L6+Cyr+Geoffrey

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

Teacher’s Name:** Mr. Geoff Cyr **Date of Lesson:** Lesson 6
 * Grade Level:** High School, Grades 11 and 12 **Topic:** Progressive Era, 1890-1914

__Objectives__
Half Lives// Shirtwaist Triangle Fire, Sherman Antitrust Act, Clayton Antitrust Act, Department of Commerce and Labor, Hepburn Act, Forest Reserve Act of 1891, Keating-Own Act of 1916, 16th-19th amendments, //Muller v. Oregon,// Chinese Exclusion Act, Interstate Commerce Commission, Federal Reserve Act.
 * Student will understand that** the Progressive Era took shape in a variety of different forms at a variety of different levels, and that the Progressive Era had some serious limitations, as it was tainted with sexist, racist, and nationalist overtones.
 * Student will know** Settlement House, Social Purity or Social Hygiene, temperance, Social Gospel, suffrage, segregation, trust, muckraker, American exceptionalism, progressive income tax, "Social Darwinism," Direct election of Senators, prohibition, eugenics, Jane Addams, Hull House, WCTU, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, Upton Sinclair, Jacob Riis, Walter Rauschenbusch, American Federation of Labor, Samuel Gompers, Industrial Workers of the World, Eugene V. Debs, Social Democratic Party, Progressive Party, Populist Party, Women's Trade Union League, Margaret Sanger, Ellis Island, Angel Island, Tammany Hall, "Boss Tweed," Robert La Follette, Hiram Johnson, Coal strike of 1902, //The Jungle, How the Other
 * Student will be able to do** analyze the pros and cons of the Progressive Era for various groups of people.

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies, E. History Grade 9-Diploma Progressive Era, 1890-1914 Students understand major eras, major enduring themes, and historic influences in the United States and World history, including the roots of democratic philosophy, ideals and institutions in the world.


 * Rationale:** This lesson contains the overarching performance task for the unit; therefore, students will need to consider the essential understandings and their knowledge of the unit content to put together a product that considers multiple parts of an important era in American history.

__**Assessment**__
ISP (Information, Sources, Page) chart, step-by-step chart, script draft, peer revision
 * Formative (Assessment for Learning)**

//GarageBand/audio recording:// students will be "interviewing" someone from the Progressive Era (they will be creating this character) representative of a group of people (i.e. immigrants) who were significantly impacted by the Era.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The teacher will be creating a class webpage. The students will be using the Internet for research and creating a product in GarageBand or some other audio recording software

Since this lesson incorporates creating an "interview," along with reading and writing (typing), this lesson incorporates Language Arts.

__Groupings__
This project will be done in a Jigsaw fashion; students will be grouped in teams of 2-3, and teams will be determined by preference indicated on index cards.

__Differentiated Instruction__
Musical, Verbal:** Students will need to find and analyze a song from the Progressive Era to put at the beginning of their interview.
 * Strategies
 * Logical:** Students will be using graphic organizers to gather their thoughts and prepare their presentations.
 * Intrapersonal, Interpersonal:** Students will be reflecting on how they can relate to the interviewee they are portraying in their interview.
 * Interpersonal, Verbal:** Students will be assuming the roles of a journalist interviewing someone who lived during the Progressive Era.
 * Visual:** Students will need to find at least three pictures or cartoons depicting the Progressive Era and the person they are interviewing, and insert them as album art in GarageBand.

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * Modifications/Accommodations**

Should students be absent from class, they will have full opportunities to get the work turned in on time. Students are advised to have work for the day(s) they are to miss turned in before-hand, or the student should see the teacher about working out a plan for getting the work submitted. Students missing one day of school will have one day after the next class they are present to complete the work due for the class they missed. Students missing more than one class should see the teacher about working out a plan. If students do not understand the work, or current circumstances prevent them from completing the work, they should contact the teacher at school, by email, or by phone beforehand, and the teacher will grant the extension necessary, or work out a plan for submitting late work. However, if no attempt at contacting the teacher is made, and/or if the teacher is not notified before-hand of the student's upcoming absence from school, extensions will not be granted and/or points will be deducting for submitting work late.

Students absent from the day of presentation of products will need to arrange to meet with the teacher after school to present their group product. Other group members do not need to be present.

Students will be using the following Type II technology: GarageBand/audio recording software
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops (or a computer lab)
 * Projector
 * Internet access
 * Class webpage (attached)
 * Index cards
 * GarageBand or other audio recording software
 * Microphones
 * Assessment rubric (attached)
 * ISP chart (attached)
 * Step-by-step chart (attached)
 * Self assessment sheet (attached)

__Source for Lesson Plan and Research__
[]
 * Graphic organizers:**

Rubric generator: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson caters to many different ways of learning, with opportunities for students to work by themselves, with partners, and with the entire class, as well as opportunities to make real-life connections to the world around them.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//


 * Beach Ball**: The lesson offers personal freedom in that students can give their preference for a certain aspect of the Era to share with the rest of the class and that no two groups will be doing the same thing. Students will need to use class notes and the Internet to gather a variety of sources to use for their interviews.


 * Clipboard**: Instructions, directions and procedures will be clearly outlined and easily accessible on the class webpage.


 * Microscope**: Students will need to make connections, find new sources of information, and assume the role of someone else in creating their interview


 * Puppy**: The teacher will work to maintain a comfortable, respectful, and engaging learning atmosphere, and expects that all students will work to do the same.

Rationale:** This lesson will requirement substantial use of one of the six facets of understanding, and will require students to develop and practice higher-order thinking skills.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//


 * Perspective:** Students will need to assume the role of someone from the Progressive Era in expressing their knowledge of that time period. In addition, they will also need to consider how the person they assume viewed or might have viewed living in that time period.

Rationale:** This lesson caters to a multitude of strengths and learning styles that students possess, using Type II technologies to engage students in displaying their knowledge and seeing the Progressive Era through someone else.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Musical, Verbal:** Students may find a song from the Progressive Era to put at the beginning of their interview.
 * Logical:** Students will be using graphic organizers to gather their thoughts and prepare their presentations.
 * Intrapersonal, Interpersonal:** Students will be reflecting on how they can relate to the interviewee they are portraying in their interview.
 * Interpersonal, Verbal:** Students will be assuming the roles of a journalist interviewing someone who lived during the Progressive Era.
 * Visual:** Students will need to find at least three pictures or cartoons depicting the Progressive Era and the person they are interviewing, and insert them as album art in GarageBand.

Students will be using the following Type II technology: GarageBand/audio recording software

Rationale:** This lesson uses a variety of assessments in order to track student progress and understanding, check for potential problem areas, and make adjustments as necessary.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

ISP (Information, Sources, Page) chart, step-by-step chart, script draft, peer revision
 * Formative (Assessment for Learning)**

//GarageBand/audio recording:// students will be "interviewing" someone from the Progressive Era (they will be creating this character) representative of a group of people (i.e. immigrants) who were significantly impacted by the Era.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
//Day 1:// //Day 2://
 * //From Lesson 5: discussion of student blogs// (10 minutes)
 * Hook: the teacher will play an interview with a famous musician/athlete/star (5 minutes)
 * Introduction of unit assessment (15 minutes)
 * Hand out index cards, display options for interviews on the projector, have students fill out top three choices (5 minutes)
 * Five minute break. The teacher will collect the cards and formulate the groups for the project **(Total time: 40 minutes)**
 * Students will rearrange desks/tables and have the rest of the class
 * Students will continue to work on their projects
 * //Due at the end of class: ISP chart, Step-by-step chart//

//Day 3//
 * The teacher will hand back the ISP and Step-by-step chart
 * Students will have the rest of the class to work on their projects
 * //Due at the end of class: draft script//

//Day 4//
 * The teacher will hand back the draft scripts
 * Students will be revising the scripts and recording their interviews on GarageBand
 * //Due for next class: Interviews, with pictures and their explanations//

//Day 5//
 * Students will have 10 minutes to get ready to present
 * Presentation of products
 * Teacher will pass out self, group, and teacher assessment sheet (attached). Students may hand it in next class, if not enough time.

Students will be rearranging the desks however they need to for the first 4 days of class. For day 5, desks will be arranged in a semi-circle.

This lesson includes the final performance task for the Progressive Era unit. Therefore, this lesson will ask students to consider both the political and social components of the Progressive Era, whereas they were covered separately during the unit. They will do this in a jigsaw fashion, so different groups will be responsible for different portions of the Progressive Era. The teacher will begin with an interview of a famous athlete/star/musician, to get students thinking like an interviewer, and to hook them through the use of people they idolize.
 * Where, Why, What, Hook, Tailors: Interpersonal, Intrapersonal, Verbal, Visual**

Students will need to use their knowledge of the Progressive Era to demonstrate what they know and to assume the perspective of someone who lived in the Progressive Era, or someone who might have lived in that time (if they decide to create their own character). The teacher will facilitate this process through grouping students and answering questions from students as they work in their groups. The graphic organizers and draft scripts will reveal student understanding of content.
 * Equip, Tailors: Interpersonal, Intrapersonal, Verbal, Logical**


 * Content Notes:** no additional content notes for this lesson

Students will need to be using higher-order thinking to make real-life connections, as they will be using their knowledge to relate to and assume the role of someone who lived or might have lived around a century prior to them. They will be doing this by writing and staging an interview, and recording it on GarageBand. Students will be engaging in this project in a jigsaw fashion, with students in small groups of 2-3, doing something different from all other groups. Students will be organizing their thoughts, knowledge, information and ideas using the two graphic organizers provided, and will also be submitting a draft interview script to the teacher for feedback.
 * Revise, Refine, Rehearse, Tailors: Intrapersonal, Interpersonal, Visual, Verbal, Logical**

The teacher will provide feedback to students on all draft graphic organizers and scripts. Students will be reflecting on themselves, the teacher, and their role in group work through this lesson and the unit after presentation of the product.


 * Handouts**
 * Assessment rubric (attached)
 * ISP chart (attached)
 * Step-by-step chart (attached)
 * Self assessment sheet (attached)
 * Class webpage (attached)