L5+Moore,+Kalib

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

** LESSON PLAN FORMAT **

__**Topic:**__ 1920's prosperity and conflict
 * __ Teacher’s Name __**** : ** Mr. Moore **__Lesson #:__** 5 **__Facet:__** Interpret
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 3


 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that ** different cultures and races were beginning to come above the surface in the United States.
 * Student will know ** important events such as the Harlem Renaissance and the Red Scare.
 * Student will be able to **make sense of culture clashes between whites and other races.
 * Product: ** Google Doc

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 race was still an issue during the 1920's.

I will use "circle, triangle, square" to check for understanding. When reading or working on an assignment, students right down one thing that is still "circling" in their head, something that stuck or pointed out to them, and something they agreed with. For this lesson I will be creating a self/peer/teacher checklist for students to fill out and complete.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

For this lesson, students will be working in groups of two or three to write a "team essay" on the cultural and racial altercations during the 1920's. The essay will be created using Google Docs, so it will not be an ordinary essay. Students are expected to use multiple links to videos and resources such as websites and articles off of online databases. Students are also expected to have at least two graphics. All work needs to be cited giving credit when needs be. The essay is to be no less than 1500 words. They will specifically be basing this essay on the altercations between the Klu Klux Klan, or "KKK", and African Americans during the 1920's.
 * __ Summative (Assessment of Learning): __**

Technology: Google Doc
 * __ Integration __**

Social Studies - Students will be spending time looking at historical events and figures of the 1920's. Logical - Students will need to figure out how to split up the work for creating a Google Doc with two or three other people. Visual - Students will need to make their final Google Doc appealing to the eyes and grammatical error free.
 * Content Areas: **

Section I - Graphic Organizer & Cooperative Learning used during instruction For this lesson, students will be doing some [|Round Robin Brainstorming!] In simple terms, the group of students making the Google Doc together will sit down and write the title of an event or person they would like to cover for their portion of the essay on an index card. After one minute, students will pass their index card to the right. The person who receives the index card will "refine" that persons idea. They can either give them tips on what to talk about, make a broad topic more specific, or simply leave it as is. This process continues until everyone has gotten a chance to give feedback on someones idea. I will be using a T-Chart as my graphic organizer for this lesson. For example, on one side of the "T" students can right "KKK" and on the other, "NAACP" which is the National Association for the Advancement of Coloured People. They could then write down different events or people that correspond to a specific side.
 * __ Groupings __**

Section II – Groups and Roles for Product Each student will take on the role of a writer for a school newspaper during the 1920's that has the ability to use technology created way past their time. Students will be in groups of 2-4.

__ Differentiated Instruction __ __ MI Strategies __ Verbal: Students write an essay on an inspirational evangelist. Logical: Students map out the immigration movements during the Red Scare. Visual: Students create a visual map of the immigration movements during the Red Scare. Interpersonal: Students work in groups to peer tutor each other on information related to cultural altercations during the 1920's. Intrapersonal: Students make a timeline of the different events that happened during the Red Scare. Naturalist: Students create a powerpoint on different races entering the United States. Explain why the US feared immigration.

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

Plan for accommodating absent students: 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.

__ Extensions __ Type II technology: Google Doc

Gifted Students: Students will be challenged to make it as authentic to the 1920's as possible. Using slang and terms found during that period will add to it's authenticity.

__ Materials, Resources and Technology __ // LCD Projector // // Laptop // // Dongle // // Graphic Organizer // //Checklist//

__ Source for Lesson Plan and Research __ // [|Here is a better explanation] of what round-robin brainstorming is! // // Attached are some notes on cultural altercations found on: // http://teacherweb.com/ //Also attached is an example of the T-Chart students will be making//

__ PART II: __

__ Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) // Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day1:

Attendance and Introduction (10 min) Hook: For my hook I will show students the [|Blue Eye Brown Eye Experiment!] (Note: this is just a YouTube clip of part of the experiment. The real documentary can most likely be found on the ABC television station site.) Discussion will ensue (40min). Handout Graphic Organizer, checklists, and create teams for the essay (20) Google Docs creation and explanation: (30 min) Day2:

Attendance and Introduction (10 min) Round-Robin Brainstorming (20 min) Class time to work on essay (50 min)

Day3:

Attendance and Introduction (10 min) Students electronically submit their Google Doc essay

Students will understand that different cultures and races were beginning to come above the surface in the United States. It is important to know how cultures that populate the United States now came to being. 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. My hook will be a viewing of the Blue Eye Brown Eye Experiment. **Where, Why, What, Hook Tailors:** Verbal, Visual, Interpersonal

Students will know important events such as the Harlem Renaissance and the Red Scare. They will make a T- chart to organize the information they are receiving on different cultures.Students will be checked for understanding through the use of "circle, triangle, square" in which I will ask the students frequently. Using a checklist, students can accurately keep track of tasks at hand and complete them accordingly. **Equip, Explore, Rethink, Revise, Tailors:**//Intrapersonal, Visual, Mathematical//

Students will be able to make sense of culture clashes between whites and other races.With the use of round robin brainstorming, students will get the chance to collaborate and discuss different ideas. Students are going to constantly be giving feedback to one another throughout this lesson because I want to learn how to help out each other when someone does not understand how to complete a task. The students can always improve, especially by helping each other improve. **Equip, Explore, Rethink, Revise, Tailors:**//Intrapersonal, Mathematical//

Checklist for timely feedback. Students will have the opportunity to assess themselves alone and with a peer. When making a T-Chart, 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. The use of the checklist creates a more laid back feeling to the assignment and it give students the ability to make sure they have completed everything up to my standards. Criteria on the checklist will include: At least 3 graphics, 1 scholarly source, 2 links to informative web pages, at least 1500 words, and no grammatical errors **Evaluate, Tailors:** //Interpersonal, Intrapersonal, Linguistic//


 * __ Content Notes __**

Students will know important events of the 1920's such as the Harlem Renaissance, the Jazz Age, and the Red Scare. This will be the shortest of my lessons because this topic can be covered in a class period or two. I essentially just want my students to know that immigration became a big deal during the 1920's, and a lot of Americans were not okay with people of different cultures moving in and taking jobs. In addition, this was pre-WWII, so we were not on the best terms with most countries. For this lesson, students will be working in groups of two or three to write a "team essay" on the cultural and racial altercations during the 1920's. The essay will be created using Google Docs, so it will not be an ordinary essay. Students are expected to use multiple links to videos and resources such as websites and articles off of online databases. Students are also expected to have at least two graphics. All work needs to be cited giving credit when needs be. The essay is to be no less than 1500 words. They will specifically be basing this essay on the altercations between the Klu Klux Klan, or "KKK", and African Americans during the 1920's.

-The Jazz Age - A time of happiness, dancing, and laughter. People spent many hours inside Jazz clubs listening to some poppin' music. -The Harlem Renaissance - This was a time of movement for African Americans. Many of the population moved more north looking for a better and more successful life for themselves and their families. -The Red Scare - Was a time when American's feared everyone that wasn't American, and felt the post war scare of communism and lost trust in immigrants. -KKK- "The Klu Klux Klan" Mostly southerners who still did not view African American's as freed individuals. They have been broken apart twice, but have continued to re-band together while decreasing in size. -NAACP - "National Association to the Advancement of Coloured People" They fought back against the KKK to prevent many riots.

__ Handouts __ // Graphic Organizer // // Checklist //

__ 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 learners are going to like the ability to look at multiple checklists during this lesson // // Microscope: Microscope learners are going to enjoy examining scholarly journals for information that can be used in the Google Doc essay. // // Puppy: Puppy learners are going to work well with the round-robin brainstorming because they are going to be able to give and receive feedback on their ideas of the essay. // // Beach Ball: Beach Ball Learners are going to enjoy moving around the classroom as a team either working on their doc or brainstorming. // // Rationale: It is important to support all students different learning styles. //

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

// Content Knowledge: // // 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

// Facet: Interpret //

// Rationale: Students are going to be interpreting why cultures treated each other the way they did back during the 1920's. They are going to find historical data that explains why issues were arising during this time period. // // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //

// MI Strategies: // Verbal: Students write an essay on an inspirational evangelist. Logical: Students map out the immigration movements during the Red Scare. Visual: Students create a visual map of the immigration movements during the Red Scare. Interpersonal: Students work in groups to peer tutor each other on information related to cultural altercations during the 1920's. Intrapersonal: Students make a timeline of the different events that happened during the Red Scare. Naturalist: Students create a powerpoint on different races entering the United States. Explain why the US feared immigration.

// Type II Technology: Google Docs //

// Rationale:Students are going to spend a lot of time reading on the internet and on their Google Docs, so creating a map of culture movements is a great way to get away from reading and writing for awhile. //

// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //

// Formative: // I will use "circle, triangle, square" to check for understanding. When reading or working on an assignment, students right down one thing that is still "circling" in their head, something that stuck or pointed out to them, and something they agreed with.

// Summative: // For this lesson, students will be working in groups of two or three to write a "team essay" on the cultural and racial altercations during the 1920's. The essay will be created using Google Docs, so it will not be an ordinary essay. Students are expected to use multiple links to videos and resources such as websites and articles off of online databases. Students are also expected to have at least two graphics. All work needs to be cited giving credit when needs be. The essay is to be no less than 1500 words. They will specifically be basing this essay on the altercations between the Klu Klux Klan, or "KKK", and African Americans during the 1920's.

// Rationale: I want the students to learn how to work together and collaboratively on a task. Splitting an essay up between a team will be difficult, but doable. They can take on many different roles throughout the lesson. // || ||   || 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.
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