L1+Dunne+Kaisha

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

LESSON PLAN FORMAT

Teacher’s Name: Mrs. Dunne Date of Lesson: Lesson 1 Grade Level: 10 Topic: The Great Depression

Objectives Student will understand the major factors leading into the Depression. Student will know the Roaring 20's, the Automobile, the Model T, the Assembly Line, Ford, the Bonus Army, Bonus Checks, WWI, the Economy, Hoover, Gen. Palmer, Carnegie, and Rockefeller. Student will be able to explain that history includes the study of past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about present and future. Maine Learning Results Alignment

Maine Learning Results: Social Studies E. History E1 Historical knowledge, concepts, themes, and patterns Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Grade 9-Diploma “The Great Depression and the New Deal (1929-1941)” Explain that history includes the study of past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about present and future. Rationale: This lesson will provide students with the basic intro to the major era, major enduring themes, and historic influences in United States and world history from the Depression by understanding the factors leading up to the Crash.

Assessment

Formative (Assessment for Learning) Students will organize their notes during class in a Time Order chart. Students will participate in a Three- Minute Review to check their work with other students to see if they have everything down.The students will create an Inspiration chart based on their notes. The class will do research to add further information.

Summative (Assessment of Learning) Students will add extra information from the resources and link provided in class by the teacher into their Inspiration product. The students will receive checklist and must include everything from the checklist.

Integration Type II Technology: The hook has a video in it, and their final product is a Inspiration web with all the information and research included. English: Students will organize their notes and research. The students will also be doing reading and research to get additional information. Art: students can utilize their creativity in their Inspiration document.

Groupings

After the Teacher is done with the 'leading factors into the Depression' lecture the class will stop any time and give teams three minutes to review what has been said, ask clarifying questions or answer questions. This will be a good getting a feel for organizing notes from the teachers lecture style. The three minute review is when the Teacher stops at any time during a lecture or discussion and gives teams three minutes to review what has been said, ask clarifying questions or answer questions.

Differentiated Instruction

Strategies Verbal: Their groups will discuss their notes and see if they are filled in fully. Logical: The students will research, expand on, and organize the data presented on the factors leading up to the Depression. Interperosnal: They will be discussing with other students their notes, comparing and sharing their notes and opinions and then organizing it. Visual: The students will be using the Inspiration template to visually organize their work. Intrapersonal: The students will be doing some research and filling in their whole Inspiration chart by themselves. Bodily- Kinesthetic: The students will be able to move wherever they please to do their research with thier laptops with in the room.

Modifications/Accommodations I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Abscent Students My attendance policy goes as follows: if you miss a class for a legitimate reason that is cleared from the school see me and we will work on getting you caught up. If you know that you are going to be out in advance, please see me in advanced so that you do not fall behind and become overwhelmed. The student will have to try to grab as many notes from me as needed and meet with someone from their class and compare notes. The student must consult the teacher to get a deadline.

Extensions

Students will be using the notes from class to build information on the leading factors to the Depression. They will use the Inspiration program to build and construct the leading up factors to the Depression in greater detail. The Inspiration document will be used to help them better see the leading factors and be able see the ‘big picture’ in a sense that all of the major leading factors will be laid out in front of them. The Type II technology in this lesson, the Inspiration organizer, is here to give the students a visual and to give them a place to organize all the information that’s being thrown at them all at once. This way students will not only be organized, but they can also be sure that they have everything.

Materials, Resources and Technology

"http://www.eduplace.com/graphicorganizer/pdf/timeorder.pdf" Time order chart (http://www.eduplace.com/graphicorganizer/pdf/timeorder.pdf) "http://www.youtube.com/watch?v=VpKmfjf5tUk" YouTube video (http://www.youtube.com/watch?v=VpKmfjf5tUk): Hook! Computer Internet Charts Inspiration

Source for Lesson Plan and Research

"http://www.youtube.com/watch?v=VpKmfjf5tUk" YouTube video (http://www.youtube.com/watch?v=VpKmfjf5tUk): Hook! The websites bellow each provide great information and resources for the students to complete the Inspiration chart and to be able to further their research. "http://newdeal.feri.org" http://newdeal.feri.org "http://www.besthistorysites.net/USHistory_GreatDepression.shtml" Best sites (http://www.besthistorysites.net/USHistory_GreatDepression.shtml) "http://www.shambhala.org/business/goldocean/causdep.html" Leading up factors (http://www.shambhala.org/business/goldocean/causdep.html) "http://www.huppi.com/kangaroo/Timeline.htm" Timeline (http://www.huppi.com/kangaroo/Timeline.htm)

Maine Standards for Initial Teacher Certification and Rationale

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. Rationale: This lesson helps the students get a good introduction into the Great Depression through fun and creative activities. There is a little bit of lecture, but it leads into a big organization process. This will give students a better understanding of the Depression and what it ment for the U.S. and the World. The group work checks the students work so that they can make sure that they are prepared for the nights homework. The brainstorming process when filling in the Inspiration template is a big help in checkign for understanding.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: By the end of this lesson students will be able to explain the major leading factors leading up to the depression. They will demonstrate this by creating a Inspiration chart after furthering their research from class. In the Inspiration document explain that history includes the study of past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about present and future. (Please see content notes)

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: How does this lesson demonstrate my competency with the standard? Students will be using the notes from class to build information on the leading factors to the Depression. They will use the Inspiration program to build and construct the leading up factors to the Depression in greater detail. The Type II technology in this lesson, the Inspiration organizer, is here to give the students a visual and to give them a place to organize all the information that’s being thrown at them all at once and giving them a better see the leading factors and be able see the ‘big picture’ in a sense that all of the major leading factors will be laid out in front of them. This way students will not only be organized, but they can also be sure that they have everything. This Type II Technology will apply to these different types of learners in this activity: Verbal: Their groups will discuss their notes and see if they are filled in fully. Logical: The students will research, expand on, and organize the data presented on the factors leading up to the Depression. Intraperosnal: They will be discussing with other students their notes, comparing and sharing their notes and opinions and then organizing it. Visual: The students will be using the Inspiration template to visually organize their work. Intrapersonal: The students will be doing some research and filling in their whole Inspiration chart by themselves. Bodily- Kinesthetic: The students will be able to move wherever they please to do their research with thier laptops with in the room.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Type II Technology: The hook has a video in it, and their final product is a Inspiration web with all the information and research included. The students will be using English organize their notes and research. The students will also be doing reading and research to get additional information. The students will use art by utilizing their creativity in their Inspiration document. The students will also be using the notes from class to build information on the leading factors to the Depression. They will use the Inspiration program to build and construct the leading up factors to the Depression in greater detail.

Teaching and Learning Sequence: Agenda: Day One: Attendance: 10 mins Hook: 5 mins Introduction: talk about what the class agenda is going to be for the day 10 mins Present the material to the class and give them a good idea on what’s going on: 35 mins Inspirattion walk through: 15 mins Clarifying questions and three min review: 10 mins

Day Two: Attendance: 10 mins Clarifying Questions: 20 mins Go over the homework with peers (peer sharing and group discussion)- rotating each time they finish up with one person move to the next: 30 mins Big group talk on what they found and then the teacher will hit what they didn’t or expand on what they did: 20 mins

The classroom will be set up with the desks in rows and facing forward to display the video in a way that all the students can see, but when they break up into their groups for our cooperative learning exercise they will rearrange the desks into their ‘groups’ that they will get in. The students will begin class by the teacher showing them a video on The Great Depression. By the end of class students will understand the major factors leading into the Great Depression. The teacher will explain to the students that the reason we're doing this today is to look at the economy and then and see if we are on the same path (does it relate to today). Students understand major eras, major enduring themes, and historic influences in United States and world history. What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-kinesthetic, and Logical. Based off of the lecture in class and the extra research for their Inspiration chart for homework students will know what the Roaring 20's, the Automobile, the Model T, the Assembly Line, Ford, the Bonus Army, Bonus Checks, WWI, the Economy, Hoover, Gen. Palmer, Carnegie, and Rockefeller, are. Students will be able to explain that history includes the study of past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about present and future using the Great Depression as an example. This all will be done in a classroom video (the hook/ opener) and instruction by lecture and organizing notes on the blackboard. Students will then organize their notes during class in a Time Order chart. Students will also do a Three- Minute Review in class to check their work with other students to see if they have everything down. Students will create an Inspiration chart based on their notes for homework and will add extra information from the resources and link provided in class by the teacher. (See Attached Content Notes) Equip, Tailor: Verbal, Spatial, Logical, Interpersonal, Intrapersonal, and Naturalist. Students will do a KWL for a pre-assessment and a Time Order chart to organize notes on. The students will do a Three- Minute Review to check their work with other students to see if they have everything down. In the opening of the class (after the video) the teacher will propose the question of ‘does history repeat itself’ and tell them to keep this question in mind in this unit and it will play a big role in future units. Also the students will be examining the lead up events and factors to the Stock Market Crash and Depression. At the end of class the teacher will tell the students to think about if this relates to something recent (like the bailout). The students will organize their notes during class in a Time Order chart. The students will do a Three- Minute Review to check their work with other students to see if they have everything down. Students will create an Inspiration chart based on their notes. Students will add extra information from the resources and link provided in class by the teacher in their inspiration chart for homework. Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Musical, Logical, and Spatial. The students will hand in a paper copy of their Inspiration document and it will be graded based on a checklist of ideas that are necessary to include. The students will turn this in and it will be back to them within the next two classes. This will be a big influence in future work on the economy. Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.**