L2+Higgins,+Emily

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

** LESSON PLAN FORMAT **

**__Facet:__** Apply __**Numbers of Days**__: 4 __**Topic**__: 1920's Society
 * __ Teacher’s Name __**** : ** Ms.Higgins
 * Lesson #: ** 2
 * __ Grade Level __** : 7-8

__**Objectives **__ Student will understand that 1920's society still impacts today's society of today. Student will know terms like Flappers, bootleggers, speakeasy, and Roaring twenties are. Student will be able to design a project relaying a social ideals of the 1920's. **Product**: Podcast
 * __PART I: __**

__**Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **__ **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 **

Historic influences, major themes and major eras are included to meet MLR standards in the lesson about the basics of 1920's economics.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessments **__ __**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Formative (Assessment for Learning) **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I will check for their understanding by using hand print. Students will trace their hands on a piece a paper. Each finger will have something that the students learn that day. I will compare their hand prints from each day to see if the students are learning a verity of different things. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use a rubric to assess their podcast along with their partner. Peers will use the same rubric to look at other group's podcast. I will use the same rubric and give students feed back orally on their podcast.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section I – checking for understanding during instruction **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section II – timely feedback for products (self, peer, teacher) **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Summative (Assessment of Learning): **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will make a digital story using a a podcast software to tell a story of an event during this time period. Podcast will be done in class. Students will use their graphic organizer as they plan. Graph Organizer will be turned in for grading for planning. Podcast will be assessed by an oral rubric by the teacher for a total of 75 points, with the graphic organizer.

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Integration **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Garagband is a program that lets students record themselves and music to create podcasts. Podcasts are shareable audiofiles. Garageband is a type II technology because it takes voice recording to another level by adding the ability to create music. It is a hands on technology where students are able to use their own voice, change how it sounds, and add music to creatively talk about a subject. Students will be able to use the program outside the classroom and on different projects.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Music: A podcast on garageband incorporates music with the program's ability to add pre-recorded music and music they create into their podcast. Students will be able to be creative with the music in their podcasts.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">English: Public speaking is used when creating a podcast. Writing is also part of creating a podcast, because students will need to have an idea of what they are going to say in the podcast. Students must clearly speak when recording the podcast.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Art: Pictures can be put in the podcast. Students can use their own pictures that are scanned into the computer, or pictures off the internet that are cited. Creativity with the pictures students can enhance the podcast.

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Groupings **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will fill out a time order chart during the lesson about society. Students will fill out these charts alone. Students will also fill out a clock buddy chart to figure out who their partner is. Students will go around filling out each number of the clock with a different peers name. After this is one I will say which number on the clock I want the students to be partners with.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will work in partners to create a podcast about events and ideals of society of the 1920's. Partners will have equal part in the podcast. If a student is uncomfortable with speaking on the podcast then they can be in charge of writing the script for the podcast. Partners will need to work together to complete the podcast in class time. Podcast will be presented to the class for a grade.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section II – Groups and Roles for Product **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Differentiated Instruction **__

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">MI Strategies **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal**: Students could write the script for the podcast for their partner. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Students can make a visual to go along with their podcast. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic**: Students can learn a dance or another social craze and teach it to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students can make a photo collage of social ideas and events. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic**: Students can use logic to explain why certain crazes stayed around. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical**: Students can find a song from the 1920's and compare to today's music.

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Modifications/Accommodations **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**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 will communicate with their partner about what needs to be made up in the time missed. The absent student and their partner must come to me with a plan on how they will make up any work that was missed to get their project done on time.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Plan for accommodating absent students: **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Extensions **__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Garageband is a type II technology because it allows students to record voices and music to share on iTunes and other internet sites. Students will use garageband to create a radio advertisement that would be played during the 1920's. Garageband provides students the opportunity to play around with voice editing software that could be used on other project. Students use their own voices in the program, along with music that they can make themselves. Layering sounds is something that can be done with the program to enhance the final product of the advertisement.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted students will work with other gifted students on doing research about 1920's social ideas or products sold. Then these students will then come up with a list of potential topics that the partners can choose from. I will help these students come up with ideas by giving them websites to look on. While working with their partner, gifted students will be the leader in the group. This means they will do the hands on editing of the advertisement if their partner is unable to or does not understand how to.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted Students: **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Materials, Resources and Technology **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Time Order chart <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Brain storming handout for gifted students <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rubric <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Projector <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptops <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Garageband <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clock buddies chart

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.dhahranbritish.com/history/A9_HenryFord.htm - Website about Henry Ford and the Model T. Explains mass production. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.modelt.ca/background.html - Henry Ford and the Model T invention and history. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://library.thinkquest.org/27629/themes/media/md20s.html - Quick intro to different types of media used in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.gotoquiz.com/media_of_the_1920_s - Online quiz to see what they know about advertisements in the 1920's. Could be a fun pre- assessment activity before the lesson. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.angelfire.com/anime4/sephirothbadazz/Reports/newconsumerproducts.html - 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%;">http://www.trailend.org/dow-consumer.htm - Lists of new products from the 1920's broken up by categories. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.youtube.com/watch?v=72oC9_PTiQo - Youtube video hook about flappers, speakeasy, and bootleggers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/fashion/flapper.html - A quick overview of flappers with contemporary review of the flapper era. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://history1900s.about.com/od/1920s/a/flappers.htm- Article about flappers, describes flappers in a easy way. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://suziecat7.hubpages.com/hub/Bootlegging-In-America - A history about bootlegging in America during Prohibition. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/prohibition/ - A history about prohibition in America. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://prohibitionrepeal.com/history/fastfacts.asp - Facts about Prohibition in America, ex. Who supported it, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.mavericktheater.com/html/speakeasy.html - Overview of Prohibition, speakeasy, bootleggers, Mafia, and Flappers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dictionary.reference.com/browse/roaring+twenties- Definition of the Roaring Twenties. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">www.ohassta.org/technology/inventions.swf- Powerpoint of 1920's inventions <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">teachersites.schoolworld.com/.../Inventions%20of%20the%201920’s.... - PDF of 1920's inventions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://1920sgirls.tripod.com/popculture.html- A quick review of 1920's pop culture. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/toys/ - 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%;">http://www.thefreedictionary.com/product - Dictionary site. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dictionary.reference.com/browse/advertising- Another dictionary site.
 * __<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PART II: __**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

[]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DAY 1: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">-Hook: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Students will get a chance to see what a flapper is and a shot of 1920's culture. 5 minutes.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 0px; overflow: hidden;">- Brain Storm: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 0px; overflow: hidden;">Students will brain storm what they think a person in the 1920's would buy or have in their household. 10 minutes.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 0px; overflow: hidden;">- Project introduction: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 0px; overflow: hidden;"> Students will be introduced to the podcast project. 10 minutes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">- **Student sample:** Students will be shown a student sample of what I expect out of them. 5 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">- **Clock buddies sheet:** Students will fill out their chart, then partners will be chosen from the chart after they are filled out. 10 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">- **Content introduction**: Students will be introduced to the content that they will need to know about 1920's society and advertisement. Students will have time to work on their time order charts. 30 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">-**Wrap up class:** I will wrap up class making sure that and questions are answered that students have and they have time to pack their bags for their next class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Finish up charts:** Students will have time to finish their time order chart. 10 minutes <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Content Review:** Students will ask any questions they have about the content in this time. 15 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Time with Partners:** Students will have this time to work with their partners on creating their podcast. 45 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Checking for understanding:** Students will fill out a hand print saying 5 things they have either learned or accomplished that day on their project. 5 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap up class:** I will wrap up class and answer any question that the students have. 5 minutes.
 * <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%;">**DAY 3:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Clarifying questions:** I will ask students questions about how far along they are with their partners and if they will be able to get things done before the podcast is due. 10 mintues <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">-**Time with Partners:** Students will have time to work with their partners to finish up their podcast. 40 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">-**Meeting with** **Teacher:** Partners will meet with me to go over the rubric to make sure they are meeting all the expectations and make a game plan for them finishing before their presentation. 25 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">-**Wrap up Class:** I will wrap up call by making sure every student knows what they need to do to finish their podcast for the next class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**DAY 4:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Last chance for partners to work together:** Students will be given this time to tie up any loose ends. 15 minutes <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">- **Presentations:** Students will present their podcast to the class. 60 minutes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">- **Wrap up Class:** I will wrap up class and the podcast project. 5 minutes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will sit in twos. Rows will be set up in the room. Each row will have two desk touching so that partners will be able to work. Students will understand that 1920's society still impacts today's 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.// Ideals from the 1920's are similar to the ideals that are still used in today's society. I will use a video about flappers and other 1920's social ideas to hook my students and give them a glimpse of life during this time. [|http://www.youtube.com/watch?v=72oC9_PTiQo]Students will watch the video then brain storm as a class about what a person in the 1920's would buy. Students will think about products that they use today and what life would be without that product if it had never been invented in the 1920's.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, Why, What, Hook Tailors: Interpersonal, Visual, logic and verbal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know terms like Flappers, bootleggers, speakeasy, and Roaring twenties are. (See content notes). I will present a couple of examples of products and advertisements from the 1920's.Students will receive a clock chart to fill out. Each slot on the clock will be filled by a students name. Partners will be chosen by a certain number. Then students will go off on their own with their partners to fill out a time flow chart about the product they have chosen. I will check for understanding by using the hand print. Students will trace their hands on a piece of paper and each finger will represent something that they learned or something they got accomplished that day. I will collect the hand prints and look over them and address any misunderstandings the next class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Revise, Tailors: Visual, interpersonal, verbal, logic, and kinestheic. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to design a project relaying a social ideals of the 1920's. Garageband will be used to create a podcast that will be presented to the class as an advertisement. If a set of partners is not comfortable sharing their podcast with the class, then they have the option of presenting to just me. Students will create a podcast selling a "new" product during the 1920's. Each set of partners will fill out a time order chart of their product. Students will have a rubric to self-assess themselves with me. I will also use this rubric to grade the final product, but also give them feedback during their work time. Students must explain what the product is, how it will change life and why you, the consumer, should buy it. The podcast needs to include at least one pictures of the product to enhance their product. Student's podcast can be as creative as can be and can include music either made by the student or in the time period. During and after the presentation I will use the rubric to grade the final product. The presentation is part of the final product for the podcast. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Explore, Experience, Revise, Refine, Tailors: Visual, interpersonal, logic, verbal, kinesthetic, intrapersonal, musical**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Podcast is 75 points. Students will make a digital story using a a podcast software to tell a story of an event during this time period. Podcast will be done in class. Students will use their graphic organizer as they plan. Graph Organizer will be turned in for grading for planning. Podcast will be assessed by an oral rubric by the teacher for a total of 75 points, with the graphic organizer. Students will also be graded as individuals. They will assess their partner and tell me if there were any issues in the partner work.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: Verbal, interpersonal, kinesthetic, and visual. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know terms like Flappers, bootleggers, speakeasy, and Roaring twenties are.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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. (http://history1900s.about.com/od/1920s/a/flappers.htm)

<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. (http://suziecat7.hubpages.com/hub/Bootlegging-In-America)

<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. (http://www.1920-30.com/prohibition/)

<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. (http://www.mavericktheater.com/html/speakeasy.html)

<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. (http://dictionary.reference.com/browse/roaring+twenties)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Product-** Something produced by effort, or some mechanical or industrial processes. (http://www.thefreedictionary.com/product)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Consumer-** One that consumes, especially one that acquires goods or services for direct use or ownership rather than for resale or use in production and manufacturing. (http://www.thefreedictionary.com/consumer)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Manufacture-** a. To make or process (a raw material) into a finished product, especially by means of a large-scale industrial operation. b. To make or process (a product), especially with the use of industrial machines. (http://www.thefreedictionary.com/manufacture)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Mass Production-** The manufacture of goods in large quantities, often using standardized designs and assembly-line techniques. (http://www.thefreedictionary.com/mass+production)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Advertisements-** the act or practice of calling public attention to one's product, service, need, etc. ,especially by paid announcements in newspapers and magazines,over radio or television,on billboards,etc. (http://dictionary.reference.com/browse/advertising)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Time order chart <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clock buddies <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rubrics
 * __<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Handouts __**

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Maine Standards for Initial Teacher Certification and Rationale **__

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learning Styles **__ //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Clipboard**: This lesson has clear expectations, organization, and structure that these students need. //
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//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.// **
 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Microscope: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This lesson has discussion, focus on details, and ownership for those students who learn this way. //
 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Puppy: //**//​ This lesson has a comfortable environment and supporting grouping that these students need. //
 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Beach Ball: //**//​ This lesson has a verity of resources and adapted environments for students who learn this way. //
 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: //**// This lesson has a verity of options for those who learn in different ways, whether it be a multiple intelligences or learning styles. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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. **//

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Formative: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment for Learning- There will be a checking for understanding during this lesson. Hand print will be used to assess students learning and to see what has been done for their podcast project. This will give me a chance to see if students need more time with the material or the project. The hand print will be done one day of the lesson. The other days I will check for understanding by asking clarifying questions to the students. There will be a pre-assessment in the form of a pre-test online to see what the students know about social aspects of the 1920's. http://www.gotoquiz.com /media_of_the_1920_s. This will be done during the content time. // //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Summative: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment of Learning- The final product of the Garageband podcast will be assessment for a grade. Students should show that they understand the content and product that they are talking about in the podcast. The performance task will be assessed for a grade using a rubric. Students will act as an creator of the advertisement and they will presenting to an advertisement agency. This project give students a real life experience of making a presentation to a group of business people. // //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This lesson give students real life experience in working in partners to create an podcast. Also this lesson gives students a real like example of a job. //


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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. //**


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Knowledge: //**//<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. //
 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">MLR or CCSS: //** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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. //
 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Facet: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Apply //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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%;">MI Strategies: **// //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal**: Students could write the script for the podcast for their partner. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Students can make a visual to go along with their podcast. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic**: Students can learn a dance or another social craze and teach it to the class. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students can make a photo collage of social ideas and events. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic**: Students can use logic to explain why certain crazes stayed around. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical**: Students can find a song from the 1920's and compare to today's music. // //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Type II Technology: **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Garageband is a type II technology because it allows students to record voices and music to share on iTunes and other internet sites. Students will use garageband to create a radio advertisement that would be played during the 1920's. Garageband provides students the opportunity to play around with voice editing software that could be used on other project. Students use their own voices in the program, along with music that they can make themselves. Layering sounds is something that can be done with the program to enhance the final product of the advertisement.// //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Promote, support, and model creative and innovative thinking and inventiveness
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">NETS STANDARDS FOR TEACHERS **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">c. <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">d. <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This lesson fits facets a, c, and d because they are using technology in a creative way to create an advertising podcast, collaborate with others and use innovating thinking.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">c. <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">d. <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Rationale:** This lesson incorporates facets a, c, and d because it customizing learning activity for students, multiple formative and summative assessments and design relevant learning experience. ||  ||   || 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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