Daily Lesson Plan/Learning Guide
Course, Unit Theme and Grade
Level
Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include description and time
frame for each activity)
Accommodations made for
struggling and accelerated learners
(grouping patterns, content
literacy strategies, etc.)
Resources
U.S History, Gilded Age, 11th Grade
U.S. II Standard 1.1:
Students will assess how innovations in transportation, science,
agriculture, manufacturing, technology, communication, and
marketing transformed America in the 19th and early 20th centuries.
U.S. II Standard 1.3:
Students will analyze the causal relationships between
industrialization and the challenges faced by the growing working
classes in urban settings.
What conditions are too inhumane to allow in a civilized society?
Use of artistic and creative ability allows for students to draw on
prior interests and skills.
The modern day Sadie Frowne poem creation will show student
ability to reproduce with original material an authentic product.
Students will read the famous Sadie Frowne story describing poverty
in the late 1800’s. They will highlight key points that resemble the
situations discussed in the videos. This should take no longer than
ten minutes
Afterwards, students will work on recreating the story to be relatable
to modern day poverty in their view.
A list of vocabulary words will be provided on the projector for
students to have an option to use. These can be read and incorporated
into the short story for ESL and 504 students
Sadie Frowne Reading
How has the prior day’s Student inability to grasp old-fashioned language shows a need to
assessment shaped your introduce vocab beforehand for scaffolding
instruction?