Lesson Plan Guide

Teacher Candidate:

Jessie Steele

Grade and Topic: 9-12th, US History

Mentor Teacher:

Amy Adcock

Date: April 26th

Length of Lesson: 4 class periods of 45 minutes
School:

University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

. You Have a Face for Radio is a lesson taken from the larger unit of The 1920s. The 1920s were a time
of lots of change and upheaval, with inventions, societal norms, and morality being shaken up. With the
invention of Radio and the movies, news, fashion, and ideas began to circulate around the United States. This
lesson will help the learner understand the different types of advertising and entertainment in the 1920s.
LESSON OBJECTIVE:

. The students will decide whether they want to create a 1 minute radio advertisement or a 1 minute silent
film depicting something that is local and special to Memphis, TN (Graceland, BBQ, the Grizzlies), and answer
a few guiding questions about types of advertising language, what they want their project to be about, and a few
questions to be answered with their research. They will also be instructed to think about how their final product
will circulate something about Memphis to the rest of the world, if their ad or film were to be broadcast
nationally.

.The students will be assigned a laptop, and several links to get them started on their research. They will
research the history of radio and silent movies, and its impact on pop culture, as well as examples of short,
silent films and ads from the Twenties. They will use this research to answer questions on their handout.

. After completing their research and their handout, the students will choose something Memphis-centric,
and begin creating their projects. Students wanting to create a radio advertisement will do so using audioboo,
and the students wanting to create a silent film will use the film capture software on the laptop, and edit their
videos on youtube.com
STANDARDS ADDRESSED:
US.31Describethegrowthandeffectsofradioandmoviesandtheirroleintheworldwide
diffusionofpopularculture.
ISTEStandard1.b
ISTEStandard3.band3.d

MATERIALS:
Laptops with internet access
Slides for overhead projector and/or powerpoint with examples of Advertisements and Silent Movies
Materials for sound effects: whistles, coffee cans, drumsticks, squeaky toys, rice in a bottle, jingle bells, ect.
Worksheets
The students will be using technology, almost primarily laptops. They will need access to Youtube, Audioboo,
software to film videos ( Like Photobooth), and Soundbible.com. The Students will be gaining access to various

other websites that they find pertinent to their own research, but access to an online database, like Tennessee
Electronic Library, would be required also.
.
BACKGROUND and RATIONALE:
The Students will learn to self sustain their research, and find and glean important information independently.
They will observe the nuances of a particular time periods advertisements, and mimic the style to create
original work.
The students will think and reflect on present day and historical pop culture.
They will gain familiarity with online resources and use them to create.
They will think about their hometown on a global level.
They will learn about the entertainment that was available to people in the 1920s, and relate it to the
entertainment available to them today.
Academic Language is not discussed in IDT 3600.
This lesson will build on lessons about the radical changes that came about in the 1920s, and will be a perfect
building block to discuss the roles and societal views of women in the 1920s, particularly with the Hayes Code.
We will look at the role of women in silent movies, advertisements and in the Hayes code, and compare it to
what was going on, morally and politically in the 1920s (women getting the right to vote, cutting their hair,
becoming sexually liberated). We can also look at the ways movies and radio spread pop culture, and compare it
to later decades pop culture immersion ( the 1960s and 1980s specifically)
Differentiated activities: Students who cannot use technology, or who have difficulty self sustaining research
can be given print-outs of articles on similar information, and asked to draw an advertisement, or perform a
silent movie or radio show. If the school does not have an abundance of laptops, this could easily turn into a
group activity. Assessment is necessary to make sure the students are gaining and retaining information, and not
using this time for personal computer activity. The students must also be assessed to see how they perform
comparisons, and relate things learned to their own lives.
PROCEDURES AND TIMELINE:
Introduction: Day 1: Begin by viewing projections or a power-point with a brief history of radio and cinema,
with plenty of examples of each, including examples of Pop Culture in the 1920s.
Has anyone seen a silent film? What makes it different from movies today, besides the fact that movies
today have sound? (15-20 Minutes)

Procedures: Day 1: First, the Teacher will explain the project, and ask the students to raise their hand to sign
up for what they wish to create. If necessary, the teacher will put the students in groups, based on what they
signed up to create( By writing names in groups on the board) (5 minutes)

The Students will be given a handout to help guide their research, and to help plan their project.
( Remainder of class time on Day 1)

Day 2: The student will be given a laptop by the teacher ,to begin their research. The teacher will have a
few guiding websites up on the board to help get them started. The students will research radio, cinema,
the Hayes Code, and 1920s pop culture. (30-45 minutes)
Day 3: The students will begin to create their advertisement or silent film, using the rubric given by the
teacher. ( 30-45 minutes)
Day 4: The Students will present their projects. ( 45 minutes)

Closure: The Teacher will ask them if they learned anything unusual about radio shows or silent movies that
they didnt know before. They will discuss pop culture and how they think entertainment and media helped
spread it around America. The teacher will ask if any of them thought the Hayes Code would still be in place
today, and why, and they will use this discussion to segue into womans roles in the 1920s.

ASSESSMENT EVIDENCE:
The Students will be assessed according to a rubric provided at the beginning of the assignment.
MODIFICATIONS:
For students who did not master the objectives, a one on one discussion of where they found themselves
struggling will be conducted, and if necessary, an alternate assignment ( a paper, or powerpoint) will be asked of
them.
For students who excelled at the objectives, they will be praised on their rubric, and if they finish early, they
will be given a supplemental worksheet, or website to visit and explore. They might also be asked to assist
students who are struggling, if necessary.