L4+Higgins,+Emily

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

** LESSON PLAN FORMAT **

**__Lesson__ #:** 4 **__Facet:__** Self-Knowledge **__Numbers of__ __Days:__** 3
 * __ Teacher’s Name __**** : ** Ms. Higgins
 * __ Grade Level __**** : ** 6-8
 * __ Topic: __** 1920's


 * __ PART I: __**


 * __ Objectives __**

Students will understand that 1920's economies effected the future economies. Students will know terms like prohibition, bootlegging, amendments, how a bill becomes a law, Congress, House of Representative, Presidents, economy, stock market. Students will be able to reflect on the laws passed and how they effect the economy of 1920's. Product: Inspiration

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 Historic influences, major themes and major eras are included to meet MLR standards in the lesson about Laws and how they effect the economy.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **


 * __ Assessments __**

I will check for understanding by 4-3-2-1, 4 being students have a great understanding to 1 students do not understand and have a lot of questions about what they have learned and do. I will answer questions from the students who have said their understanding was a 1 or a 2.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will will use a check list to assess their inspiration. Peers will use the same check lists to assess 5 different then their own inspirations. I will also use a check list and go over the check list with each student before the inspiration is due. My feedback will be orally going through the checklist with a group of students, however students will be working individually on this.
 * Section II – timely feedback for products (self, peer, teacher) **

Inspiration 50 points- Students will makes a flow chart of laws that were passed in the 1920's and how the effected the economy. Students will use this as a graphic organizer to understand the laws. Students will share their graphic organizer with peers and teacher to be assessed out of 50 points. Teacher and peers will use a check list to assess the graphic organizer. Organizer must have at least 10 connects. More connections are welcomed.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Inspiration is a program which allows students to make graphic organizers. These organizers can be personalized to the students needs. Inspiration lets student visually draw connections between ideas. It is a type II technology because it lets the student interact with their organizer. Students can change the bubbles, font and add pictures to their inspiration to make them their own.

**English:** Students use English in this lesson for writing and editing their inspiration along with others students.
 * Content Areas: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Art:** Students use art when jazzing up their graphic organizer.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use a cluster web for their graphic organizer. Students will fill this out when we are doing content review. Students can use this graphic organizer as a baseline for their own inspirations. Students will not be paired up for the actual creation of their inspiration, but they will be partnered up to peer edit. They will be partnered up using clock buddies again, but with 5 different partners, meaning 5 different numbers from the clock.
 * __ 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 to complete their inspirations. Partners will not be be picked until the peer editing process. That is when the clock buddies will be used. Students will be looking at their partner's inspiration and being the role of the editor while the other listens to the feedback given by their peer. This will go on 5 times during the peer editing. Each partner will have about 5 minutes to look and give feedback to their partner.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Students will create a visual to go with their inspiration. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** Students will physically format their inspiration before using the inspiration program to brain storm ideas. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will present their inspiration to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic:** Students will put the laws in a logical order they think the laws should have been passed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students will get into groups to compare their cluster webs to gain more ideas for their inspiration. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will present their inspiration to the teacher only.
 * __ 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 and I will explain what they have missed when they were out of class. I will give them all the things they will need to complete this task. The student will tell me how they plan to get the work done on time, and if that is not possible they we will come up with another due date that works for that student. The student can also as a peer for help if they need when they start working on inspirations.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Inspiration is a program which allows students to make graphic organizers. These organizers can be personalized to the students needs. Inspiration lets student visually draw connections between ideas. It is a type II technology because it lets the student interact with their organizer. Students can change the bubbles, font and add pictures to their inspiration to make them their own.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted students will have the options of doing more then just 10 connections. Gifted students can also be in charge of helping any students who need it to complete their inspiration. They can also find an engaging video to show the class.
 * Gifted Students: **

// Inspiration software // // Laptops // // Cluster Web // // Checklists // // Projector // // Clock buddies sheet //
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.cato.org/publications/commentary/1920s-income-tax-cuts-sparked-economic-growth-raised-federal-revenues - Website with graphs about 1920's economy and tax raises from the government. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://users.tellurian.net/vanorden/n.roaring20s.07.08.htm- Notes about the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://wyofile.com/2012/05/the-mineral-leasing-act-of-1920-the-law-that-changed-wyomings-economic-destiny/ - Site about a law that was passed about oil that changed the economy of Wyoming. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.shmoop.com/1920s/economy.html - Student friendly explanation of 1920's economy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.shmoop.com/1920s/politics.html - Student friendly explanation of 1920's politics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.pbs.org/kenburns/prohibition/unintended-consequences/ - Prohibitions consequences <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.history.com/topics/mafia-in-the-united-states/photos#al-capone-and-prohibition - Pictures of mobsters for hook about how the change in economy and politics made crime raised. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.thefreedictionary.com- Online dictionary <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|http://www.investopedia.com] - Online economic dictionary <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|http://www.1920-30.com/politics/]- Information about the US presidents.


 * __ PART II: __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Hook:** I will hook the students by showing them pictures of 1920's mobsters and discussed why the mob crimes went up during the time of prohibition. http://www.history.com/topics/mafia-in-the-united-states/photos#al-capone-and-prohibition (10 minutes). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Content Review:** Since the students already understand the basics of economics I will only do a brief review. New content will be introduced. (30 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Hand out and fill out cluster web :** Students will use this time to fill out their cluster web with a group. The middle will be economics. The next level will be a law. Then the last level will be how the law effected the economy. (20 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Introduce Inspiration:** At this time I will give students time to play around and get familiar with the program. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Introduce Inspiration project:** I will introduce the inspiration project, go over checklist and show a student sample. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Wrap up Class:** I will give students this time to wrap up what they are working on and pack up 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) **
 * <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%;">**-Checking for Understanding:** I will check for student's understanding by using 4-3-2-. I will ask if they understand the project and the content. 4 means they fully understand, 1 means they do not understand at all. Then I will address any needs the students have. (5 minutes). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Finish up cluster web:** Students will have time to finish up in their group their cluster web. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Start inspiration:** I will give students time to start their inspirations. During this time I will go to each student and make sure they understand what they are doing. Also students will be checking in and editing 5 Inspirations of peers.(55 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **- Wrap up class:** I will give students time to wrap up class and pack their bags for their next class. (10 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%;">**-Finish up Inspirations:** Students will have this time to finish up their inspirations. (20 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Presentation:** Students will present their inspiration to the class. (50 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap up class:** I will give students time to pack up before their next class. (10 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">For this lesson the classroom will be set up in clusters of 4. Students will understand that 1920's economies effected the future economies. 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. Laws that were passed, such as prohibition, had effects on the economy by the rise in crime and bootlegging. I will use pictures of Mobsters from the 1920's to hook the students into the lesson. There was a rise in crime that happened when laws were passed. These laws did not only effect society, but the economy too. This lesson hopes to help students connect these two major things of the 1920's. Students will discuss why these two things connect after the hook. http://www.history.com/topics/mafia-in-the-united-states/photos#al-capone-and-prohibition
 * <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 prohibition, bootlegging, amendments, how a bill becomes a law, Congress, House of Representative, Presidents, economy, stock market. These are things that students have already learned in previous lessons. (See content notes) Students will use a cluster web as a graphic organizer. The middle of the web will be where economics is, since the main focus of the lesson is economics. The second bubbles that come off of the middle bubbles will be 4 laws that were passed during the 1920's. From those bubbles, 2 more bubbles string off the laws. Those bubbles will be for what the laws did to the economy. Students will use their past knowledge of laws and the economy to help fill in the cluster web. Additional research might be needed to fill out the last bubbles. Students will be working in groups so they will be able to pull from other classmates to help fill out the cluster web. I will check for understanding by using 4-3-2-1. Students will use the numbers 1-4 to say how well they are doing with the material and the cluster web. 4 will mean that the student has no problems with what we are doing. 1 will mean the students have no clue what they are doing. Students will need to some experiences with Inspiration, so I will give them time to get comfortable with the software before starting their project.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Revise, Tailors: Visual, interpersonal, verbal, and logic. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to reflect on the laws passed and how they effect the economy of 1920's. Inspiration will be used to aid in students in their reflection and making connections between laws and the economy in the 1920's. Students will be working individual on this portion of the project. Students will also be presenting their Inspiration to the class. If a student is uncomfortable with doing so, like in other lessons, they can just present to me at a different time. While students are working on their Inspiration I will go around checking in with each student. During the time students are working they will have to edit 5 Inspirations of their peers. The peer editing will be done by using clock buddies again, but this time 5 different numbers then were used before. The connections that the students made on their Inspiration will have to be explained. The explanations can be presented in any way the student wants, as long as they make sense and go along with the Inspiration. Students can present a song, act out why these laws connect, present art work to go along with their Inspiration.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Visual, interpersonal, logic, verbal, kinesthetic, intrapersonal, and musical. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will present their Inspiration for a total of 50 points. 30 points will be for the actual Inspiration and the connections that are made. 20 points will be how they present the information on the Inspiration to the class. Will use the checklist that I have already gone over with each student to assess their Inspiration and their presentation. Students will also self assess their work and give me feedback about the lesson.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: Verbal, interpersonal, kinesthetic, intrapersonal and visual. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know terms like prohibition, bootlegging, amendments, how a bill becomes a law, Congress, House of Representative, Presidents, economy, stock market.
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Stock Market- A place where shared are traded and aquired. The market is an over the counter one that provides ownership to companies when stocks are owned. The amount of stocks that ate bought raised the potential gains that a company and its share holders reicieve. ([|http://www.investopedia.com/terms/s/stockmarket.asp#axzz28BSVs3Uk])

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Economy- "The large set of inter-related economic production and consumption activities which aid in determining how scarce resources are allocated." ([|http://www.investopedia.com/terms/e/economy.asp#axzz28BSVs3Uk])

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Amendment- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1.the act of amending or the state of being amended. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. an alteration of or addition to a motion,bill,constitution, etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Prohibition- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1. The act of prohibiting or the condition of being prohibited. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. A law, order, or decree that forbids something. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">3. a. The forbidding by law of the manufacture, transportation, sale, and possession of alcoholic beverages.b. Prohibition The period (1920-1933) during which the 18th Amendment forbidding the manufacture and sale of alcoholic beverages was in force in the United States. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(http://www.thefreedictionary.com/prohibition)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bootlegging- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1. To make, sell, or transport (alcoholic liquor) for sale illegally. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. To produce, distribute, or sell without permission or illegally <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(http://www.thefreedictionary.com/bootlegging)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presidents-
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">28. Woodrow Wilson (1913-1921)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">29. Warren G. Harding (1921-1923)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">30. Calvin Coolidge (1923-1929)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">31. Herbert Hoover (1929-1933)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1920 U.S. ELECTION - The U.S. presidential election of 1920 was dominated by the aftermath of World War I. The wartime boom had collapsed. Diplomats and politicians were arguing over peace treaties and the question of America's entry into the League of Nations. Overseas there were wars and revolutions; at home there were strikes, riots, and a growing fear of radicals and terrorists. Disillusionment was in the air <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">On June 8, 1920, the Republican National Convention meeting in Chicago nominated Warren G. Harding, an Ohio newspaper editor and United States Senator, to run for president with Calvin Coolidge, governor of Massachusetts, as his running mate. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Democrats, meeting in San Francisco, nominated another newspaper editor from Ohio, Governor James M. Cox, as their presidential candidate, and 37 year-old Assistant Secretary of the Navy Franklin D. Roosevelt, a fifth cousin of the late president Teddy Roosevelt, for vice president. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The presidential election of 1920 continued the debate between the nationalistic activism of Roosevelt's presidency and the global idealism of Wilson's administration. Harding, the winner, inherited major domestic and international problems that tested his leadership.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1924 U.S. ELECTION - The U.S. presidential election of 1924 was won by incumbent President Calvin Coolidge in a landslide as he presided over a booming economy at home and no visible crises abroad. Coolidge (Republican) won the election in a landslide, with Davis (Democrat) only winning the 11 former Confederate states and Oklahoma, and losing the popular vote by 25 percentage points. The Republicans did so well that they won in New York City, a feat that has not been repeated since.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1928 U.S. ELECTION - The U.S. presidential election of 1928 pitted Republican Herbert Hoover against Democrat Alfred E. Smith. The Republicans were identified with the booming economy of the 1920s and Smith, a Roman Catholic, suffered politically from anti-Catholic prejudice. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The election held on November 6, 1928 was won by Republican candidate Herbert Hoover by a wide margin on pledges to continue the economic boom of the Coolidge years. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Congress- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. The national legislative body of the United States, consisting of the Senate and the House of Representatives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. The two-year session of this legislature between elections of the House of Representatives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Senate- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. Senate The upper house of the U.S. Congress, to which two members are elected from each state by popular vote for a six-year term. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. often Senate The upper house in the bicameral legislature of many states in the United States. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">House of Reps- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The U.S. House of Representatives forms one of the two branches of the U.S. Congress. The House comprises 435 members who are elected to two-year terms. The U.S. Constitution vests the House with the sole power of introducing bills for raising revenue, making it one of the most influential components of the U.S. government. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Mobsters- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A member of a criminal gang or crime syndicate. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">(http://www.thefreedictionary.com/mobster)

// Checklist // // Cluster Web // // Clock buddies (if students have lost them) //
 * __ 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 provides organization, structure, and consistent routines for those students who learn this way. //
 * // Microscope: //**// This lesson provides discussion and focus on details for students who learn this way. //
 * // Puppy: //**// This lesson provides a comfortable environment for those who learning in this way. //
 * // Beach Ball: //**// This lesson provides a verity of resources for those students who learn in this way. //


 * // Rationale: //**// This lesson provides a verity of ways for students with different learning styles to grow and produce good work. //


 * // 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.//**

// Assessment for Learning: There will be checking for understanding in this lesson. I will use 4-3-2-1 to check for students understanding about the content and what they are doing. 4 means that the students have a great understanding of what they are doing and the content. 1 means that the students have a lot of questions about the content and the project. If students answer a 1 then I will spend time clearing up what the misunderstandings are. //
 * // Formative: //**

// Assessment of Learning: The Inspiration and the student's presentation will be assessed for grading. Students will have to show that they understand the connections between the economy and the laws passed in the 1920's. A checklist will be used to assess and grade the students Inspiration and presentation. //
 * // Summative: //**


 * // Rationale: //**// This lesson gives students the chance of working alone on a project, but also have peer editing to help make their project better. //


 * // Rationale: //**
 * // 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%;">Students will know terms like prohibition, bootlegging, amendments, how a bill becomes a law, Congress, House of Representative, Presidents, economy, stock market. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to reflect on the laws passed and how they effect the economy of 1920's. //
 * // Content Knowledge: //**

//<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. //
 * // MLR or CCSS: //**

//​Self-Knowledge//
 * // Facet: //**


 * // 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%;">**Visual:** Students will create a visual to go with their inspiration. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic:** Students will physically format their inspiration before using the inspiration program to brain storm ideas. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will present their inspiration to the class. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic:** Students will put the laws in a logical order they think the laws should have been passed. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students will get into groups to compare their cluster webs to gain more ideas for their inspiration. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will present their inspiration to the teacher only. //
 * // MI Strategies: //**

// Inspiration is a program which allows students to make graphic organizers. These organizers can be personalized to the students needs. Inspiration lets student visually draw connections between ideas. It is a type II technology because it lets the student interact with their organizer. Students can change the bubbles, font and add pictures to their inspiration to make them their own. //
 * // Type II Technology: //**


 * // Rationale: //**//​This lesson provides a verity of activities that students can do to develop a deeper understanding of the content//

__//**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 standards a,c and d because it has support for creativity, promote student reflection, and collaborate through peer editing.//

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 both standards b and c because students have the options for students will different MIs and personalized learning activities for students who need it.// ||  ||   || 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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