L2+Malbon,+Jason

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

Teacher’s Name:** **Mr. Malbon**
 * Grade Level: 9** **Topic: Famous Personalities of the 1920's**

__Objectives__

 * Student will understand that** contributions of a famous person through a skype interview and post a blog entry.
 * Student will know** why we value celebrity so much today. Why were the 1920's the first major decade of the American celebrity. Students can consider sports figures, actors, writers, polititians, women leaders, musicians, etc. Reasons why celebrities of the 1920's became so popular were the rise of radio and film. These new technologies brought entertainment to millions of people who otherwise had little access to entertainment.
 * Student will be able to** analyze contributions and significance of famous personalities (Perspective) **Product** Skype interview **(2 days 80) organize**.

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies E. E1 Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma 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.
 * Rationale:** Many areas of the Maine Learning Results will be met during this lesson including; The 1920's as a major era of the United States. The 1920's was an important era in history in part because Americans had for the first time desposable income to use as they saw fit. Entertainment turned into a colossal business during this time and has remained so ever since. Citizens flocked into theaters to see silent films and crowded around radios to listen to the likes of fellow Mainer Rudy Vallee sing. Another learning result covered is major enduring theme. This requirement is met in our study of the love and fascination of celebrity then and now. An amercan ideal can be covered in many ways. Our love of sports and sports figures is exemplified with our perennial love of baseball. Babe Ruth is arguably the most famous athlete in our nations history. The idea that someone can rise from humble beginnings and make it big is an enduring ideal and another enduring theme.

__Assessment__

 * Formative (Assessment for Learning)** At the onset of the lesson, the teacher will tell the students they are about to play a little game. The teacher will have a small stuffed animal. The teacher will then ask who can name a famous person of the 1920's and give who they modern equivalent might be as a review. The teacher will toss the stuffed animal to a student raising his or her hand. After giving an answer that student will the animal back to the teacher. The process will begin again with another student. This fast paced game will last several minutes until most if not all students have named someone. Upon completing the game, the teacher will introduce the next topic if the day. After the review activity, students will be given then the hook for the next lesson in the form of a question to class. That is, how and why did celebrities of the 1920's become so popular, famous and larger than life? Are there technological, economic, or cultural reasons? How did the famous person manipulate or realize the benefits of any of those reasons? A few minutes of question and answer will follow before students are given the group activity. Students will use a graphic organizer (spider chart) to record main ideas on their topic. Before class begins, the teacher will have written several key terms on the whiteboard that need to be arranged in the spider map. The terms are not in any particular order. Working in groups four, teams will fill out their charts from terms on the board in a way that makes sense to them. The teacher will assign a number one through four to each team member. A random selection of a number will determine who will be the recorder. For example, "All two's in your group will be the recorder." Likewise, "All fours within each group will present what you have to the class." The main idea on the chart will be the only term given. That is, why did famous personalities become so famous and idolized? Teams will have several minutes to complete the chart. For homework, students are required to write a brief blog entry about the lesson, class and group activities. They will also write a blog about their final project experience.


 * Summative (Assessment of Learning)** Students will be able to analyze contributions and significance of famous personalities through a skype interview project. Working in pairs, students will take on the role of either a famous person of their choice, or an interviewer from the modern world. It will be up to the creativity of the students to bring the senario to life. The interview should last at least five minutes in order to cover all that is expected out of the interview namely; Where did the person come from?, what were they doing before they bacame famous?, how did they become famous?, what technology was involved if any in them acquiring fame?, from what walks of life did their fans come from?, what did that say about their from of art or field of expertise? Students are to speak with some depth on these topics. The Iinterviewer should be able to bring the listener in with an exiting introduction to the person being interviewed. After all, how many chances do we get to hear from Rudolph Valentino or Jack Dempsey? A simple checklist of required areas to cover will be given to students and handed in to the teacher after projects are presented. Teacher will take the checklist into account as well as creativity, and enthusiasm of presentation.

__**Integration**__
Technology: Students will use their computers in a type II way to create a skype interview with a person from the 1920's. The project will be interactive and require a certain amount of creativity and excitement on the part of teams to bring it to life.

English: Students are expected to use appropriate period language. For example the 1920's personality will use lingo form the era that may have to be defined during the interview. The interviewer will present themselves in a professional manner either as a news anchor, newspaper reporter, or a person hired to write their official biography.

Science: Proper use of technology of the computer is helpful. Thinking in large over arching themes and compiling ideas and data for an artistic end is necessary.

__Groupings__
Groups for the lesson will be formed in the following manner. Class will be set up in clusters tables to accomodate four students. This arrangement will be sufficient for all class activities up to the interview project which will require students to work in pairs. The group of four will be set up before class to minimize time wasted toward setup during class. The stuffed animal and the spider chart exercise will require this grouping. The teacher will reserve the right to move students around to ensure equal groupings. Otherwise students can choose their own groups. After groups are set up, the teacher will assign numbers for the purpose of designating a recorder and a presenter. The clusters will be sufficent for the hook question and answer as well.

__Differentiated Instruction__

 * Strategies

Musical:** Teacher will play background music as teams discuss topics. Stopping the music will signal students to move on the the next segment of group activity.
 * Linguistic:** Students will be able to speak to group members and to class. Teacher explanations will benefit linguistic learners.
 * Visual:** Students with this modality will be able to watch videos and skype interviews.
 * Kinesthetic:** Will be able to choose a setting and scenario for their skype interview. Someone playing the part of Bobby Jones can pretend to be on a golf course.
 * Intrapersonal:** Will be able to reflect individually in their blog post.
 * Interpersonal:** Will be able to react with team member, classmates and understand relationships between famous people and fans.


 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

Students will create a skype interview using their laptops in a type II way. The skype program will allow for characters to be brought to life in a creative way. Students will have access to any available, preapproved areas of the school for the projects. Babe Ruth may be interviewed on a baseball field or in the gym depending on what is available or approved by the school. The interviewer will remain in the classroom.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops for interview. Overhead computer projector Word processor to write a script incuding questions and responses. Spider chart for group activity Checklist to assess the final project. Speakers to play quiet background music during activities iPod to supply songs. Small stuffed animal (or a small ball) for beginning class review

__Source for Lesson Plan and Research__
Students already have a lengthy list of famous people from the 1920's. They can pull from their fact sheets and previous research to choose a person for the project.

Google search will be used during the initial research phase of the class project. A list of websites will be available for students to research and get ideas for their projects. [] A good site with links to technologies that helped make celebrities larger than life.

[] A more in depth look at radio and it's 1920's significance.

[] Skype tutorial.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson satisfies standard three in the following ways. First, by using a variety of class activities such as the stuffed animal toss, spider chart activity and question/answer time, students will demonstrate knowledge in diverse ways. Type II technology will be prevelant in the use of laptops for research and developing final skype project. The **Beach ball** type will have access to multiple sources of materials ranging from handouts, individual and group discussions and the freedom to be creative in their final project. **Clipboards** will have a checklist to prepare and be organized for their Skype project as well the same fact sheet from lesson one for the two day lesson. Visual cues will be given from tutorial sites written on the whiteboard. **Microscope** learners will be able to delve deep into content areas throught group discussions and topic research via internet. Successful completion of project will depend on their focus for details. Finally, **Puppies** will have the benefit of a positive, supportive work environment. All learners will be choosing celebrities from all walks of life from diverse cultural and social backgrounds.
 * //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.//

Rationale:** Standard 4 will be satisfied by way of checking formative assessments and the flow of class activities to see who is engaged and showing progress. Group work and class discussion will allow for clarifying material, answer questions, and maintain progression in student learning. A previous fact sheet on famous personalities as well as suitable websites will provide enough content information for students to complete assignments and projects. Laptops will be available throughout the class so students can research as needed during project planning and building. Learning results will be satisfied since students will have to form and demonstrate new knowledge and produce a Skype interview. Students will be using Type II technology as they see fit injecting their own MI into the process as a natural course. Subject matter will be uncovered using the internet and search engines. The interview project will identify why and how famous people of the 1920's became larger than life and how they link to the modern world. Students will learn the significance of a major historical era during the interview process.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale: Musical:** Teacher will play background music through an iPod and speakers as teams discuss topics. Stopping the music will signal students to move on the the next segment of group activity.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguistic:** Students will be able to speak to group members and to class. Teacher explanations will benefit linguistic learners. Interview project will exercise this mode of learning.
 * Visual:** Students with this modality will be able to watch videos and skype interviews.
 * Kinesthetic:** Will be able to choose a setting and scenario for their skype interview. Someone playing the part of Bobby Jones can pretend to be on a golf course. The kinesthetic learner will enjoy the stuffed animal review activity.
 * Intrapersonal:** Will be able to reflect individually in their blog post.
 * Interpersonal:** Will be able to react with team member, classmates and understand relationships between famous people and fans. Interviewers and interviewees will utilize interpersonal skills during class project.

Rationale:** A number of different assessments will be used. The class will begin with a review exercise that will be interactive and lively. This informal strategy serves the purpose of allowing students to demontrate what they have learned and further prepare them for the next lesson. The classroom teacher will utilize any teachable moments that arise to provide support and clarify understandings. This process is a matter of course throughout the lessons. A group activity will be assigned using a spider chart and a list of words on the whiteboard that groups will have to put into the correct form. Throughout this process and the review process, students are revising and rethinking what they have learned. Further learning will occur during group sharing and fixing and revising their sheets. The sheet will unlimately be handed in with student signatures to go toward a class participation grade for the day. Teacher will monitor groups and encourage participation from quiet or shy students. Students will be able to explain outcomes from the group activity and give justification and reasons. In the end, a final format will be decided on and the teacher will use several minutes to explain the correct version of the chart. The final Skype interview will be graded using a checklist detailing all requirements for the project. Creativity and enthusiasm will also be considerd. A blog entry will be required as a reflexion of their project experience.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Class will be set up in clusters for review activities and group activities. Final Skype project will be done in pairs.


 * Day One Agenda:**

Class will be set up in clusters of desks to accomodate four students. On the way into class, students will draw a number one through four. The teacher will have a large number sign on each station i.e. "**1**", "**2**" and so on. Students who drew the number corresponding to the table number will sit at that station. Students will be seated in these groups which will participate in class activities. **(3 min)**

The class will be given a question to ponder; Why are we so interested in famous people today and what kinds of technologies bring them to us? Why are we so interested in these people? Give students a couple of minutes to give a preliminary answer. **(Hook)**
 * (2 min)**

The first day of the lesson will start with a review activity called the "stuffed animal toss." The teacher will have a small stuffed animal. The teacher will then ask who can name a famous person of the 1920's and give who they modern equivalent might be as a review. The teacher will toss the stuffed animal to a student raising his or her hand. After giving an answer that student will the animal back to the teacher. The process will begin again with another student. This fast paced game will last several minutes until most if not all students have named someone. **(8 min)**

The teacher will introduce the next topic if the day. Students will be reminded of facts about famous personalities of the1920's and how it was truly the first decade of the big star. How did celebrities of the 1920's become so larger than life? How did millions of people get to know these people? What factors allowed for such a growth in celebrities and their fame? Students will get a chance to share preliminary thoughts and make some guesses. **(6 min)**

Vocabulary, ideas, technology and famous individuals will be written on the whiteboard in no particular order. Groups will be given a spider map organizer which will be filled out by a designated recorder. All group members will be expected to participate in the activity. The recorder will put the initials of the team member next to the item on the chart they contributed. The only thing the student will be given is the main idea in the center of the chart. Teams must fill in the rest as they see fit useing information on the whiteboard. After the groups have completed their chart. The teacher will ask each group to share what they have and explain their charts. After each group shares, the teacher will explain the correct chart and acknowledge each group that got a correct answer. **(15 min)**

Students will be introduced to the project due the following day. A Skype Interview which will follow some basic guidelines. Working in pairs, students will take on the role of either a famous person of their choice, or an interviewer from the modern world. It will be up to the creativity of the students to bring the senario to life. The interview should last no more than five minutes and cover all that is expected out of the interview namely; Where did the person come from?, what were they doing before they bacame famous?, how did they become famous?, what technology was involved if any in them acquiring fame?, from what walks of life did their fans come from?, what did that say about their from of art or field of expertise? Students are to speak with some depth on these topics. The Iinterviewer should be able to bring the listener in with an exiting introduction to the person being interviewed. After all, how many chances do we get to hear from Rudolph Valentino or Jack Dempsey? A simple checklist of required areas to cover will be given to students and handed in to the teacher after projects are presented. Teacher will take the checklist into account as well as creativity, and enthusiasm of presentation. Each team will let the teacher know at this time where the interviewee will be during the project. If the school hallway, gym, outside area are requested, the teacher will make sure these facilities are available. Otherwise a seperate area within the class will be set up for the person being interviewd. The interviewer will remain in class and students will watch the interview on the classroom computer projector. **(46 min)

Day Two Agenda:** Interview presentations will be conducted in the following manner. Each team will have communicated before-hand where they would like to be situated for the interview. Each team will give the teacher their checklists for further evaluation during their presentation. If all is approved and no further accomodations have to be made, then the interviews will begin. This will take nearly the entire class. **(60 min)**

After interviews are completed students will be asked to record a blog entry incorporating the following points. What they learned for the process about the main topic of technology/celebrity? What they liked about their particular project? What they would change, add or include? What did they feel about the project in general in terms of type II technology used? **(15 min)**

Class wrap up. Students will be given their grades the following day. The next days lessons will be previewed and any readings or assignments for the following day will be assigned. **(5 min)**

Students will know and understand various reasons why celebrities gained such fame in the 1920's. Radio for example brought entertainment to the homes of millions of americans. For the first time, people had daily access to a variety of entertainment such as music, radio shows, and even listen to political speeches from leaders of the day. As a result, radio personalities became household names. The automobile revolutionaized american life in innumerable ways. Citizens could go to see their favorite sports teams play and see such celebrities as Babe Ruth or Jack Dempsey. The press also had the ability to cover stories much quicker and at longer distances. Media could flock to sporting events, or even a court trial such as the Scopes Monkey trial. Some of the personalities of particular interest included; Babe Ruth, Rudy Vallee, Jack Dempsey, Gene Tunney, Rudolph Vanentino, Clara Bow, Amelia Earhart, Charles Lindburgh, Harry Houdini, Charlie Chaplain, Buster Keaton and popular polititians of the era. Calvin Coolidge was the first president to have his inaugural address broadcast on the radio. Each had a new medium in which to share their talent and contributions to the world. Class will use a spider map to check knowledge in groups then share with class. The map will be handed in to the teacher at the end of the activity. Rethinking will take place during the stuffed animal toss game. Students will revise what they know during the group activity. Rehearsing knowledge will come primarily through the group activity and the final Skype interview project. Factual information will come in part from web-sites provided by the teacher. Students will make their own judgements in which modern day celebrity matches with the 1920's famous person profile. **Equip, Explore, Rethink, Revise, Tailoring: Verbal, Visual, interpersonal, Intrapersonal, Logical, Naturalist, Musical**

Students will learn through a series of formal and informal activities. An initial review process at the beginning of class will allow students to highlight what they have learned an prepare them for the days lesson. They will work in their groups on the the spider map and share their results with the class. After the review activity, students will be given then the hook for the next lesson in the form of a question to class. That is, how and why did celebrities of the 1920's become so popular, famous and larger than life? Are there technological, economic, or cultural reasons? How did the famous person manipulate or realize the benefits of any of those reasons? A few minutes of question and answer will follow before students are given the group activity. Students will use a graphic organizer (spider chart) to record main ideas on their topic. Before class begins, the teacher will have written several key terms on the whiteboard that need to be arranged in the spider map. The terms are not in any particular order. Working in groups four, teams will fill out their charts from terms on the board in a way that makes sense to them. The teacher will assign a number one through four to each team member. A random selection of a number will determine who will be the recorder. For example, "All two's in your group will be the recorder." Likewise, "All fours within each group will present what you have to the class." The main idea on the chart will be the only term given. That is, why did famous personalities become so famous and idolized? Teams will have several minutes to complete the chart. For homework, students are required to write a brief blog entry about the lesson, class and group activities. They will also write a blog about their final project experience.

This second lesson on the 1920's will lead to the next two lessons which will be important court cases and their significance and impact they had on the United States. The theme of the Unit will be to connect the past to the modern world. Through constant questioning as to whether similar events, phenomena and controversies can happen again will provide means in which students can make useful connections to important themes in our history. First of all, every lesson will begin the same way, an introduction, hook and question and answer time. Students will begin to see the pattern and have a sense of continuity. The lessons will all be done using type II technology and multiple resources will be employed. Students will never be formally graded on material until they are able to revise and rethink what they have learned. Formative assessments will be the tool used to gauge student progress and provide for student self-check. Journals and blog entries will be a way to measure understanding. Three major categories will highlight important themes of the 1920's. Famous celebrities, court cases and population shifts. All lessons and activities will highlight these areas an be geared toward linking their significance to the modern world.

The ultimate goal of the lesson is for students to identify someone from the 1920's and make a connection with a modern day equivalent. It would be a good idea for students to pick a celebrity they admire from today and try to find an equivalent from the 1920's thus work the idea backward. They can then make other connections with famous people from other walks of life. Any sort of graphic organizer can work for this. A substitute teacher could even write ideas on the whiteboard during a brainstorming activity. Groups can write names on a paice of paper and share what they find with the class. This lesson is a good way to introduce the 1920's. If a student chooses a politician such as A. Mitchell Palmer for example, they will come to know the Red Scare and his influence on American life. Actors and comedians such as Fatty Arbuckle, and Rudolph Valentino can demonstrate the love Americans have for scandle and tragedy. Looking at American Gothic by Grant Wood is a good way to look deeper at the importance of art as a symbol of life and culture.
 * Content Notes**

The following is a list of famous personalities and celebrities that students will be able to examine for class projects and discussions.
 * Babe Ruth** - One of the greatest baseball players who ever lived. One of the most famous americans who ever lived. Brought the spectator sport to new heights. Made it a very big business.
 * Jack Dempsey** - Legendary heavyweight fighter. The "Manassas Mauler." Became a very rich man with his fists.
 * Gene Tunney** - Another legendary fighter who beat Dempsey twice.
 * Man o' War** - Prize winning horse in the early 1920's. Success has seldom been matched since. Sired many famous horses that would follow such as Seabiscuit.
 * Charlie Chaplin** - Important comedian, actor, personality in the silent film era. An iconic figure to this day.
 * Buster Keaton** - Very famous for his daring pratfalls and breathtaking stunts. A comedic, physical actor who did it all. A legend even by today's standards.
 * Calvin Coolidge** - Silent Cal exemplified the hands-off approach to governing. Was persident during the twenties boom times.
 * Warren G. Harding** - President who brought us back to "normalcy" Died in office. Presidency was marred with multiple scandals.
 * Herbert Hoover** - The Great Humanitarian during world war one. Self made millionare, engineer. An orphaned child who made it big. Was president during the onset of the depression and stock market crash. Failed to bring the country out of the depression.
 * Grant Wood** - American painter who gave us "American Gothic"
 * Gertrude Stein** - Feminist leader and great american. Multi-talented and an able leader.
 * Ernest Hemmingway** - Iconic writer
 * F Scott Fitzgerald -** Wrote the Great Gatsby. Exemplified the wild youth of the day with his own personal life and the characters in his novels.

[] A good site with links to technologies that helped make celebrities larger than life.

[] A more in depth look at radio and it's 1920's significance.

[] Rich resourse of the 1920's includes links to other sites and sources.

Spider Map, Checklist, Fact sheet from previous lesson.
 * Handouts**