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Annotated Lesson Plan Form


Name: Anna Newton A. Description of Lesson Plan Academic Subject(s): World History Grade Level(s): 11th grade Standards Integrated into the Lesson Plan: Student Content Standards: Unit 9: Years between the Wars: Topic: D: World War II: Indicator: 1: Explain the causes of World War II. Objectives: a: Explain the ideologies of fascism and Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. World History Curriculum Map. (2010). Retrieved from ftp://ftp3.ccboe.com/Instruction/High/SocialStudies/WorldHistory/WorldHis ory-Summer%202010%20Additions/CurriculumDocuments/ National Educational Technology Standards for Students (2007): 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Students apply existing knowledge to generate new ideas, products or processes. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. d. Students contribute to project teams to produce original works or solve problems. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. d. Students transfer current knowledge to learning of new technologies. International Society for Technology in Education. (2007). The ISTE National Educational Technology Standards (NETSS)and Performance Indicators for Students . Retrieved from: http://www.iste.org.
Anna Newton Lesson Plan

Learning Objectives for Lesson Plan: Students will explain and analyze the rise of fascist and authoritarian governments prior to World War II with 90% accuracy. Featured Technologies: Prezi presentation software Media Center 12 desktop computers for groups to share If Media Center is unavailable, 1 laptop cart of 15 laptops for groups to share Other Necessary Materials: Copies of Rise of Fascist and Authoritarian Governments assignment sheet and rubric Copy of Modern World History Textbook For presentations they will need the LCD projector and Smartboard Prerequisite Student Skills: Knowledge of the events and results of World War I, the 1920s, and the Great Depression. Ability to create a fluid presentation using technology Use of organizational skills to aide in creating a fluid presentation Ability to type and search for appropriate images, video, and information online using the free web and databases as well as their textbook Brief Overview of Lesson: This lesson is towards the end of the unit on the years between World War I and World War II. In the overall unit students will learn the impact of World War I on society, the economy, government, and militarism. This lesson focuses on how certain countries turned away from to democracies to a new form of government called fascism or an authoritarian government. Students will create a Prezi presentation in which they will explain the rise and impact of these new governments in four specific countries: Spain, Japan, Italy, and Germany. Students will learn a new type of presentation software and present it to the class. This lesson will take 3 4 days of 90 minute blocks. Teacher To Teacher: First, this lesson can be modified to work with any given subject and can also be modified to be used individually. Second, I would advise teachers to have students to save their files to the teachers flash drive upon completion. I also suggest that the teacher post them on their class page for students to review in preparation of the future unit test. To save time during the work days, students should save their work on their own flash drives and their H drives at school. The students final composition will be presented. The presentations can be recorded if you want to use them as examples for next year or for evaluations for the current school year. Finally, prezi is fairly easy to learn, but I suggest you play around with it so you can teach your students how to use it. Procedures/Activities: 1. Students will complete a warm-up that asks them How do you create a presentation? What items should be included? What makes a presentation good or bad? (no technology)

2. The teacher will go over the warm-up in a discussion with the class. This discussion is teacher driven in order to guide students into what they should include in their prezi presentations. (no technology) 3. The teacher will pass out the assignment sheet and explain the assignment in detail. (no technology) see the end of the form for assignment sheet & rubric. Students may use this time to ask questions about the assignment. This is to make sure all students understand the requirements of the project. 4. The teacher will create groups, one for each of the four countries. Size suggestion of no more than 4. This is so you do not have groups where only some of the students are doing the work. If it is a large class, you can have multiple groups per country. It is at the teachers discretion to create groups or to allow students to create their groups. (no technology) 5. Once students are in groups, the teacher will pass out laptops or assign computers and have the students log on. If your computers take a long time to load I suggest that you have the students log on during the warm-up. (technology being used) 6. Once the computers are logged on, the students will go to www.prezi.com to sign up for the free student/education version of prezi. (technology being used) 7. The teacher will then teach the students how to use the prezi software using the Smartboard to manipulate an example. Students may ask questions about prezi at this time. Since most, if not all, students have never used this before they will need to have time to learn from the teacher and some practice time to learn the new technology. If there is time in the schedule, you may add an extra day to the beginning of the assignment to create an activity to teach the prezi software, such as a scavenger hunt. (technology being used) 8. The rest of the class period and the next two days the students will have class time to work together on their presentations. Suggest to the students to exchange emails or other contact information if outside time is needed to finish the project. The teacher will assist students when they have questions or problems with prezi or the assignment. The teacher will also be checking their progress during this time. At the teachers discretion, roles/responsibilities can be assigned within the groups. (technology being used) 9. On the fourth day, the students will present their prezi presentations to the class. The students will be teaching each other about the rise of fascist and authoritarian governments during this period in history. The teacher will be grading them with the rubric during their presentations. (technology being used) 10. To close the lesson, the students will evaluate the presentations and write a response to the following questions: What is a fascist and authoritarian government? Why did these four countries turn to fascism or authoritarianism? Why did the people of these four countries follow these new governments? Student Assessment and Evaluation: The teacher will be informally evaluating the students progress throughout the workdays using a checksheet. The teacher will be answering questions on
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prezi and checking student work for inaccuracies and to see if the students are fully following instructions. Students presentations to the class will be formally assessed by the attached rubric (see the bottom of this form for detailed rubric). A proficient performance will complete all requirements accurately. An exemplary performance will complete all requirements accurately and presented in a thorough manner and it used many sources and media to enhance their presentation. The concluding unit assessment will ask students how fascism or authoritarianism gained power in each of the countries, plus other knowledge gained during the unit.

B. Analysis (Rationale) Rationale for Activities: I selected new software that I have never used before to use in this lesson because I have been looking for a new way to present and create student-generated presentations that would capture the students interest. I was recently introduced to Prezi on www.prezi.com. After testing it, I felt it was fairly easy to use and free for teachers and students. The creation of these presentations will help the students find and interpret information they found on how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. They must analyze the information to create a well organized and thorough presentation in order to teach the class about their assigned country. By creating these presentations the students will be analyzing how events and the people allowed fascism or authoritarianism to take control of their country. The students must also work together with a new technology in order to create and present their presentation as stated in the NETS standards. They must also use knowledge they already have to research online and synthesize their knowledge of PowerPoint and the new Prezi software. This lesson matches three of my four philosophies of teaching. First, a sense of community is created because students will be working together in small groups and learning cooperatively. This will help students learn how to organize their time and effort with others in order to create a well organized and detailed presentation. Second, I set high expectations for this project that I expect the students to meet. They are learning a new piece of software, creating an in-depth presentation, and presenting to the class in a fairly short amount of time. This also connects them to the real world, which moves fast and you must learn new technologies quickly. Finally, the students are responsible for learning from their presentations and from the presentations of their classmates. I am not just giving them the information; they are finding, examining and analyzing evidence for themselves. This creates ownership of the knowledge they gained while creating the presentation. I decided to sequence the activity as I did for various reasons. First, I had the warm-up and a discussion based on it to introduce what the purpose of a presentation is and what are the qualities of good and bad presentations are. My students have been making many presentations throughout their academic careers, but sometimes they get a little sloppy or lazy with them. This discussion will remind them what is expected in a well done presentation. I then explain the project because they need to know what they are trying to create. I do this before I teach them how to use prezi because the students will hopefully be visualizing possible ideas on how to set-up the presentation while I am
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explaining how to use it. I give the students plenty of class time to work together and we wrap up the activity with their presentations and an evaluation of what they learned. The evaluation helps keep the students attention during other groups presentations. They must pay attention to the other groups because they will be learning this topic through their peers. Each one of these steps builds upon prior knowledge and then teaches a new skill that they will need in order to complete the assignment. I plan on using this lesson with my smallest Honors World History class. There are exactly 20 students in that class, which means there is only two groups that will have to double up on the same country. I also chose this class because there is also a limited amount of computers and so this way I will have enough computers for each group. These students are also some of my brightest and so they can take a more hands on approach to their learning. This activity is challenging, which in an Honors class they are supposed to be challenged. I also do not have any special needs students in this class, so that way I can test out this new lesson and make changes before I use it with students that have more needs and fewer resources in the future. The significance of this activity, if they learn what I expect them to, is that the students will have learned a new technology that they may use frequently in the future. They will have also worked together with their peers, which they will need to use in the workforce. They will also learn to identify and analyze how the mood of the population of a country can have a large impact on its government. This will hopefully inspire them to take more of an interest in current U.S. events and politics and become involved in their community and nation.

Explanation of Technology Integration: Through the use of the prezi technology I have solved the creativity issue many students have with the traditional PowerPoint software. Here the students can add text, images, video, and augment the flow of information that PowerPoint does not have or it is difficult to do. This technology adds a renewed interest in creating presentations for class. This new software also requires thinking at a higher level and use problem solving skills in order to operate and create a fluid and detailed presentation. I think technology has a huge impact on learning. The internet alone brings information (correct or not) at their fingertips in seconds. They can also communicate with their peers on group assignments through various forms of technology. I think students today would be lost without the technology they have today. I could have accomplished this activity without the prezi technology or other technology by using markers and poster paper, but it would not be the same. There would be a limit on creativity, sources of information, and media. The students would find the presentations boring and would be less likely to pay attention to their classmates. C. Reflection Your Learning about Technology and Teaching: The lesson is very new for me. The only technology I have used before in this lesson is the Smartboard and the internet. Prezi is totally new and this will be the first time I use it with students. I am hoping that this new presentation software will create a lot of interest in the students and bring out their creativity, since prezi is not as structured as PowerPoint. If for some reason the prezi program does not work or the students absolutely do not understand how to use the program, I would have two back-up plans. The first is taking an extra day just to teach the prezi software. This way each student learns that it takes a little more time to learn a new technology, but it is well worth it. The
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second is only if the website for prezi is down. If the website is down the students will create the presentation through PowerPoint and I may have to augment the requirements due to the change. This lesson presents two issues for me. First, since this is a new technology for me as well as the students there will be problems that I may not know how to fix yet. I plan on testing prezi frequently before this lesson, but it will take some time to get comfortable with it. There will be a lot of questions from the students that I will need to answer. The second issue is time. I normally do not take this much time on this subject, but I believe it will be worth the effort. Fortunately, I am not a tested subject. While preparing this lesson, I learned how to use prezi, only basic knowledge so far. Based off this new knowledge I will most likely use this for presentations on a more regular basis in my classes. I may use them to create my own presentations for notes in class and for future products that my students will create. While developing this lesson, I used the idea that you need to be comfortable with the software before you use it in the class. You need to test it and learn how to troubleshoot problems. While I am not completely comfortable with this software, I plan to be by the time of this lesson. If time and scheduling allows I may also have four to five of my top students from the class come to my room during our hour lunch to learn the new prezi software. Together the students and I can learn the new software to work out potential issues. At the end of this these students would be experts with prezi. I would have one of these expert students in each group so that way they have a student to within the group to learn from. Future Explorations: I foresee many questions from students about prezi. When students encounter a new technique or technology, they usually want to go back to the old way because they are comfortable with it. I am forcing my students to come out of their comfort zone and there will be some whining, groaning, and statements like this is too hard. I will solve them by showing them the benefits of this new software and being there to help them learn this new technology. If I use this technology again or create a similar lesson, I might want to create assignments in which the students create something other than a traditional presentation with prezi. I or students may be able to create games or timelines with this software. Learning from Peer Review: The peer review process taught me to be more specific in my lesson planning. I received many comments for further explanation. For example, Emily Moon said What form of medium? In Online sources or textbook? to my comment that the students would have the ability to type and search for appropriate images, video, and information. For each comment that was similar to that type of comment, I added more specific information and tried to write more clearly. These types of comments reminded me that while the plan sounds specific to me, it may not be for someone that is reading it and trying to implement it. Also, I received many comments from Alyson Covino that created new ideas to help with student understanding of the assignment to learning the new technology. For example, I added the possibility of adding an extra day to have a scavenger hunt to help the students learn the new software and having certain students become experts of the technology by scheduling one on one time with them to work out the kinks of the prezi software. While reviewing my classmates lessons, I was again reminded on being very specific with the lesson and the assessment of the lesson. I made sure I had a clear rubric and the assignment sheet at the end of my lesson so the reader would know
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exactly what the requirements of the students would be and what the end result should look like. I also added more detail to how my lesson connected to the county and NETS standards. Again, I thought that this was clear based off what I was doing throughout my lesson. I added several sentences in my procedure and analysis explaining why the students were completing this activity or that particular step. Students do need to know why they are learning something because it gets them more invested in the activity/lesson. After experiencing the peer review process, I suggest that there be a specific document to help in the peer review process. I did not look at the week 7 conference before I reviewed my classmates lessons. I still think I did a good job, but I may have been more specific and followed formatting rules if I had a checklist to follow. I also suggest that there be a Wimba conference before the lesson plan project with the professor, that way we have the opportunity to hear the professor talk about specific requirements and ask questions. D. References and Annotated References International Society for Technology in Education. (2007). The ISTE National Educational Technology Standards (NETSS)and Performance Indicators for Students . Retrieved from: http://www.iste.org. Roblyer, M., Doering, A. (2010). Integrating educational technology into teaching (5th edition). New York: Pearson Education Inc. World History Curriculum Map. (2010). Retrieved from ftp://ftp3.ccboe.com/Instruction/High/SocialStudies/WorldHistory/WorldHis ory-Summer%202010%20Additions/CurriculumDocuments/ E. Preview of Lesson Plan Implementation I plan to implement this lesson beginning April 12th to 15th of this year. Rise of Fascist and Authoritarian Governments

Mussolini & Hitler Hideki Franco Directions: You and your group members will create a Prezi presentation on the rise of Fascist and authoritarian governments in Spain, Italy, Germany and Japan prior to World War II.

What is Prezi? Prezi is a way to create interactive presentations online. It allows for you to add more types of content in a fun and visually appealing way. Everyone will create their own free prezi account. Please go to the following website: http://prezi.com/ Requirements & Rubric: In your presentation you must create a visual representation of how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, or Japan. Be creative with your presentations, but you must include the following information/requirements:
1. Introduce your groups country give some information on the problems your country is facing after World War I. 2. Explain how fascism or authoritarianism takes control of your country. Be specific and give the steps. Include important leaders and events. 3. Explain the ideology of fascism, Nazism, or authoritarianism be specific based on your country. 4. Explain how this new government gained support of the population in your country. 5. Analyze the changes in your country as a result of the rise of this new government. 6. Include at least two visuals; one of your visuals may be a video clip. 7. Organize it in a way that it makes sense to the audience. 8. Present your final product to the class in order to teach them about the fascist or authoritarian government of your country.

Multimedia Project : Rise of Fascist and Authoritarian Governments


Teacher Name: Mrs. Newton

Students Names: CATEGORY Content 5-4

________________________________________ 4-3 Includes essential knowledge about the topic. Subject knowledge appears to be good. 3-2 Includes essential information about the topic but there are 1-2 factual errors. 1-0 Content is minimal OR there are several factual errors.

Covers topic indepth with details and examples. Subject knowledge is excellent.

Requirements

All requirements All requirements One requirement More than one are met and are met. was not requirement was exceeded. completely met. not completely met.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Four misspellings and/or grammatical errors. Content is logically organized for the most part.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Mechanics

No misspellings Three or fewer or grammatical misspellings errors. and/or mechanical errors. Content is well organized using headings or other means to group related material. Uses headings or other means to organize, but the overall organization of topics appears flawed. The workload is divided and shared fairly by all team members, though workloads may vary from person to person. Source information collected for all graphics, facts and quotes. Most documented in desired format. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

More than 4 errors in spelling or grammar.

Organization

There was no clear or logical organizational structure, just lots of facts.

Workload

The workload is divided and shared equally by all team members.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. Source information collected for graphics, facts and quotes, but not documented in desired format. Delivery not smooth, but able to hold audience attention most of the time.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. Very little or no source information was collected.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format.

Oral Presentation Interesting, wellrehearsed with smooth delivery that holds audience attention.

Delivery not smooth and audience attention lost.