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Lesson Plans 4 5

This lesson plan summarizes two lessons on the 1920s for a 10th grade US History class. The lessons focus on distinguishing between primary and secondary sources and having students work on a group project applying course concepts. Students will create fictional journals, drawings, and a presentation about a person from the 1920s. Formative assessments include a quiz on source types and monitoring student work. The teacher will provide source definitions, explain the project, and answer questions while students research and work in groups. More time is needed to complete the projects than allocated.

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202 views3 pages

Lesson Plans 4 5

This lesson plan summarizes two lessons on the 1920s for a 10th grade US History class. The lessons focus on distinguishing between primary and secondary sources and having students work on a group project applying course concepts. Students will create fictional journals, drawings, and a presentation about a person from the 1920s. Formative assessments include a quiz on source types and monitoring student work. The teacher will provide source definitions, explain the project, and answer questions while students research and work in groups. More time is needed to complete the projects than allocated.

Uploaded by

api-338034395
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Adam Callow


Date

11/3(7)/16

Subject/ Topic/ Theme

US History- 1920s

Grade ____10_________

I. Objectives
How does this lesson connect to the unit plan?
These 2 lessons, lesson 4 & 5, will set up the final assessment, a group project, and give the students time to work on it in class
cognitiveR U Ap An E C*

Learners will be able to:

Distinguish the differences between a primary and secondary source


Apply key ideas already learned from the unit and integrate them into the final project
Create stories, drawings, and a presentation representing their knowledge of a

RU
Ap
C E An

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: 7.1.1 Twenties Identify and
explain the signi cance of the struggle between traditional and modernizing trends in the Roaring
Twenties including
cultural movements, such as the Harlem Renaissance and the lost generation

the struggle between traditional and modern America (e.g., Scopes Trial, immigration
restrictions,
P1 Reading and Communication Read and Communicate Effectively.
P1.2Interpretprimaryandsecondarysourcedocumentsforpointofview,context,biasandframeofreferenceorperspective.
P2Inquiry,Research,andAnalysis
P2.3Knowhowtofind,organize,evaluate,andinterpretinformationfromavarietyofcrediblesources.
(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.

If students have a prior understanding of primary and secondary sources, the notes will go faster, if
not, we can spend more time going over them. Also, knowing the material covered in the previous
lessons from this unit will help them with the final project.
Pre-assessment (for learning):

Informal Quiz where I put a source on the projector and they tell me whether it is primary or
secondary
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):


Formative (as learning):
Summative (of learning):

Final project where students make 3 journals, 3 visuals, and a presentation about a specific,
hypothetical person in the 1920s
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,

11-3/7-16

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
Notes on the board, as well as
spoken aloud. The project allows
them to use textbook and internet
resources

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
Students will have the opportunity
to draw or create visuals in other
ways to enhance their journal
entries

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The project is intentionally vague
so students have the opportunity to
pick a person of interest to them

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will work in groups,


and be able to each do their own
thing, but must collaborate to
make sure it all lines up
emotionally, etc., for your
students to do this lesson?

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

Provide options for comprehensionactivate, apply & highlight

Students will get to apply what


they learned all unit and tie it
together for a final project that
can go any direction they want

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

This works on group work,


creativity, and analyzing how
what seem like small details can
impact life greatly
Projector, same textbook as Lesson 1, students having laptops so that they can research

The tables will be set up in a U shape with a cluster in the middle, but students will likely move around
to be in their groups
How will your classroom
be set up for this lesson?

III. The Plan


Time
5 min

30-40
mins

Components
Motivation
(opening/
introduction/
engagement)

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

11-3/7-16

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will ask students what they key idea of the 1920s
Students will hopefully respond by saying social
is, and also see what they know already about
change and then think back on what they have
primary and secondary sources
already learned about primary and secondary
sources.

I will begin class by scrolling through the quiz on


the notes and the students will respond with what
they think. Be sure to ask them to explain why it is
primary or secondary before telling them.

The students will think if it is a primary or


secondary source, and then write examples in the
notes if they feel they need to.

I then will put up the definitions of primary sources


and secondary sources, and see if there are any
further questions.

If students feel that the definitions will help them


with the project, they will write them in their notes

I will then explain the project (found in the notes)


be sure to mention the 10 key terms in journals,
and that each person does not have to do one of
each thing, allocating journals to one person is fine
for example. Project is meant to be fun, so they
can do what they most enjoy

Students will then review the project, ask any


questions they may have, get into groups, and begin
doing research over the character that they choose.

5-10
mins

Closure
(conclusion,
culmination,
wrap-up)

I will then pass out the rubric, and give them some
time to look over it. I will then answer any
questions they may have.

Students will look over the rubric and ask any


questions they have, otherwise continue working.

LESSON 5: I will remind the students that they


have today to work on the project the entire period.
I will then walk around answering questions that
the students come across while working.
I will remind them that they have the next day to
work on this as well, and that I am hoping to start
presentations first thing two school days from now.

Students will work on the projects for the entire


period.

LESSON 5: I will see how the projects are coming


along, and ask if students need more time to work
with the hope of starting presentations tomorrow.

Students will see how much time they need to work


and if they can get it done in the last little bit of
class.

Students can still ask any questions they have;


otherwise they can continue working on the project
until the end of class.

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.)
After teaching these two lessons, the overall issue was pace. The students worked hard on their projects for the most part,
but were unable to finish in the two days. They ended up having half of the next period to work on the projects as well, so I
should allow for that extra time in the lessons plans. Also, I should type the project instructions out on a word document that
can be handed out. Having it on slides caused the instructions to be brief and led to many more questions than if I were to
have a full page to work on. Also, the students would be able to have it with them rather than having to refer to Google
Classroom every time they needed a refresher.

11-3/7-16

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