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 second lesson in our unit on the Great Depression, following our Great Depression simulation.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Answer question “What caused the Great Depression?” E, U
● Understand economic terminology used to explain the Great Depression U, R
● Write cohesive paragraphs connecting own thoughts to causes of Great Depression C, Ap x
● Analyze historical documents An, U, E
● Manage time to finish assignment in time x
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 - communicating ideas through writing
knowledge and skills. - collecting information through reading
- time management
Pre-assessment (for learning):

Formative (for learning):

Outline assessment
activities
Formative (as learning):
(applicable to this lesson)
Summative (of learning​): ​written paragraphs that will be collected and graded based off of the documents
studied in class.

Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
What barriers might this strategies, self-assessment &
lesson present? reflection
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies

What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
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allow time to edit and proofread explain how documents fit into
draft of paragraphs before turning timeline of GD talked about during
in for grading simulation
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
allow students to work in
ask students which terms are partners and talk through
still unclear, be checking in
 while they work through answers before writing them
documents. individually.
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
allow students to read out loud students move around room to
students may choose which with group or read to self. each document group, rather
documents to write paragraphs than stay in one place the whole
on after reading all of them. time.
- Assignment sheet
Materials-what materials
- Rubric
(books, handouts, etc) do
- Primary Documents
you need for this lesson
- OYO question on ppt.
and are they ready to use?
- Conclusion questions on ppt.

- the classroom can stay set up in the usual desk arrangement, in groups of 4-6 across the
classroom.
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 about simulation from day before
(opening/
- Ask students to share answers to question
introduction/
- share out answers with whole class
engagement)

5mins - place each document on different group of

desks
- Hand out assignment sheet and rubric
- Have different students read sections of
sheet out loud - Read sheet out loud
- Explain that students should rotate around
the room analyzing each document and
taking notes on how each answers the
question “what caused the great
depression?”
Development
- Explain that they will have to write three
(the largest
paragraphs explaining 1 cause of the GD
component or
per paragraph, citing specific documents
main body of
as evidence
25mins the lesson)
- number off groups to send to each - Look over assignment and rubric, ask any
document questions
- Split into groups and move to desks
- Read/analyze documents
- Take notes on each document
- once students have rotated through all - Rotate
document groups, direct to take seats back - Begin writing paragraphs explaining
15mins at desk and begin writing paragraph causes

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 - wrap up with discussion about causes - talk with partner about questions
Closure asking questions like... - discuss with whole class answers to
(conclusion, - which documents were most questions
5mins culmination, helpful?
wrap-up) - which causes were most obvious
and easy to write about?
- which causes are you still unsure
about?
- what’s one term or concept you
still don’t fully understand?
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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