L6+Moore,+Kalib

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Moore **__Lesson #:__** 6 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 4
 * __ Topic: __** 1920's prosperity and conflict


 * __ 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 ** important people such as William Harding, Albert Einstein, Henry Ford, and events such as "black tuesday", and terms such as assembly line and Model T.
 * Student will be able to **relate the 1920's economy rise and fall with our current economy.
 * Product: ** Wiki

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 be able to understand that their are both differences and similarities to the stock market crash at the end of the 1920's causing the great depression, and our current economy crash leading to a recession.

Students will be checked for understanding through the use of "4,3,2,1" in which they designate a number to how much they understood of what was covered in class.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will be using a rubric for timely feedback to self/peer/teacher assess the product. For this lesson, students are going to show their understanding through the creation of a wiki. They have many different options for what their wiki will look like. They can create a "chapter" on the lead up to the great depression from the perspective of someone living during our current recession, they can make one informative page on the similarities and differences, or an option of their own. The Wiki must contain at least 3 graphics, 5 links to informative websites or articles, and at least 1 scholarly journal needs to be credited. They can also source the documentary "[|Inside the Meltdown]" which we will watch during class to get an idea of how our current economy crashed. Students must then take the time to peer review two of their classmates wiki page by leaving a comment in the comment section of the wiki. On the last day of the lesson, students will have 3-5 minutes to explain how they set up their wiki and why. They can also discuss what information they used and why.
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Wiki

Social Studies - Students Art - They will be designing a visually appealing wiki.
 * Content Areas: **

The Graphic Organizer that will be used for this lesson will be 5 - W's
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working on their wiki individually and will be playing the role of an economic researcher who needs to find comparisons to the lead up to the Great Depression compared with our current economic failure and how it can be stopped in the future, if it can be. They will take the time to peer review one other classmates Wiki to give feedback and make revisions.
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**


 * Verbal:** Students will write a story through the eyes of a stock holder at the end of the 1920's.
 * Logical:** Students calculate any possible ways the stock market crash of 1929 could have been prevented.
 * Visual:** Students create a cluster chart using inspiration explaining main reasons for the stock market crash.
 * Musical:** Students create a poem describing the change of emotion at the end of the 1920's.
 * Interpersonal:** Students work in groups to discuss new plans the government needs to make to set the market straight back in the 1920's.
 * Intrapersonal:** Students make a blog entry comparing the 1920's economy to our current economy.


 * __ 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: ** Wiki


 * Gifted Students: ** There is plenty of room for students to go "above and beyond" whilst creating this wiki. Taking the time to review their peers wiki and comment on them giving feedback is one. They can also be sure to create an easy-to-navigate layout that is appealing to the eyes.

// MacBook // // Projector // // Dongle // // Handouts // // Index Cards //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[|A comparison] between the Great Depression vs the Great Recession: This is a link to an article with a bunch of numerical comparisons.


 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

// Day 1: // // Attendance and Introduction (10 min) // //5W's handout and explanation (5min)// //Inside the Meltdown(30min) - this will be my hook, it is a great documentary on our current recession and how it got to that point, I think it will be a great lead-up to the Great Depression and how that happened at the end of the 1920's.// //Wiki creating tutorial (20 min) - this will most likely go until end of day 1.//

//Day 2:// //Attendance and Introduction (10 min)// //ItM (45min) we will continue filling out the 5W's// //Team, Pair, Share (15min) this is my cooperative learning strategy, it will give students a chance to reflect to themselves either about the film or about the wiki and then talk about it with a team and then share to the class.// //Free time to work on Wiki (20min)//

//Day 3: This would be the last day to finish up the wiki's, but if more time is necessary their will be a day 4 to continue working on gathering sources.// //Attendance and Introduction (10min)// //ItM: Finish film (30 min)// //Peer Review: Students will be assigned one wiki to look at (even if not completed) and give feedback via the direct message or comment feature.// //Free time to work on Wiki (15min)// //Rubric Handout and explanation (10min)// //Clarifying questions (10min)//

//Day 4 or 5:// //Attendance and Introduction (10min)// //Presentation of Wiki and oral explanations!// //Time to reflect on Unit and 1920's (rest of class)//

Students will understand that the 1920's was a time of innovation leading to the downfall of a thriving economy. In the past ten years we have made the same mistakes many people made during the 1920's that caused the Great Depression, it is time that we learn from our mistakes. 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. For my hook I am hoping to show students a movie on our current economic situation. The movie is created by Frontline and PBS. I will show it over the course of two class periods. **Where, Why, What, Hook Tailors:** Verbal, Visual, Interpersonal, and Musical

Students will know important people such as William Harding, Albert Einstein, Henry Ford, and events such as "black tuesday", and terms such as assembly line and Model T. They will also know current people and events such as Barack Obama, George W. Bush, Fanny Mae and Freddie Mac, recession, National Debt. Students will use the 5 W's to demonstrate an understanding. **Equip, Explore, Rethink, Revise, Tailors:**//Intrapersonal, Visual, Mathematical//

Students will be able to relate the 1920's economy rise and fall with our current economy. By pairing students up with a partner, it gives them the chance to share ideas and theories and build off of one another. My MI Strategies are as follows: Verbal: Students will write a story through the eyes of a stock holder at the end of the 1920's. Logical: Students calculate any possible ways the stock market crash of 1929 could have been prevented. Visual: Students create a cluster chart using inspiration explaining main reasons for the stock market crash. Musical: Students create a poem describing the change of emotion at the end of the 1920's. Interpersonal: Students work in groups to discuss new plans the government needs to make to set the market straight back in the 1920's. Intrapersonal: Students make a blog entry comparing the 1920's economy to our current economy. **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: **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 Students will know important people such as William Harding, Albert Einstein, Henry Ford, and events such as "black tuesday", and terms such as assembly line and Model T. They will also know current people and events such as Barack Obama, George W. Bush, Fanny Mae and Freddie Mac, recession, National Debt.
 * __ Content Notes __**

//Rubrics// //5-W's//
 * __ 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 learners will enjoy the organization of the rubrics. //
 * // Microscope: //**// My Microscope learners will enjoy taking the time to work on the layout of their Wiki's. //
 * // Puppy: //**// My Puppy learners will enjoy //// having the 5-W's to use while watching the film //
 * // Beach Ball: //**// My Beach Ball learners will enjoy //// the perimeter layout of the classroom for open discussion //


 * // Rationale: //**// This lesson gives students of all different learning styles a chance to use their strongest learning style to their advantage. Students will feel comfortable learning in a way they are most used to. //


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

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
 * // Content Knowledge: //**
 * // MLR or CCSS: //**


 * // Facet: //**// Empathy //


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

Verbal: Students will write a story through the eyes of a stock holder at the end of the 1920's. Logical: Students calculate any possible ways the stock market crash of 1929 could have been prevented. Visual: Students create a cluster chart using inspiration explaining main reasons for the stock market crash. Musical: Students create a poem describing the change of emotion at the end of the 1920's. Interpersonal: Students work in groups to discuss new plans the government needs to make to set the market straight back in the 1920's. Intrapersonal: Students make a blog entry comparing the 1920's economy to our current economy.
 * // MI Strategies: //**


 * // Type II Technology: //**// Wiki //


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

Students will be checked for understanding through the use of "4,3,2,1" in which they designate a number to how much they understood of what was covered in class.
 * // Formative: //**
 * Section I – checking for understanding during instruction **

I will be using a rubric for timely feedback to self/peer/teacher assess the product.
 * Section II – timely feedback for products (self, peer, teacher) **

For this lesson, students are going to show their understanding through the creation of a wiki. They have many different options for what their wiki will look like. They can create a "chapter" on the lead up to the great depression from the perspective of someone living during our current recession, they can make one informative page on the similarities and differences, or an option of their own. The Wiki must contain at least 3 graphics, 5 links to informative websites or articles, and at least 1 scholarly journal needs to be credited. They can also source the documentary "[|Inside the Meltdown]" which we will watch during class to get an idea of how our current economy crashed. Students must then take the time to peer review two of their classmates wiki page by leaving a comment in the comment section of the wiki. On the last day of the lesson, students will have 3-5 minutes to explain how they set up their wiki and why. They can also discuss what information they used and why.
 * // Summative: //**

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 * // Rationale: //**// I want students to find a comparison between the lead up to the Great Depression and the lead up to our current Great Recession // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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