L6+Higgins,+Emily

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

** LESSON PLAN FORMAT **

**__Lesson__** __#:__ 6 **__Facet:__** Empathy **__Numbers of__** __Days:__ 3
 * __ Teacher’s Name __**** : ** Ms. Higgins
 * __ Grade Level __**** : ** 6-8
 * __ Topic: __** 1920's Society


 * __ PART I: __**

Students will understand that 1920's society still impacts the society of today. Students will know flappers, bootleggers, speakeasy, the mob, dance crazes, social changes. Students will be able to relate 1920's society to today's.
 * __ Objectives __**
 * Product: ** Blog

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1. Historical knowledge, concepts, themes and patterns Grade Level Span: Grade 6-8 "The 1920's: Prosperity and Problems" Students understand major eras and major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. Performance Indicators: a,b
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Historic influences, major themes and major eras are included to meet MLR standards in the lesson about 1920's society.
 * Rationale: **


 * __ Assessments __**

I will check for understanding by using 3-2-1. 3 means that the students has a great understanding of the content and the project. 1 means that the students has a lot of questions and needs some clarifying questions.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will use a rubric to assess their blogs. I will use the same rubric to assess their blogs for the final. I will explain the rubric to each student while they are in the process of writing their blogs.
 * Section II – timely feedback for products (self, peer, teacher) **

Blogger 25 points- Students will create blog entries as a 7th grader living in the 1920's. Students must have at least 5 blog entries from the perspective of a student in the 1920's. Blogs can be about any topic that a student in the 1920's might face, such as economy, government, social ideas, current events. Students can use what they already know and research can be used to make their blog as accurate as possible. Blogs will be assessed out of 25 points. Teacher will use a rubric to grade each blog for the total of 25 points.
 * __ Summative (Assessment of Learning): __**

Blogger is a site that students can use to blog and share what they think with others on the internet. Students will use blogger to create a blog depicting the life of a 7th grader in the 1920's. Blogger is a type II technology because it lets students share what they write with others through the internet. Blogger provides the opportunity for students to work on developing their writing in history.
 * __ Integration __**
 * Technology: **

English is used because students are developing their writing skills through the act of blogging.
 * Content Areas: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Art is used because students can feel free to add any visuals they think will enhance their blog.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use a tree chart to plan their blog. They will use the branches to write ideas of things that would happen to someone living in the 1920's. Students will use some of the things that would happen to them and turn them into something that would happen in the 1920's. Students will make connections through writing as if they were living in the 1920's.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be working as individuals in for this project. They will need to complete 5 blog entries before it is due. Students will have to assess their own work after the blogs have been written.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will use the blog to post entries <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will create an audio recording of their blog posts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Students can create a picture to go along with their blog posts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:**Students will perform their blogs to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will write from the perspective of a nature loving person. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Students will add music to their blog postings.
 * __ MI Strategies __**


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students who are absent must come see me to get the work that they have missed while absent. This is an assignment that can be worked on from home. Students need to come to me with a game plan on if they need more time and what they will do at home if they have the means necessary. If they do not have internet access at home I will work with the student to make sure it gets done in a timely manner.
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Blogger is a site that students can use to blog and share what they think with others on the internet. Students will use blogger to create a blog depicting the life of a 7th grader in the 1920's. Blogger is a type II technology because it lets students share what they write with others through the internet. Blogger provides the opportunity for students to work on developing their writing in history.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted student will have to make more blog entries and delve deeper into the lives of a 1920's 7th grader. They will have to add visuals and music to their blog to enhance the blog experience.
 * Gifted Students: **

// Laptops // // Blogger Accounts // // Tree Chart // // Rubrics //
 * __ Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Website about Henry Ford and the Model T. Explains mass production. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Lists and short description of different products that were invented in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Lists of new products from the 1920's broken up by categories. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - A quick overview of flappers with contemporary review of the flapper era. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] Article about flappers, describes flappers in a easy way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - A history about bootlegging in America during Prohibition. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - A history about prohibition in America. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Facts about Prohibition in America, ex. Who supported it, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Overview of Prohibition, speakeasy, bootleggers, Mafia, and Flappers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] Definition of the Roaring Twenties. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] A quick review of 1920's pop culture. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - 1920's toys with links to the original ads from the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Dictionary site. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] Another dictionary site. []- I will use a video about dance crazes during the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dailypuglet.blogspot.com/ - an example of a blog written in another perceptive. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/dance/ - 1920's dance craze overview <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.nowyouredancing.com/shop/resources/descriptions.html - Dance descriptions.
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

(10 minutes) **-Brain storm:** Students will use their tree chart to brain storm ideas for similarities and differences between life now and life in the 1920's. Students will share their idea and I will write them on a document which students will have access to when they are writing their blog. (30 minutes, 15 tree chart/ 15 brain storming document) **- Introduce project:** I will introduce what a blog is and give examples of different blogs and how they can go about writing it. I will show them a funny one, <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dailypuglet.blogspot.com/, a serious one and then my students sample of what I expect out of their blogs. (20 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Create blogger accounts:** I will help students create a blog account and make sure they give me the URL so I can have access for it. (15 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap up class:** At this time I will give students time to finish up what they are working on and pack up their bags for their next class. (5 minutes)
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * DAY 1: **
 * -Hook: ** I will hook students by showing them a video of dance crazes in the 1920. Then we will have a discussion the comparisons between dance crazes today. What are the similarities, differences and why do you think they were popular at the time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**DAY 2:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Checking for understanding:** I will check for understanding by using 3-2-1. 3 means that the students has a great understanding of the content and the project. 1 means that the students has a lot of questions and needs some clarifying questions.Then I will answer any questions that students have. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Content review:** Since the content is stuff that the students should already know from previous lesson I will only spend a short time on content review. (30 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Work on Blog entries:** Students will have this time to start working on their Blog entries. (35 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap up class:** I will give students time to finish up what they are working on and time to pack up their bag for their next class. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**DAY 3:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Checking for Understanding:** I will check for understanding by using 3-2-1. 3 means that the students has a great understanding of the content and the project. 1 means that the students has a lot of questions and needs some clarifying questions. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Work on Blog Entries:** Students can use this time work work on their blog entries. (30 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- One-on-One meetings:** I will meet with each student one-on-one to make sure they understand the rubric that is going to be used to grade them. (35 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Wrap up class:** Students will have this time to finish up their blogs. Students may finish their blogs at home if needed, but they are due at the end of class. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will sit in a semi circle around the room. Students will understand that 1920's society still impacts the society of today. //Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world//. By understanding society of the past, we are able to understand society of today. I will use a video about dance crazes of the 1920's to hook the students in the lesson. Then we will have a discussion the comparisons between dance crazes today. What are the similarities, differences and why do you think they were popular at the time. []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, Why, What, Hook Tailors: Interpersonal, Visual, logic, musical and verbal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know flappers, bootleggers, speakeasy, the mob, dance crazes, social changes. Students will use their tree chart to brain storm ideas for similarities and differences between life now and life in the 1920's. Students will share their idea and I will write them on a document which students will have access to when they are writing their blog. I will check for understanding by using 3-2-1. 3 means that the students has a great understanding of the content and the project. 1 means that the students has a lot of questions and needs some clarifying questions.Then I will answer any questions that students have.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Revise, Tailors: Visual, interpersonal, verbal, logic, and intrapersonal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will create blog entries as a 7th grader living in the 1920's. Students must have at least 5 blog entries from the perspective of a student in the 1920's. Blogs can be about any topic that a student in the 1920's might face, such as economy, government, social ideas, current events. Students can use what they already know and research can be used to make their blog as accurate as possible. Blogs will be assessed out of 25 points. Teacher will use a rubric to grade each blog for the total of 25 points. While the students are working I will meet one-on-one with each student to make sure they understand the rubric, content and what they are supposed to be blogging about. Blogs can be creative and students can add visuals, music and other things to enhance their blog. The things they add must go along with the 1920's society.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Visual, interpersonal, logic, verbal, and musical. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will create blog entries as a 7th grader living in the 1920's. Students must have at least 5 blog entries from the perspective of a student in the 1920's. Blogs can be about any topic that a student in the 1920's might face, such as economy, government, social ideas, current events. Students can use what they already know and research can be used to make their blog as accurate as possible. Blogs will be assessed out of 25 points. I will assess the final blogs with a rubric that I have gone over with each student.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: Verbal, intrapersonal, logic, musical and visual. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know flappers, bootleggers, speakeasy, the mob, dance crazes, social changes.
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Flappers- A women, who drank, smoked, voted, danced, cut her hair short and wore make up. ([])

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bootlegger- People who smuggled alcohol into America when it was illegal during Prohibition. ([])

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Prohibition- The time where the manufacture, transportation, import, export, or sale of alcohol was illegal. ([])

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Speakeasy- An underground saloon where illegal alcohol was sold and drank during Prohibition. ([])

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Roaring Twenties- Era of prosperity, jazz, fast cars, Prohibition, speakeasies and wild young people. ([])

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Mobster- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1. A secret criminal organization operating mainly in the United States and Italy and engaged in illegal activities such as gambling, drug-dealing, protection, and prostitution. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. Any of various similar criminal organizations, especially when dominated by members of the same nationality. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">3. A secret criminal organization operating mainly in Sicily since the early 19th century and known for its intimidation of and retribution against law enforcement officials and witnesses.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dance Crazes- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/dance/ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ragtime- rhythm in which the accompaniment is strict two-four time and the melody,with improvised embellishments,is in steady syncopation. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> (http://dictionary.reference.com/browse/ragtime)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Jazz- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. A style of music, native to America, characterized by a strong but flexible rhythmic understructure with solo and ensemble improvisations on basic tunes and chord patterns and, more recently, a highly sophisticated harmonic idiom. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. Big band dance music. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(http://www.thefreedictionary.com/jazz)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Charleston- a fast rhythmic dance of the 1920s, characterized by kicking and by twisting of the legs from the knee down

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Swing Dance- The original style of Swing dancing is the Lindy Hop which was named by Shorty George Snowden in 1927 after Charles Lindberg’s famed nonstop flight across the Atlantic. Known by many for it’s acrobatic moves called arials, Lindy Hop is also danced socially featuring 8 count and 6 count patterns, often with kicking or Charleston steps. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">( http://www.nowyouredancing.com/shop/resources/descriptions.html)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Jitterbug- A strenuous dance performed to quick-tempo swing or jazz music and consisting of various two-step patterns embellished with twirls and sometimes acrobatic maneuvers

// Rubrics // // Tree Chart //
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**// This lesson has clear expectations, organization, and structure that these students need. //
 * // Microscope: //**// This lesson has focus on details, discussion. and ownership for those students who learn this way. //
 * // Puppy: //**// This lesson has a comfortable environment and supporting grouping that these students need. //
 * // Beach Ball: //**// This lesson has a verity of resources and adapted environments for students who learn this way. //
 * // Rationale: //**// This lesson has a verity of needs that are met for each student. //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment for learning: I will check for understanding by using 3-2-1. 3 means that the students has a great understanding of the content and the project. 1 means that the students has a lot of questions and needs some clarifying questions.Then I will answer any questions that students have. //
 * // Summative: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment of learning: Students will create blog entries as a 7th grader living in the 1920's. Students must have at least 5 blog entries from the perspective of a student in the 1920's. Blogs can be about any topic that a student in the 1920's might face, such as economy, government, social ideas, current events. Students can use what they already know and research can be used to make their blog as accurate as possible. Blogs will be assessed out of 25 points. I will use a rubric to grade each blog for the total of 25 points. //
 * // Rationale: //**// This lesson gives student experience in expanding their writing and sharing it with others through the internet. //


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know flappers, bootleggers, speakeasy, the mob, dance crazes, social changes. //
 * // MLR or CCSS: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know terms like Flappers, bootleggers, speakeasy, and Roaring twenties are. Students will be able to design a project relaying a social ideals of the 1920's. //
 * // Facet: //**// Empathy //


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will use the blog to post entries // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will create an audio recording of their blog posts. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Students can create a picture to go along with their blog posts. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:**Students will perform their blogs to the class. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will write from the perspective of a nature loving person. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Students will add music to their blog postings. //
 * // MI Strategies: //**
 * // Type II Technology: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Blogger is a site that students can use to blog and share what they think with others on the internet. Students will use blogger to create a blog depicting the life of a 7th grader in the 1920's. Blogger is a type II technology because it lets students share what they write with others through the internet. Blogger provides the opportunity for students to work on developing their writing in history.//
 * // Rationale: //**// This lesson show a verity of activities that students can do to develop a deeper understanding of the content and applying it in a creative way. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** This lesson has all standards in it including supportive creative environment, exploring real world issues, promote reflection and model knowledge in a virtual environment.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

//This lesson has all standards in it including adaptive learning experiences, become active participants, personalize learning and formative and summative assessments.// ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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