P.2.2.1.3




Teachertube, (November 11, 2007). Three Laws of Motion. Retrieved June 3, 2009, from You tube Web site:

http://www.youtube.com/watch?v=7_fbH-muvlw&feature=fvw

Louviere , G (October 24, 2006). Newton’s laws of motion. Retrieved June 3, 2009, from Newton's 3 laws of motion Web site: http://teachertech.rice.edu/Participants/louviere/Newton/law1.html




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Lesson 4 Friday Week 2

Goal for lessonFinish work on projects to show the work of Newton and understanding of concepts

involved. Law of Motion #1 – An object at rest will remain at rest unless acted on by an

unbalanced force. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

Law of Motion #2 – Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object).

Law of Motion #3 – For every action there is an equal and opposite re-action.Law of Gravity – Each object in the universe attracts each other body.

MaterialsComputer with web accessProjectorChalk/whiteboard markersGolf club and ballBowling ballSoccer ballRollerskatesPosterboardsMarkers or Colored pencilsOther items as needed for individual groups to show Newton’s lawsBasketballBaseballBookPencilWorksheet on gravity differences on different planetsSkateboard with stickBrick

EngageWe need to finish our projects and prepare to present them to the class and to the community.

Please work hard today and ask me for help if you need it. We will be presenting our projects the last 10 minutes of class.

Exploration 40-45 minutesWork on projects to completion. Make sure students are working well in groups and provide

assistance to complete projects. Make sure each group is set up for success and is ready to present to not only the class but also to the community.

Explanation 10 minutes

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Group presentation of projects. Applause and general congratulatory remarks.

ExtensionWe will be presenting these at today’s community celebration. Please make sure they are

complete and if you need a pass to come back to class to finish these up you do so. Great work on these and we will look more in depth in the coming weeks at the math involved with his work.


General discussion and group participation evaluatedGroup project plans, discussion and work on projects

Formal evaluation will take place when projects are completedWill be looking at completeness and neatnessRubric will be utilized




Among Science, Technology, Engineering, Mathematics and Society

2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.



3. The Universe




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2. Physical Science


9P.2.2.1.2


9P.2.2.1.3




Teachertube, (November 11, 2007). Three Laws of Motion. Retrieved June 3, 2009, from You tube Web site:


Louviere , G (October 24, 2006). Newton’s laws of motion. Retrieved June 3, 2009, from Newton's 3 laws of motion Web site: http://teachertech.rice.edu/Participants/louviere/Newton/law1.html




36

Objective: To understand the governmental philosophies of four enlightenment thinkers and apply those philosophies to current governments.

Prior knowledge: Students will have been taught how to properly identify and use primary and secondary sources.

Materials needed:Enlightenment Thinkers ChartComputer lab with internet access Access to library

Students will have one chart with four Enlightenment thinkers; Thomas Hobbes, John Locke, baron de Montesquieu, and John-Jacques Rousseau.

Students can work in groups of 2-3 or alone if they prefer. Each student will fill out and turn in his/her own Enlightenment Thinkers Chart.

Students will utilize the internet and library books to conduct research on one of these philosophers each day. The object is to use credible sources to find out the years of the philosopher’s life, the country he is from, and what university he studied at.

Students will also search for and list the governmental philosophies that each of these enlightenment thinkers wrote. Another category of each philosopher is which countries governments adopted those ideas.

Optional: Groups can perform a skit that will describe the criteria for the Enlightenment Thinkers Chart and any other information that the students find interesting about the individual.

Standards:MN Social Studies StandardsIV. HISTORICAL SKILLS

B. Historical ResourcesThe student will begin to use historical resources

1. Students will identify, describe, and extract information from various types of historical sources, both primary and secondary.

2. Students will assess the credibility and determine appropriate use of different sorts of sources.

3. Students will investigate the ways historians learn about the past if there are no written records.

C. Historical InquiryThe student will analyze historical evidence and draw conclusions.

1. Students will understand the concepts of historical context and multiple causation.

2. Students will create a timeline that illustrated the relationship of their topic to other historic events

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3. Students will understand that primary sources document first-hand accounts of historical events and secondary sources may be influenced by the author’s interpretation of historical events.

4. Students will compare perspectives in primary and secondary sources and determine how the different perspectives shaped the authors’ view of historical events.

NCSS StandardsII. Time, Continuity, and ChangeV. Individuals, Groups, and Institutions

IEPThis lesson should not be too difficult for the students listed in the IEP. Students are

able to do their own research in a manner that fits their own learning style.

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Grade Level: 8th

Prior Knowledge: The students:--are able to read and notate whole, half, quarter, sixteenth and dotted notes and rests in 2/4,

3/4, 4/4, 6/8, 3/8, and alla breve. --know what elements to watch for when sight reading.--have been working on Finale from Symphony No. 40 (Excerpts from movement 4)

previous to this unit.--have been playing their instruments for approximately 3 years or more.

Standards:2. a. perform on at least one instrument accurately and independently, alone and in small and

large ensembles, with good posture, good playing position, and good breath bow, or stick controlc. perform music representing diverse genres and cultures, with expression appropriate for

the work being performed5. a. read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, ¾, 4/4,

6/8, 3/8, and alla breve meter signaturesb. read at sight simple melodies in both the treble and bass clefse. sightread, accurately and expressively, music with a level of difficulty of 2, on a scale of 1

to 68. b. describe ways in which the principles and subject matter of other disciplines taught in

the school are interrelated with those of music9. a. describe distinguishing characteristics representative music genres and styles from a

variety of cultures

Objectives: --Work up a piece to performance level.--Learn basic information about different genres and characteristics of music in the Age of

Enlightenment by reading information and finding main points.--Create a visual aid and present information about what they have learned.--Successfully sight-read a Classical style piece (not play it perfectly).

Learning Goals: --Understand the important ideas and concepts of music in the Age of the Enlightenment.--Understand the Classical style.--Apply understanding of musical elements to a new piece of music.

Materials Needed:--Finale from Symphony No. 40 (Excerpts from movement 4), W.A. Mozart/arr. Bulla,

Curnow Music Press--construction paper and/or poster board --markers --pieces of paper with the topics on them--selected short articles or information sheets on music in the Age of Enlightenment (such as

comic opera, opera seria, roles for music, classical music, musical taste and style, Mozart (2 or 3

36

groups), Haydn (2 or 3 groups), sonata, symphony, concerto, chamber ensembles, keyboard music, etc.)

--Haydn Classic, J. Swearingen, Hal Leonard Publishing Corp.--Recordings of Mozart’s and Haydn’s music--CD player

Lesson Description:1. The class will come in without instruments to begin and we will do attendance and

announcements.

2. Students will be placed into groups of 4 (or 5). Each group will have one member come up and draw a topic. Groups will be given brief information on their specific topic. Groups will have about 10-15 minutes to read the information, find main points and transfer that to a visual aid. Music by Mozart and Haydn will be played while the students are working.

3. Groups will very briefly present their information to the rest of the ensemble.

4. Ensemble will get their instruments and warm-up.

5. We will work trouble sections in Finale from Symphony No. 40 (excerpts from movement 4) and play through it.

6. Section leaders will come up, and I will hand out the parts for Haydn Classic; section leaders distribute music to their sections.

7. I will ask students what aspects they need to pay particular attention to before reading the piece (i.e. time signature, key signature, tricky rhythms, etc.). We will also talk about the playing style for this piece and Classical music in general.

8. Read through the piece, stopping if necessary to regroup. Section leaders collect the music and bring it up to me.

9. Before the ensemble goes, have them raise their hands and say at least 5 things (for the whole ensemble) that they learned about music in the Age of Enlightenment and specifically Mozart and Haydn.

Accommodations:--Repeat directions if necessary--Groups with students of different ability levels

Technology used:--CD player

Evaluation--presentations on various topics about music in the Age of Enlightenment--evaluation of sight-reading skills

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--evaluation of progress on a known piece--review of presentation topics at the end of class

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Grade Level: 8th

Prior Knowledge:The students: --are able to read and notate whole, half, quarter, sixteenth and dotted notes and rests in 2/4,

3/4, 4/4, 6/8, 3/8, and alla breve. --know what elements to watch for when sight reading.--know background information on Mozart and Haydn and characteristics of their music.--have been playing their instruments for at least 3 years or more. --have been working on Finale from Symphony No. 40 (Excerpts from movement 4).



the work being performed5. a. read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, ¾, 4/4,

6/8, 3/8, and alla breve meter signaturesb. read at sight simple melodies in both the treble and bass clefse. sightread, accurately and expressively, music with a level of difficulty of 2, on a scale of 1

to 69. a. describe distinguishing characteristics representative music genres and styles from a

variety of cultures

Objectives:--Successfully sight-read Eine Kleine Nachtmusik (does not meant that it is perfect).--Recall information about Mozart and Haydn.--Work up a piece to performance level.

Learning Goals:--Apply understanding of musical elements to a new piece of music.--Compare and contrast Mozart and Haydn and their music using facts about them.


Curnow Music Press--Eine Kleine Nachtmusik, W.A. Mozart/arr. Balent, Carl Fischer LLC--recording of Eine Kleine Nachtmusik--CD player--dry erase board, chalkboard, or large sheet of paper--dry erase markers, chalk or markers

Lesson Description:1. Students come in and get out their instruments. Take attendance, make any

announcements, and warm-up.

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2. Music for Eine Kleine Nachtmusik will already be on their stands. Talk a little bit about the background of the piece (what the title means, when it was written, what the different movements are, etc.).

3. Ask for what elements and stylistic traits they should be specifically aware of before reading the piece.

4. Read through Eine Kleine Nachtmusik, stopping to regroup if necessary.

5. Section leaders collect the music and bring it up to me.

6. Play through Finale from Symphony No. 40 (Excerpts from movement 4). Work on any trouble spots as well as expression (dynamics, articulation, tempo, etc.)

7. Have students put away their instruments.

8. In their sections, students come up with similarities and differences between Mozart (him and his music) and Haydn (him and his music). Play Eine Kleine Nachtmusik while they are discussing.

9. Bring the group back together and create a Venn diagram with what the groups came up with.

Accommodations:--Diverse groups--Discussion as well as a visual of what we discuss—students can hear the information and

see it

Technology used:--CD player

Evaluation:--evaluation of sight-reading skills--evaluation of playing on Finale from Symphony No. 40 (Excerpts from movement 4)--observance of how much the students remember/know about Mozart and Haydn and how

well they compare and contrast the two

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Grade Level: 8th

Prior Knowledge:The students:--are able to read and notate whole, half, quarter, sixteenth and dotted notes and rests in 2/4,

3/4, 4/4, 6/8, 3/8, and alla breve. --have been playing their instruments for at least 3 years or more.--have been working on Finale from Symphony No. 40 (Excerpts from movement 4).--know how to do some simple composition.--know transpositions for their instruments and how to compose/arrange music so that the

parts sound in the same key.--know the Classical style of music.



the work being performed4. a. compose short pieces within specified guidelines, demonstrating how the elements of

music are used to achieve unity and variety, tension and release, and balance6. b. analyze the uses of elements of music in aural music in aural examples representing

diverse genres and cultures7. b. evaluate the quality and effectiveness of their own and others’ performances,

compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

Objectives:--Work up a piece to performance level.--Compose a short piece using the Classical style and with correct transpositions.--Listen to a Classical piece and identify the different aspects of the style.

Learning Goals:--Apply knowledge of Classical to style and elements of music to composition.--Listen to a Classical piece and identify the stylistic characteristics.--Evaluate their playing and compare to a recording they have listened to.


Curnow Music Press--Recording of Haydn’s Symphony No. 94 movement 4--CD player--Staff paper (or if possible computers with notation software)

Lesson Description:1. Students get their instruments. Take attendance, make announcements, and warmup.

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2. Play through Finale from Symphony No. 40 (Excerpts from movement 4). Stop if necessary to work on spots.

3. Ask students to comment on how the Finale is sounding and what we could improve on.

4. Put students in groups, with no duplicates of instruments in one group. Talk about how Mozart started composing at a very young age and Haydn had to compose symphonies very quickly.

5. Play the recording of the Finale of Haydn’s Surprise Symphony (No. 94). Review the characteristics of the Classical style, having students identify them.

6. Have students work in their groups to create a 16 measure composition, using the Classical style. The composition must have at least a melody line and one harmony line; part may be doubled but must have correct transpositions.

7. Students have the remaining time to create their compositions—they will only have this class period to finish them (this gives them an idea of how it was for Haydn to compose complete symphonies in less than a week).

Accommodations:--Groups with members of different ability levels

Technology used:--CD player--notation software if possible

Evaluation:--self evaluation of performance on Finale from Symphony No. 40 (Excerpts from movement

4)--evaluation of the group compositions (will be graded)

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Grade Level: 8th

Prior Knowledge:The students:--are able to read and notate whole, half, quarter, sixteenth and dotted notes and rests in 2/4,

3/4, 4/4, 6/8, 3/8, and alla breve. --have been playing their instruments for at least 3 years.--know how to play in the Classical style.--have been working on Finale from Symphony No. 40 (Excerpts from movement 4)



the work being performed6. b. analyze the uses of elements of music in aural music in aural examples representing

diverse genres and cultures7. b. evaluate the quality and effectiveness of their own and others’ performances,

compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

Objectives:--Work a piece up to performance level.--Listen to a recording and analyze style.--Play in small ensembles and work on a piece without a director.--Play with the Classical style.

Learning Goals:--Listen to a recording and identify aspects of the Classical style.--Transfer knowledge of large ensemble playing to small ensemble playing.


Curnow Music Press--the students’ compositions from the previous lesson--recording of Finale from Symphony No. 40

Lesson Description:1. Students will get out their instruments. Take attendance, make any announcements, and

warmup.

2. Play through the Finale from Symphony No. 40 (Excerpts from movement 4) and work on sections needing last minute touch ups.

3. Listen to the recording of the actually Finale. Discuss the similarities and differences between the original composition and the arrangement the band is playing.

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4. Compare our playing style to that in the recording and discuss what we could do better.

5. Play through the piece again, making any adjustments necessary. Performance will take place at the culminating event of the unit.

6. Have students get into the same groups in which they creating their compositions. Students will spend time rehearsing their compositions, trying to play as musically as possibly especially to achieve the Classical style.

7. Each group will perform their composition in front of the rest of the ensemble. The students not performing will write down evaluations of the other groups as well as giving verbal feedback (constructive).

8. Wrap up by discussing what they liked about the unit, what they have learned, etc.

Accommodations:--students are able to give feedback verbally and in writing

Evaluation:--small group performances of compositions--written and handed in as well as verbal evaluations of other groups’ compositions--discussion of comparison between them and the recording--observation of how well they are playing Finale from Symphony No. 40

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http://images.google.com/imgres?imgurl=http://www.corunna.k12.mi.us/nelliereed/mszilch/images/D5F00706A1194884BCBAE7360B2A493C.gif&imgrefurl=http://www.corunna.k12.mi.us/nelliereed/mszilch/socialstudiesandscienceexploration.html&usg=__jFJsiuTRiveb_zG_U5MiRYjJrb4=&h=991&w=1056&sz=30&hl=en&start=3&um=1&tbnid=yJ04CJ6X0rS9tM:&tbnh=141&tbnw=150&prev=/images%3Fq%3DSocial%2BStudies%26hl%3Den%26um%3D1

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Topic: European Colonization

Grade Level: 8th

Prerequisite understanding: The students should have learned previously the history of the European countries being

studied

Standard: The student will examine changing forms of cross-cultural contact, conflict and

cooperation that resulted from the interconnections between Eurasia, Africa and the Americas

Objective: The students will be able to demonstrate an understanding of European colonization by

writing a paragraph talking about the colonization of at least three European countries, including a total of at least five facts

Goal (s): For the students to gain a better understanding of colonization during the Age of

Enlightenment To have the students work together in groups to complete a handout/study guide

Materials Needed: Study Guide Text books Computer Lab with Internet access

Lesson: Introduce the students to Colonization during the Age of Enlightenment Break the students into groups and hand out the study guide Have the students to fill out the study guide using both their books and online resources Allow time for questions for answers they may not have found

Check for Understanding: Have the students write a paragraph on what they learned during the day

Homework: Assign the next section of reading

Accommodations:

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The groups will be made up of various levels of understanding An explanation of the activity will be sent home the day before so that students will have

time to prepare Breaks will be given to the students as needed Allow the students to work on the writing assignment that needs to be turned in at the end

of class throughout the class period

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Topic: The Road to Revolution

Grade Level: 8th

Prerequisite understanding: Students should have previously learned about the British colonies established in the New

World and understand that the colony was run by the British government

Standard: The student will demonstrate knowledge of the rise of colonialism and its effects

worldwide

Objective: The students will have an understanding of the Stamp Act, Sugar Act and the

Proclamation of 1763 by writing correct definitions of each at the end of class

Goal (s): To have the students gain an understanding of two of the precursors to the American

Revolution

Materials Needed: Tape Hershey’s Kisses

Lesson: Have a line of tape down the middle of the classroom and two Hershey’s kisses on each

students desk when they walk in and instruct them not to touch them Explain to the students that they will be representing the American colonists and the

teacher represents England Talk about the proclamation of 1763 and have the students on the left side of the tape

move to the right explaining that they are not to cross the ‘Appalachian mountains’ and explain why the colonists did not like this

Move on to the Sugar Act explaining what it was Ask the students who among them eats sugar throughout the day (all those who raise their

hand have to pay a one kiss as a ‘tax’) Next explain the Stamp Act and have the students who use paper pay a ‘tax’ the same

way as the Sugar Act Close with a discussion about what they were thinking when their ‘money’ was taken

away and why they think this upset the colonists so much, and how the Enlightenment influenced their way of thinking

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Check for Understanding: Have the students write the definition of the Stamp Act, Sugar Act and the Proclamation

of 1763

Homework: Have each student find one act or declaration not covered in class to present to the class

the following day

Accommodations: An explanation of the activity will be sent home the day before so that students will have

time to prepare Allow the students to work on the writing assignment that needs to be turned in at the end

of class throughout the class period Breaks will be given to the students as needed

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Topic: The Declaration of Independence Day 1

Grade Level: 8th

Prerequisite Understanding: Students should have an understanding of the acts and proclamations that were being

imposed upon the colonies leading up to the Declaration of Independence

Standard: The student will analyze historical evidence and draw conclusions

Objective: The students will be able to demonstrate an understanding of the events leading up to the

writing of the Declaration of Independence by completing a worksheet with at least 95% accuracy

Goal (s): For the students to gain a better understanding of how and why the Declaration of

Independence was written For the students to see the connection between the Age of Enlightenment and the

Declaration of Independence

Materials Needed: TV/DVD player Worksheet

Lesson: Have the students watch the part of the PBS series Liberty which covers the writing of the

Declaration of Independence Have the students answer questions on the worksheet which follows the movie Go over missed questions after the clip

Check for Understanding: Have the students turn in their worksheets to be graded

Homework: Have the students think about something they would like to declare independence from

Accommodations: The worksheet and a copy of what we will be watching will be made available for the

students a head of time Allow the students the option of verbally completing the worksheet Breaks will be given to the students as needed

Topic:

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The Declaration of Independence Day 2

Grade Level: 8th

Prerequisite Understanding: Students should have an understanding of the Declaration of Independence, why it was

written, and the various sections included in the document

Standard: The student will recognize the importance of individual action and character in shaping

civic life

Objective: The students will be able to use the Enlightenment way of thinking to draft up a

‘Declaration of Independence’ each student contributing at least one idea

Goal (s): For the students to gain a better understanding of Age of Enlightenment’s influence on

the Declaration of Independence To have the students work together in groups and as a class to declare their independence

from something

Materials Needed: Paper Pens/Pencils A computer to type up the final product

Lesson: Ask the students to give the ideas for what they want to be independent from that they

came up with Once decided on a topic break the students into groups Have each group work on drafting a part of the Declaration using the Enlightenment way

of thinking

Check for Understanding: Go to each group to make sure they are on track and to see if they have any questions Have the students share their group’s contribution to the class

Accommodations: The groups will be made up of various levels of understanding An explanation of the activity will be sent home the day before so that students will have

time to prepare Breaks will be given to the students as needed

36

Lesson Plan Number

(Check one box)

1 2 3 4*

Name: Kathrine Harland School: LaCresent Middle School

Lesson Title: What is the Enlightenment?Grade Level/Subject

Area:8th grade Spanish language and culture

Performance Objectives: Students will be able to explain what the period of

Enlightenment was Students will be able to translate sentences they

constructed from English to Spanish Students will be able to identify and define 25

words and 10 verbs from a list provided to them by the teacher.

Curricular Connections: (QCC/IEP/Local or National Standards)

1.2 Students will understand and interpret written and spoken language on a variety of topics.

1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.

3.1 Students reinforce and further knowledge of other disciplines through world languages.

Assessment: The class will start with a KWL worksheet that the students will be expected to fill out. This should take no more than 5 minutes.

Technology Connections:

None

Materials: - Pre-prepared reading sheet (this sheet will include a Spanish summary of what the Enlightenment is, its main events, and basic theories. It will also have an English translation on the opposite side. Certain words and verbs will be bolded in the text. These are the vocabulary words.

- Vocabulary worksheet (This work sheet will be a fill in the blank activity. The work sheet will be in Spanish. The words and verbs will be used in sentences taken directly from the readings.)

Related URLs: NoneProcedures: - When the students come in, they will be handed a

KWL worksheet, and asked to fill it out. This should take no more than 5 minutes. They will hand in these KWL sheets to the teacher when they are finished.

- They will then be given a piece of paper with a

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Spanish summary of what the Enlightenment is, who was involved, major events and key theories. The teacher will read the Spanish summary aloud to the students. The teacher should stop about every 3 to 5 sentences to check for comprehension. (this can be done by asking students what they understood from those three sentences. They probably will not catch much; even single words are good. Write the words and phrases they know on the board. This exercise is to get them comfortable hearing the Spanish language spoken to them) This may take 35 minutes.

- After the reading and comprehension checks, they will be asked to turn the page over where they will find an English translation of the text. They should read this individually for a quick review of what was covered in the first part of class. This should take no more than five minutes.

- Extra: The students will then be given a work sheet that has 35 sentences on it. These sentences will be in Spanish and correspond to the sentences in the summary. The students will have to find the vocabulary words, put them into the correct sentences and then translate those sentences. If this is not finished in class, it will be homework.

Accommodation: John should be fine during the in class games and the creative projects. However, he may have difficulty with the individual or group work assignments. It would be helpful for him to have an aid that can help him with the worksheets and reading exercises. It may also be helpful for him to be removed from the classroom during these times. However, if neither of these options is best the teacher may also spend more time working with him and separate him from his class mates while he is doing individual work.

Ethan will probably need a full time aid, but will be able to participate in most of the games. A lot of independent group work is done in this unit. After giving the instructions the teacher should go and give Ethan the one on one time he needs to understand the material.

The is a lot of group work in this unit, so it will be important for Maria’s group member to be aware that they have to be careful of what they say to her. It is also important to be patient with her. They also need to understand if she needs to excuse herself. Maria will also need help with the analysis and the reading activities.

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Lesson Plan Number

(Check one box)

1 2 3 4*

(Please type)Name: Kathrine Harland School: LaCresent Middle School

Lesson Title: The War of Spanish SuccessionGrade Level/Subject


Performance Objectives:

Students will be able to identify the major players in the war of succession

Students will be able to the events leading up to and during the war in chronological order

Students will be able to link their new vocabulary words to pictures instead of their English meanings


2.2 Students demonstrate an understanding of the relationship between the perspectives and products /contribution of the cultures studied.


Assessment: The class will start with a review of what was learned in the previous lesson. The students will be asked to go to the board and write either a major point from the reading or one of the sentences they translated for homework. This allows the students to review what they learned, and it also lets the teacher know what they retained.

The homework will also be collected and corrected by the teacher. Collecting and correcting the homework allows the teacher to find the problem areas in their language usage skills, not only their comprehension.


Possible internet use to find pictures

Materials: - Pre made picture dictionary pages will have to be made and copied before class. These should consist of the vocabulary word on one side and a black space for a picture on the other.

Related URLs:Procedures: - When class starts the students will be asked to go

to the board and write down either a main point from the reading or a sentence they translated for homework. The sentences should be written in Spanish with their translations written under them.

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This should take no more than 10 minutes.- The students will then be asked to take out a piece

of their own paper and draw a line across the paper. Make sure the paper and the life are both placed horizontally. The teacher will then begin to present the events of the war of succession. The students will be expected to record the date, the major figures, what happened and why it was significant. They will record this on their time lines. This should take 20 to 30 minutes.

- The students will then be handed the pages to their picture dictionary. The pictures they select have to define the word they are placed next to. The students will have access to magazines and the Internet to find pictures for their dictionary. They will also be provided with colored pencils if they wish to draw their own pictures. If they do not finish the dictionary in class, they will finish it for homework.




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Lesson Plan Number

(Check one box)

1 2 3 4*


Lesson Title: The Spanish InquisitionGrade Level/Subject



Students will be able analyze Goya’s painting Inquisition Scene to get a sense of what was happening at the time.

Students will be able identify and describe the major events of the Inquisition

Students will be able to conjugate the 10 verbs from their vocabulary list.



2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.



3.2 Students acquire information and perspectives through use of authentic materials in the world languages and from the cultures.

Assessment: There will be a discussion of Goya’s painting. This will assess how well they can extrapolate what they know about the Age of Enlightenment in Spain. This will allow the teacher to evaluate the critical thinking ability of the class.


Goya’s, Inquisition Scene will be pulled up and discussed.

There is also a pictorial slide show on the methods used by the tribunal to obtain confessions.

Materials: - A computer will be needed for the painting and the slideshow

- A projector will also be needed- The battleship game cards will need to be made and

copied

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- The vocabulary crossword puzzle will also need to be made and copied

Related URLs: http://100swallows.wordpress.com/2009/05/03/an-inquisition-trial-by-goya/ (Painting)

http://www.serveinspain.com/mrobertson/gallery/slideshow.php?set_albumName=album08 (Slideshow)

Procedures: - The first activity will be the analysis of the Goya painting. The students should notice the dark atmosphere. They should notice the positions of the figures. They should also comment about the costumes. If they do not prompt them. After they are through giving their own thoughts about the painting, give them a brief definition of what the Inquisition was. This should take 10 to 15 minutes.

- Follow the description of the Inquisition with the slideshow. This show includes drawings and descriptions, and is self-explanatory. Allow time for the students to ask questions after the slideshow. This should take no more than 10 minutes.

- The next activity is Verb Battleship. Each student will be asked to pair up with one of his or her classmates. The students will both receive a game board, blue dots, red dots and their ship pieces. The game board has five verbs across the top and 6 pronouns down the side. They will set up their boards just like a real game of battleship. In order to guess a coordinate on the map the student will need to conjugate the appropriate verb to the corresponding pronoun. If they get a hit the student should say golpe!, If it is a miss they should say perdido! Once they have finished their first game they should bring their boards up and get an alternate board. The second board should have the other five verbs from the vocabulary list. They will play this until the end of the period. They should switch partners if they finish two games with their original partner.

- The crossword puzzle will be handed out for homework. The puzzle’s clues will be full sentences. Some will be in Spanish some will be in English. They will all have to do with the Enlightenment. The puzzle will be due at the beginning of the next class.

Accommodation: John should be fine during the in class games and the creative projects. However, he may have difficulty with the individual or group work assignments. It would be

36

helpful for him to have an aid that can help him with the worksheets and reading exercises. It may also be helpful for him to be removed from the classroom during these times. However, if neither of these options is best the teacher may also spend more time working with him and separate him from his class mates while he is doing individual work.



36

Lesson Plan Number

(Check one box)

1 2 3 4*


Lesson Title: The French RevolutionGrade Level/Subject



Students will be able to discuss the consequences of the French Revolution on Spain.

Students will be able to identify and verbalize all vocabulary words in both English and Spanish.

Students will be able to use their vocabulary in sentences related to the subject area.




3.2 Students acquire information and perspectives through use of authentic materials in the world languages and from the cultures.

Assessment: The students will do another KWL worksheet at the end of class. They will then be given their first KWL worksheet back. They will be able to compare their own progress, and the teacher will also be able to gage the student’s progress in the same way.


None

Materials: - Students will need a T-chart that has been prepared and copied.

- Two fly swatters will be needed for the Swat swat game.

- The student will be provided with a worksheet for homework.

Related URLs: NoneProcedures: - The teacher will begin class by reading a summary

of the French Revolution to the students. The students will then be asked to fill out the T-chart that was provided to them in groups of no more than 3. The students will write down the causes and effects of the French Revolution on Spain. This

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should take no more than 15 minutes.- The students will then be asked to write two of their

connections on the board. None of the items written on the board can be the same. This should take about 5 minutes.

- The board will then be erased and the vocabulary list will be written in the board in a jumble. Some of the words will be in English and some will be in Spanish. The class will be divided in half and asked to line up. The first person in each line will be handed a fly swatter. The teacher will then read off a word and the first student to touch the correct word with their swatter will win a point for their team. The game will end when all the words have been used. This game should take no more than 20 minutes.

- Then students will then be given a worksheet with fill-in-the-blank sentences. These sentences will be quotes from famous Enlightenment figures in Spain. This should take about 10 minutes. If the students do not finish they should complete the worksheet for homework.




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THE INTERDISCIPLINARY UNIT RUBRIC

TEAM: Wii Teach__ TEAM MEMBERS: ________________________ _______________________________________

Overall Team Presentation

Expert3

Practitioner

2

Apprentice

1

Novice0

Team Unit Requirements

Team provided all required elements of the interdisciplinary unit

Several required elements were missing in the unit

Many required elements were missing in the unit

This unit needs to be reexamined and turned in after it is complete

Development of the theme across all areas

This team clearly spent time threading the theme throughout all content areas, the theme is not forced, but represents a natural fit across the content areas

The theme is evident throughout the unit

The theme can be seen throughout, but connections may not be clear or it seems too forced

The theme seems like an afterthought or is nonexistent in this unit

Professionalism in the presentation

This unit is well-organized, neat, carefully planned, and an outstanding representation of an interdisciplinary unit

This unit shows a good deal of organization and professionalism

This unit has some neatness or organizational issues

This unit should have had more care in the overall presentation; this is not a professional presentation

Lesson Plans

Appropriate for middle level learners

The content, activities, and strategies used are designed specifically with the needs and abilities of young adolescents in

The content, activities, and/or strategies are mostly appropriate for this age group, and/or there were some demonstrations or

The content, activities, and/or strategies are often not age appropriate or engaging for middle level learners and/or

The lessons are not geared for middle level learners in any way

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mind, demonstrations and guided practice were included as often as practical

opportunities for guided practice

there were few demonstrations or guided practice

Lesson plan content

Teacher provided great detail of the WHAT and HOW in the lessons, and created a nice variety of activities for students, someone could walk into the classroom with these lesson plans and teach these courses, this teacher went above and beyond in the detail

Teacher provided adequate lesson plans, content appropriate and appealing to middle level learners

Teacher had some missing components in lessons or there was a real lack of detail in places, or some question about appeal to middle level learners

Lesson plans were not completed as directed on checklist, or were not adequate for this level in the Education Program

Appropriate time allowances

Teacher has planned for appropriate time allowances, provided extensions in case things ended early, carefully considered all transitions and time constraints, and has chunked the learning into several segments

Teacher planned an appropriate amount of activity for the time allowed in most cases

There were many places where time allotted was not a match to time needed for activities

There was a lack of awareness of time constraints for activities that were planned

Use of anticipatory set and closure

Teacher very clearly draws learner into activity at the

Anticipatory sets and closures are included and are satisfactory

These may have been included but didn’t do a lot to

Lack of anticipatory sets and/or closure

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start and sets the learner up for learning and wraps things up at the end in a way that connects the lessons together and/or checks for understanding

connect activities from day to day or set up the learners for learning

Evidence of modifications and growth in lesson plans after teacher review and USE OF STUDENT DATA

Strong documentation provided about changes that were made as a result of teacher review (feedback) and data, and these changes were also seen in the actual lesson plans

Some documentation provided about changes that were made as a result of teacher review (feedback) and data, and/or some changes were seen in the actual lesson plans

Little documentation provided about changes that were made as a result of teacher review and data, and/or few changes were seen in the actual lesson plans

No mention of changes made as result of teacher review (feedback) or data

Connections to theme/ other content areas

Teacher made explicit connections to the theme throughout the unit, included ways to bring in other content areas within his/her lessons, clearly went outside of the traditional content area to make the content come alive and be more real for students

Teacher made a good deal of connections to the theme or other content areas

Teacher made a few connections to the theme or other content areas

There were no references to the theme in the lessons or to other content areas

Technology, Student Choice, and Creativity

Teacher made a definite point about bringing in technology,

Teacher provided some use of technology, student choice, and/or creativity in

Teacher had limited use of technology, student choice, and/or creativity

Teacher did not include any student choice, technology,

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student choice, and creativity in the planning of this unit; ideas were over the top and original (these do not need to be in each lesson…just solid examples of each in the unit)

the planning of this unit

in this unit and/or creativity in the unit

Meeting the needs of all learners

Teacher provided a learning environment that embraced visual, auditory and kinesthetic learners, and provided learning situations and assessment options in a variety of formats to best meet the needs of all learners

The activities and/or strategies used provided a somewhat varied approach to meet the needs of most learners

There is a trend in the lessons indicating that primarily one learning style is favored by the teacher, making it difficult for the needs of many students to be met

Little or no effort is indicated in the plans to meet the needs of diverse learners

Checking for understanding

Throughout all of the lessons, the teacher included ways to check for understanding along the way (formative), and at the end (summative), including but not limited to questions to ask, assessment ideas and details, and how you will know if and what

In most of the lessons, the teacher included ways to check for understanding

In a few of the lessons, the teacher included ways to check for understanding

There was no indication that the teacher checked for understanding throughout the lessons

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they know and are able to do

Other individual requirements

Team Materials

Thorough, followed directions, logical flow, well worded, complete understanding of topic, over the top performance

Somewhat thorough, a satisfactory performance overall with a few minor issues

Some significant issues in the following area:

Team Materials were not included in the final product

Bibliography

Good variety of sources used and citation follows APA or MLA format

Some variety of sources and/or citation format is somewhat inconsistent

Little variety of sources and/or citation format lacking in much of bibliography

Bibliography not turned in

Overall mechanics

Very few issues with spelling or grammar, everything written clearly and correctly

Some issues with spelling, clarity and/or grammar

Major issues with spelling, clarity and/or grammar

The work submitted was not satisfactory for a professional at this level in the program

Reflection In 1-2 pages, the writer clearly and thoughtfully addressed the questions: “How has your planning improved since the start of the semester and what did you gain from this process?”

The reflection was somewhat clear and/or somewhat addressed the questions posed

The reflection was in need of more clarity or personal connection to the growth and process involved

The reflection was not included or was simply a restatement of what was done

Peer and self -evaluation of team participation

Team member made significant contributions to team and team members

Team member made good contributions and had good backing

Team member may have struggled with effective contributions

Team member did not make significant contributions to team AND/OR

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completely supported this team member’s actions

from team members

and/or lacked the support of several team members

team has major issues – we need to talk!!

OVERALL SCORE FOR Interdisciplinary Unit: __________/50

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