Transcript of 4-Week Unit Plan for Combined 11 th Grade U.S. History and English Literature Developed by Daniel...
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- 4-Week Unit Plan for Combined 11 th Grade U.S. History and
English Literature Developed by Daniel McFarlane
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- Student Learning Outcomes/Objectives Understand and comprehend
the social and economic themes of the Great Depression through
literature and historical study
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- New York State Standards: English Language Arts Commencement
Level/11 th grade New York State Standards: Social Studies
Commencement Level
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- ISTE NETS and Performance Indicators for Students (NET-S)
Communication and Collaboration Students use digital media and
environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the
learning of others. Students: A. interact, collaborate, and publish
with peers, experts, or others employing a variety of digital
environments and media B. communicate information and ideas
effectively to multiple audiences using a variety of media and
formats C. develop cultural understanding and global awareness by
engaging with learners of other cultures D. contribute to project
teams to produce original works or solve problems
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- Student Demographics/Population 11 th grade U.S. History class
Student population: 18 1 student with a visual impairment Majority
of students are at or just above reading grade level literacy.
Small percentage have a learning disability- Reading comprehension
and decoding.
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- Two Different Learning Groups 1 student with visual impairment.
Student will be assigned the same reading list, but required text
has been modified with larger print. The student will be
accommodated by having their chosen reading assigned one-week
earlier to provide additional time. A laptop will be used when
running videos to accommodate students vision impairment and video
magnifying software will be used as needed. Final assessment
project will have an operating system with special-accessibility
options (screen enlargement, adjustment of keyboard, etc..).
Students with reading comprehension and decoding issues A variety
of graphic organizer software and reading strategies will be
implemented to assist in reading the assigned text (K-W-L, SQ3R,
etc.). Additional time will be provided for the students to read
assigned text and 1:1 time with reading teacher to assist in
comprehension and decoding. The reading teacher will use talking
electronic software to pronounce challenging words for the
students. Students may work with the reading teacher or myself for
the learning log. This will help with comprehension and
development.
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- Target Goals: Essential Questions How does the economy change
citizens perceptions about government? How does the government
change society through domestic policy? How do social issues impact
literature and authors views and perceptions of history? What is
the difference between a piece of written literature and the
presentation of authentic historical facts, data and events?
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- Lesson Structure The Hook
http://www.bringinghistoryhome.org/assets/bringinghistoryhome/4th-
grade/unit-2/4_dep_depression_game.pdf
http://www.bringinghistoryhome.org/assets/bringinghistoryhome/4th-
grade/unit-2/4_dep_depression_game.pdf This game is designed as a
class simulation to provide a realistic and tangible feel for how
people, politicians, banks and others interacted and dealt with the
worst economic period in American history. This emulates the real
life trauma that different people endured during The Great
Depression. The Bridge Review previous lessons and issues that led
to the Great Depression. Review previous English courses for
contextualization related to this course and unit. Special
Materials Large Print books Laptop Computer Operating system
special-accessibility options (screen enlargement) Letter and word
magnification software
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- Steps of the Lesson 4 Week Unit/11 th Grade Introduce the Great
Depression and Wall Street Collapse of 1929. Discuss period
literature and its importance to History. Choose one of three
readings for class: Grapes of Wrath by John Steinbeck A Room of My
Own: A Novel by Ann Tatlock Dear Mrs. Roosevelt: Letters from
Children of the Great Depression by Robert Cohen, Editor Video
presentation Franklin D. Roosevelt and 1933 announcement of
government actions for recovery.
http://www.besthistorysites.net/USHistory_GreatDepression.shtml
http://www.besthistorysites.net/USHistory_GreatDepression.shtml
This video is being shown to show why John Steinbeck wrote about
the Great Depression years and what Americans were enduring during
that historical period.
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- Steps of Lesson Continued Compare and contrast business
interests and overall American economic collapse and unemployment
(1929- 1940). Discuss issues surrounding the presidential election
between Hoover and Roosevelt (1932). Understand voting patterns of
1932 with other American elections and the economic climate.
Discuss readings by students and social/economic issues of the era.
Mini-assessment (students in pairs-use computers to
compare/contrast election of 1932 to 2008 and document
findings-followed by class discussion).
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- John Steinbeck and the Grapes of Wrath video presentation
http://www.youtube.com/watch?v=xqaTv8cCWeg&feature=player_detailpage
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- Steps of lesson Continued Discuss New Deal-policies and
initiatives. The outcome for the audio portion of FDRs discussion
on the New Deal is to understand what was being said then and how
the President presented his ideas and how he wanted to get America
back to work. Economic issues in Europe-lead in to WWII. Americas
entry into WWII and economic implications. Readings should be
complete by end of unit (4 week period).
http://www.washingtonpost.com/wp-srv/business/economy-
watch/fireside-chats/
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- Assessment/Rubric Based Great Depression/Economy/Elections and
Literature Students are provided the following as there assessment
for this unit: Assessment rationale: This assessment is designed to
provide an authentic way to collaborate and work together in
demonstrating a grasp of all the critical events for The Great
Depression and its associated literature. I believe as a
group-based project, they will better learn and have the
opportunity to use a form of technology to convey understanding of
concepts and materials. Technology-based Presentation/Learning Log
Students will utilize the website Webspiration to collaboratively
develop a comprehensive time- line to demonstrate a clear and
concise understanding of events, literature, politics, government
programs and social and economic impacts of that era. Students will
be broken up into six (6) groups of three (3) to do this component
and presentation. Students will use graphics, colors, dates, fonts
and overall creativity to produce their time lines. The students
also will write a total of 4 paragraphs in their learning logs,
which is on their individual Wikispaces, to provide them an
opportunity to use their writing skills and reflect on what they
learned over the past month. They will be graded independently on
this portion of the assessment.
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- Assessment Criterion/Students Great
Depression/Economy/Elections and Literature Develop and design a
timeline that easily conveys an understanding of the events from
the Great Depression (1929-1940). Include the use of readings
assigned in class and show connections between readings and the
Great Depression era. Show an understanding of dates, facts and
time progression for this unit of study. The timeline should
display a minimum of five events and images related to the Great
Depression and will include components of history taught and
assigned literature. (Examples contained herewith) Graphics should
show a relationship to the Great Depression and be effective in
conveying the theme of that time. All material presented on the
timeline should be date accurate and consistent with the Great
Depression. Using the timeline show a connection between the events
of the Great Depression and one other time frame that we discussed
in U.S. history. Show an understanding of economics, literature and
history. Be creative and innovative in this endeavor.
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- Examples of Appropriate Images
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- Project Rubric 4321 Contents/Facts Facts were accurate for all
events reported on the timeline. Facts were accurate for almost all
events reported on the timeline. Facts were accurate for most of
the events reported on the timeline. Facts were often inaccurate
for events reported on the timeline. Learning of Content The
student can accurately describe the events of The Great Depression
on the timeline without referring to it and can quickly determine
which of two events occurred first. The student can generally
describe the events of The Great Depression on the timeline without
referring to it and can quickly determine which of two events
occurred first. The student can describe any event of The Great
Depression on the timeline if allowed to refer to it and can
determine which of two events occurred first. The student cannot
use the timeline effectively to describe events of The Great
Depression nor to compare events. Dates Accurate and complete dates
were included for each event during The Great Depression. Accurate
and complete dates were included for almost every event during The
Great Depression. Accurate dates were included for almost every
event during The Great Depression. Dates are inaccurate and/or
missing for several events during The Great Depression. Graphics
All graphics are effective and balanced with text use. All graphics
are effective, but there appear to be too few or too many. Some
graphics are effective and their use is balanced with text use.
Graphics are not effective. Creativity/Fonts and Colors The use of
font styles and colors is consistent and adds to the creativity of
the poster. It helps organize the material. The use of font styles
and colors is consistent and somewhat adds to the creativity of the
poster. It helps organize the material somewhat. The use of font
styles and colors is consistent, but is not creative or used
effectively to organize. The use of font styles and colors is not
consistent and is not creative OR detracts from the
organization.
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- Project Rubric Time Use Classroom time was used to work on the
project. Conversations were not disruptive and focused on the work.
Classroom time was used to work on the project the majority of the
time. Conversations were not disruptive and focused on the work.
Classroom time was used to work on the project the majority of the
time, but conversations often were disruptive or did not focus on
the work. Student did not use classroom time to work on the project
and/or was highly disruptive. Resources The timeline contained at
least 8-10 events related to The Great Depression. The timeline
contained at least 6-7 events related to The Great Depression. The
timeline contained at least 5 events related to The Great
Depression. The timeline contained fewer than 5 events related to
The Great Depression.
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- Project Rubric Graphics There was extensive use of graphics,
video, and other forms of technology that were used effectively.
There was an effective use of graphics, video, and other forms of
technology but there seemed to be too many or too few. Some
graphics, video, and other forms of technology were effective.
Several graphics are not effective. Software Learning The student
knows how to use the software and can accurately and clearly answer
almost any question related to how to perform certain functions.
The student knows how to use the software and can accurately and
clearly answer many questions related to how to perform certain
functions. The student knows how to use some parts of the software
and can accurately and clearly answer a few questions related to
how to perform certain functions. The student does not appear to
know how to use the software without assistance. Technology-based
Presentation
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- Differentiation Pairs for computer project Individual reading
assignment of books Oral Video (two presented) Period Literature
Writing on Whiteboard Q and A sessions Group work on computers,
class discussion Develop poster project/technology-based
presentation
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- Changes for Next Time Evaluate length of unit and time spent
presenting. More options/different options of books. Rigor of final
assessment. Add a guest speaker to talk about Great
Depression.
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- Teacher Reflections Did my teaching meet the goals and
objectives of my unit on The Great Depression? Did I meet the New
York State Standards and ISTE standards for students? Did I meet
the needs of all my students and provide the tools necessary to
help them succeed in this unit? Were the choices in literature
appropriate and impactful to enhance the study of The Great
Depression? Were the essential questions that were associated with
this unit answered in a comprehensive manner for my students? Did
the Bringing History Home-The Great Depression Game provide a good
learning opportunity and meet the goals of game-based learning? Did
I use a variety of multimedia to add instructional and experiential
value to this unit? Was the technology I used accessible to all of
my students? Did this lesson use best practices effectively? Was my
assessment authentic and provided a good way to reflect and bring
all of the components of this lesson together? Would I make any
changes next time to improve this unit for my students?