L1+Moore,+Kalib

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Moore **__Lesson #:__** 2 **__Facet:__** Self-Knowledge
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 3
 * __ Topic: __** The Roaring 20's Innovation


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** the 1920's was a time of innovation leading to the downfall of a thriving economy.
 * Student will know **events such as who Henry Ford is, who Charles Lindbergh is, and what the assembly line is.
 * Student will be able to **recognize 1920's innovation and what their purpose was.


 * Product: ** Comic

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns Grade Level Span: Grade 6-8 "The 1920's: Prosperity and Problems" Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals and institutions in the world. Performance Indicators: A, B, D
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will understand that innovation was on the rise during the 1920's and everything was building upon one another. People found happiness in consumption and they were not turning back.

Students will be checked for understanding through the use of "think, pair, and share." This will give students a chance to think on their own, collaborate with a peer, and share out to the class. I will be using a rubric for timely feedback to self/peer/teacher assess the product. Students will be creating a comic surrounding the story of the creation of different inventions of the 1920's. The example I will give students will be Henry Ford and his invention of the Model T and his idea of an assembly line. Students will have the opportunity to take the comic in any direction that they please. They could write a story, give an informative oral presentation, or something of their choosing, as long as they create a comic using comic life. The students will save the final product as a pdf, and post it to the class wiki. Students are required to note whether they want the class to view their product individually or as a whole group. Students will be using comic life in a type II way. Social Studies: Students will look at past events and decide how they have impacted the United States Art: Students will be creating a comic and implementing graphics into it Students will create a clock diagram to help them organize different milestones for the person they are covering and to keep everything in chronological order. "Think, pair, share" will be used to help me check for students understanding. Students will be creating a comic that covers an inventor or creator from the 1920's. Students will be working for a company that creates interactive comic books for schools.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: **
 * Content Areas: **
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**


 * __ MI Strategies __**

Verbal: Students create a 1-minute 1920's radio show sample using GarageBand Logical: Students create a pie chart showing forms of transportations. Visual: Students draw a 1920's advertisement using Google Sketch-Up or Paint. Musical: Students sing or write a 1920's radio jingle Interpersonal: The class is split into two teams for a debate. Intrapersonal: Students write a journal entry on their thoughts about the radio's influence on media.

// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**

If absent from class, students are to get in touch with myself or the class wiki page to receive any notes or handouts that they missed. Students also have the option to get in touch with fellow classmates to get caught up on any missed class work. Any missed homework assignments will be marked as late unless special circumstances come forth.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Comic life is an app that can be found on macbooks and ipads in which students will be using in a type II way Gifted students are going to be encouraged to add more pages to their comic and cover their inventor in more detail. //Laptop/iPad// //Comic Life program// //Projector// //Clock graphic orgnizer//
 * Type II technology: **
 * Gifted Students: **
 * __ Materials, Resources and Technology __**

//I will be doing extra research [|on the life of Henry Ford]// Students will learn how to [|use] comic life in a Type II way. I will show this [|video] to show students
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

For this lesson, students will be seated in a perimeter shape around the classroom. I think that it is important for students to feel like the class is one group and that it students can always speak up and discuss with one another.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

8:00: Introduction: I will take attendance, then I will ask students if they have any questions before we begin class. 8:10: Hook and presentation: I will show students the comic presentation that I make on Henry Ford and they will get an idea on how they will be presenting their comic based on my presentation. I want them to see the detail shown in my comic and for them to understand that though this is a comic, it is still a tool for them to use to further their education. 8:30: Graphic organizer: I will hand out the clock diagram handout and give students a chance to begin brainstorming by themselves and with peers to decide who and what they will be covering for their assignment. They will be allowed to use their computers to help them research. 9:00: Checking for Understanding: I will be using "think, pair, share" as my tool for checking for understanding. Students will have a few minutes to reflect on the work they have done in class, and then they will be partnered up to discuss with a partner, and finally the whole class will share out how they feel about the product and ask me any questions.
 * Day 1: **

8:00: Introduction: I will take attendance, then I will ask students if they have any questions before we begin class. 8:10: Intro to comic life: I will show students the program comic life and explain to them the essential tools for the app and then they will be partnered up and asked to create a one slide/page with a partner based on a topic of their choosing and submit a project and product file to me so I am sure they understand how to use the app. The one slide can be about anything; a movie, what they will be eating for lunch, their favorite sport, etc. This is simply a way to for me to make sure that they know how to create a comic for their product.While students are working on their one page comic with partners, I will meet with students individually to make sure that they have completed their graphic organizer and see if they have any questions on what to do next. 8:50: Work time: Students will be allowed the rest of the class to begin working on their comic and asking me any questions.
 * Day 2:**

8:00: Introduction: I will take attendance, then I will ask students if they have any questions before we begin class. 8:10: Presentations!: Since students have the option to have the class view their comic individually or as a whole class, we will first have the students who wanted to present to the whole class go first, they will read their comic to the class, and then spend 3-5 minutes explaining more in depth their topic. I will be using the rubric that I handed out to students on day one of class to assess the product and the presentation.
 * Day 3:**

Students will understand that the 1920's was a time of innovation leading to the downfall of a thriving economy. The invention of the radio set the stage for the production of both the television and the computer. I will show this [|video] to give students a sense of the level of happiness with consumption during the 1920's. // Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world. //
 * Where, Why, What, Hook Tailors: ** Verbal, Visual, Interpersonal, Musical

Students will know events such as who Henry Ford is and what was the assembly line is, who Charles Lindbergh is. (see content notes) They will use a clock diagram to make sure events are understood and are in chronological order. Students will be grouped into partners to brainstorm different ideas and discuss 1920's themed inventions. Before making a clock diagram, students will be checked for understanding using the "think, pair, share" concept. Using a rubric, they will use multiple copies of the rubric to evaluate themselves and their peers and I will use a copy to evaluate the final product. I will be evaluating their product on a 4.0 grading scale and they will have one product rubric that I will be using to assess them.
 * Equip, Explore, Rethink, Revise, Tailors: ** //Intrapersonal, Visual, Mathematical//

Students will be able to recognize 1920's innovation and what their purpose was.Students will be able to chart out how they will complete their assignment and what resources they will use to do so. Students will have the option to move around the room and look at what their peers are doing for their presentation and give positive feedback. I want students to feel comfortable enough to ask me questions as well as their peers. My classroom will be an open environment and anyone that is having trouble understanding concepts will be comfortable to ask questions to figure it out. They will also get the chance to work with comic life to better their knowledge of how to use web 2.0 tools.
 * Equip, Explore, Rethink, Revise, Tailors: ** //Intrapersonal, Natuarlist, Mathematical, Naturalist, Bodily//

Rubric for timely feedback. Students will have the opportunity to assess themselves alone and with a peer. When making a clock diagram, students will initially work on it alone to get their thoughts written down on paper. They will then have the opportunity to share it with a peer and give each other feedback. Then they will share out to the class. The use of the rubric creates a specific layout to the assignment and it give students the ability to make sure they have completed everything up to my standards. Criteria on the rubric will include: minimum of six pages on the comic, at least 3 creative commons or non-copy-written photos relating to the person they chose.
 * Evaluate, Tailors: ** // Interpersonal, Intrapersonal, Linguistic //

Students will know inventors and inventions of the 1920's such as Henry Ford and the first Model T vehicle. They will also know terms such as assembly line which is the process of which different people or machines focus on one specific part of the product and work only on their part of the whole. Since they have such a wide variety of options for topic choices, their will be many different important people and events discussed during this lesson based on what each student's preference is. Henry Ford- Inventor of the Model T, thought of the idea of an assembly line in which each person or machine working has it's own role in building the whole. Charles Lindbergh - flew across the Atlantic in one trip without stopping. Alexander Flemming- Discovered penicillin Paul Galvin - Invents car radio William Potts - Invents traffic lights band-aids were invented in 1921
 * __ Content Notes __**

//Graphic Organizer// //Rubric//
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**// My clipboard students will benefit from the step-by-step process that my lesson consists of. They will also appreciate the clock graphic organizer because it gives them a chance to put all of their characters and events into chronological order. //


 * // Microscope: //**// My microscope students will benefit from the time we spend using comic life and analyzing all of the different tools it contains. //


 * // Puppy: //**// My puppy students will benefit from the "think, pair, share" checking for understanding activity that we do. It will give them a chance to think individually, with peers, and collaborate with myself. //


 * // Beach Ball: //**// My beach ball students will benefit from the one slide activity that they will do with a partner to test out comic life. The one slide can be about anything, so this freedom will give my beach ball students a chance to think outside the box and work on an assignment of their choice. //


 * // Rationale: //**// I think that it is important for students to be able to work within the learning style that they feel most comfortable with. I want each of my students to be able to do their best work at the best of their ability. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: See content notes //**


 * // MLR or CCSS: //**

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns Grade Level Span: Grade 6-8 "The 1920's: Prosperity and Problems" Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals and institutions in the world. Performance Indicators: A, B, D

// Self-Knowledge //
 * // Facet: //**

// **Rationale:** I want my students to receive as much feedback as possible during this lesson so that they can continue to improve their comic. //


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

Verbal: Students create a 1-minute 1920's radio show sample using GarageBand Logical: Students create a pie chart showing forms of transportations. Visual: Students draw a 1920's advertisement using Google Sketch-Up or Paint. Musical: Students sing or write a 1920's radio jingle Interpersonal: The class is split into two teams for a debate. Intrapersonal: Students write a journal entry on their thoughts about the radio's influence on media. //Comic//
 * // MI Strategies: //**
 * // Type II Technology: //**


 * // Rationale: //**// Students will have a variety of options when working with comic life. The tools on this application allow students of different learning styles to complete the product in the fashion of their choosing. //

Students will be checked for understanding through the use of "think, pair, and share." This will give students a chance to think on their own, collaborate with a peer, and share out to the class. I will be using a rubric for timely feedback to self/peer/teacher assess the product. Students will be creating a comic surrounding the story of the creation of different inventions of the 1920's. The example I will give students will be Henry Ford and his invention of the Model T and his idea of an assembly line. Students will have the opportunity to take the comic in any direction that they please. They could write a story, give an informative oral presentation, or something of their choosing, as long as they create a comic using comic life. The students will save the final product as a pdf, and post it to the class wiki. Students are required to note whether they want the class to view their product individually or as a whole group. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
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