Material: Life is So Good, Computers, any craft materials available, Powerpoint,.
Text book, (will vary on choice of project). LD: Life is So Good on audio tape.
Student Teacher’s __Angela Harstad_ Grade Level __11___ State Standard_____ Name of Lesson _____The 1920s Project______ Lesson Plan
Subject ___American History____ Period/Time ____50 min_______ Adaptations
I. Goal: Students will have a deeper LD: understanding of the political, social, or MR: Work well with peers and economic state of 1920s America and communicate what interests them about express this knowledge through a project of the 1920 their choice. ELL/ESL: GIFT: II.
Objectives: LD: 1. Students will choose a topic that MR: interests them to explore in further depth. ELL/ESL: 2. Students will work individually or in GIFT: a group to adequately present their findings to the class. (Adaptations of objectives will be primarily 3. Students will gain general based on students’ choice) understanding of other students’ topics through their presentations. III. Material: Life is So Good, Computers, LD: Life is So Good on audio tape any craft materials available, Powerpoint, MR: Para educator (if available) Text book, (will vary on choice of project) ELL/ESL: Translation dictionaries, Life is So Good on audio tape GIFT:
Lesson Plan
Adaptations
IV. Procedure: LD: A. Set/Hook- Students will break into MR: groups of 5 to discuss their readings ELL/ESL: from Life is So Good. Each group will be GIFT: given 3 discussion questions to address for 5 to 10 min. I will be going around Groups will be predetermined so that the and listening or provoking further ELL/ESL students are with each other, the discussion on an idea. LD and MR students will be in groups that B. Transition- The students will be brought will included and involved with other into one large group to discuss some of students, and the gifted kids will all be in the main points brought up in the small different groups to give them a chance to groups. lead the discussion. C. Main Lesson- Now that we have discussed the reading I will introduce the LD: project that we will be working on for the MR: Para educator/teacher will be next three days. Students will be using involved in helping them discover what information learned from the last week topic interests them for the project. and a half to choose a topic to explore in ELL/ESL: greater depth. They will also present GIFT: their topic to the class in a 5 minute demonstration or presentation. Students may work individually or in groups of two to three, groups must be approved by teacher. (See Choice/Rubric handout) D. Transition: Students will be looking through options and forming a contract to be approved by myself. Contract will include the topic being studied, group members, outline/timeframe. E. Conclusion: Once students have their project approved they will have the rest of the class period to begin project.
Lesson Plan
Adaptations
V. Assessment: -Students will be graded by the teacher on individual project based on their rubric -Student based evaluation on Student presentation of information -Quiz over material presented by students the following day
LD: MR: ELL/ESL: GIFT:
VI. Assignment: The project is the assignment.
LD: MR: ELL/ESL: GIFT:
Self Evaluation:
LD: Oral quiz. MR: Oral/picture quiz explaining why they enjoyed a certain subject. ELL/ESL: Translated quiz. GIFT:
Contract
Topic Choices: • compose or play song about the 1920s • research paper on person or subject • powerpoint presentation educating class about a specific topic • perform a dance or showcase apparel • create a political party platform • create an artistic collage of the time period • other (as approved by teacher) Topic: ________________ Group Members:____________________ _____________________ _____________________ Outline/Timeframe: • • • • •
Signing of Contract by Student(s) and Teacher ____________________ Teacher:
_____________________
__________________________
__________________
Rubric for Political Party Platform (40 points) Project: Students will develop a political party platform that fits with the events, people, and attitudes of the 1920s. Expectations: 1. Each political platform must discuss each of four major political topics: economic, social/domestic, foreign policy, and military. 2. Each group must develop at least one and no more than three positions on each topic. 3. Each member in each group will present their platform to the class as if they were politicians lobbying for their political party. 4. Every group may choose how they want to present their platform i.e. powerpoint, poster board, etc. Visual aids must be approved by the teacher. 5. Include bibliography of sources used. Evaluation: 1. Groups will be graded on grasp and understanding of the political climate of the time.(15 points) 2. The teacher will be looking for practicality and realism in the political platform. ! (15 points) 3. Visual aids must be well done and effective.(5) 4. Students must look and speak professionally. Don’t be afraid to get into character! (5) 5. Students will be graded on meeting the above expectations. Adaptations: (these would not be on the rubric but discussed with the individual after they have chosen the specific topic) LD: This student would only have to focus on two of the four major political topics. MR: I may discourage this student from picking this topic and lead him/her to a less independent topic and to a more structured one. If the student really enjoys politics and is set on this topic the rubric will be adjusted to focus on the use connecting visuals from the politics of that time period to visuals from todays politics. ELL/ESL: These individuals would have access to the internet and other sources to help find useful resources for them to study in their own language. They can be given more time to work through the information. They can also be paired with a student in the class who will be able to play a bigger role in the presentation. GIFT: This would be a great project for a gifted student. There is a great deal of room for exploration and independent advancement in an area of interest for the student. This student/group will have to establish at least two positions.
Rubric for creating an Artistic collage of the time period(40 points) Project: Students will develop a collage that fits with the events, people, and attitudes of the 1920s. The collage can be made with any material but must fit a standard poster board. Expectations: 1. The collage must briefly depict the culture, economic and politics with a focus on one specific event, topic or idea which must be approved by the teacher. 2. No more then two people per group. 3. The collage will be presented to the class and student/s must discuss the topics they have depicted in there work. 4. You will be graded on overall artistic ability. Work must be neat and well done in order for the student to receive full credit. 5. Include any bibliography information used on a separate sheet of paper. Evaluation: 1. Groups will be graded on their depiction of the 1920s.(15 points) 2. The teacher will be looking for details, creativity, and a finished product. ! (15 points) 3. Visual aids must be well done and effective.(5) 4. Students must look and speak professionally when presenting there collage. (5) 5. Students will be graded on meeting the above expectations. Adaptations: (these would not be on the rubric but discussed with the individual after they have chosen the specific topic) LD: This student could focus on one specific event or topic. MR:This would be an excellent project for this student. This student could us magazine cut outs or picture on the internet instead of drawing or painting the picture. I could work with the student to work on cutting, gluing, coloring, and many other motor skills. ELL/ESL: The rubric would be the same but the student could incorporate art styles from there previous culture if applicable. GIFT: If a student was gifted in art this would be a fantastic project for them to not only explore the 1920s but connect it with something that they love and excel in. I could talk with the art teacher and inform the student that I and the art teacher will be grading the finished project. I will look at the historic/research aspect and the art teacher will grade on the artistic aspect. The art teacher will also be available to help or instruct the student.
Peer Evaluation Answer each question with a 1-10 according to how well you thought the group did, 10 being superb and 1 being subpar. 1. Was the project relevant to the content covered in class? _____! ! 2. Was the presentation delivered well i.e. professional dress, loud, clear voice, persuasive, etc.? _____ 3. Was the presentation organized logically and informative? Did all group members appear to grasp their topic? _____ 4. Was the project delivered in a creative and effective way i.e. visual aids? _____
Peer Evaluation Answer each question with a 1-10 according to how well you thought the group did, 10 being superb and 1 being subpar. 1. Was the project relevant to the content covered in class? _____! ! 2. Was the presentation delivered well i.e. professional dress, loud, clear voice, persuasive, etc.? _____ 3. Was the presentation organized logically and informative? Did all group members appear to grasp their topic? _____ 4. Was the project delivered in a creative and effective way i.e. visual aids? _____
Peer Evaluation Answer each question with a 1-10 according to how well you thought the group did, 10 being superb and 1 being subpar. 1. Was the project relevant to the content covered in class? _____! ! 2. Was the presentation delivered well i.e. professional dress, loud, clear voice, persuasive, etc.? _____ 3. Was the presentation organized logically and informative? Did all group members appear to grasp their topic? _____ 4. Was the project delivered in a creative and effective way i.e. visual aids? _____
