Lesson Plan Teacher Candidate: Jacob Artman Date of

Lesson: February 27 2017

Lesson Title/Description: Review and Assessment

Lesson # 3 of Time Allotted for this Lesson: 40 Minutes

3
Standards: Central Focus: Learning Targets:
HS.1. Evaluate Students will learn about Students will be able
continuity and change the 1930s and while things to talk about the
over the course of were different from the great depression and
world and United roaring 20s. They will learn black Tuesday
States history. how Black Tuesday led into followed by a
the Great Depression and summative
be able to discuss it each assessment by
day. writing three
paragraphs and
turning it in.
Pre-Requisite Knowledge and/or Skills: They will need to know the basics of
Black Tuesday, Trickle-Down Economics and the Great Depression as well as
be able to think back to the roaring 20s unit so they can relate the
information between the two units.

How I know the students have this: We went over this in the previous two
lessons, all three events, and they should have a good understanding of
them. I will also use the first few minutes of class to go over and review via
an activity.

Academic language that will be used in lesson: Black Tuesday, Trickle-Down

Economics, the Great Depression, Hoovervilles, GDP, and Stock Market.

Strategies and opportunities for supporting academic language: All of my

students should have an understanding of all of these words due to the fact
that we have gone over them in the previous week. But before they take the
summative, we will go over all of these words again and make sure they at
least know them. The will also have access to their notes and be able to
refer back to them.

Connections to students Funds of Knowledge/assets, prior knowledge,

and or/interdisciplinary connections that will be made during the lesson:
Students will be able to make connections back to the previous week about
the Great Depression, Trickle-Down Economics, and Black Tuesday. Since
this is a review and assessment day, they should all be able to write about
these subjects. They should also be able to think back to the roaring 20s
unit and be able to make connection to it.

Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016 1
 How have you addressed the needs of diverse learners ? (Ex: IEPs, 504s,
linguistic & cultural diversity, students without prerequisite knowledge,
etc.)
IEP: Students will be able to go to the LRC or work with one of the in class
aids to get this assessment done. They will also be able to work at their
own pace and finish it outside of class if need be.
504s: None in class.
ELL: Students will be able to go back to their notes from the previous
classes and use them to write their assessment as well as answer questions
that they have during the review section of the class. They will also be able
to work with one of the class aids or myself if they are not understanding
the assignment.
Gaps in knowledge: Students will be able to go back to my notes, the work
done in previous classes, so they can answer the questions. If they are
confused, they will be able to ask questions of anyone in the class to get
assistance. I will also walk around to help anyone who I feel is not
understanding the assignment or doesnt know the information.

Materials/Equipment/Supplies/Technology/Preparation: Whiteboard, paper,

pen, Chromebook.

Procedure: Teacher Does. Procedure: Students Do..

Time Motivation/Hook: Motivation/Hook:
5 I will tell the students to get Students will get their Chromebooks
Minut their Chromebooks as they as they come into class. Then they
es come into class. I dont want will sit down and log onto their
them to wait till class starts account and to Google Classroom to
like they normally do so we take the assessment and answer the
can get started right away. I questions.
will then introduce the game,
where I will pull a paper from
the whiteboard and answer
the question on it. Following
that, I will call on someone in
the class to come up and
pick a paper. It is their
responsibility to either
answer it or call on someone
to answer it. If no one knows
it, I will answer the question
for them.

Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016 2
 10 Teaching/Group
Minut Application/Independent
es Application:
I will lead the activity and
answer any of the questions
that the students still have
about the Great Depression.
If they do not get through all
of the questions in 10
minutes, I will stop them and
answer the remaining ones.
Following this, I will tell them
to start working on the
assessment.
20 Teaching/Group
Minut Application/Independent
es Application: I will circle the
class as everyone is taking
the assessment. If they do
not finish, I will tell them to
submit what they have. I am
not grading harshly on this; I
just want to see where they
are before we go any farther.
>5 Teaching/Group
Minut Application/Independent
es Application:
I will tell my students to
submit what they and put
their Chromebooks away.
>5 Closure:
Minut I will briefly talk the
es dustbowl if we have time at
the end of class.
Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016
Teaching/Group
Application/Independent Application:
Students will go up to the
whiteboard, pull a piece of paper off,
and answer the question on it or ask
for help. There are only eight
questions so they should be able to
go through all of them in 10 minutes.
Teaching/Group
Application/Independent Application:
Students will take the test and
answer the questions that are
provided to them. If they cant, then
I will tell them to focus on one and
answer it to the best of their ability.
If they are TAG, then I will push them
to answer both questions.
Teaching/Group
Application/Independent Application:
Students will submit what they have
in for their assessment and put their
Chromebooks away.
Closure:
Students will sit and listen to me
talk about the dust bowl.
3
 Theoretical, Pedagogical, and/or Lines of Research that Justify Your
Instructional Choices:
Stephen Krashen: The review activity I have chosen to do is an ELD strategy
that has been proven to help students learn the language. I have modified it
to be used for content and not language, though I hope it will help them all
learn the academic vocabulary that they need to answer the questions.

Assessment
1. Evidence collected during/as a result of this lesson:
1. Group Discussion and Review: The first ten minutes of class, there
will be a review session where I talk about the great depression and
black Tuesday. They will ask any questions they still have before
taking the assessment.
2. Students will turn in a paper answering the questions What was
President Hoovers response to the great depression? Did it work?
and What happened to the American people as the Great
Depression worsened? They will have about 20 minutes to
complete this and turn it in to me before they leave. I do not expect
them to be perfect or to answer both of these with extreme detail.
The main thing I want is for them to understand what happened
during the 1930s and be able to write about it. This is a summative
assessment for the last two classes, though my main goal is for
them to be able to understand what events led to the Great
Depression and be able to continue the unit

2. Summative assessment is __0___ days after this lesson.

Reflection:
1. Did all the students meet the learning target? How do you know?

Reflection:
2. Describe any changes you made as you were teaching the lesson.

Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016 4
 Reflection:
3. What would you change about this lesson plan before you teach it again?
Pay attention to situations where students either did not learn or already
knew.

Reflection:
4. How did the results of this lesson influence the way that you will teach in
the future?

Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016 5