TC Name:

Day & Date:

Subject Area & Grade Level:
Number of Students in Class:

DAY 1: LESSON AND ASSESSMENT PLAN

Curriculum Standards
GSE (Georgia Standards of Excellence) / National Curriculum Standards
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx
SS8H9 Analyze Georgia’s participation in important events that occurred from World War I through
the Great Depression
Element:
d- Discuss President Roosevelt’s ties to Georgia, including his visits to Warm Springs and his impact
on the state.
e- Examine the effects of the New Deal in terms of the impact of the Civilian Conservation Corps,
Agricultural Adjustment Act, Rural Electrification Administration, and Social Security Administration.
ISTE Technology Standard
https://www.iste.org/standards/for-students
4d- Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems

Mode of Instruction
Online Synchronous / Online Asynchronous
Learning Objective/Goal(s)
SWBAT:
1) Use textual evidence to examine the effects of the New Deal programs in order to evaluate its impact on Georgia’s
and the economy
2) Use textual evidence to differentiate between New Deal programs
3) Analyze primary sources to explore President Roosevelt’s ties to Georgia in order to explain how his ties impacts
the development of Georgia during the Great Depression

HRL Framework:
1) Students will learn more about their identities through learning about specific New Deal programs that
benefitted certain groups of people differently
2) Students will gain skills by gathering information from text
3) Students will cultivate intellect by using modern examples of government to support/ better understand the
responsibilities of government
4) Students will cultivate criticality through understanding the role of government and comparing/contrasting how
the duties of government officials have progressed/diminished over the years
Assessment: On day 4, students will be assessed using an informal summative assessment on the platform Phoenix 2.0
Formative & Summative Assessment
1) Students will provide evidence of learning for each objective through completing informal, formative assessments
such as padlets, google form warmups, thoroughly completing the New Deal section of our webquest, completing
their reading comprehension asynchronous work, as well as through their 321 activity; not to mention their
informal summative assessment on day 4
2) Students will be evaluated using a scoring guide, 1 being that they did not accurately convey the importance of the
material and 5 being that they did an exceptional job portraying the importance of the content. This scoring guide
will be used for their 321, WebQuest and reading comprehension. Students will receive real-time verbal feedback
during the padlet, and warmups and will be able to use all the evaluation feedback to revise their work and resubmit
it for additional points
Differentiation, Modification(s), & Accommodation(s)
1) Instructional support for my special education students will differentiated process, in which they will have more
allotted time to work through the WebQuest, videos, and text as well as be able to work collaboratively to
complete any assignments. Moreover, these students will have one answer in their circle map and 321 to prob
their thinking. Additionally, they will have the choice to work collaboratively for their Venn diagrams. We will

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engage in a whole class read aloud for my 1 & 2 periods, small group read-aloud for my 4& 5 periods, and
independent OR small group read-aloud for my 6th period: thus, differentiating process and prioritizing student
choice.
2) Student specific differentiation support for the variety of students in my class will be done through using multiple
resources. My first couple of periods will analyze the videos and articles in our WebQuest and Prezi; however, for
my latter classes, they will have more reading comprehension texts to accompany their circle map and
discussions. Additionally, some students prefer to work in smaller groups at the beginning of each class, I will ask
my students if some of them would like to work through the articles in a breakout room with me or my MT; thus,
differentiating environment
3) Furthermore, individual modifications and accommodations will vary for each student as they are all very
different people; however, depending on how my students perform and engage will inform me on how to modify
and accommodate my lessons to fit their specific needs. I do not have much official information about the needs
of specific modifications and accommodations for students; however, my first period does include REP students
so we will work in larger cooperative learning groups and have more time to complete warms up and
assignments
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction or Student Spark (10____Number of minutes)
Day 1:
1) To capture students’ interest, we will begin the class with the song “Lovely Day”. During which, we will take a
virtual reality tour of the “Little White House” without audio so students can observe the Little White House and
take inferences based on what they see. Based on the architecture, I will ask students to infer if the owner of this
house is a well off, if they were family oriented, and a well-known/prominent figure
2) Subsequent to our observations and inferences, I will determine student’s knowledge by playing the short virtual
field trip video once more with the audio. The narrator reveals that this is FDR’s cottage located in Georgia. I will
leverage my students’ thinking by asking them to use a circle map to write down everything they know about
FDR and why FDR would have a cottage in Georgia
3) To activate students’ thinking, we will share our assumptions on why we believe FDR would have a cottage in
Georgia; moreover, I would ask students “if FDR had a cottage in Georgia, what does that refer about his
relationship with Georgia? Do you all think FDR has family in Georgia? Why do people even build cottages or
additional houses? What is the purpose of that?”

Day 2: Asynchronous Wednesday

Day 3:
1) To capture students’ interest, we will begin class with the song “Candy Rain”. During which, students will respond
to a padlet titled “who is responsible?”
2) To leverage students’ prior knowledge, I will ask a probing question such as “think about what is happening now
in Congress. What bill is Congress trying to pass to help citizens during COVID19? Is it their responsibility to pass
that bill to help the citizens?”
3) As students respond to the padlet, I will be reading aloud their contributions and prompt students to respond
under one of their peers’ post. Subsequently, to activate student thinking, I will ask students what event was
going on during the 20th century, the time period we are studying, in which citizens needed governmental
assistance? How do you all think the government responded to this catastrophe?

Day 4:
1) To capture students’ interest, we will begin class with the video about FDR and the New Deal on YouTube. During
which, students will watch the video in its entirety for a refresher on New Deal programs then complete their
warm up
2) To leverage students’ prior knowledge, I will encourage them to think about the bill that Congress is voting on
soon and how a lot of the components of this bill stem from FDR’s New Deal policies. I will inform the students
what is included in this bill and ask students what components of this bill resemble New Deal policies and how
3) To activate students’ thinking, we will play booklet for about 15 minutes as a review to prepare them for their

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TC Name:
Day & Date:
Subject Area & Grade Level:
Number of Students in Class:

informal summative assessment

Body (_30___Number of minutes)

Day 1:
4) Subsequent to our brief intro discussion, students will watch a video about FDR’s Little White House and the
importance of his Little White House. Before the video, I will inform students that they will complete a 321
activity in which they will write 3 things they learned, 2 interesting facts, and respond to 1 question for their exit
ticket. During the video, I will pause it often and emphasize what the narrator said to give students the
opportunity to fill in their 321 activity. Moreover, after the video we will engage in a read-aloud in which we
analyze the text to determine the importance of FDR’s Little White House and what this meant for Georgia
citizens. We will engage in a whole class read aloud for my 1 & 2 periods, small group read-aloud for my 4& 5
periods, and independent OR small group read-aloud for my 6 th period
5) During the video, I will be pausing the video, asking probing/inference questions, and prompting students to
include certain information in their 321. During the article, I will be calling on students directly to read one
paragraph and will ask the whole group after each paragraph to summarize the key points of that paragraph
6) During transitions between activities, we will have wither a dance/stretch/ or meditation break from
gonoodle.com

Day 2: Asynchronous Wednesday

Day 3:
1) After our discussions, I will inform students to access their WW1 & Great Depression WebQuests from last week
and to access the New Deal section of the WebQuests. Some students finished the entire WebQuest for
asynchronous Wednesday last week; however, most did not. So, to save time, students will be divided into 3
groups. The first group will do the section about the Civilian Conservation Corps, the second group will do the
second section on the Agriculture Adjustment Act. The third group will do the section on the Rural Electrification
Administration. All students will add a 15th question saying, “what is social security?”. (students will be adding a
15th question because their WebQuests stops at question 14). Moreover, students will work collaboratively in
break out rooms for 7 minutes. We will come back together whole group and share our answers with the class for
students to fill in the rest of their WebQuests. Afterwards, we will transition into a Prezi and all students to learn
about what these programs were and the effects of these programs simultaneously. Students will be instructed to
add any additional information they learned from the Prezi to their WebQuest. The Prezi, along with the
WebQuests, will prepare students to complete their exit ticket mystery puzzle.
2) After students return from the breakout rooms, I will share my WebQuest via screensharing and be filling in the
answers to ensure students can see the answers as their peer’s share. Additionally, will going through the Prezi I
will be calling on students directly to read, prompt them to include certain, vital information in their WebQuest,
as well as assist with summarizing the key information
3) During transitions between activities, we will have wither a dance/stretch/ or meditation break from
gonoodle.com

Day 4:
1) After we play the blooket for about 15 minutes, we will transition into our assessment. If I notice a lot of
students are missing questions on a specific topic, I will pause the game and we will refer to an assignment
that corresponds to that question to ensure they get the most out of this review. I will also be playing the
blooket with them to give them a little more competition and encourage them to do their best
2) Before the blooket, we will have a gonoddle dance/stretch/ meditation break so they can relax their minds
and get their blood flowing before their assessment

Closure (__10__Number of minutes)

Day 1:
1) Students will demonstrate their understandings of day 1’s learning objectives by contributing to discussions
participating in read-aloud/summarizing of the content, as well as by completing their 321 activity. Most

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Day & Date:
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importantly, students will have an informal, formative exit ticket at the end oof day 1 which they would complete
for the “1” section of our 321 activity. Students will respond to the question: “based off of what you learned
today, use your analytical thinking skills to determine how FDR’s connection to Georgia impacted Georgia during
the Great Depression.” Ideally, if students can participate in discussions, read-alouds, summarizing the content,
and thoroughly complete the 321 activity, then they would have demonstrated understanding for our day 1
learning objectives
2) Next steps include reading over 321 activity to help prepare for asynchronous Wednesday activity

Day 2: Asynchronous Wednesday

Day 3:
1) Students will demonstrate their understandings of day 3’s learning objectives by posting their
response/responding to their peers on padlet, participating in discussions, contributing to their collaborative
learning groups during breakout sessions, as well as participating in reading/analyzing the padlet. Moreover, all
of which will prepare them for their exit ticket mystery puzzle which will further demonstrate their
understanding on our learning objective because they need to comprehend the learning objective and use what
we learned last week to thoroughly complete the puzzle
2) Next steps include reviewing all activities from this week (the 321 activity, the FDR text comprehension, the
WebQuest and the mystery puzzle) to prepare for our informal summative assessment on day 4

Day 4:
1) Students will demonstrate their understandings of day 4’s objectives through completing the warmup, engaging
in discussions, and participating in blooket
2) Next steps include submitting any work they missed throughout the week and enjoying their weekend!
Facilitation & Safety
 I will ensure my students know where to find and understand the instructions for our class activity because I will
write the instructions in the chat, as well as repeat them as many times needed because I want 100%
participation since the content is extremely insightful and takes place in areas they live in/ grew up around
 I will respond to interruptions/disruptions by asking that student to only interrupt when they are asking
questions, seeking clarity on our content or instructions, or contributing to our class discussion. If the student
only interrupts to disrupt the class, I will inform them that unnecessary disruptions interfere with their peers’
learning which is unfair; thus, I will mute their microphone and politely ask that they use the “raise hand” button
on zoom to be unmuted or to gain my attention. If they persist with the interruptions, I will ask that they stay
after class so I can gain insight as to why they were acting out today. I will try to refrain from taking disciplinary
actions (unless absolutely necessary), because I know that sending them to an administrator will do more harm
than good
 I will provide additional support for students who are disengaged or do not understand by putting them in a
breakout room with me so we can work as a group. As they are completing the assignments with their
cooperative learning group, I will ask probing questions to get them thinking critically about this content and
how this connects to what we already know about this era and now. Additionally, I will stay in the breakout room
to immediately answer questions or provide additional assistance to anyone that are disengaged or confused
 During transitions, I will play a dance beat (1 min and 30 sec), in which students will be allowed to dance, stretch,
get a snack, use the bathroom, etc. so they can have a brief break and fun before diving into our next activity
 I will use/reinforce classroom norms by asking students to respect each other and our time we have together at
the beginning of class and during transitions. If any student does not want to abide by our norms, I will ask them
to stay after class so we can have a conversation; thus, I will be able to learn why they feel as though they cannot
abide by our norms and we can come up with a plan on what we can do differently next time
 Prior to class, I will ensure students have access to our slides, video, etc. Moreover, I will organize break out
groups prior to the start of class to ensure we transition into break out rooms smoothly and efficiently
 To support our learning objectives, students will work together with their cooperative learning groups through
breakout rooms so they can gain clarity from their peers on any question or concept they do not understand

Layered Texts and Other Materials

Day 1:

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Into Song: https://www.youtube.com/watch?v=bEeaS6fuUoA

Virtual Reality Tour: https://www.youtube.com/watch?v=YH14Klc2YhE
Circle Map: Refer to additional iCollege submission
FDR ties to Georgia video: https://www.youtube.com/watch?v=Xr7QBSCvaP0
FDR ties to GA article: https://www.georgiaencyclopedia.org/articles/history-archaeology/franklin-d-roosevelt-
georgia
Transitions: https://app.gonoodle.com/discover

Day 2: Asynchronous Wednesday- refer to additional iCollege submission.

Day 3:
Intro song: https: www.youtube.com/watch?v=Cx0xzO73Amo
Padlet: https://padlet.com/carthansydney4444/sxildll3zkkipxex
Webquest: Refer to additional iCollege Submission.
Prezi: https://prezi.com/view/312TO9VO2JlQY0weomvL/

Mystery Puzzle: Refer to additional iCollege Submission.

Day 4:
Warm up: https://docs.google.com/forms/d/e/1FAIpQLSf3G8gDxQm1a5m-
cBowqBshVgaSwNxDn5MYifuFgrjApkhrIA/viewform?usp=sf_link
FDR New Deal: https://www.youtube.com/results?search_query=mr+betts+class+fdr
Blooket: https://www.blooket.com/set/5fd23e96d28aeb000413bd81

Education, D. (n.d.). Social-Studies-Grade-8 //. Retrieved February 13, 2021, from https://www.georgiastandards.org/Georgia-
Standards/Pages/Social-Studies-Grade-8.aspx

Muhammad, G., & Love, B. L. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. New York,
NY: Scholastic.

Tomlinson, C. A. (2017). Understanding differentiated instruction. Alexandria, VA.: ASCD.

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TC Name:
Day & Date:
Subject Area & Grade Level:
Number of Students in Class:

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.

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