Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Jack Vander Sluis Date 29 April 2014 Grade ____11______ Subject/ Topic/ Theme U.S. History/Post-WWII America/TV Project

I. Objectives How does this lesson connect to the unit plan?

Students are going to take what they have learned throughout the unit on post-WWII America by finding shows from the 1950s and analyzing their relevance to the that particular time period, detailing exactly what themes and issues are being addressed.

Learners will be able to:

Identify what makes a good television show line up from the 1950s Analyze and evaluate how pop culture reflects American society at any given time Analyze and evaluate how cartoons, movies, game shows, commercials, etc. from the 1950s reflects the culture in America during that time period

cognitiveR U Ap An E C*

physical development

socioemotional

R, U An, E An, E

Common Core standards (or GLCEs if not available in Common Core) addressed:
K1.4 Understand historical and geographical perspectives. K1.7 Understand social problems, social structures, institutions, class, groups, and interaction K1.8 Apply social studies concepts to better understand major current local, national, and world events, issues, and problems. K1.9 Integrate concepts from at least two different social studies disciplines. K1.10 Understand signicant concepts, generalizations, principles, and theories of history and geography as disciplines. P2.3 Know how to nd and organize information from a variety of sources; analyze, interpret, support interpretations with evidence, critically evaluate, and present the information orally and in writing; report investigation results effectively. P2.4 Use multiple perspectives and resources to identify and analyze issues appropriate to the social studies discipline being studied. 6.2.1 Describe the relationship between politics and the attainment of individual and public goals (e.g., how individual interests are fullled by working to achieve collective goals). (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. Students will need to know what sports, cartoons, political debates, commercials, and other shows were common on T.V. in the 1950s Students need to know how to use YouTube Students need to know how to use PowerPoint, Prezi, or another format for presenting their project

Summative (of learning): I will assess their understanding of pop culture as shown through television by

grading their projects

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Students use their textbook, class notes, and the internet to find information Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students have the opportunity to pick pieces of pop culture from the 1950s that they are interested in from the wide range of examples available Provide options for expression and communication- increase medium of expression Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Students use YouTube and other internet resources to prove their understanding of the content

Rather than choosing one piece of pop culture, students are challenged to find examples from many aspects of pop culture to include in their project

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Provide options for comprehensionactivate, apply & highlight

Students indicate their comprehension through their selected programs as well as through a written explanation

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Short term: Identify common television programs in the 1950s Long term: Understand how pop culture influences society

Students will be able to self assess how well they grasp the content while working on the project as well as when comparing their project to other groups projects

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Students will need their laptops I will need the instruction/requirement sheet for the project

Desks set up in groups of 2, 3 and 4 (depending on group size) How will your classroom be set up for this lesson? III. The Plan Time 2 Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Intro: Using the information we have gone Actively listen through and discussed this past week, I want you to imagine that they are working for WOWT in the present day. The new station manager wants to go back to the good old days of the 1950s and have some local programming. Their task is to develop a programming schedule for a particular day of the week. The programming schedule should include a variety of topics as one might see when watching a day of T. V.

2 Development (the largest component or main body of the lesson)

Get students into groups of 3 and 4 and go over the requirements: Your timeslot is from 8:00 am to 11:00 pm. Provide a link form YouTube in your presentation (your choice of technology on how you present). Your programming should include some of the following categories: Sports, news, game shows, movies, political debates, commercials, music, late night shows, concerts, cartoons, etc. You must also provide a short analysis of each program and how this program reflects the culture of the 1950s. You need to be able to

Actively listen and engage

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explain how gender roles, political views, teenage influence, rock and roll emergence and how the news portrayed events. Give students the remainder of the class period to work on their projects.

Work with classmates in their group to complete the project

Closure (conclusion, culmination, wrap-up)

Have students submit their projects to Google docs

Submit project

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) This lesson (project) was good for a number of reasons; it allowed for students to collaborate with one another, pull together a wide range of issues from the 1950s and pool them together, and also have the opportunity to boost their grades through a means of assessment other than papers and tests. All of the projects that I graded were very good. Students clearly understood which shows would be on during the 1950s, and other than a few outliers, students very successfully analyzed the relevance between to their show/clip and a particular theme from the 1950s.

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