TI Name: Amanda-Marie Garcia

Day & Date: 7 February 2022

Subject Area & Grade Level: 8th Grade Social Studies (GA History)
Number of Students in Class: 30>

DAY 1 (FEB 7): LEARNING AND ASSESSMENT PLAN

Curriculum Standards
GSE (Georgia Standards of Excellence) / National Curriculum Standards
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx

1. SS8H8: Analyze Georgia’s participation in important events that occurred from World War I through the Great
Depression.
a. Describe Georgia’s contributions to World War I.
b. Explain economic factors that resulted in the Great Depression. (e.g., boll weevil and
drought).
c. Describe Eugene Talmadge’s opposition to the New Deal Programs.
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

Empowered Learner

Mode of Instruction
Face to Face

Learning Objective/Goal(s)

Label each of your learning objectives/goals. Then answer each question below for the HRL framework and how it relates
to your lesson and sequence of lessons.

1. Identities: Students will learn more about New Deal programs, many that still exist today. Students can analyze
how these programs affect them today.
2. Skills: Students should be able to explain certain New Deal programs and how they impacted peoples’ lives.
3. Intellect: Students will become smarter about how politicians handled the Great Depression and how they wanted
to help the American people.
4. Criticality: Students will be able to make connections to the programs that still exist today and the state that they
are currently in.
5. Joy: Students can find joy in participating in the activities planned (e.g Alphabet Soup to unlock prior knowledge).
They can also find joy in learning about a more recent time period, students enjoy seeing the pictures and videos
associated with this time.

Formative & Summative Assessment

1. Students will complete the Interactive Notebook to assess their understanding.

a. The interactive notebook is a Google Slides with various drag and drop, multiple choice, or matching
questions. The google slides interactive notebook can serve as a quick check throughout the unit to make
sure that students are understanding the content. From this, I can see what topics need revisiting and
which ones the students have mastered.
2. Alphabet Soup Warm Up
a. This is meant to be a fun activity that assesses student’s prior knowledge pertaining to New Deal
programs under the FDR administration. Students will pair up and list out as many New Deal programs,
using its acronyms, that they know. For example, a student who knows that the Social Security Act was a
New Deal program can use their letter pieces to list out SSA.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 2021
Page 1
TI Name: Amanda-Marie Garcia
Day & Date: 7 February 2022
Subject Area & Grade Level: 8th Grade Social Studies (GA History)
Number of Students in Class: 30>

Differentiation, Modification(s), & Accommodation(s)

1. Providing extended time for the alphabet soup activity, and for note taking helps students feel less pressure. Giving
students extended time to write the notes before discussing them allows them to have everything written and can
listen to everything you say.
2. Providing a variety of methods for increased engagement with students (Notetaking and hands on activities), using
different ways to reach the students. Kinesthetic, auditory, and visually.
3. Appealing to a range of learning styles by playing videos, having hands-on activities and verbally explaining things.
4. Varied grouping. Students will complete the Alphabet soup activity with the person sitting next to them who can have
many different learning strengths and struggles.
5. Varied pacing and rigor. Students may need accommodations that extend the time spent on certain tasks; however, the
gifted class will work at a different pace with increased rigor.
Introduction or Student Spark (10 minutes)

1. Students will watch the “Today in Georgia History” for February 7th on Wally Butts.
a. Students will watch this to gain a little bit of insight on Georgia History that goes beyond our standards
2. Students will complete the Alphabet Soup activity to assess their prior knowledge on the New Deal.
a. Students will work in pairs.
b. Each pair will receive a styrofoam bowl with cut up letters inside, this would be the alphabet soup.
c. Each pair is tasked with using the letters to list out as many New Deal programs that they remember.
i. Students can list the SSA,TVA, CCC,AAA, etc.
d. Students will have about 5 minutes to list out as many as they know
3. After the 5 minutes, students will share some of the programs that they came up with.

Body (30 minutes)

1. Students will set up their notebooks to write down the notes. I attached an image in the “Layered Texts” section of
the lesson plan of how their notes will look.
a. The graphic organizer that they are making is a simple one, a 4 quadrant graphic organizer. Each New Deal
Program will have its own quadrant and students will write what they need to know about that program
in its designated quadrant.
b. The New Deal programs are a very important topic and the purpose of taking these notes is to help
students have the crucial information they need. They will create a graphic organizer to help them
organize the information and simplify the process of notetaking. Writing it in a graphic organizer is a bit
more creative and effective than handwriting notes or using guided notes.
2. The class will go over the powerpoint which describes the four New Deal programs that they need to know.
a. The class will start on slide 50 and 51 to serve as introductions. They give a list of the New Deal programs
that we will focus on. Students don't write anything with these slides, simply listen to any background
knowledge the teacher provides.
3. Slides 52-54 contain information on the Civilian Conservation Corps (CCC). Under the quadrant in their notebook
titled CCC students will write what appears in red on slide 52. After writing it, students will listen to the
information that the teacher provides to support what they have written down.
4. Step 2 will be repeated for slides 55 and 56, which cover the Agricultural Adjustment Act (AAA), slides 57 which
covers the Rural Electrification Act (REA), and slide 58 which covers the Social Security Administration (SSA).
a. Students will write the information in the designated quadrant.

Closure (10 minutes)

1. To help solidify their understanding, students will watch the following video on the New Deal.
a. Watching the video allows students to hear information from someone other than the teacher, which can
help them understand it even more. This can also include more details that may have been missed or
omitted from the lesson.
2. Students will complete their exit activity: Why is this topic important today? Why do we study New Deal Programs
and how is it relevant today?

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 2021
Page 2
TI Name: Amanda-Marie Garcia
Day & Date: 7 February 2022
Subject Area & Grade Level: 8th Grade Social Studies (GA History)
Number of Students in Class: 30>

a. Asking this question allows students to make connections to the present day. This also helps heighten
criticality and gets students talking about current events.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 2021
Page 3
TI Name: Amanda-Marie Garcia
Day & Date: 7 February 2022
Subject Area & Grade Level: 8th Grade Social Studies (GA History)
Number of Students in Class: 30>

Facilitation & Safety

Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you
will employ to facilitate the lesson – to make the class run smoothly and maximize instructional and learning time.

1. Describe in detail the following components of the classroom facilitation and operation:
● How will you ensure students know where to find and understand class activity instructions?
● In what ways will you respond to interruptions or disruptions?
● How will you provide other additional support that may be needed (for students who are disengaged or who do
not understand)?
● What are your plans for transitions from one activity of the lesson to another?
● How will you use/reinforce classroom norms?
● How will you handle supplies needed for the lesson?
● What are the physical components of the classroom, such as desk arrangement, stations, cooperative learning
groups, etc. that support your learning objectives?
● For SCIENCE, specifically, what lab safety measures will you use to comply with required standards of lessons
involving lab experiments or demonstrations?
Layered Texts and Other Materials

1. WWI and Great Depression Powerpoint

2. New Deal Graphic Organizer (Students will draw this in their notebook, but the image shown below is just a
reference of what it will look like).

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3. Students will receive materials for the alphabet soup activity. A ziploc bag with tiny cut up letters inside, this is
what they will use to create the acronyms.

References

1. Guido, M. (2021, September 20). 20 Differentiated Instruction Strategies and Examples. Prodigy Education.
Retrieved February 6, 2022, from
https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/

2. Wesley, C. (2021, April 29). Differentiated instruction: Examples & classroom strategies: Resilient educator.
ResilientEducator.com. Retrieved February 6, 2022, from
https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 2021
Page 4