L3+Lawson,+Michael

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

Teacher’s Name: Mr. Lawson** **Lesson 3:** Interpret
 * Grade Level:** 8th **Topic:** Influential figures of the 1920s

__**Objectives**__
Student will understand that the 1920s was the most influential decade of the last century. Student will know important figures from the 1920s who made the decade so influential like Henry Ford, Babe Ruth, Charles Lindberg, Louis Armstrong. Students will also know what these people did during the 1920s that made them so successful. Students will know that because of the pop culture that first formed during the 1920s is the reason why we are so immersed into that culture now. Students will also know how the development of industries like automotive and aircraft first developed during the 1920s. Student will be able to explain how the influential people of the 1920s shaped America's development in the decades to come and in the present. **Product**: IMovie. (2 Days 80 Minuets

__**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:** This lesson covers many themes that are seen throughout history. The development of American pop culture in the 1920s and entertainment have been around for decades. This lesson will give students the knowledge of how a handful of people from a certain time can change out world forever.

__**Assessment**__

 * Formative (Assessment for Learning)** Students will be assessed by small group activities that require students to work in teams that are picked by the students. These groups can be comprised of 2 to 4 students. Students will read silently or aloud to the group and reflect upon what they learned. Students will write down the major facts and information from the section and share out to the class. Each group will finish sharing their information with the class and sit back at their groups. I will then go over anything that wasn't clear. Students will be given about five minuets to reflect upon learning and come up with any questions they may have. Each student will go over the questions they developed during the reflection time given with the group they are in. If any questions cannot be answered through the groups then the student can then ask myself.


 * Summative (Assessment of Learning)**

Students will be able to explain how the influential people of the 1920s shaped America's development in the decades to come and in the present. The summative assessment for this lesson will require students to know how to use IMovie. I will go over how to use IMovie on their laptops and make sure that everything is clear before I proceed. Students will break up into groups of three for the project. The groups will be chosen at random by counting off the students into groups. The IMovie will be short and briefly go over one influential figure of the 1920s. The movie will answer questions like "what did this person contribute to the 1920s" This will require students to research which influential figure from the time that they want to do their movie over. Students will also need to study their choice. The students are expected to present a movie that is about 5 minuets long and gives a brief outline of the figures life during the 1920s.

__**Integration**__
Technology: Students will need to grasp the new technology introduced to them through IMovie. The IMovie will be used to present information in a Type II manner to the class.

English/Theater: Students will need to be in the movie and act as the figure they chose to cover. Students will also need to work as a team while acting which will resemble an actual play.

__Groupings__
Groups will be used throughout the class. Students will need to break into groups in order to complete the formative assessment. Students will also be sitting in groups as the classroom layout. Groupings will also be used during the summative assessment Students must choose groups to work in in order to create a short IMovie presentation. Using groups for the summative assessment is to break up the workload into manageable amounts for the two days the students have to create the project. This also allows for team building skills, opening up to new people, and to give each group enough people to create a good presentation. Students will also be in groups to allow for different jobs and responsibilities throughout the project. An example of one of these jobs would be to remember to bring the video camera to class and to any outside work. The groups in class used for assessment will be chosen by student note cards.

__**Differentiated Instruction**__
Verbal:Student will share ideas between their peers in small groups. Logical: Students will use a Time-Order Chart in class to organize ideas, vocab, and thoughts. Visual: The video that has pictures of cars developed in the 20's will stimulate the visual learners. Bodily: Students will go outside and inspect a car. They will then compare it to a car from the 1920's at a local museum. Musical:There will be background music playing throughout class. Interpersonal:Students will work in groups to reflect upon what Intrapersonal:Students will reflect in three minute periods at the end of class. Naturalistic: Students will observe what affects cars have on the environment and how that connects to the combustion engine.


 * Modifications/Accommodations**


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


 * Extensions**

This lesson will ask a small group of students to use their laptops and movie making software in a Type II way. Students must create an IMovie that depicts the life and times of an influential figure that lived the prime of their lives during the 1920s. This figure could have contributed to society in any way as long as there is proof of their contribution in the video.

Absent Student: The assignment will be due the next class period. I will meet with the student who missed class and reschedule and give a longer extension if necessary. To help the student who missed the class schedule will be posted on the class wiki along with anything else presented in class. If the absent student has no access to the internet then I will ask the class if anyone would be able to drop the assignment and information off at the student's house. If that does not work then I will call the students parents and see if either of them could come pick up the work missed that day.

__**Materials, Resources and Technology**__
Laptop Links ready to use Writing utensil Notebook Projector Music Student Notecards IMovie

__Source for Lesson Plan and Research__
[| http://www.kyrene.k12.az.us/schools/brisas/sunda/decade/1920.htm] A website that gives a great summary of entertainment from the 1920s.

[] This website covers everything anyone would want to know about jazz music in the 1920s with a great layout.

[] This website covers every aspect of entertainment from the 1920s. It also covers influential figures and inventions that were brought about during the time period.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students learn in multiple different ways at different speeds. This is why my lessons will cater to the needs and abilities of all my students and will be able to be adjusted to any new students. This lesson includes many ways to satisfy different learning styles such as use of visual aids, group activities, and personal reflection. All of these elements will allow students to develop their strongest learning style as well as exercise the seven other intelligences they have. **Beach Ball** will be given many choices in just about every exercise including the summative assessment. **Clipboards** will be reminded of the tasks at hand for the day. I will always have a schedule posted on the board. **Microscopes** will be able to delve deep into the content. I will give students plenty of sources that they will be able to research. I will also provide notes in class for microscopes to learn however they want to take notes. **Puppies** will be constantly surrounded by a comfortable learning environment. I will make sure that the rules of my class are enforced so that my classroom will always abide by the golden rule. I will also usually have soft background music during class to soothe the classroom 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 multiple ways of assessment. Students will learn about a major era in our history. Students will need to interpret and be able to tell meaningful information about who and what made the 1920s such an influential period in our history. Almost all the group work that is assigned will be assessed in some why. I will have a solid mastery of the subject matter in order to create lesson plans that also promote a mastery of the subject. Students will be able to use many different resources in order to help them master the material. Laptops will always be available for any further, independent study that a student deems necessary. Students will be asked to do a lot of group work that will help them work towards the goals set at the beginning of the semester. I will use differentiated teaching style to make sure that all learners have a fair chance at learning my material.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

The 1920s saw the first explosion of influential figures throughout the American culture. In every facet of entertainment there were stars which generated a huge boost in spending by everyone in the United States. Due to this huge boost in expenditures corporations realized "where the money was" and started embracing advertisement which only boosted this luxury spending. Pop culture was first really seen during this decade by introducing new actors and actresses on the silver screen.

[|Pop Culture]- a beautiful website that gives a great description of how the 1920s was bursting with energy due to a new type of music and entertainment.

[|Fashion]- a really cool website that provides sketches of what people were wearing during the 1920s. It also has sketches of hairstyles as well.

[|Entertainment]- this website gives a good description of exactly what people were doing during the 1920s. It also provides a time line of interesting events that occurred during this time.

People like Babe Ruth, Charlie Chaplin, Charles Lindbergh, Clara Bow, Herbert Hoover, Louis Armstrong, F. Scott Fitzgerald and Virgina Wolfe were all very influential. Regular blue collar workers not only looked up to these people but spent a lot of money watching, listening, and reading about these new celebrities. Lavish parties were also thrown by the rich to emulate this new society that seemingly based itself on a more "modern" way of life. This way of life was fueled by the thriving stock market which had been boosted since WWI began. If people were smart enough they could become rich in a week. Investing became a craze and people from Maine to California were willing to take a blind chance on gaining a fortune over night. The funny thing about this trend is that it seemed to work fairly well. The number of Millionaires in the United States more than doubled during the 1920s.

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

Verbal:Student will share ideas between their peers in small groups. Logical: Students will use a Time-Order Chart in class to organize ideas, vocab, and thoughts. Visual: The video that has pictures of cars developed in the 20's will stimulate the visual learners. I will also have a picture of the day that will provide constant understanding of the 1920s through posters. Bodily: Students will go outside and inspect a car. They will then compare it to a car from the 1920's at a local museum. Musical:There will be background music playing throughout class. Students will be given a couple music selections to listen to for homework that correspond with the music of the 1920s. Interpersonal:Students will work in groups to reflect upon what they have learned through class discussion and from assignments. Intrapersonal:Students will reflect in three minute periods at the end of class. Naturalistic: Students will observe what affects cars have on the environment and how that connects to the combustion engine.

Visual/Bodily: Students will create a movie that will show fellow students how a specific influential figure lived during the 1920s. Students will need to move around and act as if they were that figure.

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)** Students will be assessed by small group activities that require students to work in teams that are picked by the students. These groups can be comprised of 2 to 4 students. Students will read silently or aloud to the group and reflect upon what they learned. Students will write down the major facts and information from the section and share out to the class. Each group will finish sharing their information with the class and sit back at their groups. I will then go over anything that wasn't clear. Students will be given about five minuets to reflect upon learning and come up with any questions they may have. Each student will go over the questions they developed during the reflection time given with the group they are in. If any questions cannot be answered through the groups then the student can then ask myself.


 * Summative (Assessment of Learning)**

Students will be able to explain how the influential people of the 1920s shaped America's development in the decades to come and in the present. The summative assessment for this lesson will require students to know how to use IMovie. I will go over how to use IMovie on their laptops and make sure that everything is clear before I proceed. Students will break up into groups of three for the project. The groups will be chosen at random by counting off the students into groups. The IMovie will be short and briefly go over one influential figure of the 1920s. The movie will answer questions like "what did this person contribute to the 1920s" This will require students to research which influential figure from the time that they want to do their movie over. Students will also need to study their choice. The students are expected to present a movie that is about 5 minuets long and gives a brief outline of the figures life during the 1920s.

__Teaching and Learning Sequence__
My classroom arrangement will be a perimeter set up. This way all the students desk will be around the outside of the classroom. This will make it easy to make eye contact with one another and hear each other much better. Students will be able to easily interact with each other, and every student in the classroom will be able to see whatever is being presented. This perimeter arrangement will allow me to not only watch over all students and take notes on interaction and individual actions, but make a very comfortable environment for everyone.

Day One:

Introduce students to the idea that the 1920s were the most influential decades of the century. I will introduce this concept to the students and ask them to think of reasons why this might be true. Students will need to work in their seating groups to look back at what has already been learned to see what could have made the 1920s so influential. After looking back at notes, handouts, and assessments students will tell me what they think are the reasons for this decade being so groundbreaking. (20 minuets)

After this initial introduction I will show the students a video of what it was like for a normal everyday pedestrian to live in the 1920s in order to give them a better visual of what life was really like during the 20s. (10 minuets)

During the video I will hand out Time-Order charts for the class to use. In this exercise I will clarify the most important people and dates of the 1920s. I will open a website on my laptop that gives brief summaries over all of the information being provided to the students through my lecture. The TOC will be saved and used for an activity the next day. (25 minuets)

Next I will hand out the requirements for the IMovie and the rubric that it will be graded on. I will ask if there are any questions regarding the rubric. If any arise I will consider making changes if necessary. (5 minuets)

Students will be given the rest of the class to mess around with IMovie in their groups and create a storyboard for how they want to set up their movie. (20 minuets)

Day Two:

I will ask the students how their projects are coming and if they have any questions regarding the IMovie. After addressing the questions posed I will go over the days current events and present the class with the day's quote. (10 minuets)

While students get into their IMovie groups I will hand out the graphic organizer (four column chart) and review influential figures, inventions, and events from the past day and then introduce them to more events that occurred during the latter half of the 1920s. (20 minuets)

After presenting the new information to the students I will allow them some time to review and reflect on the material with their groups. (5 minuets)

Once the students are done with their reviewing I will ask if they still have any questions. (5 minuets)

After all the material is clear to the students I will go over how these events, inventions and people have affected how we live now. Also how those inventions, peoples, and events will affect the future. (20 minuets)

Again after presenting the new information to the students I will allow them some time to review and reflect on the material with their groups. (5 minuets)

Once the students are all set with the new information I will allow students to work on their movie for the rest of the period. (15 minuets)

This lesson will allow students to really understand why the 1920's were so influential beyond the celebrity culture that was developed during it. Students will understand that the 1920s were influential due to innovations in medicine, music, clothing, and language. In order to properly equip my students I will use many websites that give detailed information about these specific innovations that allowed for such progress. Students will get into small groups and pick one of the new inventions that were developed during the time and do a short presentation to share with the class. Students will need to take notes on each presentation. By understanding how even small inventions that have small impacts on daily life students will be able to better appreciate things that are developed now. Hopefully this lesson will inspire students to go look up new inventions that are being developed now.
 * Equip, Explore, Rethink. Tailors: Interpersonal, Intrapersonal, Linguistic.**

Students will be given a list of websites that they will be able to look at during class and outside of class. Students will be encouraged to use outside resources and even do individual research for other useful websites. Students will also be doing many activities in class that will let them see how these new innovations made small but very important changes to the culture and everyday living of the 20s. I will also lecture about the more broad ideas about the changes that occurred during this time. I will make sure not to lecture too long, however, it is very important as a Social Studies teacher to delve into the details of a subject in order to promote understanding. Even though there will be lecture I will make sure that I have enough activity and group conversation/work that all students will be involved and doing something so that they stay active while learning. I will always be up watching what students are doing and checking for understanding. My favorite way to check for understanding is to simply have a conversation with my students. At the end of every day I will try to have a simple conversation with my class. I feel like talking about new information is a very mature and effective way to not only check for learning but also get any questions out that may be unclear. Students will also be using an Idea Rake graphic organizer to record any new information they receive during my discussions. Along with all this discussion I will also play jazz in the back ground because it not only reflects the 1920s but it is also very relaxing.
 * Equip, Explore, Rethink. Tailors: Interpersonal, Intrapersonal, Logical, Musical.**

Students will need to think about these new innovations by writing about how new innovations have changed their own lives. Students must make connections between then and now by writing a two page essay on how new innovations or inventions have changed their lives. This could be directly or indirectly. Maybe a new innovation changed how their parents or grandparents live and in turn changed how the student lives. This is basically just making students think about how cool it must have been to see these new inventions for the first time and how even small changes. After these essays are written students will break into groups of three and peer edit their papers. Students must fill out a peer evaluation paper while editing the paper. Editors will comment on the paper, what they thought was interesting, what they connected to, and what they think could use a little work. Once students get their papers back and have a chance to make changes they will need to pass it in. I will read them and provide feedback. Students will need to create an IMovie which will show me how much research and time they have put into the project. I will also be looking for understanding through conversation and simple in class group work. I will always be up and around moving from group to group watching student interaction.
 * Explore, Experience, Rethink, Revise, Refine. Tailors: Interpersonal, Intrapersonal, Linguistic.**

Students will constantly be self assessing themselves during my class. Usually group discussion will allow for them to think about their own ideas and rebuild them. I will also provide feedback on conversations and work that they do during class and homework. This will allow for me to check for understanding and give them constructive feedback so they can really see how they are doing in class. I will also encourage them to stay after school to work on any projects or homework they want to redo. Students will look for these new innovations playing a part in the future especially in music, clothes, and medicine. They will be able to know where they developed and who developed them. They will have a great background to look at and really be able to make connections which allows for better learning and understanding. Students will also have many reference points given through websites and even posters in class to refer to when looking back and making connections.
 * Evaluate. Tailors: Interpersonal, Intrapersonal, Spatial.**

Content Notes
The 1920s saw the first explosion of influential figures throughout the American culture. In every facet of entertainment there were stars which generated a huge boost in spending by everyone in the United States. Due to this huge boost in expenditures corporations realized "where the money was" and started embracing advertisement which only boosted this luxury spending. Pop culture was first really seen during this decade by introducing new actors and actresses on the silver screen.

[|Pop Culture]- a beautiful website that gives a great description of how the 1920s was bursting with energy due to a new type of music and entertainment.

[|Fashion]- a really cool website that provides sketches of what people were wearing during the 1920s. It also has sketches of hairstyles as well.

[|Entertainment]- this website gives a good description of exactly what people were doing during the 1920s. It also provides a time line of interesting events that occurred during this time.

People like Babe Ruth, Charlie Chaplin, Charles Lindbergh, Clara Bow, Herbert Hoover, Louis Armstrong, F. Scott Fitzgerald and Virgina Wolfe were all very influential. Regular blue collar workers not only looked up to these people but spent a lot of money watching, listening, and reading about these new celebrities. Lavish parties were also thrown by the rich to emulate this new society that seemingly based itself on a more "modern" way of life. This way of life was fueled by the thriving stock market which had been boosted since WWI began. If people were smart enough they could become rich in a week. Investing became a craze and people from Maine to California were willing to take a blind chance on gaining a fortune over night. The funny thing about this trend is that it seemed to work fairly well. The number of Millionaires in the United States more than doubled during the 1920s.

Time Order Chart, IMovie Rubric
 * Handouts**