Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name Sarah Ahsworth

Grade Level 10th Grade

Subject Area World History

Main Topic The Great Depression

CCSD Standard Standard 9.7:

Students will analyze the social, cultural, and economic impact of the Great Depression on American
History by utilizing one of the 11 skills.

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**

Standard 1: Learning Purpose and Connections

What will the students be learning?
● What are the big concepts for the lesson?
● How will students know the objectives for the lesson? [Daily Objective]
● How will students know the purpose and relevance of the lesson?
● What resources/technology will help students make connections to previous learning? [Daily Review]
● How will students receive feedback for their review?
● How will students build their current knowledge?
● How will the lesson be introduced? [Introduction]

 The big concepts of this lesson are 1st- understand what started The Great Depression. 2- analyze the state of America after
it began. 3- discover the way most Americans lived during The Great Depression 4-understand the factors and reasons it
eventually ended.
 The daily objective will be presented on the smartboard each day
 Class will discuss what they may already know about the daily objective and converse as a class along with the teacher
 Daily review will be done using Kahoot to determine that the class has learned the objective for the day. This tool also
shows their results as the game goes and at the end to show feedback.
 The lesson will be introduced with a video showing the effects of The Great Depression
Standard 2: Learning Tasks and Cognitive Demands
How are students supported in achieving the learning goals?
● What Depth of Knowledge levels will students experience in the learning tasks?
● How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
● How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

 By completing a Web Quest (http://zunal.com/webquest.php?w=299925 ) students will have the opportunity to search and
find information for themselves and apply it to a short essay response
 Playing the online game provided on Quia (http://www.quia.com/rr/305779.html) students will be encouraged to search and
discover the answers for each question
 After everyone has played each student will review how many attempts it took them to win the game with the class

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
• How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
• How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps,
videos, simulations, data formats)
• What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
• How will students collaborate with each other?

 A PechaKucha presentation will be presented by each student in groups so that the photos are the main focus. The
photos will help increase interest and effectiveness and allow the students to discover the timeline and the effects
 By creating a PictoChart propaganda poster on any of the organizations created, campaigns, or protests during The Great
 Depression students can use their life experiences with seeing similar advertisements and understand the thinking of
Americans during this time.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
• How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
• How will students share their progress?
• How will students be supported in revising their learning strategies based on their progress?

 Students will rewrite their response to the earlier web quest to include the new information they have learned all on
a journal entry on Penzu.
 They will then present their original respond in comparison to their new response to discover what they have learned
and students can discuss what they feel is interesting or that the presenter may have missed on Today’s Meet during
each presentation.
 Students will participate in another Kahoot session to see if they can answer the questions they may have missed
when the lesson began

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
● How were student pre-‐assessments or work samples used to plan this lesson?
● What evidence of student learning will be generated during the lesson? (i.e., writing, one-‐to-‐one conferencing, discussions with peers,
instructional tasks)
● How will students receive formative feedback?
● How are instructional adjustments made based on student formative assessment results?
● What homework will be issued to support the lesson. [Homework]
 ● How will the lesson be closed? [Closure]
● How will the lesson be reviewed? [Long-term Review]

 Students will be assigned a partner to review their works that will have been posted on Weebly and add comments about
their progress
 Students will go onto the Padlet page provided by the instructor to post about what new information they had learned
about The Great Depression for homework
 Students will be able to compare earlier work with current work to see how much more information they have learned from
the lesson by having all of their work uploaded to a Weebly web page created for all of the student’s work to be stored
throughout the class
 The lesson will be closed by discussing what helped end The Great Depression which will also help bridge to the next lesson
about WW2
 The entire class will then participate in a Plickers final review