Hackett 2011

Teacher Candidate:___Kathryn Weiss___________

Unit Topic:__Roaring 20s_____________________________________

Essential Question(s):___How do new ideas or fads get started? What are some fads and ideas that you have sen today? _________________________________________________________________________________________________ Lesson Number:____Lesson Six_____________________ State Standard and Performance Indicator Approximate Time:_____3 class periods_________________________ Objectives (Utilize Blooms) Acceptable Evidence and Type of Assessment

STANDARD 1: History of the United States 1. Students will investigate, examine and research a certain person or fad from the and New York 1920s. Performance Indicator: -gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

1. Students will formulate, design, and develop a presentation on a certain person of fad that they researched at the library.

Teacher Candidate: __Kathryn Weiss______________ Lesson Plan Template

Hackett 2011 Date: ____May 19th___________

Unit Title: ___The Roaring 20s__________________________ Subject: _U.S. History_______ Grade Level: _11____ Essential Question(s):___Who is somebody or what is a fad today that has an impact on your life? _______________________________________________________ (*****You may not use every box everyday during field experience.) Lesson Six/ Computer Lab Lesson Title/Number How did certain people or different fads affect the 1920s? Lesson Question (s) Standard One: History of the United States and New York: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Performance Indicator: -gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

State Standards and Performance Indicators

Lesson Objectives
(Blooms Taxonomy)

1. Students will investigate, examine and research a certain person of fad from the 1920s. ----------------------------------------------------------------------------------1. Students will formulate, design, and develop a presentation on a certain person of fad that they researched at the library.

---------------------Acceptable

Hackett 2011 Evidence

*Could be collected for accountability/auditing purposes.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Bell Ringer: Teacher will read out loud what the bell ringer is and also have a student read out the bell ringer. Directions. Bell Ringer: Students write down 2 or 3 different people they find most interesting about the 1920s and why? Also write down one fad that you find most interesting during the 1920s and why?

________________________________________________________ 1) Teacher will go over Bell Ringer. Teacher will hear from everyone in the classroom. 2) Then teacher will give students a list of people that had an affect on the 1920s. ( Example: Charles Lindbergh, Babe Ruth, John Scopes, Sacco and Vanzettie, The Charleston, Louis Armstrong, F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, The Harlem Renaissance, Flappers, ect). (Visual- hand out a worksheet of people) 3) Then teacher will explain to the class that they are going to the library for the next three days to do research on a specific person. 4) Next teacher will split the class into groups of three students per each group. Teacher has assigned which students are working together based on their learning styles and so that certain people do not work together for a big project. 5) Next teacher will assign each group the person or fad that they will be researching about. Students have given teacher some ideas on who they would like to research. 6) While in the library students will be researching about the person or fad they are researching. (Kinesthetic) 7) Students must research where a their person was born, what affect did they have on the 1920s, did they play a major role in the 1920s, did this person achieve anything, was this person liked or disliked, and any other interesting facts their group finds. 8) Students will be presenting their research on their person. The group can do a PowerPoint presentation, a poster board, or make a video. Students can present in any form they just must make sure they have enough research. (Skills) 9) Each presentation will be 5-7 minutes long. 10) Before students go to the library, teacher will ask students if they understand the library assignment. Students put their thumbs up if they understand and put their thumbs down if they dont understand the assignment.

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Hackett 2011 11) Presentation will be part of students summative assessment and worth 100points. 12) Closure: Each student will write on an exit slip which group they felt did the best job and why?

Checks for Understanding Label: directions, procedures, routines, and content (formative)

Directions: Teacher will ask student to read the bell ringer have teacher has just read the bell ringer. Content: Thumbs up or down if students understand the library assignment or not.

Assessment Type and purpose

Formative: Thumbs up or thumbs down for understanding the library assignment. Summative: Students will be presenting their work in front of the class.

Hackett 2011
(sometimes called evaluation)

Exit Slip: Students will write down their favorite presentation and why? Closure

Accommodations Computer Lab Textbooks Worksheet explaining the library assignment. 3 class periods Duration

Materials