L3+Moore,+Kalib

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

** LESSON PLAN FORMAT ** || **__ Teacher’s Name __**** : ** Mr. Moore **__ Lesson#: __** 3 **__Facet:__** Explain
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days: 3__**
 * __ Topic: __** 1920's consumption and media


 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that ** consumption and media changed American's outlooks and values.
 * Student will know ** events such as the first radio on the air, who evangelists are, and famous speakers of the 1920's.
 * Student will be able to ** describe different forms of technology created during the 1920's and what their purpose was.
 * Product: ** Podcast

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 the 1920's progressed extremely fast and many different forms of technology were coming to the surface and improving rapidly.

Students will be checked for understanding by playing a trivia game. They will be teamed up in groups of four and I will either ask the class questions or we will play Jeopardy. It will give me an opportunity to assess where the class is as a whole, and where they need to improve before they finish their product. Using a rubric, they will use multiple copies to evaluate themselves, their peers, and I myself will evaluate their product **. **
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

Students will be creating a podcast, using GarageBand, of what a simple radio show would sound like during the 1920's. The show must last 3-5 minutes long, and students must cover a minimum of **four** different topics of technological advancement and society impacts in the news. An example would be interviewing Henry Ford after his announcement of the "assembly line" and how it would triple his output rate of Model T's. Another example would be covering an evangelist of the 1920's. Religion went on the rise during this era, and many speakers such as Billy Sunday had a large impact on society.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** GarageBand

Social Studies: Students will be covering many different facts from the 1920's. English: Students will take time to read speeches made by evangelists of the 1920's.  Musical: Students will be listening to many different radio advertisements and jingles from the 1920's.
 * Content Areas: **

Students will be creating a cluster web using Inspiration for this assignment. They will also be teamed up in groups of four to compete in a trivia game in which they can work on learning new information and receiving feedback from myself.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * - ** Radio host

- Interviewers and person being interviewed

- GarageBand Tech

- Script Writer


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal: ** Students make a "fakebook" (fake facebook) for famous innovators of the 1920's.
 * Visual: ** Students draw the kind of Model T they would want to drive during the 1920's.
 * Logical: ** Students calculate the amount of people who owned cars during the 1920's.
 * Interpersonal: ** Students create a Google Doc on a innovator of their choice from the 1920's.
 * Intrapersonal: ** Students create a concept map of innovation using inspiration.
 * Naturalist: ** Students use Google Earth to show infrastructure during the 1920's.

// 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 __**
 * Type II technology: ** Students will be using GarageBand in a type II way. They will post the final product to YouTube and link it to the class wiki.


 * Gifted Students: ** I am going to ask my gifted students to include more than four topics relating to technological advancement during the 1920's. I want them to figure out why technology was advancing so quickly during this time period and to whether or not people approved of it during that time.


 * __ Materials, Resources and Technology __**

- MacBook

- LCD Projector

- Rubrics

- Inspiration (App)

- Product Directions Handout


 * __ Source for Lesson Plan and Research __**

This is a [|tutorial] on how to create a podcast while using Garageband.

Students will [|read a segment of this sermon] by Billy Sunday to learn about the kind of influential person he was on the airwaves and in person.

Here is a link to the [|life of Henry Ford]


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**

For this lesson, students will be seated in a perimeter shape around the classroom to open up discussion and set a more comfortable environment for the classroom. Students will be using Garageband to create a podcast as their web 2.0 tool. On the first day of the lesson, I will play a radio advertisement from the 1920's to give students the idea of what a radio advertisement sounded like during the 1920's, this will be my hook. At that time, I will hand out the rubrics and explain to them what their product will be. I will explain to them how Garageband works by showing them the tutorial linked above, and I will also give class time to let them practice using it by letting them make songs. At the end of the class I will give them their Graphic Organizer to begin filling out as homework. On the second day students will bring in a "wish-list" of different things that they would like to learn about GarageBand or part of the content they are covering. They will also be giving one other person a peer feedback session in which they read the graphic organizer the student filled out and then score it using the rubric. The rest of class will be used to allow them to work on their podcast. The third day of class is presentations! Each group will have 3-5 minutes to play their podcast, and then an additional 5 minutes to talk about what they chose for their podcast and why. They will then hand in their self and peer rubric and I will assess their work using the rubric as well.

Day 1:

Welcome and attendance! (10 min)

Hook and discussion (20 min)

Handout rubric and graphic organizer; explain what GarageBand is and how they will use it. (15 min)

Garageband tutorial and practice (40 min)

Day 2:

Welcome and attendance! (10 min)

Clarifying questions (20 min)

Peer feedback on graphic organizers (25 min)

Work session on podcast (30 min)

Day 3:

Welcome and attendance (10 min)

Presentations! (65 min)

Closing remarks on lesson (10 min)

Students will understand that consumption and media changed American's outlooks and values. It is important to know different forms of technology used 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. As my hook I will play a radio advertisement from the 1920's.


 * Where, Why, What, Hook Tailors: ** Verbal, Visual, Interpersonal, Musical

Students will know events such as the first radio on the air, who evangelists are, and famous speakers of the 1920's.They will make a cluster using Inspiration linking the radio with famous speakers and what they spoke for. Students will work in group by table to discuss famous speakers of the 1920's. Before creating a cluster, students will check for understanding by teaming up in groups of 4 and answering trivia questions. Using a rubric, they will use multiple copies to evaluate themselves, their peers, and I myself will evaluate their product.


 * Equip, Explore, Rethink, Revise, Tailors: ** //Intrapersonal, Visual, Mathematical//

I used an index card as an exit ticket to check for students understanding at the end of the day.

MI:

Verbal: Students make a "fakebook" (fake facebook) for famous innovators of the 1920's.

Visual: Students draw the kind of Model T they would want to drive during the 1920's.

Logical: Students calculate the amount of people who owned cars during the 1920's.

Interpersonal: Students create a Google Doc on a innovator of their choice from the 1920's.

Intrapersonal: Students create a concept map of innovation using inspiration.

Naturalist: Students use Google Earth to show infrastructure during the 1920's.

Students will be able to describe different forms of technology created during the 1920's and what their purpose was.


 * Evaluate, Tailors: ** //Interpersonal, Intrapersonal, Linguistic//


 * __ Content Notes __**

Students will know different forms of technology from the 1920's, whether it is the invention of a certain food or drink, the radio, or even the Model T, they will be covering a vast amount of technology and the influential people who crafted it. Some definitions that need to be known by the end of the lesson are:

Henry Ford - Inventor of the Model T. Also created the idea of an assembly line. Henry Ford has carried on a legacy of vehicles ever since his first Model-T

Billy Sunday - A well-known preacher of the 1920's, his work converted many people to Christianity. I am going to give students the opportunity to read one of Billy Sunday's sermons, or a section of one. I am not looking entirely at the religious aspects of the sermon, but more rather Billy Sundays ability to grab everyone's attention. I want to give them the opportunity to listen to him and other evangelists speak to large crowds via the public and radio.

RCA- First radio company in America. They broadcast news, sports, shows, music, etc.

Aimee McPherson: A highly outspoken female evangelist. This is a different option for students to choose from besides Billy Sunday.

Albert Einstein: Einstein had started to become very well known. Some of Einstein's greatest feats were his theory of relativity and in 1921 he recieved the Nobel Peace Prize in the category of physics


 * __ Handouts __**

- Rubric

- Podcast tutorial


 * __ 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 rubric because it will be very clear on what they need to complete and how they can order their tasks. //


 * // Microscope: //**// My microscope students will enjoy working with the cluster web because they can put all of their information down on one spot, and then analyze it all together. //


 * // Puppy: //**// My puppy students will enjoy the setting of the classroom, the perimeter shape is a very open and welcoming environment to give students the opportunity to speak out during discussion //


 * // Beach Ball: //**// My puppy students will enjoy creating the podcast because they can use slang from that time period and really have fun with the project. //


 * // Rationale: //**// I think that it is important to hit each different learning style when creating a lesson. Students should get the opportunity to use whichever learning style is strongest for them. //


 * // 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


 * // Facet: Explain //**


 * // Rationale: //**// Students will understand a variety of different themes after this lesson. They will learn about historical influences of the United States during the 1920's and what their effect was on society. //


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


 * // MI Strategies: //**

Verbal: Students make a "fakebook" (fake facebook) for famous innovators of the 1920's.

Visual: Students draw the kind of Model T they would want to drive during the 1920's.

Logical: Students calculate the amount of people who owned cars during the 1920's.

Interpersonal: Students create a Google Doc on a innovator of their choice from the 1920's.

Intrapersonal: Students create a concept map of innovation using inspiration.

Naturalist: Students use Google Earth to show infrastructure during the 1920's.

Students will be able to describe different forms of technology created during the 1920's and what their purpose was.


 * // Type II Technology: //**// GarageBand //


 * // Rationale: //**// Garageband is a great tool to bring reality to the 1920's. Creating a simple podcast, based on the 1920's, can give students a good understanding of what the radio sounded like during that time period, and also the slang and accents. //


 * // 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 playing a trivia game. They will be teamed up in groups of four and I will either ask the class questions or we will play Jeopardy. It will give me an opportunity to assess where the class is as a whole, and where they need to improve before they finish their product.


 * // Summative: //**

Students will be creating a podcast, using GarageBand, of what a simple radio show would sound like during the 1920's. The show must last 3-5 minutes long, and students must cover a minimum of **four** different topics of technological advancement and society impacts in the news. An example would be interviewing Henry Ford after his announcement of the "assembly line" and how it would triple his output rate of Model T's. Another example would be covering an evangelist of the 1920's. Religion went on the rise during this era, and many speakers such as Billy Sunday had a large impact on society.


 * // Rationale: //**

// I think that students will get the opportunity to learn a lot about this lesson, the broad topics and main ideas will help students gain a sense of what life was like during the 1920's. // || 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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