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Kevin Kleespies Lesson Plan: Problem-Based Learning

Problem-Based Learning (PBL) uses content standards, technology and situational problems to engage students. PBL allows students to become active learners who are critically thinking about content to find a solution to the problem presented (Cennamo, Ross, & Ertmer, 2009). The role of the teacher during a PBL is to facilitate learning(Cennamo, Ross, & Ertmer, 2009). The teacher integrates technology into this lesson to create a student centered classroom that produces self directed learners.

// Daily Lesson Game Plan //

Unit: Civil War and Reconstruction
 * Lesson Title: EMANCIPATION

Grade Level: 11th Grade US History and Government ||||||  || • Standard 1 History of the United States and New York Key Ideas [|1] -[| 2] - [|3]- [|4] • Standard 3 Geography Key Ideas [|1]- [|2] • Standard 4 Economics Key Ideas [|1] [|2] • Standard 5 Civics, Citizenship and Government [|1] [|2] [|3] [|4]
 * // GOALS // ||
 * [|Content Standards New York State]

ISTE NETS-S • Creativity • Critical thinking, problem solving • Communication and collaboration • Research and information fluency • Technology operations and concepts

Instructional Objective(s): • Students will be able to understand: 1. How slaves reacted to freedom? 2. How the lives of Americans changed after Emancipation? 3. How did Emancipation affect the economy of the North/South? . ||
 * // ACTION // ||
 * Before-Class Preparation: The teacher will create a webquest. This webquest will include relevant materials for students on emancipation. The quest will include primary documents such as letters and newspapers. Students will also have access to speeches given during emancipation from both white and black Americans located in either the North or South. Teacher will need to create a wiki for students have access the webquest as well as a site to collaborate with classmates. The teacher will need to teach a brief lesson on how to use wikis before attempting this lesson. Students will be using the webquest and other resources to answer how did emancipation change America? Change the North? Change the South? Lives of African Americans? ||
 * // During Class //

Students will be working in heterogeneous groups created by the teacher. Students will all have laptops to work from during class. Students will be working all over the classroom during this lesson. With hard copies of letters from people like Fredrick Douglas students will read and record what they discover in their learning logs. Learning logs are any type of diary, log, or journal that students will be using during this unit to record what they have accomplished and learned for the day. Students will be completing the webquest. Students will also be creating a group wiki page on the class wiki. Each student will have to choice a perspective to take on emancipation and the freeing of the slaves. Students can choice to work in the group perspective or create a character opposed to their group’s views. ||
 * // MONITOR // ||
 * Assessments: Students will be given a quick Senteo quiz before and after every class period. Students learning logs will be collected at the end of this unit. The class wiki will be monitored everyday.
 * // MONITOR // ||
 * Assessments: Students will be given a quick Senteo quiz before and after every class period. Students learning logs will be collected at the end of this unit. The class wiki will be monitored everyday.

Accommodations and Extensions: Students with learning disabilities will be given extended time as needed. The webquest will be designed to start with lower content moving to more complex concepts. Special needs students will be given extra time to complete this assignment. || Students will need to take on a character at the end of this unit. Each student will be asked to create a product that displays their viewpoint on Emancipation. Second students will need to have either in their group or from another group a person of differing opinion to which they will need to debate. The debate can be done in a number of ways. Students could debate one another live in class, Podcast, letters, or in a number of other ways. When this unit is complete students will have used a number of technologies. Working towards teaching 21st century skills is important for this unit however the problem solving aspect of PBL is the main focus. Technology is supporting this learning. Students will be researching, viewing and exploring a number of different resources in many different formats. When this unit is complete students will have completed: a learning log, group wiki page, quizzes, viewpoint product and a debate.
 * // EVALUATION // ||

LESSON 2

Kevin Kleespies Lesson Plan: Social Networking

Social networking is fast becoming an educational tool. Classroom can connect to resources instantly such as, experts, other teachers as well as other schools (Laureate 2009). Using social networking will build confidence in students and can help motivate students in the classroom. // Daily Lesson Game Plan  //

||  Lesson Title: EMANCIPATION Unit: Civil War and Reconstruction

Grade Level: 11th Grade US History and Government |||||||| // GOALS // || |||||||| [|Content Standards New York State] • Standard 1 History of the United States and New York Key Ideas [|1]  -  [| 2]  -  [|3]  -  [|4] • Standard 3 Geography Key Ideas [|1]  -  [|2] • Standard 4 Economics Key Ideas [|1]   [|2] • Standard 5 Civics, Citizenship and Government [|1]   [| 2]   [|3]   [| 4] ISTE NETS-S • Creativity • Critical thinking, problem solving • Communication and collaboration • Research and information fluency • Technology operations and concepts Instructional Objective(s): • Students will be able to understand: 1. How to use the classroom wiki? 2. How the lives of Americans changed after Emancipation? 3. How did Emancipation affect the economy of the North/South? 4. How individuals in America reacted to Emancipation? 5. How to write a letter. .   || ||||||||  // ACTION // || ||||||||  Before-Class Preparation: The teacher will create a class wiki. Teacher will need to have a complete understanding of how to create and manage the wiki. A rubric created by the teacher will have to be created for students to understand how this lesson will be graded. The teacher will need to create the pages on the wiki before the lesson begins. The two pages created for students are to organize their letters intent, one page will be for emancipation, the second will be against it. Teacher will also need to supply students will a number of letters from this time period to give students a better understanding of the attitudes and opinions of this time. || |||||||| // During Class  // Students will be working in heterogeneous groups created by the teacher. Students will all have laptops to work from during class. Students will be working all over the classroom during this lesson. Students will be using the learning log created during their webquest from the lesson before. Students will be working in a group while producing individual letters that will be posted on the class wiki for other students to read and respond to. Student have already picked a character to take on in the last lesson. In this lesson students will be posting a letter from the character they established. Once students have posted their letter they will then read and respond to a minimum of three posts as the character they have chosen. || |||| || || ||||||||  || ||||||||  // MONITOR // || ||||||||  Assessments: Students will be given a quick Senteo quiz before and after every class period. Students learning logs will be collected at the end of this unit. Student character letters will be graded as quiz, historical accuracy, grammar, spelling and position are graded from the rubric. Student responses will be graded as participation.

Accommodations and Extensions: Students with learning disabilities will be given extended time as needed. These students will be graded more on content than grammar and spelling. Special needs students will be given extra time to complete this assignment. The special needs students will have direction explained one on one with teacher as well given a letter template and extra examples to work from. || |||||||| // EVALUATION // ||

Students will be evaluated through their letters and responses to other students. The teacher will comment on posts for each student and the student is required to respond to the teacher as their character would. Students will also be given a non formal assessment. The teacher will move around the room speaking with groups asking specific questions to see the progress groups are making and the level of understanding from each group.