L4+Moore,+Kalib

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Moore **__Lesson #:__** 4 **__Facet:__** Perspective
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 2
 * __ Topic: __**Immigration and culture of the 1920's


 * __ 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 of the 1920's such as the Harlem Renaissance, the Jazz Age, and the Red Scare.
 * Student will be able to do **analyze the rise of different cultures and races during the 1920's.


 * Product: ** Google Earth

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: ** I want my students to understand that many different cultures were becoming large in the United States, and many Americans' reacted differently to these changes, some accepting change, others not so much.

__ Assessments __ __ Formative (Assessment for Learning) __ If they can be afforded, I am hoping to use 'clickers' during this lesson. Throughout both days of the lesson, I will randomly ask trivia questions about the content that we are covering and students will have the opportunity to use clickers to send in their answer. Students will be grouped up in teams of four.
 * Section I – checking for understanding during instruction **

For this lesson, I will be using a self, peer, and teacher checklist to give timely feedback to my students.
 * Section II – timely feedback for products (self, peer, teacher) **

__ Summative (Assessment of Learning): __ Students are going to spend some time covering one of two topics using Google Earth: Students can use Google Earth to set 'pins' on different locations that were well-known or "big" during the Harlem Renaissance and The Jazz Age. In the 'pins', students can embed pictures, links, and videos in which they can show an understanding of both the Harlem Renaissance and The Jazz Age. OR students can create a tour of the path that most immigrants took during the red scare. They can also place pins throughout the 3-D tour and embed pictures, links, and videos to show an understanding of the route that many immigrants took during the Red Scare.

__ Integration __ Technology: Google Earth

Content Areas: Social Studies - Students look at past events and culture clashes during the 1920's. Geography - Students will be spending time using Google Earth to map out different culture movements during the 1920's. Music - Students will take time to listen to some classic 1920's Jazz music.

__ Groupings __ Students will be working with a KWS chart in which they can write down 'what they know, what they want to learn, and possible resources' (video, links, and pictures) they will be using when creating their Google Earth product.
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be in groups of two or three for this project. Students will take on the role(s) of a geographical historian researcher working for New York's culture diversity organization.
 * Section II – Groups and Roles for Product **

__ Differentiated Instruction __

__ MI Strategies __

Verbal: Students write about a inspirational musician or artist of the Harlem Renaissance and Jazz Age. Logical: Students make a cluster chart using inspiration to describe different instruments played in Jazz clubs. Visual: Students make a floor plan using Google Sketch-Up of an average Jazz club in the 1920's. Kinesthetic: Students learn about what flappers were and study a dance style and explain it. Musical: Students listen to songs played during the 1920's. Interpersonal: Students act our a scene for //The Great Gatsby**.**// Intrapersonal: Students make a blog or journal entry about their thoughts on the first three chapters of //The Great Gatsby//. Naturalist: Students describe the streets of New York during the 1920's.

__ 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. //

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: **

Type II technology: Students will be using Google Earth in a Type II way

Gifted Students: Students will be given the opportunity to use Google Earth to change the history settings of what they are viewing, so it is my hope that my gifted students can change the years of their tour from the present, to around when they were born to see changes over time.

__ Materials, Resources and Technology __
 * LCD Projector
 * Laptops
 * KWS Graphic Organizer
 * Checklist
 * Google Earth

__ Source for Lesson Plan and Research __ //This is a good article on [|the red scare.]// //This is a good resource to learn about [|the Harlem Renaissance.]//

__ 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: //

8:00 - Class begins. The room will be setup in a perimeter shape to allow for an open environment and class discussion. I will start by taking attendance and setting up the projector to play my hook.

8:05 - My hook is going to be a 3-D tour that I create using Google Earth to demonstrate what they will be doing for their product, but also a little history lesson on my home town just for fun. After presenting my hook, I will take time to answer students' questions on how Google Earth works and I will show them some of the commands they will be using on the application.

8:30 - I will hand out the self/peer/teacher checklist and KWS graphic organizer for the assignment and explain to students that this will be do the next day //completed//.

8:35 - Students will be paired up in groups of two or three, and they begin filling out their KWS graphic organizers //. // Students will take the rest of class time to begin working on creating their tour and will have the weekend to finish the assignment.

// Day 2: //

8:00 - Students will have linked their tour onto the class artifact page and will be assigned a different group to peer review their tour, making sure they include links and videos to further their understanding on 1920's culture movements.

9:05 - At the end of class, I will collect the self/peer/teacher checklists and I will then take time outside of school to go over each groups tour.

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. I will create a 3-D tour on Google Earth showing the paths different immigrants took during the "Red Scare."
 * Where, Why, What, Hook Tailors: ** Verbal, Visual, Interpersonal, Musical

Students will know important events of the 1920's such as the Harlem Renaissance, the Jazz Age, and the Red Scare. They will make a KWS chart to organize the information they are receiving on different cultures. Students will use the "three-step interview" to review all the information given in class. Students will be checked for understanding through the use of clickers, as the lesson progresses I will ask questions based on the content for the students to respond to using clickers. Using a multiple rubrics, students will be assessed by themselves, their peers, and myself.
 * Equip, Explore, Rethink, Revise, Tailors: ** //Intrapersonal, Visual, Mathematical//

Formative Assessment: Pre-Assessment: Carousel Brainstorming. Checking for Understanding: Clickers. Timely Feedback: Self/Peer/Teacher Rubric. MI: Verbal: Students write about a inspirational musician or artist of the Harlem Renaissance and Jazz Age. Logical: Students make a cluster chart using inspiration to describe different instruments played in Jazz clubs. Visual: Students make a floor plan using Google Sketch-Up of an average Jazz club in the 1920's. Kinesthetic: Students learn about what flappers were and study a dance style and explain it. Musical: Students listen to songs played during the 1920's. Interpersonal: Students act our a scene for // The Great Gatsby**.** // Intrapersonal: Students make a blog or journal entry about their thoughts on the first three chapters of // The Great Gatsby //. Naturalist: Students describe the streets of New York during the 1920's. Students will be able to analyze the rise of different cultures and races during the 1920's
 * 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.

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.

__ Handouts __ // KWS Chart // // 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 __//


 * // 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: //**// With the use of the cluster web graphic organizer, students will be able to write down their thoughts and organize them in a way that will better prepare them for the process of creating a prezi. //


 * // Microscope: //**//During the three minute review, students will have the chance to examine each others cluster web and the beginning of the prezi and give feedback to each other.//


 * // Puppy: //**// The checklist provide the puppy student's a chance to evaluate themselves, a peer, and receive feedback from me. The multiple sources of feedback will give puppies the chance to feel comfortable that they have completed all the tasks at hand. //


 * // Beach Ball: //**// Due to the perimeter shape around the classroom, students will have the chance to have an open discussion with myself and their peers and move around the room to review with one another. //


 * // 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. //**


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

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
 * // MLR or CCSS: //**


 * // Facet: //**// Perspective //


 * // Rationale: //**// Students will understand a variety of different themes after this lesson. They will learn about different cultures and their effect on the United States population and society. //

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

// MI Strategies: // Verbal: Students write about a inspirational musician or artist of the Harlem Renaissance and Jazz Age. Logical: Students make a cluster chart using inspiration to describe different instruments played in Jazz clubs. Visual: Students make a floor plan using Google Sketch-Up of an average Jazz club in the 1920's. Kinesthetic: Students learn about what flappers were and study a dance style and explain it. Musical: Students listen to songs played during the 1920's. Interpersonal: Students act our a scene for //The Great Gatsby**.**// Intrapersonal: Students make a blog or journal entry about their thoughts on the first three chapters of //The Great Gatsby//. Naturalist: Students describe the streets of New York during the 1920's.

// Type II Technology: Google Earth //

// Rationale: Google Earth is a great tool for teachers and students alike, I hope that my students will learn a lot from being able to interact with the map and actually see the movements of history on the computer screen //

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

// Formative: Students will be checked for understanding by the use of clickers in which the teams will use the clickers to answer content/google earth based questions. //

// Summative: // Using a check-list students will self-assess their product, and a peers, and will revise work if necessary. I will then assess their work using the same check-list and give feedback by the next class.

// Rationale: I think that it is important for students to spend time with their team mates to complete the product and get to know each other better, no two teams will ever be the same in my classroom. // || ||   || 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.
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||