Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Luke Sturgis

Date: 11/2/2018 Subject/Topic/Theme: The Great Depression Grade: Sophomore US History

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson in our unit on the Great Depression, following our a day of lecturing from Mrs. Irwin. Students filled out a fill-in-the-blank note sheet during
the lecture the day before.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Consolidate understanding of Great Depression An
● Empathize with those who lived through the Great Depression Ap x
● Understand relevance of macroeconomic issues today U x
● Write creatively about what they learned C
● Manage time to finish assignment in time R
Common Core standards (or GLCEs if not available in Common Core) addressed:
- 7.2.2 ​Causes and Consequences of the Great Depression – Explain and evaluate the multiple causes and consequences of the
Great Depression by analyzing
● the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction,
under consumption, and speculation, the 1929 crash, and the Dust Bowl (National Geography Standards 14 and 15; p. 212
and 214)
● the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected
farmers, industrial workers and families (National Geography Standard 15, p. 214)
● Hoover’s policies and their impact (e.g., Reconstruction Finance Corporation)

(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 - Understanding of Great Depression
knowledge and skills. - Economic terminology
- Time management
Pre-assessment (for learning):

Formative (for learning):

Outline assessment
Formative (as learning):
activities
Summative (of learning​): This assignment serves as a summative writing assessment. It should wrap up
(applicable to this lesson)
many of the topics discussed during this unit as well as allow them to write creatively and express
themselves in what they have learned. It

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students can use rubric to assess
own progress and potential grade
with the expectations laid out for
them.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Students can pull information
from previous notes, textbook,
powerpoint, visuals etc.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies
Short term goals of writing piece
should tie into long term goals of
summarizing unit.

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 Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
collaboration, mastery-oriented symbols- ​clarify & connect of expression
feedback language

Encourage active classroom for Students have options for Students get to choose which
collaborative groups. Students writing style. They can write picture they write about and
may talk with each other for from different perspectives and from what perspective they
ideas and motivation. Sharing in different persons. want to write.
work motivates work.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- ​choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Students can use all forms of Students given freedom to move
information they have. Notes, around the room as they would
book, ppt, internet resources etc. like to encourage active
collaboration and accomodate to
those who need more
movement.
Materials-what materials
- OYO question on ppt.
(books, handouts, etc) do
- Assignment sheet
you need for this lesson
- Rubric
and are they ready to use?
- Great Depression Pictures

- the classroom can stay set up in the usual desk arrangement in groups of 4-6 across the
classroom.
- Pictures will be taped up on wall
How will your classroom
be set up for this lesson?

III. The Plan

Describe​​ teacher​ activities AND ​student​ activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Start class with OYO (on your own) - write answer to question on sheet
Motivation
10mins question: what have you learned that
(opening/
stands out to you most about the Great
introduction/
Depression? - share out answers with whole class
engagement)
- Ask students to share answers to question

- Introduce writing assignment

- explain that this is a cumulative
assessment of unit in place of a
written test
- explain that they will choose a
Development Great Depression era photo to
(the largest write about, and that they will
component or write a creative piece that ties in
10mins
main body of their knowledge of the Great
the lesson) Depression into a fictional story
- explain that they may use their - ask questions
notes, visuals, powerpoints,
google classroom etc. as
resources to help them
- Hand out rubric
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 - allow students to read over rubric
and explain that it shows - Read over rubric
requirements
- Ask for questions
- Allow time to work - Ask questions
- Check in with students as they go
- Ask about ideas and help them - walk around looking at photos
40mins connect to previous topics etc. - Pick photo to write about
- start writing

- End Day 1 -

20mins - Have students stand by their picture

- Have students present their - present story to classmates
stories to others who chose the - Ask questions of classmates
same picture
- Have students ask questions of
10mins each others assignments
- Have each group pick one to share for - Present in groups and ask questions of
whole class each others visuals

5mins
Closure
(conclusion,
- Ask class final questions
culmination,
- What stood out to you in the
wrap-up)
Great Depression unit?
- What perspective did you write
from and why did you pick it?
- How are these topics still relevant
today?
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.)

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