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UNIVERSITYOFMAINEATFARMINGTON

LESSONPLANFORMAT

TeacherName
:SpencerHodge
DateofLesson
:February9,2016
GradeLevel
:11
Topic
:U.S.History
TheCubanRefugeeCrisis

EssentialQuestion
:Whoarerefugeesandwhatis(was)lifelikeforthem?

LessonObjectives
:
Studentswillbeableto:
becomeawareoftheCubanCivilWar.
understandtheeffectsofFidelCastrosrevolutionontheCubanpeople.
understandwhatlifewaslikefortheCubanrefugees.

AssessmentPlan:
PreAssessment
:Teacherwillpromptstudentsatthebeginningofthelessonwithafocus
question.
FormativeAssessment
:Teacherwillintermittentlyasktheclassquestionspertainingtothe
contenttocheckforunderstanding.
SummativeAssessment
:Studentswillhavetheoptionoftwoassignments.Thefirstoptionwill
betowriteaonepageresponsetotheJoaquinMirandaletterthattheyreadduringclass.The
secondoptionistocreatealeafletthatwillbeairdroppedintoCubadesignedtoconvincethe
peopleofCubatofleetheircountryandcometoAmerica.

MaineLearningResultsAlignment:
ContentArea:SocialStudies

StandardLabels:
E:
History
:Studentsdrawonconceptsandprocessesfromhistorytodevelop
historical
perspectiveandunderstandissuesofcontinuityandchangeinthecommunity,Maine,
UnitedStates,andtheworld.
E1:
HistoricalKnowledge,Concepts,Themes,andPatterns
E2:
Individual,Cultural,International,andGlobalConnectionsinHistory

Standards:
E1:
Studentsunderstandmajoreras,majorenduringthemes,andhistoricinfluencesin
UnitedStatesandworldhistory,includingtherootsofdemocraticphilosophy,ideals,and
institutionsintheworld.
a.
Explainthathistoryincludesthestudyofthepastbasedontheexaminationofa
varietyofprimaryandsecondarysourcesandhowhistorycanhelponebetter
understandandmakeinformeddecisionsaboutthepresentandfuture.
b.
Analyzeandcritiquemajorhistoricaleras,majorenduringthemes,turning
points,events,consequences,andpeopleinthehistoryoftheUnitedStatesand
worldandtheimplicationsforthepresentandfuture.
E2:
StudentsunderstandhistoricalaspectsofunityanddiversityintheUnitedStatesand
theworld,includingNativeAmericancommunities.
b.
IdentifyandanalyzemajorturningpointsandeventsinthehistoryofNative
AmericansandvarioushistoricalandrecentimmigrantgroupsintheUnited
States,andotherculturesintheworld.

GradeLevelSpan:912

Rationale:Inthislessonstudentswillexamineprimaryandsecondarysourcedocumentsand
makeconnectionstospecificeventsinhistory.

Integrationofothercontentareas:
Thislessonwillhavemultipleaspectsoflanguagearts,includingthreearticleswhichthe
studentswillread,andanoptionbetweentwowrittenassignments.

DifferentiatedInstruction:
Strategies:
Directionswillbegiveninstructionsorallyaswellaswrittenontheboard/onthe
worksheet.
Discussionquestionswillbeprojectedinthefrontoftheroomwhilethestudentsread.
Therewillbeacombinationofindependentreadingandreadingasaclass.
Modifications/Accommodations:
Wholegroupactivitywilltakeplace,individualwork,andtheoptiontoworkwitha
partner.
Iwillcirculatearoundtheroomtolookforstudentswhoneedextraassistanceduringthe
writtensegmentofthelesson.
Extensions:
Ifstudentsfinishearly,theywillcontinuetoworkontheirfinalunitproject.

Materials,Resources,andTechnology:
Projector
Laptop
StudentLaptops
PrintedArticles(seeteacherlearningsequencefortitles)
LinedPaperandpencils


Sourceforlessonplanandresearch:
ArticlesandWritingAssignmentIdeasfrom:
http://www.billofrightsinstitute.org/educate/educator
resources/lessonsplans/currentevents/refugeeshistory/
ImadethislessonmyownbycreatinganoverviewoftheassignmentsbyusingPowerPoint,and
createdmyowndiscussionquestionsbasedonwhatIfeltwasimportant.

CommonCoreTeachingStandards(Maine2012)/InTASCandRationales
4.ContentKnowledge
:Theteacherunderstandsthecentralconcepts,toolsofinquiry,
andstructuresofthedisciplinesheorsheteachesandcreateslearningexperiencesthat
maketheseaspectsofthedisciplineaccessibleandmeaningfulforlearners.
Iamdemonstratingmycompetenceinmeetingthisstandardthroughmy
enthusiasticpresentationonthecontentduringtheoverviewofthelesson.
6.Assessment:
Theteacherunderstandsandusesmultiplemethodsofassessmentto
engagelearnersintheirowngrowth.todocumentlearnerprogressandtoguidethe
teachersongoingplanningandinstruction.
Iamdemonstratingmycompetenceinthisstandardthroughmyuseofpre,
formative,andsummativeassessments.Also,Igavestudentsacreativechoicein
theirsummativeassessment.
7.PlanningforInstruction:
Theteacherdrawsuponknowledgeofcontentareas,
crossdisciplinaryskills,learners,thecommunity,andpedagogytoplaninstructionthat
supportseverystudentinmeetingrigorouslearninggoals.
Iamdemonstratingmycompetenceinthisareabybringinginavarietyof
primaryandsecondarysourcedocumentsthatIthinkwillengagethestudentsin
thelesson.

TeachingandLearningSequence:
Studentsentertheroomandsitattheirdesks,noticingthefocusquestionontheprojector
astheyenter.
Teacherasksstudentstoanswerthefocusquestion.
Teacherfacilitatesadiscussionsurroundingthefocusquestion.
Teacherwillchangetheslideandexplainthelearningobjectivestothestudents.
Then,teacherwillgiveanoverviewofthelesson.
TeacherwillpresentbackgroundinformationontheCubanCivilWar,usingalecture
formatwithnotesonthepowerpoint.
StudentswillobserveamapastheteacherpointsoutwhereCubaisinrelationtoFlorida.
Totaltimethusfar:20minutes
TeacherhandsoutthePBSarticle,ExilesinAmerica.
Teacherasksforstudentstoreadparagraphbyparagraph.
Discussionquestionswillbeprojectedontheprojector.
Studentswilldiscusstheanswerstothequestionsprovided.
Teacherhandsoutthenextarticle,ResettlementRecap.
Studentswilltakeabout10minutestoreadthearticleontheirown.
Discussionquestionswillbeprojectedontheprojector.

Studentswilldiscusstheanswerstothequestionsprovided.
StudentswillnowreadaletterfromJoaquinMiranda.
Studentswillbegivenafewmorediscussionquestions.
Totaltimethusfar:40minutes
Teacherwillintroducebothoptionsforthewrittenassignments.
Teacherwilldistributewrittendirectionsforbothassignments.
Teacherwillaskthestudentsiftheyhaveanyquestionsabouttheexpectations.
Studentswillchooseatask.
Studentswillbegintoworkindependentlyorwithapartnerastheteachercirculatesthe
room.
Studentswillhavetherestoftheclasstocompletethisassignment.
Studentswillhaveabout20minutestoworkonthewrittenassignments.
Totaltime:1hour20minutes