Teacher Candidate: ______________________________________ Lesson Plan Template

Hackett 2011 Date: _______________

Unit Title: _____________________________ Subject: _____________ Grade Level: _____ Essential Question(s):_____________________________________________________________ (*****You may not use every box everyday during field experience.) Collage of 1920s/Lesson 3 Lesson Title/Number Lesson Question (s) How did women play an important role in the 1920s? How were women seen differently in the 1920s than in previous decades? How does a woman having the right to vote change the entire landscape of America? STANDARD 1: History of the United States and New York Students will 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. Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Performance Indicators -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

1) Students will be able to illustrate women played a major role in

(Blooms Taxonomy)

Hackett 2011 society and how they contributed to society during the 1920s. 2) Students will be able to compare and contrast of women in the 1920s and the present day women. ----------------------------------------------------------------------------------1. Students will be writing a one-page summary on how women contributed to society in the 1920s and how women today are contributing to American society. 2. Students will be making a collage by using different magazine pictures of women from the 1920s and the modern day women.

---------------------Acceptable 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 ask students to write down at least 2 times in there life where they wanted to have an opinion or voice on a certain issue but could not express their feelings. Teacher will read out loud the Bell Ringer on the Power Point. Teacher will also ask a student to read out loud the Bell Ringer. ________________________________________________________ 1) Teacher will read out loud what the Agenda is for the day. Teacher will also have a student read out the Agenda for the day. (Setting Objectives) 2) Teacher will go over Bell Ringer. Teacher will ask about 5 students for their answers. 3) Teacher will be providing a PowerPoint. The PowerPoint will include collage of images from the 1920s. While going through the images teacher will zero in on women. Teacher will ask students how they dressed, their hairstyles, and how they looked different from other women in previous generation. (Visual) Teacher will provide guided notes for the PowerPoint. 4) The second part of the PowerPoint will provide important terms such as suffrage, and when women go the right to vote, and what amendment gave women the right to vote. Students will be filling in their guided notes while teacher goes threw the PowerPoint. (Visual and Auditory) 5) Teacher will then pass out magazines. The magazines will be mostly womens health magazines and also magazines from the 1920s. 6) Teacher will assign students into groups of two or three. Teacher will hand out students different color index cards. On each index card there is a historical figure. Students have to get up out of their seats and match their historical figures together. For example one card will have President Obama and another card will have Vice President Bidden. 7) After students are in groups, teacher will explain to class that they are going to make a collage. Teacher will show previous collages that were done by previous classes. Teacher will be showing the differences and similarities in one of the collages from other

_______________ 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 classes. (Kinesthetic) 8) Students are going to use magazines from the 1920s and present today womens magazines. (Nonlinguistic Representations) 9) Students will be cutting up pictures that they think relates to the women in the 1920s and to the modern day women. (Kinesthetic and Identifying similarities and differences.) 10) Students will also be writing a one-page response to a question that is on the PowerPoint. The question is how did women contribute to America in the 1920s and how do they see women in todays society contributing to America. 11) Each group will be presenting their collages to the classroom.

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

1) Teacher will ask a student to read the Bell ringer and to read the Agenda out loud for the rest of the class. (Directions) 2) Formative: Teacher will be collecting one page summary on how women contributed to society in the 1920s and how they contributed to society in present day America. (Content) 3) Formative: Students will each be presenting their collages in front of their classmates. This presentation will be about three to five minutes of the student showing the class why the picked certain pictures to be on their collages.

Hackett 2011

Assessment Type and purpose

(sometimes called evaluation)

Formative: Collecting one page paper Formative: Grading presentation of collage. Collage will be worth 25 points.

Closure

Exit Slip: The exit slip will be on the PowerPoint. Teacher will read out loud what the exit slip question is for the day. Exit Slip: What are three things you can do to contribute to society?

Teacher will be providing guided notes. Teacher will have notes filled in if student has difficulty writing. Accommodations PowerPoint Magazines Poster Board 60 minute. 1 class period and about 15 to 20 minutes the next day to finish up presentation and allow students to finish one page summary.

Materials Duration