Lesson Plans
Lesson Plan: Life during the Great Depression
Readiness
I. Goal(s)/Objective(s)/Standard(s)
IV. Management
ii.By diversifying my instructional strategy during the lesson.
V. Lesson Presentation
ii.After the bell rings I will explain to the students what the song is and where it came from and I will ask the students specific questions.
iv.Then after the second listening I will ask more specific questions to life during the Great Depression. But instead of only discussing out load like the first section of questions. I will have the students write down their answers to the questions in their notes. After they get done answering the questions in their notes. We will discuss their answers out load in class.
ii.Handout the document analysis worksheet
iii.I will give each student 15-20mins to finish the worksheet on their own or with a partner.
ii.I will put the photograph up on the screen using a Prezi.
iii.Using a photography analysis sheet (that will be in my hand). I will ask the questions from the sheet and have the class answer it together.
iv.We will complete the sheet together
v.I will have an answered sheet with talking points in my hand.
ii.The quotes will show two different outlooks on the Great Depression at that time.
iii.I will have a compare and contrast sheet in my hand with talking points.
X. Remediation
XIII. Student Learning
ii.Gardner’s Multiple Intelligences.
Readiness
I. Goal(s)/Objective(s)/Standard(s)
- Goal(s) – To explore life during the Great Depression.
- Objective(s) – The student will be able to describe life during the Great Depression through an in class assignment a written essay at the end of the unit.
- Standard(s) – U.S. History (IAS) 4.2 Describe the development of popular culture. (IAS) 4.4 Describe the stock market crash of 1929 and the impact it had on politics, economics, and America’s standard of living.
- The anticipatory set will be the playing of “Brother can you Spare a Dime” while the students walk in.
- After the bell rings and class has started we will discuss as a class certain questions about the song and how the students felt.
- After the class discussion the students will this time close their eyes and listen to the song again one more time focusing more on the lyrics.
- After the second playing of the song the students will write down in their notes answers to questions that I will verbally ask them in class.
- After they get done with that we will discuss their answers as a whole.
- For students to understand and describe life during the Great Depression
IV. Management
- Make sure students are staying on task.
- Keep an engaging lecture.
ii.By diversifying my instructional strategy during the lesson.
- Control the noise level throughout the class time.
- Walking around making sure students are staying on task when writing down and discussing the questions posed throughout the class.
V. Lesson Presentation
- Anticipatory Set: As the students are walking in the song “Brother Can you Spare a Dime” will be playing for the entire passing period they will have to listen to it.
ii.After the bell rings I will explain to the students what the song is and where it came from and I will ask the students specific questions.
- Question #1: How did this song make you feel when you walked into the room?
- Question #2: Would you willing listen to this song again? Why or why not?
- Question #3: What do you think this song is trying to say?
iv.Then after the second listening I will ask more specific questions to life during the Great Depression. But instead of only discussing out load like the first section of questions. I will have the students write down their answers to the questions in their notes. After they get done answering the questions in their notes. We will discuss their answers out load in class.
- Question #1: Why do you think this song was written?
- Question #2: Who do you think the target audience is for this song? Why?
- Question #3: What can you tell me about how life was during the Great Depression using this song?
- Question #4: In what ways does this song connect to your life today? If you think the song doesn’t connect to your life today. Then why do you believe that?
- After the anticipatory set I play a short video that has interviews with survivors of the Great Depression. This video shows the students firsthand accounts that they have never had the chance to hear before. The video will present both commonalities with the students’ lives of today and differences of the students’ lives today. These commonalities and differences will help the students think critically about the Great Depression and their lives of today.
- After the video I will give a brief introduction of what we will be doing in the next activity, what a primary source is, and what the Dust Bowl is. Giving as much background information as possible.
- After the brief introduction of what the Dust Bowl is we will start the written primary source analysis from the Dust Bowl.
ii.Handout the document analysis worksheet
iii.I will give each student 15-20mins to finish the worksheet on their own or with a partner.
- As the students are working I will walk around and answer any questions that they have.
- After the written primary source analysis we will as a class analysis two photography primary source from the Great Depression.
ii.I will put the photograph up on the screen using a Prezi.
iii.Using a photography analysis sheet (that will be in my hand). I will ask the questions from the sheet and have the class answer it together.
iv.We will complete the sheet together
v.I will have an answered sheet with talking points in my hand.
- After the photography analysis source (if time permits) we as a class will compare and contrast two quotes from the Great Depression.
ii.The quotes will show two different outlooks on the Great Depression at that time.
iii.I will have a compare and contrast sheet in my hand with talking points.
- Question(s) will be asked throughout the class period.
- Can anybody tell me what a primary source is?
- Who knows who the first comic book character is?
- Does anybody know what the Dust Bowl was?
- Does anybody know what Mrs. Roosevelt’s first name is?
- Before the students leave class for the day they will be asked to write down three things they learned in class that they didn’t know before on the back of their written document analysis sheet.
- If there is any time left at the end of class students will be able to work their research and outline for the in class essay.
- Guided practice will consist of the going over the written document analysis sheet and working on photography, lyric analysis together, and quote analysis together.
- There will be an exit question answered on the back of the document analysis sheet.
- The written document analysis sheet that will be completed by themselves or in a group.
- Prezi will be used throughout the class to show the movie, play the music, and show the photograph we will analysis.
- YouTube will be used for the video.
X. Remediation
- Allow students to ask questions freely in the classroom.
- Use questions throughout the class period to judge students comprehension.
- Pose difficult thought provoking questions during class.
- Tell students about books, short videos, or movies that would enhance their knowledge about the subject outside of class.
- Give a lower reading level primary source to all students so that everyone is learning the same thing.
- Guided questions
- Group work that will help provide additional support for struggling readers.
XIII. Student Learning
- Formative Assessment: The analysis of the photograph and the lyrics.
- Summative Assessment: The three things that they learned written at the end of class.
- How many students achieved the objective? For those that did not, why, not?
- What were my strengths and weaknesses?
- How should I alter this lesson?
- How would I pace it differently?
- Were all students actively participating? If not, why not?
- What adjustments did I make to reach varied learning styles and ability levels?
ii.Gardner’s Multiple Intelligences.