L4+Malbon,+Jason

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

Teacher’s Name: Mr Malbon**
 * Grade Level:** 9 - Diploma **Topic: Court cases of the 1920's part II**

__Objectives__

 * Student will understand that** Students will understand that the point of view of either the plaintiff of defendant teaches much about the case by writing a comic life story and posting a blog/journal entry of their experience. Students will gain knowledge of both sides of a major political and social issue of the 1920's and reflect on its relevance today.
 * Student will know** Students will know in depth, Creationist vs. Modernist points of view. Ideas of the place religion has in society, free speech, Bryan, Darrow, Scopes, media attention, public interest in case, why the case was and continues to be important. Will use spider map to outline facts, ideas about the case. Cooperative learning will be numbered heads together, groups of four. Each group member will be given a number 1-4. Groups will discuss, debate, come to a consensus. Teacher will call a number and all of that number will go to the front of the class to share their information with the class. Groups will then have a few minutes to discuss journals/diaries for ideas.
 * Student will be able to do** Students will be able to assume role of either the plaintiff or defendant. Working in teams of two, they will produce a short comic life presentation of their point of view of choice. Students will choose between the Scopes-Monkey Trial or the Sacco-Vanzetti case for the comic life presentation.

__**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.

This lesson is a continuation of the previous lesson on the 1920's. Students will be studying in more detail opposing sides of a court case. Many facets of the Maine learning Result will be covered during the lesson. The 1920's are considered a major era of United States History. This era included enduring themes such as religion and its role in public education and the role of science in education. This idea is exemplified in the Scopes/Monkey Trial. Ideas of what a state court can legally do in regards to free speech can also be examined. The teaching of evolution continues to be much debated in our own time. Our democtratic philosophy is also called into question since the outcomes of these trials put freedoms and basic American ideals into question.
 * Rationale:**

__**Assessment**__
Students will know in depth, Creationist vs. Modernist points of view. Ideas of the place religion has in society, free speech, Bryan, Darrow, Scopes, media attention, public interest in case, why the case was and continues to be important. Fact sheets regarding the Sacco-Vanzetti case can also be used since students will be able to choose between the two cases. The teacher will hand out a spider map to outline facts and ideas about the case. Since students already have several handouts regarding their court cases, they should be able to fill out the spider chart effectively. The major idea in the center of the chart will be given to the class. The students will write evolution in schools in the center of the spider chart and build main ideas and events from there. Using their worksheets and laptops if deemed necessary, students will build their charts and be ready to share with the class. Cooperative learning will be numbered heads together, groups of four. Each group member will be given a number 1-4. Groups will discuss, debate, come to a consensus. Teacher will call a number and all students with that number will go to the front of the class to share their information with the class. Groups will then have a few minutes to discuss journals/diaries for ideas. Students will have a chance to rethink ideas during hook video and short discussion. The spider chart, numbered head excercise and journal are all ways to utilize formative assessment. Formative assessment will also come from an open-ended question at the end of class. Students will have 5 minutes to journal in their blogs.
 * Formative (Assessment for Learning)**

Summative assessment will be primarily through a comic life project they will do in class. Students will assume the role of either the plaintiff or defendant in the trial. Working in teams of two, they will produce a short comic life presentation of their point of view of choice. The comic life will be a short four minute story depicting a beginning, middle and end and a brief summary of the result and significance. Since the project will be done in teams of two, more time will be needed to complete project for the next day presentation. This project resembles more of a fun activity than a major project. This is a way to wrap up the topics in a fun way before moving on to the next series of lessons. All necessary teaching will have taken place safe a few moments of question/answer review during class. A simple checklist will provide a guidline for students to follow. Photographs from the internet can be used. Links to public domain web sites will be provided for students to use in their projects.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use their laptops in a Type II way to create a story using Comic Life. Instead of simply writing an essay, looking up articles and memorizing facts, students are able to bring the Scopes story to life and use their creativity.

Mathematics: Since comic life requires a sequence of events and follow basic guidelines of a checklist, mathematical learners will utilize their skills. Moving from point a to point b in a methodical way is very helpful in doing the project.

English: Written dialoge is required for the project. The dialog should be free of typo's and slang, unless it is used for a specific character.

__Groupings__
Class will be divided into the same grouping as the previous lesson. Groups of four will participate in the numbered heads exercise. The group will also be suitable for any individual work or general class discussion. Teams will be able to remain in place to build their comic strip and research as necessary.

__**Differentiated Instruction**__
Verbal - Group discussions from hook, numbered head excercise. Auditory - Hook video, group responses. Logical - Spider chart organization, numbered head excercise. Kinesthetic - Groups will present at the front of class, then choose the next group to follow them. Interpersonal - Engagement in all group related activity. Intrapersonal - Journaling excercises, reflections on video, open ended formative assessment.
 * Strategies**


 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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 days activities. Students will also have personal folders for teachers to put materials that were assigned in case a parent or gaurdian wishes to visit the teacher personally.

Students will use their laptops in a Type II way to create a story using Comic Life. Instead of simply writing an essay, looking up articles and memorizing facts, students are able to bring the Scopes story to life and use their creativity.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Overhead projector to watch comic life stories. Short video from the point of view of a participant in a court case. Discuss that persons view and ask class to share off the cuff opinions and feelings. [], [] Spider Chart Extra fact sheets from previous lessons Students Journals Checklist for comic life project Team evaluation filled out by the teacher. General contract for project work.

__Source for Lesson Plan and Research__
Several tutorial web sites will be available for those who need to use them. [] Basic but fast-paced [] More suited for beginners. [] Part two of the previous video [] Part three of the previous video The above three videos are very short. They should be all the students need to get started.

__**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 hook discussion, Spider Chart organizer activity and Numbered Head activity, students will demonstrate knowledge in diverse ways. Type II technology will be present in the use of laptops for research and developing final comic life 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 comic project as well the same fact sheet from lesson one for the two day lesson. Visual cues will be given from tutorial sites about how to use comic life. **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 fact sheet about each court case 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 what they've learned and produce a comic life story that tells a brief story about a court case. 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 comic life project will reiterate why these court cases bwere significant and why they are important in American culture. Students will learn the significance of a major historical era during the project.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Verbal - Group discussions from hook, numbered head excercise. Students will have to share knowledge and gain knowledge from others. Participate in class discussions and be involved in the comic life story. Auditory - Hook video, group responses. Logical - Spider chart organization, numbered head excercise. These learners will have to manipulate the comic life program and follow step by step procedures. The story itself will have a chronological sequence of events. Kinesthetic - Groups will present at the front of class, then choose the next group to follow them. Interpersonal - Engagement in all group related activity. Working with their partners on the comic life project will enable them to shine. Intrapersonal - Journaling excercises, reflections on video, open ended formative assessment.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Fact sheets regarding the Sacco-Vanzetti case can also be used since students will be able to choose between the two cases. The teacher will hand out a spider map to outline facts and ideas about the case. Since students already have several handouts regarding their court cases, they should be able to fill out the spider chart effectively. The major idea in the center of the chart will be given to the class. The students will write evolution in schools in the center of the spider chart and build main ideas and events from there. Using their worksheets and laptops if deemed necessary, students will build their charts and be ready to share with the class. Cooperative learning will be numbered heads together, groups of four. Each group member will be given a number 1-4. Groups will discuss, debate, come to a consensus. Teacher will call a number and all students with that number will go to the front of the class to share their information with the class. Groups will then have a few minutes to discuss journals/diaries for ideas. Students will have a chance to rethink ideas during hook video and short discussion. The spider chart, numbered head excercise and journal are all ways to utilize formative assessment. Formative assessment will also come from an open-ended question at the end of class. Students will have 5 minutes to journal in their blogs.
 * //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 before the lesson begins in groups of four to five. There will be a total of six groups. This set up will work for all class lecture, individual work and team work. During their project work, groups can stay together and work in teams of two or three if necessary. Students will be asked to have their laptops out and booted up as they enter the classroom. The two day agenda will be written on the board detailing the flow of class activities and material to be covered. This will be pointed out to students at the onset of class.


 * Day one Agenda:**

Students will be seated in their groups and told to have their laptops and all notes from previous lessons. The teacher will introduce the project and give details on what is expected. They are to choose another person from their group to work and be a team for the comic life project. **(2 min)**

Short video from the point of view of a participant in a court case. Discuss that persons view and ask class to share off the cuff opinions and feelings. [], [] **(5 min)**

The teacher will introduce the project and give details on what is expected. They are to choose another person from their group to work and be a team for the comic life project. The checklist will be handed out detailing specific criteria for the comic. **(4 min)**

The teacher will hand out a spider map to outline facts and ideas about the case. Since students already have several handouts regarding their court cases, they should be able to fill out the spider chart effectively. The major idea in the center of the chart will be given to the class. The students will write evolution in schools in the center of the spider chart and build main ideas and events from there. Using their worksheets and laptops if necessary, students will build their charts and be ready to share with the class. Cooperative learning will be numbered heads together, groups of four. Each group member will be given a number 1-4. Groups will discuss, debate, come to a consensus. Teacher will call a number and students with that number go to the front of the class to share their information with the class. **(20 min)**

Classtime will then be dedicated soley on their project work in comic life. Time needs to be given for students who need to watch the tutoring videos and get teacher help. The laptop cameras will be suitable for capturing images of students for the story. **(45 min)**

Class wrap up. Reminders will be given to the class as to what is expected for the following day. The checklist will have all criteria needed. The general team contract should be turned in before they leave class. Students will be give part of the class the following day to finish the projects and present them. **(4 min)**

Students will be able to finish their comic life projects and be ready for presentations. The class groups will remain where they are and teams will be seated as before. The teacher will help trouble shoot any problems encountered and provide support. **(25 min)**
 * Day Two Agenda:**

Teams will present their stories to the class through the computer projector. Teams will read their stories to the class as they are shown. The teacher will fill out an evaluation using the checklist given and refer to the team contract. **(45 min)**

Class wrap up. Students will have their evaluations back on the following day for their grade. Students are asked to write a quick journal entry about what they liked or disliked about the project and what they learned from projects from the other teams. **(10 min)**

Students will have learned many concepts as a result of the previous two lessons. First they will be familiar with 1920's culture. Ideas such as xenophobia, teaching of evolution, the dangers of a corrupt court such was the case with Sacco-Vanzetti, Creationism vs Modernism, and even a brief look at Urban/Rural antagonisms. All of this will be uncovered as students research for their projects and witness those of their classmates. Major significances of the cases will be learned and students will have an understanding of how events like these can influence modern day United States. Studying court cases is a good way to look at the broader spectrum of issues prevelant during the 1920's. Events leading up to a court case, the attitudes of the major players and the outcomes provide a window into the attitudes of the elite and the working class during the era. Students will find it interesting to note the intellectual elite at work during the Sacco-Vanzetti case for example seemed to most out of touch and backward in their anti-immigrant zeal. At the same time, the average person saw the terrible wrong that was at work and many voiced their opinion. Often events that happen in the United States can have world wide significance as seen through world reaction to the conviction and killing of Sacco and Vanzetti. All of these talking points would be brought up by the teacher during class at any point in time. Hook videos, class discussions, group activity work, worksheets will all give opportunity for learning and rethinking material. **Equip, Explore, Rethink, Revise, Tailoring: Verbal, Visual, interpersonal, Intrapersonal, Logical, Naturalist, Kinesthetic.**

Students will learn through the two day lesson specifically how individuals were affected by the trials. By having to defend or prosecute, students will get a close up and personal view of what was at stake during the trials. This approach is slightly different from a project covering a broad view of a topic. By coming up with story dialogue, students will have to put themselves into the character and think as they thought. Informal learning will come from the following. Fact sheets regarding court cases will be used for the spider charts. The charts will be used to outline facts and ideas about the case. Since students already have several handouts regarding their court cases, they should be able to fill out the spider chart effectively. The major idea in the center of the chart will be given to the class. The students will write evolution in schools in the center of the spider chart and build main ideas and events from there. Using their worksheets and laptops if deemed necessary, students will build their charts and be ready to share with the class. Cooperative learning will be numbered heads together, groups of four. Each group member will be given a number 1-4. Groups will discuss, debate, come to a consensus. Teacher will call a number and all students with that number will go to the front of the class to share their information with the class. Groups will then have a few minutes to discuss journals/diaries for ideas. Students will have a chance to rethink ideas during hook video and short discussion. The spider chart, numbered head excercise and journal are all ways to utilize formative assessment. Formative assessment will also come from an open-ended question at the end of class. Students will have 5 minutes to journal in their blogs.

This section of the 1920's unit will wrap up with two important court cases. A host of terms, events, people and significances will be learned giving students a deep look into the era. Connecting ideas to the modern world will be done through class discussions and questions to class. For example, students can ponder whether or not xenophobia is still present in the country. May some minority groups be discriminated against or denied the same things we take for granted. A free and fair trial for example. Students will surely have seen articles about modern day arguments about what to teach in classrooms and the role evolution should play. No event stays locked in a particular era. We see recurrences throughout our history as these themes play out over and over. In briefly discussing a rural-urban conflicts and antagonisms during thre Scopes trial, we get a good segway into the final two lessons of the unit. That is, Rural vs Urban antagonisms tied in with population shifts. A major source or population shifts came from the Black migrations from the south to northern industrial areas. The 1920 census will be shown to students illustrating the fact that more people lived in urban areas that rural areas for the fisrt time in out history. The transition should be smooth and students will find it quite interesting. Type II technology will continue to play an important role in the final two lessons. Each lesson will have group activities and cooperative learning opportunities.

Several tutorial web sites will be available for those who need to use them. [] Basic but fast-paced [] More suited for beginners. [] Part two of the previous video [] Part three of the previous video The above three videos are very short. They should be all the students need to get started.
 * Content Notes**

Evolution versus science Creationism vs. Modernism Fundamentalists (another name for Creationsists) What types of speech can the courts ban..if at all? Role of the media in sensationalizing the case. The spectacle of an outdoor tial. Two big names in American life: Clarence Darrow and William Jennings Bryan. How the case came to trial. The butler act - Tennessee Law stating that creationism had to be taught. It's ok for lower level life to have eveloved but humans were not. ACLU - instigators in the breaking of the law John Scopes - Agreed to break the law although he was not a science teacher but a football coach who was filling in for a science teacher for a little while. Two immigrants implicated in a murder. No physical evidence ever found. Judge Webster Thayer - Railroaded the two into a guilty verdict. Red Scare - still very fresh in the minds of American who still feared Immigrants and radicals. Impartial juries and fair trials. The two men were given an all white anglo-saxon jury. The trial was a total mockery of justice. A terrible example of what our country was supposed to stand for. World wide phenomena - Candlelight vigils were staged around the world demanding the release of the two men. Intolerance - The United States seen as a hypocracy. Give us your tired, your weak..etc. not really practiced.
 * Scopes-Monkey Trial:**
 * Sacco-Vanzetti:**

Spider Chart Extra fact sheets from previous lessons Students Journals Checklist for comic life project Team evaluation filled out by the teacher. General contract for project work.
 * Handouts**