L1+Malbon,+Jason

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

Teacher’s Name: Mr. Malbon** **Date of Lesson:** 3/23/10
 * Grade Level:** **9 Topic:** Famous People of the 1920's

__**Objectives**__

 * Student will understand that** Students will understand that famous personalities of the 1920's shared similarities to today's celebrities.
 * Student will know** Students will know: Rise in spectator sports as a big business. Movie stars who were major world-wide celebrities and other famous people each with modern day equivilants. Some of the personalities learned will include; Babe Ruth, Bobby Jones, Jack Dempsey, Gene Tunney, Rudolph Vanentino, Josephine Baker, Suzanne Lenglen, Amelia Earhart, Charles Lindburgh, Grant Wood, Charlie Chaplain, Buster Keaton. Students will compare with modern day equivilent personalities.
 * Student will be able to do** Students will be able to design a presentation about a famous person of the era. (Organize) explain **Product** iMovie **(3 days 80)**

__**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:** Students are exploring United States history during the 1920's **era** and examining influences of events and **major themes** through activities, group work and a final project. Ample opportunity to complete assignments in a variety of ways will be given. Students will have choices. The final product for example will be a profile af a famous person of their choice compared to a modern day equivalent of that person. No two projects will be alike. This meets several elements of the Maine Learning Results.

__**Assessment**__

 * Formative (Assessment for Learning)** The KWL chart will be the main source of initial self assessment and provide a diagnostic tool for the teacher. The KWL chart will be given to students the day before the formal lesson and students will have chances to add to it and make changes. Students will have the opportunity to share what they know at the beginning of class on a volunteer basis. The teacher will recognize good examples and indicate positive points about the student contributions. The chart will then be collected in order to add to or change content based on general student knowledge. The purpose is to identify what they know or don't know as well as identify what they would like to know. A quiz will also be given on day two for another foamtive assessment. The quiz will not be graded but will serve as a checkpoint for students to self assess. The Cooperative learning activity will be another source of formative assessment. The Round Robin group activity will allow for rethinking and revising knowledge. The teacher can infomally assess group and student progress by listening to group discussions and classroom sharing.


 * Summative (Assessment of Learning)** Students will be able to design a presentation about a famous person of the era. Students are asked to create a four minute iMovie presentation highlighting at least five famous personalities of the 1920's. Included will be brief background information, major contributions to the world and any lasting significance. A simple rubric will be given to the students to gauge progress and be used in the final grading of the project.

__**Integration**__
Technology: Students will be asked to create an iMovie. iMovie will be used in a type II way to bring characters and events to life. Students will be allowed full creative liscence to build a movie that is exciting and fun.

English: Narrations will be done using proper grammar. Any dialogue used in the movie will be free of speech fallacies unless it is within character.

Mathematics: Chronology or pictures and events, dates. Since it will be important to show a sequence of events to tell the story, a mathematical mode of thinking will be beneficial.

__Groupings__
Round Robin exercise will allow groups to share knowledge and expand understanding. Groups will be divided in the following manner. Students will be given a number by the teacher 1-4. All like numbers will be together with the goal of having groups of 4-6 students. Groups will choose a recorder to write down talking points or someone will volunteer to be the recorder. First, they will briefly discuss the hook and how they felt about it. A fact sheet describing profiles of famous people from the 1920's will be provided and the recorder will write down as many modern day equivalents as they can in the time allowed. Students will be asked to explain to the rest of the class why their person matches up with their 1920's counter-part and share their thoughts, reasoning and that person's significance. The final project will be done in groups of two. Students will choose their own partner.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will have group discussions on several occasions.
 * Visual:** Final product of iMovie will allow for visual learners as will the initial lesson video.
 * Interpersonal:** Students must interact with each other to gain knowledge.
 * Intrapersonal:** Individual time to think during the initial KWL excersice will aid these learners.
 * Logical:** Will be asked to be the group expert and record data for the group.
 * Naturalist:** Will be involved in the iMovie and have the freedom to shoot pictures and video outside for the final iMovie.

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


 * Absent Students**: Students will have access to a class wiki page to stay up to date. A homework hot-line will be provided for students with no internet access. The teacher will update their home answering machine by posting the most current homework or class assignments as well as important, pertinent information needed. A buddy system will also be available to acquire materials, notes and outlines of the day's activities. Students will also have personal folders for teachers to put materials that were assigned in case a parent or guardian wishes to visit the teacher personally.

Students will be asked to create an iMovie. This is important in using the computer in a type II way. Students will have access to the internet to find and cite pictures to use or draw their own using paint. This is much different than the traditional oral report for example, where creativity is limited and the experience is one dimensional. Laptops will be used in class and majority of project work will be done in class.
 * Extensions**

__**Materials, Resources and Technology**__
Computer and speakers to listen to movie and show hook. Microphones for student narrations. Fact sheet containing example of famous people and profiles. KWL chart. Rubrics for iMovie assessment. Laptops for using the internet and producing iMovie Group contracts

__Source for Lesson Plan and Research__
Resources used include YouTube Video used in the hook found at the following link: []

iMovie tutorial. []

Information on famous personalities of the 1920's. Basic, introductory info on famous people. Mostly movies stars found at the following sites [] [] Actually a lesson plans page but contains celebrities students may find interesting. [] Contains great links and plenty of personalities to study further.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson satisfies standard three since students will be learning in a multitude of ways.Through the myriad activities, group discussions and projects, students with diverse learning needs will have chances to acquire and demonstrate knowledge. By discussing and planning the iMovie project, students will be prepared to use type II technology in a way that best fits their learning style. There are four learner types that will benefit from the lesson. The **Beach ball** type will have access to multiple sources of materials ranging from handouts, individual and group discussions, brainstorming exercises, and the freedom to be creative in their final project. **Clipboards** will have lots of clear expactations such as rubric for their project, a fact sheet to learn from, sequential learning over the three day lesson. Visual cues will be given from tutorial sites written on the whiteboard as well as hook videos and teacher sample video. **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.
 * //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 deciding which areas to focus. Group work and class discussion will allow for clarifying material, answer questions, and maintain progression in student learning. A fact sheet on famous personalities as well as suitable websites will provide enough content information for students to complete assignments and projects. Learning results will be satisfied since students will have to form and demonstrate new knowledge and produce an iMovie product. 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, as well as movie software to tell a story. Students will learn the significance of a major historical era during the movie making process.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale: Verbal:** Students will have group discussions on several occasions. The KWL chart discussion, Round Robin activity and iMovie production will showcase this learner.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Visual:** Final product of iMovie will allow for visual learners as will the initial lesson video. The hook video will have a positive impact on this learner.
 * Interpersonal:** Students must interact with each other to gain knowledge. Plenty of opportunity to gain knowledge from peers will help solidify and enhance learning.
 * Intrapersonal:** Individual time to think during the initial KWL excersice will aid these learners. Reflection on hook video and gaining new connections through group discussions.
 * Logical:** Will be asked to be the group expert and record data for the group. The iMovie will require a series of sequential images, clips, pictures and narrations well suited to this learner.
 * Naturalist:** Will be involved in the iMovie and have the freedom to shoot pictures and video outside for the final iMovie. The student will have to relate to how a famous person related to their surroundings and their environment influenced them.

Rationale:** The class will be assessed in a variety of ways. The class will be given a KWL chart before the lesson to asses what is know or not known. Progress will primarily be measured by completion of the chart and regular checks by the teacher. A quiz will also be admisinstered to serve as a self check for students and provide a progress checkpoint for the teacher. Students will be asked to share what they have on their charts near the beginning of class. Sharing what they have will give others in the class a change to rethink or revise knowledge. A few minutes of question and answer will accompany this exercise. A Round Robin brainstorm excercise will allow groups to share knowledge and expand understanding. A fact sheet describing famous people from the 1920's will be provided and the recorder will write down modern day equivilants the group comes up with. Students will be asked to explain to the rest of the class why their person matches up with the 1920's counter-part and share their significance. Finally a summative assessment will be geared toward the final iMovie product for this lesson. A rubric will be given students before hand and used again by the classroom teacher. The formative assessment will allow students to get a feel for what will be expected on the final product for the lesson. Through class discussions and group work, students will begin to gain mastery of content and ultimately produce a short iMovie presentaion. This lesson will be a good intoduction to the next lesson since that one will feature an interview of a single famous personality. The result will be a more in-depth look at how they contributed to american culture and their significance.
 * //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 group activity. Activity will last for three days.

The first day of the lesson students will be asked a general question regarding the 1920's such as can you name an important event, what do you think of when you read about the 1920's?, Can you name a famous individual from the decade? Teacher will show several unmarked photographs of people like Jack Dempsey, Lious Armstrong, Babe Ruth, Charlie Chaplin etc. and ask students to identify. At the end of the day three lesson, pictures can be shown again to measure new familiarity of famous people. **(10 min)**
 * Day One Agenda**:

They will also be asked why we still remember these people and why they are important still. They will be allowed to brainstorm ideas and thoughts freely during the first few minutes of class. In this way, the teacher can gauge any level of prior knowledge. **(5 min)**

Then they will be shown the hook video showcasing celebrities of the era. YouTube video will introduce topic and what the project will look like. [], **(8 min)**

Formally introduce topic for the unit lesson plans and give a brief preview of what they will be doing over the three day period. **(8 min)**

Following the video students will be asked for any reaction they have or how they feel about the personalities shown. They will be asked whether or not they can think of a person today who is most similar. **(3min)**

Teacher will hand out fact sheet detailing several famous personalities of the era and briefly read over them and discuss how they can use the sheet for the day's activities. **(5 min)**

Students will be given a KWL chart to fill out on their own. More individuals from the 1920's will be given off to the side. Students will research facts about them and find a modern day equivilant if possible. The fact sheet will be used to fill in the KWL chart and use laptops for internet access if desired. **(10 min)**

They will then be assigned a group for a Round Robin activity for the purpose of a quick brainstorming exercise. Groups will be divided in the following manner. Students will be given a number by the teacher 1-4. All like numbers will be together with the goal of groups including 4-6 students. Groups will choose a recorder or someone will volunteer to be the recorder. This will provide for balanced teams. Round robin brainstorm exercise will allow groups to share knowledge and expand understanding. Each group will be asked to explain to the rest of the class why their person matches up with their 1920's counter-part and share their significance. **(15 Min)**

Students will break into groups of two choosing a partner of choice. **(3 Min)**

Students will be given the remaining time in class to begin reseaching and getting ideas for the iMovie due on day three. Give them the rubric that will be used to grade the final product and provide tutorial links for iMovie written on the whiteboard for students to use. Explain what is expected and have teams sign a simple contract stating what they will be responsible for. **(13 min)**


 * Day Two Agenda:**

Class will begin with a quick review of the previous day's material and a brief quiz that will be collected but not graded. Tables will be set up for group work but with maximum amount of space in order to record voices and not disturb other groups. **(10 min)**

Teacher will collect group contracts to have on file. **(2 min)**

Students will be shown an example video made by the teacher detailing how each part was done, how credit was given for pictures, music, websites. They will also see an example of a proper introduction to the movie as a model. **(15min)**

Students will be asked to get the rubrics out for the movie to have with them to self check as they work with their teams. **(2 min)**

Students will be given the rest of class to work with their groups on the movie projects. The teacher will be on hand to administer help to those who need it. **(51 min)

Day Three Agenda:**

Before class, the room will be set up in their usual groups. A projector and computer will be available to load student movies. Students wil present their projects to class. Time spent on this will be based on twenty students each with a three minute time limit for the movie. **(60 min)**

After presentations, students are asked to make a blog entry about their movie experience, how they felt about it, what they learned and what they would do differently if the need arose. Blog posts will be checked and commented on by the teacher. **(20 min)** Fix paragraphs to describe what the teacher will do. very detailed.

Lesson is being used as a fun way to introduce students to the 1920's before delving into more in-depth content knowledge. Stories about famous personalities will necessarily bring in other people, events and other historically significant topics. The painter Grant Wood for example can be discussed as the painter of American Gothic but also someone who illustrated an antagonism between urban and rural culture. Lessons will begin and students will be arranged in centers to accomodate four to six students. Although students will at various time be working individually, change-over to the group activity will be simpler. Everyone will be situated as to be able to see the video screen and the whiteboard.

Students will understand that famous personalities of the 1920's shared similarities to today's celebrities. This knowledge is important since society is often reflected through who we choose to idolize. For the first time, sports heroes, actors, and a myriad other types of celebrities became larger than life. This is mirrored in today's society. **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 insitutions in the world. Where, What, Why, Hook, Tailoring: Verbal, Visual, interpersonal, Intrapersonal, Logical, Naturalist, Musical**

Students will know and understand the rise in spectator sports as a big business. Movie stars who were major world-wide celebrities and other famous people each with modern day equivilants. Some of the personalities learned will include; Babe Ruth, Bobby Jones, Jack Dempsey, Gene Tunney, Rudolph Vanentino, Josephine Baker, Suzanne Lenglen, Amelia Earhart, Charles Lindburgh, Grant Wood, Charlie Chaplain, Buster Keaton. Students will compare with modern day equivilent personalities. Class will use KWL charts to check knowledge individually then share with class. The chart will be collected to be checked for understanding and then promptly given back to students who will fill in the "What I Learned" column. A quiz will identify student progress and serve as a checkpoint. Students are rethinking their knowledge during the roundrobin activity. Learning will be primarily through recommended websites students use to do their projects. Factual information will come in part from the fact-sheet provided by the teacher as well as websites. Students will make their own judgements in which modern day celebrity matches with the 1920's famous person profile. They will research both people to find any possible commonalities in acomplishments and backgrounds. The following list of websites will be provided to get students started. Describe all your content (include hyperlinks) in this paragraph and attach teacher content notes.
 * Equip, Explore, Rethink, Revise, Tailoring: Verbal, Visual, interpersonal, Intrapersonal, Logical, Naturalist, Musical**

They will experience learning through a an initial hook video which will allow them to rethink what they know. A KWL chart gives them a chance to refine and revise what they know. A Round Robin excercise will allow groups to share knowledge and expand understanding. This will provide a another chance to rethink and revise what they know. A short quiz is yet another way in which students will rethink what they know as well as revise what they know. A fact sheet describing famous people from the 1920's will be provided and the recorder will write down ideas the group comes up with. Students will be asked to explain to the rest of the class why their person matches up with the 1920's counter-part and share their significance. Each group will spend some time talking about their ultimate lesson project. Students will be able to discuss important personalities of the twenties and identify their significance, accomplishments and connect them with a modern day person that best exemplifies them. Students will also be able to produce a short four minute movie showcasing two famous people of their choice and their modern equivalent. Teacher will facilitate learning by insuring all needed materials are handy, giving timely, regular feedback and injecting talking points or interrupting class as needed to make observations and give recommendations. Class time will be dedicated to group work and project completion. Students will be put into groups of four for the Round Robin in the following manner. Students will be given a number 1 through 4. All students with the same number will be grouped together. Tables and desks will be set up in clusters to facilitate 4-6 students depending on the size of the class. For the final project, students will work in groups of two. They will be able to choose their own partner. A project contract will hold students accountable for their projects. Each team member will identify the contributions they plan to make to the project. A contract will be handwritten by the team members and signed. The contract will be given to the teacher who will also hold the team member accountable.

Before the lessons began students were given a KWL chart in order to gauge what was already know or not known about famous celebrities of the 1920's. This will provide an early self assessment since student will contemplate what they already know and want to know. The chart will be collected and strengths and weaknesses will be noted by the teacher to be commented on during the beginning of day two class. Students will also self assess by way of the a hook video and lesson introduction. They will use their own preliminary background knowledge to make connections and form ideas. Group discussions involving the Round Robin activity will allow a chance to revise their knowledge. On day two, students will be given a quiz which will not be graded. The purpose is to infomally assess and prove a generous amount of knowledeg gained over a short amount of time. They will be given back to students while thay work on their projects with comments on them. This introductory lesson on the 1920's will provide a blueprint for further classes and lessons. 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 untill they have chances 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.

During the 1920's the celebrity as we know it truely became larger than life. Big-screen movies, radio and vaudeville provided outlets for the average american to be entertained. Entertainment was not expensive. Nearly every household had a radio. Also people could listen to the new jazz music on early phonographs. Technological andvancements such as these made it possible for entertainers to reach millions of people. Show business became a very big industry. At the same time, spectator sports such as baseball, boxing and horseracing were enjoyed by ever increasing crowds. Major league stadiums in Chicago, New York and Boston made it possible for record amounts of fans to watch their favorite teams play. Of course the automobile made it possible for families to venture out farther and faster than ever before to follow sporting events or see a picture film. This lesson is meant to be an introduction to the 1920's celebrity phenomena. People such as Babe Ruth, Jack Dempsey, Gene Tunney, Greta Garbo, Charlie Chaplin, Buster Keaton, Louis Armstrong, Rudolph Valentino, F. Scott Fitzgerald are only a few people to be studied and made aware of. The idea is not only to make students aware of 1920's celebrities but bring them into the modern world by matching them with a modern day equivalent. In this way, students will be able to further relate to the 1920's. The following is a list of technology, people and themes that can be explored in class. Laptops are provided daily for students to use for research.
 * Content Notes**

"**talkies"** - The term used to describe film with sound and dialogue. The Jazz Singer is said to be the first movie with sound.
 * Radio** - A new invention of the twenties. Allowed citizens to be entertained in their own homes with some of the greatest talent of the day. Many celebrities got their start with radio.
 * Silent films** - Rudolph Valentino was a major star of silent film. Scores of movie goers flocked to see their favorite stars.
 * Vaudeville** - A song and dance performance style that featured future legends such as Jimmy Durante and George Burns.
 * Broadway** - An area of New York where lavish, grand play productions took place. Those lucky enough to witness this entertainment were treated to a variety of shows and early stars of plays and musicals.
 * Phonographs** - Record albums featuring opera, jazz, folk music were played on this still relatively new invention.
 * Jazz music** - Genre of music said to be born of European music, slave field hollers and blues. New Orleans was an important breeding ground for this new music. Lious Armstrong, Jelly Roll Morton, Bix Beiderbeck were important early pioneers.
 * 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.
 * Sinclair Lewis** - Stories often described the new mundane life in the new suburban america. Wrote Main Street, Babbit.
 * Al Capone** - Legendary gangster who found his calling during prohibition.
 * Charles Lindbergh** - Man who flew non-stop across the atlantic ocean to Europe. Became one of the most famous men in the world.
 * A Mitchell Palmer** - Carried out the Red Scare, or Palmer raids in 1919 and 1920. Targeted anyone suspected or unamerican views and ideology.
 * Sacco and Vanzetti** - Two immigrants convicted of a murder they did not commit. Court case was an international sensation around the world. Considered a terrible case of injustice against two recent immigrants.
 * Leopold and Loeb** - Two upper class kids who out of boredom decided to commit the perfect crime. They murdered a young boy in cold blood whom they knew and tried to cover up the evidence. Thought they were smarter than the system. Both were proven very wrong.

KWL chart, fact sheet, checklist, quiz
 * Handouts**