Lesson Plan Teacher Candidate: Jacob Artman Date of

Lesson: February 23 2017

Lesson Title/Description: The Great Depression

Lesson # 2 of Time Allotted for this Lesson: 90

3
Standards: Central Focus: Learning Targets:
HS.1. Evaluate Students will learn about SWBAT show how the
continuity and change how life changed between great depression
over the course of the stock market crash and affected the life of
world and United FDR as well as use a map to the American people.
States history. show where the Great
Depression affected the
most people.
Pre-Requisite Knowledge and/or Skills:
Students will need to know that the stock market crashed in 1929 and that
this sent the entire country into a depression.
How I know the students have this:
We spent the previous day going over what happened on Black Tuesday and
how the economy changed after that. If anyone was gone this day, I will go
over it with them when they are being evaluated by me so they can get as
much information as possible.
Academic language that will be used in lesson:
The Great Depression, Herbert Hoover, Hoovervilles, GDP, and Public Works,

Strategies and opportunities for supporting academic language:

The Great Depression will be gone over using a frayer model so they can get
numerous ways to know the word. Herbert Hoover and Hoovervilles will be
gone over with pictures and notes in the lecture station. Public Works is
also touched on by the lecture, though we will go more in depth with this
during the lesson on FDR. GDP was also gone over in depth during the
discussion during lesson 2, though if I have time I will go over it again
today.

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

and or/interdisciplinary connections that will be made during the lesson:

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 work at their own pace if they choose and away
from their table groups. There is also an LRC aid in the class who is there to
help.

Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016 1
504s: None in the class.
TAG: Students will be given an extra reading to complete if they so choose. I
will also ask them to do some independent research about trickle-down
economics and why they think it is still prevalent today.
ELLs: Students will be given a Frayer Model and a graphic organizer
(sheltered instruction strategies) to complete at the various stations. They
will also discuss in small groups if they do not feel comfortable to talking in
front of the class. This way they can still participate in group work.
Lack of Prior Knowledge: I will assume that most of my students have little
to no idea of what the depression was like since it happened so long ago. I
will help them understand this throughout the day.
Materials/Equipment/Supplies/Technology/Preparation:
Chromebooks, Pencil and Paper (If they was to take hard copy notes), a
copy of the Frayer Model and a Graphic Organizer is also needed (though
they are on Google Docs).

Procedure: Teacher Does. Procedure: Students Do..

Time Motivation/Hook:
5 I will open class by talking
Minute about how different life was
s between the 1920s and the
1930s. I will talk to them
about Hoovervilles and
introduce the idea that
people were losing their
homes and having to find
makeshift ones where ever
they could find one. I will
bring up the stock market
game and what would
happen if you lost all of your
money and couldnt afford to
pay rent.
72 Teaching/Group
Minute Application/Independent
s Application:
I will run the stations that
my class does. There are six
station that each student
will cycle through. In the last
station, they will show me
what they have learned and
make connections to
previous units. This is how
they get participation points
for the day.
Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016
Motivation/Hook:
Students will listen and ask
questions as I describe what it was
like to live in Hoovervilles. They
will answer questions regarding
what they think would happen if
they lost their home in the 1930s
and what they think they would do.
Following this, the tech student in
the group will go and get
Chromebooks for their entire table
group.
Teaching/Group
Application/Independent
Application: Students will rotate
every ten minutes to the next
station in the rotation. They will
have two minutes to get to the next
station and start on their work. The
station are a lecture, a video, a
reading, a map, a vocabulary word,
and to meet with me to see what
they have learned. Each station is
short, taking no longer than ten
minutes to complete, and if they
dont finish it, they will finish it
while they are not meeting with me
in the evaluation station.
2
 1-2 Teaching/Group
Minute Application/Independent
s (Part Application:
of the I will call the students over
72 to my desk one by one to
from see what they have
previo completed for the day. They
us will be graded on a scale of
sectio 0, which means they have
n) nothing to show, to 4,
showing that they have
completed everything and
have been able to talk about
what they have learned.
Since today is the Great
Depression, I will ask them
about what they have
learned about it and push
them to answer more
complex questions.
3 Teaching/Group
Minute Application/Independent
s Application:
I will instruct the tech
person to put away all
Chromebooks. I will also ask
everyone to return to their
original table groups and get
ready for a quick group
discussion about
photographs taken during
the depression and how they
make them feel.
10 Closure:
Minute I will show pictures from
s famed photographer
Dorothea Lange. I will ask
them to discuss these
pictures in small groups and
what they feel when looking
at them. After I go through
all of the pictures, I will have
them talk about life in the
1930s. If time permits, I will
remind them of the
assessment on Monday.
Western Oregon University, Division of Teacher Education, (Modified from TWS), Fall 2016
Teaching/Group
Application/Independent
Application:
Students will show me what they
have completed for the day and
think in depth about what happened
to the US was like during the Great
Depression. I want them to make
connection to how life changed after
the roaring 20s. They should know
how hard life was during the 1930s
and how it persisted for over a
decade. If they do all of this, they
will earn a 4 for the day.
Teaching/Group
Application/Independent
Application:
The person designated as the tech
person will put away all
Chromebooks and make sure that
they are plugged in and charging.
Then all students will return to their
table group and get ready for a
quick discussion.
Closure:
Students will listen to my
introduction and then look at a few
pictures from the Great Depression.
The will discuss how the pictures
make them feel and what they think
people who are in the position of
these people would do.
3
 Theoretical, Pedagogical, and/or Lines of Research that Justify Your
Instructional Choices:
Variety in Education: Having students doing the same thing all period
doesnt work. So I have designed my stations to take about 10 minutes.
One Minute per year: Students will stay on a single task for no longer than
ten minutes. Since they are about 14, this is below the one minute a year
rule.
Behaviorist Theory: Students have been conditions to rotate and change
assignments every ten minutes.
Movement: Students have to get up and move to the next station every ten
minutes, making sure they cant just sit all period.
Assessment
1. Evidence collected during/as a result of this lesson:
1. Frayer Model or Graphic Organizer: Students will complete a frayer
model that deals with vocabulary from the Great Depression. They
will not turn this is, but they will show it to me while they are
talking to me during their daily rotations. They may also show me a
Graphic Organizer if they have yet to finish the Frayer Model. Since
everything in online, they will show it to me rather then turn it in.
2. Observations: I will walk around the class to make sure that all the
students are working on the Frayer Model, Graphic Organizer, or
watching the video of the day. My TAs will also go around and help
any students that are in need of help while I am working with
students individually.

2. Summative assessment is __4___ days after this lesson.

Reflection:
1. Did all the students meet the learning target? How do you know?
Yes, all of my students were able to successfully meet the learning
target. I know this because of the conversation each one of them had
with me during the evaluation station. During this station, everyone
was at least able to talk a little about what life was like during the
Great Depression and think about how it was different from the 1920s.
Reflection:
2. Describe any changes you made as you were teaching the lesson.
I decided to talk about president Herbert Hoover in the beginning of
the lesson. I didnt take too long, but I think that touching on him
made the lesson run more smoothly and easier for my students to
understand what the Great Depression was like. Hoovervilles were not
talked about because of this and needed to be gone over in the lecture
station. Hoover goes along with this though so they got some of it, but
they needed more specific instruction about it.

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.
More TAG options are needed in this classroom. There are some
students who need more to do because they finish early. One in
particular finished really fast and needed more to do. She is not TAG,
though I feel like she would benefit with some more activities. I would
also talk about what Civil Unrest was in the beginning of class. I feel
like not a lot of my students understood what this meant and needed
me to go over it more before they learned about it in the map station.
I would also talk more about Hoover during the first day of the lesson.
I think they need to understand him more and know what his response
to the Great Depression was.

Reflection:
4. How did the results of this lesson influence the way that you will teach
in the future?
I would pre-teach more before the lesson starts. I think taking a few
minutes in the beginning of class to go over a few things would help
all of the students. Maybe take a Monday and go over what Hoover did
and how he was important to the 1930s. I would also have more TAG
option for all my students so that if they are fast and finish quickly,
then they can go on and do something else without having to sit
around being bored.

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