L2+Moore,+Kalib

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

** LESSON PLAN FORMAT **

__** Topic: **__The 1920's consumption and media.
 * __ Teacher’s Name __**** : ** Mr. Moore **__Lesson #:__** 1 **__Facet:__** Apply
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__** 3

.
 * __ 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 and they will know important actors of the 1920's and the films they starred in.
 * Student will be able to ** decide whether Hollywood had a positive or negative effect on social media.
 * Product: ** Prezi.

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 __**

Students will understand how quickly consumption became a priority in the early 1920's by learning about different forms of media and art during that time period as well as the people who influenced it.
 * Rationale: **
 * __ Assessments __**

Pre and post survey to determine students' understanding before and after class or quarter. Students will be asked frequently for a thumbs up or a thumbs down while creating their cluster chart to make sure they understand the content. Using a checklist students will self-assess their product, and a peers, and will revise work if necessary. I will then assess their work using the same checklist and give feedback by the next class.
 * __ Pre-Assessment: (Lesson 1 only) __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

Students choose an influential person of the arts from the 1920's to cover. A minimum of **six** factual slides is required, covering information on their career, personal life, and influence on media. A minimum of **one** video and **two** graphics need to be included. They will be using Prezi as their web 2.0 tool and on the first day of the lesson I will explain how to use Prezi and all of the different capabilities the tool has for the students to use. I will also handout a checklist that is made up of three sections: the first section is a self-assessing checklist, the second is a peer-assessment checklist, and the last is a checklist that I will be using on the day of the presentation. On the second day of the lesson students will group up for a three minute review in which they can discuss what they learned about Prezi during lesson one, and what influential person they are going to be covering for the project, the rest of class time will be given to students to begin working on their project and give them a chance to ask me questions. On the third day of the lesson students will be creating a cluster web to connect famous media stars with descriptions of their influence on society. It will give a chance for students to work more on their project as well as learn about other influential people of the arts. On the day of the presentation, students will hand me their checklist and present their Prezi to the class. I will be making sure that they have at least six factual slide and that they cover their person's career, influence on the media, and influence on society.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will be using Prezi to learn in a type II way.
 * Content Areas: ** English/Art; students will create an interactive slideshow on an influential person of the arts from the 1920's.

Students will create a cluster web individually to connect famous media stars with descriptions on their influence to society. Students will get the opportunity to group up in pairs for a "three-minute review" of the content on their cluster webs. Students will be working on this project individually. As they will essentially be creating a slide show, they will need to take on the role of a researcher and document their findings. Throughout the days we work on the project, students will get a chance to meet with myself and fellow classmates to discuss ideas and receive feedback.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **

**Verbal:** Students will write a journal entry OR movie critique about a movie of the 1920's. **Logic:** Students will create a statistic chart representing the rise in movie attendance during the 1920's.  **Visual:** Students create either a PowerPoint or Prezi covering an actor or actress of their choice. **Musical:** Students choose a song from the 1920's and learn what the lyrics mean. **Kinesthetic:** Students learn about popular dances from the 1920's and learn one. **Interpersonal:** Students work in groups discussing different movies genres of the 1920's. **Intrapersonal:** Students write a postcard to the actor/actress of their choice asking questions about Hollywood in the 1920's.  **Naturalist:** Students will discuss the impact of film on the environment.
 * __ Differentiated Instruction __**
 * __ MI Strategies __**

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 the class wiki page or myself 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 Prezi to learn in a type II way.
 * Gifted Students: ** I am going to challenge my gifted students by asking them to go above and beyond when creating their Prezi by embedding videos and links to different articles, not just a simple PowerPoint.


 * __ Materials, Resources and Technology __**
 * LCD Projector
 * Laptops
 * Graphic Organizer - (online)
 * Checklists
 * Index Cards
 * Prezi Tutorial
 * YouTube clips

I will show them a YouTube clip from the trailer of //The Artist//, after the video I will hand out index cards for students to write the answer to a simple question: when was this film produced? Hopefully, students have not heard of //The Artist//, and will jot down answers from the early 1900's because it is black and white as well as silent. After collecting the index cards and reading the answers I will explain to them that this film was made in 2011 and can explain to them the cycle the movie industry has made by proving that silent movies are still winning awards over 3-D movies. I will also take time during class to touch on different famous people of the 1920's to give students a chance to start thinking of someone they would like to cover for their assignment. Prezi is a great tool for teachers and students alike. Attached is a hard copy tutorial of different commands to use while creating a Prezi to get the most possible use out of it.
 * __ Source for Lesson Plan and Research __**

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 they can always speak up and discuss with one another. They will be using Prezi as their web 2.0 tool and on the first day of the lesson I will explain how to use Prezi and all of the different capabilities the tool has for the students to use. I will also handout a checklist that is made up of three sections: the first section is a self-assessing checklist, the second is a peer-assessment checklist, and the last is a checklist that I will be using on the day of the presentation. On the second day of the lesson students will group up for a three minute review in which they can discuss what they learned about Prezi during lesson one, and what influential person they are going to be covering for the project, the rest of class time will be given to students to begin working on their project and give them a chance to ask me questions. Students will be creating a cluster web to connect famous media stars with descriptions of their influence on society. It will give a chance for students to work more on their project as well as learn about other influential people of the arts. On the day of the presentation, students will hand me their checklist and present their Prezi to the class. I will be making sure that they have at least six slide and that they cover their person's career, influence on the media, and influence on society.
 * __ 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: Attendance is taken and students have the opportunity to ask any questions. 8:05: I will spend the next 20 minutes having an open discussion about Hollywood during the 1920's and different influential people of that time and what they did. A short discussion will begin after the video. I will show them a YouTube clip from the trailer of //The Artist//, after the video I will hand out index cards for students to write the answer to a simple question: when was this film produced? Hopefully, students have not heard of //The Artist//, and will jot down answers from the early 1900's because it is black and white as well as silent. After collecting the index cards and reading the answers I will explain to them that this film was made in 2011 and can explain to them the cycle the movie industry has made by proving that silent movies are still winning awards over 3-D movies. 8:15: Handout checklist for assignment and explain what the assignment is. 8:39: I will then have students open their laptops and follow along myself on my own screen displayed on the projector as I spend the rest of class demonstrating how to use Prezi and all of it's different functions. Students will have the chance to ask questions about how Prezi works. 9:00: Assign students to choose the influential person they are going to cover and come to class with a description of their career and where they lived for next class.

Day 2: 8:00: Attendance is taken and students have the opportunity to ask any questions. 8:05: Students will get in pairs and begin the three-minute review process. During this time students are asked to explain to their partner where they are at with their Prezi, they should be discussing things such as which they chose for the assignment and how they are going to use Prezi. 8:15: I will hand out students’ graphic organizer, a cluster web, and students will take time to begin filling out the web. Anything that they do not finish in class will be assigned for homework. 8:40: Students hand a peer their checklist for them to review what the student has completed and give them any feedback for what they need to finish before presentations. 8:50: I will spend the last 10-15 minutes of class allowing students to present some of the information they wrote down on their cluster web if they please, I will then take any questions.

Day 3: 8:00: Attendance is taken and students have the opportunity to ask any questions. 8:05: Presentations! Students come to the front of the class when it is their turn and hand me their checklist that I will be using to give feedback on their presentation. Students then take the next 5-10 minutes to present their Prezi, show any links or videos they included, and cover the influential person of their choice from the 1920's. This should take all class. Any time left over will be for students to comment on different presentations and give myself feedback on what they liked and didn't like about the assignment.

Students will understand that consumption and media changed American's outlooks and values. Without the rise of Hollywood, we would not have the social custom of "going to the movies" we share today. MLR: //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 show a video on famous actors and actresses of the 1920's and the films they starred in. **Where, Why, What, Hook Tailors:** Verbal, Visual, Interpersonal, and Musical

Students will know events such as the first radio on the air and they will know important actors of the 1920's and the films they starred in. They will create a cluster chart to link famous actors and actresses with descriptions on their influence to society. "Three-minute review" will be used to check for understanding and allow students to team up. Before making a cluster chart, students will be checked for understanding by being frequently asking to give a "thumbs-up." Using a checklist, students will self-assess their product and assess a peers and will revise work if necessary. I will then assess their work using the same checklist and give feedback by the next class. **Equip, Explore, Rethink, Revise, Tailors:**//Intrapersonal, Visual, Mathematical//

Students will be able to decide whether Hollywood had a positive or negative effect on social media. I will introduce Prezi and give students time to use it and become acquainted with it while also being able to begin working on their project. 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. **Equip, Explore, Rethink, Revise, Tailors:**//Intrapersonal, Natuarlist, Mathematical, Naturalist, Bodily//

Checklist for timely feedback. Students will have the opportunity to assess themselves alone and with a peer. When making a cluster web, 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: minimum of six slides on the Prezi, at least one embedded video or link relating to the person they chose, either a clip from a movie they starred in or a song that they sang or performed, students will also be required to have completed the self and peer sections of the checklist. **Evaluate, Tailors:** //Interpersonal, Intrapersonal, Linguistic//


 * __ Content Notes __**

Students will know events such as the first radio on the air and they will know important actors of the 1920's and the films they starred in. T //he first radio went on the air on August 28th, 1922. The radio was produced by the Radio Corporation of America and over the next several months more and more families continued to purchase radios to hear the news and for a source of entertainment. Students will be aware of films such as the Jazz Singer, which was the first film with sound starring Al Jolson. Students will then take time to discover other actors and actresses of the 1920's and the films they starred in.// Charles Chaplin: Actor, comedian, singer, and dancer. He is most well known for his comedies //The Gold Rush// and //The Circus//, as well as his work with Jackie Coogan in //The Kid//. Mary Pickford: Known for her work in //Pollyanna// and //Rosita//. Married to co-star Douglas Fairbanks and the two of them were activists for the movie industry. Douglas Fairbanks: Husband to Mary Pickford. He enjoyed playing roles in action movies such as //The Mark of Zorro// and //The Three Musketeers//. D.W. Griffith: Spent a lot of time as a supervisor but starred in films alongside Chaplin, Douglas, and Pickford. Jackie Coogan: Became large with his work along side Chaplin, //The Kid// Harold Lloyd: Worked in nearly 200 silent films alongside big names. He was a big name comedian of the 1920's. Roscoe Arbuckle: Roscoe "Fatty" Arbuckle was a well-known comedian until a scandal knocked him out of the business. Will Rogers: Spent a lot of time working the silent film industry, but really shined once sound came onto the big screen. Buster Keaton: Worked as a comedian and slowly progressed to a silent film actor and then to a sound film actor Rudolph Valentino: Well known for his role in //The Four Horsemen and the apocalypse//. Al Jolson: Starred in the first audio film //The Jazz Singer//. Janet Gaynor: Very popular actress of the 1920's starred in //Dangerous Innocence//

//Graphic Organizer// //Self/Peer/Teacher Checklist// //Handout explaining Prezi assignment//
 * __ 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: //**// 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 other’s cluster web and the beginning of the Prezi and give feedback to each other. //
 * // Puppy: //**// The checklist provides the puppy student's a chance to evaluate themselves, peers, 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 their peers and myself 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. //

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
 * // 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: //**
 * // Facet: //**// Apply //
 * // 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. //

**Verbal:** Students will write a journal entry OR movie critique about a movie of the 1920's. **Logic:** Students will create a statistic chart representing the rise in movie attendance during the 1920's.  **Visual:** Students create either a PowerPoint or Prezi covering an actor or actress of their choice. **Musical:** Students choose a song from the 1920's and learn what the lyrics mean. **Kinesthetic:** Students learn about popular dances from the 1920's and learn one. **Interpersonal:** Students work in groups discussing different movies genres of the 1920's. **Intrapersonal:** Students write a postcard to the actor/actress of their choice asking questions about Hollywood in the 1920's.  **Naturalist:** Students will discuss the impact of film on the environment.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**


 * // Type II Technology: //**// Prezi //
 * // Rationale: //**// Students get the chance to use all the different intelligences during this lesson. A lot of free class time to explore different interests and topics while interacting with each other should give students the chance to receive feedback to strengthen their final assignment. //

Pre and post survey to determine students' understanding before and after class or quarter. Students will be asked frequently for a thumbs up or a thumbs down while creating their cluster chart to make sure they understand the content. Using a checklist students will self-assess their product, and a peers, and will revise work if necessary. I will then assess their work using the same checklist and give feedback by the next class.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * __ Pre-Assessment: (Lesson 1 only) __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

Students choose an influential person of the arts from the 1920's to cover. A minimum of **six** slides is required, covering information on their career, personal life, and influence on media. They will be using Prezi as their web 2.0 tool and on the first day of the lesson I will explain how to use Prezi and all of the different capabilities the tool has for the students to use. I will also handout a checklist that is made up of three sections: the first section is a self-assessing checklist, the second is a peer-assessment checklist, and the last is a checklist that I will be using on the day of the presentation. On the second day of the lesson students will group up for a three minute review in which they can discuss what they learned about Prezi during lesson one, and what influential person they are going to be covering for the project, the rest of class time will be given to students to begin working on their project and give them a chance to ask me questions. On the third day of the lesson students will be creating a cluster web to connect famous media stars with descriptions of their influence on society. It will give a chance for students to work more on their project as well as learn about other influential people of the arts. On the day of the presentation, students will hand me their checklist and present their Prezi to the class. I will be making sure that they have at least six slide and that they cover their person's career, influence on the media, and influence on society. || ||   || 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].
 * __ Summative (Assessment of Learning): __**
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