assessmentgradingdata.weebly.com · Web viewA Changing Economy: The Great Depression Megan Bement and Courtney Moran ENG 350-2: Teaching Reading and Language Arts-Elementary 6th grade

A Changing Economy: The Great DepressionMegan Bement and Courtney Moran

ENG 350-2: Teaching Reading and Language Arts-Elementary6th grade

11 class periods

Grade Level Content ExpectationsLanguage Arts-R.WS.06.07 in context, determine the meaning of words and phrases including regional idioms, literary and technical terms, and content vocabulary using strategies including connotation, denotation, and authentic content-related resources.W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).L.RP.06.01 Listen to or view knowledgeably, a variety of genre to summarize, take notes on key points, and ask clarifying questions.R.CM.06.02 Retell through concise summarization grade-level narrative and informational text.S.DS.06.04 Plan a focused and coherent informational presentations using an informational organizational pattern (e.g., problem/solution, sequence); select a focus questions to address and organize the message to ensure that it matches the intent and the audience to which it will be delivered.R.CM.06.01 Connect personal knowledge, experiences, and understanding of world to themes and perspectives in text through oral and written responses. W.AT.06.01 Be enthusiastic about writing and learning to write.Science-S.IA.06.13 Communicate and defend findings of observation and investigations using evidence.S.RS.06.12 Describe limitations in personal and scientific knowledge.S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations.Social Studies-6-HI.4.2 Describe and use themes of history to study patterns of change and continuity6-HI.4.3 Use historical perspective to analyze global issues faced by humans long ago and today6-G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration).6-EI.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profits, goods, wanting to avoid loss in position in society, job placement).Math-N.FL.06.15 Solve applied problems that use the four operations with appropriate decimal numbers.

ObjectivesThe student will be able to analyze a photo from the Great Depression and discuss and defend their observations.The student will be able to identify what they know about the Great Depression and express what they want to learn.The student will be able to read a narrative text and create a journal entry.The student will be able to create a Venn diagram comparing the economy today and the economy of the 1930s.The student will be able to write a compare and contrast essay from the information off the Venn diagram.The student will be able to demonstrate research skills.The student will be able to organize their information on a poster board and conduct an oral report to present to the class.The student will be able to develop solutions and applications for everyday problems.The student will be able to identify and explain what they learned in each center through a journal entry.The student will be able to discuss the differences in observations with or without technology. The student will be able to compare differences in observations.

Spring Arbor University School of EducationLesson Plan Guide

Title: New Beginnings Teacher Candidate: Megan Bement & Courtney Moran

Subject: Language Arts/Science

Grade Level: 6th Time Allotted: 1 hour and 30 minutes

Materials Required: Pictures of the Great Depression, Journals, Bud, Not Buddy, pencils, poster, markers, chalk board, chalk.

______________________________________________________________________________Michigan Curriculum framework: S.IA.06.13 Communicate and defend findings of observation and investigations using evidence.R.WS.06.07 in context, determine the meaning of words and phrases including regional idioms, literary and technical terms, and content vocabulary using strategies including connotation, denotation, and authentic content-related resources.W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support)

Objective(s):The student will be able to analyze a photo from the Great Depression and discuss and defend their observations. (Analysis)The student will be able to identify what they know about the Great Depression and express what they want to learn. (Analysis)The student will be able to read a narrative text and create a journal entry. (Synthesis)

Purpose:The purpose of these activities is so that the student can become better at expressing what they see and read and developing questions to learn more.

______________________________________________________________________________Instructional Procedure:

TimeAllotted

Essential Elements

30 minutes

1. Anticipatory Set:a. To focus or “grab” student attention—narrative, novelty, picture

The students will be given a photo of the Great Depression. In groups they will discuss what they see in the photo and share how it affects them. The teacher should walk around the room and be sure that each group member is actively participating and responding critically.

b. To develop readiness for learning that followsc. Be sure to include behavioral expectations

1. Be excited to learn and have a good time.2. Listen and stay in your seats.3. Try your best

3 minutes

2. State Purpose and Objective(s) of Lesson:a. Tell the students what you want them to learn (direct)

As a class we will be reading Bud, Not Buddy over the next few weeks. Individually you will each be responsible for keeping a reading journal.

b. Tell them why it’s important to them (explicit)This is because it will help you be a better reader and writer which are used in life daily.

45 minutes

3. Instructional Input Plan:a. Modeling:

Draw on the board what a journal entry looks like. For each chapter, you will be required to share the summary, vocabulary, and the rules within the book and your own interpretation of them.

b. Guided Practice:Read chapter 1 and have the students follow along. Have the students raise their hand at any point when they do not understand a word. As a class, come up with a definition. Show the students on the sample journal entry on the board where you would like that word and definition in their journal entry. Have them copy that into their journals. Continue this until the chapter has been completed. Then as a class, come up with a summary containing 5 sentences or more for the chapter and write it in their journals.

c. Independent Practice:Have the students continue in the book with chapter 2. They will read the chapter independently. As they go along, they are to record any vocabulary words just as they did in the previous chapter. Because chapter 2 contains rules, they are required to record those rules in their journals and record their own translations of them. Once the chapter has been read, the students will be required to write a chapter 2 summary again with 5 or more sentences in their journals.

4. Differentiation Considerations (accommodations):For struggling readers, they can read with a partner and work on their journal entries together. For struggling writers, we can limit the amount of work they have to do by giving them a summary with 2 or more sentences. For students who get done early, they will draw a picture of what went on in the chapters that were read. For students who don’t get done on time, they can finish the assignment at home.

5. Assessment:Create a journal entry based on the photo of the Great Depression and the first chapter of the book. Use the photo and the book as clues and decide what you think the rest of the book will be about. Share in your entry what you know about the Great Depression and write about how the Great Depression affected Bud’s Life. Share how the rules and the vocabulary all ties in with the time setting and the historical moments that are taking place during the time of the story.

10 minutes

6. Closure:a. Let the students summarize what they have learned.

Have the students share with a partner what their favorite part of the chapter was and what they think the next chapter is about.

b. Reinforce the objectivesAsk a student in the class what we are expecting in a journal entry. Then explain to the class they will be reading two chapters a night. For each chapter, they are required to have a journal entry like the one modeled in class today. At the end of the unit the journals will be collected and graded.


Title: 1930s versus Today Teacher Candidate: Megan Bement & Courtney Moran

Subject: Language Arts/Social Studies


Materials Required: chalkboard, chalk, pencils, paper, projector connected to the internet, power point, Bud, Not Buddy, and reading journal

_____________________________________________________________________________________Michigan Curriculum framework: 6-HI.4.2 Describe and use themes of history to study patterns of change and continuity6-HI.4.3 Use historical perspective to analyze global issues faced by humans long ago and todayL.RP.06.01 Listen to or view knowledgeably, a variety of genre to summarize, take notes on key points, and ask clarifying questions

Objective(s): A portion of a GLCE or HSCE stated in terms of Bloom’s taxonomy (level/verb) –The student will be able to create a Venn diagram comparing the economy today and the economy of the 1930s. (Synthesis)The student will be able to write a compare and contrast essay from the information off the Venn diagram. (Knowledge)

Purpose: The purpose of this lesson is to become better writers and develop a deeper understanding of the history of our economy._____________________________________________________________________________________Instructional Procedure:

TimeAllotted

Essential Elements

25 minutes


Show the short clip “America The Story of Us.” http://www.history.com/shows/america-the-story-of-us/videos/the-great-depression.

b. To provide brief review of previous related lessonsWe have been reading Bud, Not Buddy and learning about the life of Bud in the 1930s. We are going to take a look at the economy during Bud’s life and the economy during our life.

c. To develop readiness for learning that followsLook over the KWL chart and remind the students what we want to know. Then present the power point over the Great Depression (appendix 3).

d. Be sure to include behavioral expectations4. Be excited to learn and have a good time.5. Listen and stay in your seat.

6. Try your best

3 minutes


We want the students to learn about the economy during the 1930s and the economy today. Also we want the students to learn how to use a Venn diagram to write a compare and contrast essay.

b. Tell them why it’s important to them (explicit)It is important for the students to learn about the patterns of history because it helps them to shape their own paths.

55 minutes


Create a Venn diagram by taking two of the students in the classroom and compare and contrast the physical qualities and known facts (such as athletics, extracurricular activities, and hobbies) on the board.

b. Guided Practice:Create a Venn diagram on the board titled “The economy: The 1930s and Today.” Select volunteers one by one to put information in the different sections. If no one volunteers, then randomly select students.

c. Independent Practice:Have the students copy the Venn diagrams in their journals. They will be using them as a source for their compare and contrast essays. Explain to the class what we are expecting. Our expectations are that the essay is 4 paragraphs long including an introduction, a comparing paragraph, a contrasting paragraph, and a conclusion. Verbally, give an example using the Venn diagram of the two students. Give the students 30 minutes to write their essay.***

9. Differentiation Considerations (accommodations):For students that finish, have them find a partner who is also finished and being to peer revise their papers. Once finished with that, they can begin to make the corrections on their paper. If no partners are available, then they can work on their Bud, Not Buddy reading and journal entries. For students who do not finish, they can take their compare and contrast essay home as homework. For struggling writers, schedule a conference for day two with the teacher to go over their paper.

10. Assessment:Informally assess the students based off their participation in “The economy: The 1930s and Today” Venn diagram. Formally assess the students once their compare and contrast essays have been finished and turned in.

7 minutes

11. Closure:The students will write a ticket out the door, telling about two things that they learned from this lesson.

***This lesson will take place over two days. On day two, the students will have a half an hour to find a partner and peer edited each other’s papers. They will then have the rest of the time to make corrections

on their papers. If they finish early, find a new partner and peer edit again. If they do not finish, they make take it home to complete any corrections they have left. The final draft will be due the next day.


Title: Life during the Great Depression Teacher Candidate: Megan Bement & Courtney Moran

Subject: Language Arts/Social Studies

Grade Level: 6th Time Allotted: 1 hour 30 minutes

Materials Required: Poster boards, markers/crayons, Bud, Not Buddy, compare and contrast worksheet (previous activity), “Life during the Great Depression” worksheet (attached), provided research documents, short story about 1930s, glue sticks, and scissors.

_____________________________________________________________________________________Michigan Curriculum Framework (GLEC): 6-G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration).R.CM.06.02 Retell through concise summarization grade-level narrative and informational text.S.DS.06.04 Plan a focused and coherent informational presentations using an informational organizational pattern (e.g., problem/solution, sequence); select a focus questions to address and organize the message to ensure that it matches the intent and the audience to which it will be delivered.

Objective(s):The student will be able to demonstrate research skills. (Application)The student will be able to organize their information on a poster board and conduct an oral report to present to the class. (Evaluation) Purpose: The purpose is to enhance research and speaking skills through reading informational texts and presenting the information found._____________________________________________________________________________________Instructional Procedure:

TimeAllotted

Essential Elements

10 minutes

1. Anticipatory Set:a. To focus or “grab” student attention

Read this short story about the 1930s to the students. http://1930.mrdonn.org/Chapter9.html

b. To provide brief review of previous related lessonsHave the students pull out their compare and contrast worksheets. Pair and Share discussion over worksheet and Bud, Not Buddy.

c. Be sure to include behavioral expectations1. Be excited to learn and have a good time.

http://1930.mrdonn.org/Chapter9.html

2. Listen and stay in your seats.3. Try your best

3 minutes


Today we are going to being researching about life during the great depression and presenting it to the class.

b. Tell them why it’s important to them (explicit)This activity is beneficial because learning about our history helps us better understand who we are today. This activity also gives us practice reading informational texts and speaking in front of the classroom.

55-65 minutes

13. Instructional Input Plan:a. Instruction (5 minutes):

First, explain to the class that we will be dividing them into groups of 4. Let them know that each group will be provided with research materials. As a group, they will be responsible for reading the materials and pulling out important information. Each group member will be given a worksheet titled “Life in the 1930s”, this will be their guide for their research. As they are reading the research materials, they are to fill out the columns on the worksheet with important points from the texts. They are to continue reading and taking notes until permission is given to start group discussion. Once permission is given, the students are to discuss the fact they found most interesting and most important from their texts. Together they will decide which facts will be put on the poster board. The group will choose one person to write those facts on the poster board, while the rest of the group is selecting pictures to paste on the poster board. Discuss who will be reading what topics on the board to the rest of the class. Make sure every student is given a portion to present. Then have the students present their poster boards to the rest of the class.

b. Group Work:Break the students into 6 groups of 4. Pass out all of the research materials, rubrics, and worksheets. Have the student individually read the materials and fill out their worksheets for five to ten minutes. Discuss the worksheets and decide what will be on the poster board for five to ten minutes. Have the scribe write the information and the rest of the group members find pictures for ten minutes.

c. Oral Presentation:Ask the class for volunteers for presenting their information. One by one have each group come up and discuss their informational findings for five to six minutes. Make sure each group member is given a part in the presentation.

14. Differentiation Considerations (accommodations):Students are able to work at their own pace. We will be walking around the classroom making sure no one has questions and making sure that everyone is actively participating in the group discussion. For students that aren’t we will scaffold them by asking questions to engage them in the discussion. For students that finish their reading materials early, they can feel free to grab another informational text and add more to their worksheet. For groups who don’t follow directions during the presentation and don’t have all students

participate, we will ask additional questions to those members who didn’t share.

15. Assessment:Assess their ability to do research based on the group discussion and the information that they add to their posters. During presentation assess their ability to present a topic orally before the class. After the presentation, collect posters and individual worksheets. First assess them as a group, and then assess the students individually. Based off information provided on the posters and worksheets decide the students level of understanding of the information within the texts.

10 minutes

16. Closure:Have the students get in pairs and share the most interesting fact that they learned. Then have those pairs share one fact with the group of four. Then have each group share one interesting fact with the rest of the class.


Title: Saving Money Teacher Candidate: Megan Bement & Courtney Moran

Subject: Language Arts/Math


Materials Required: Worksheets, computers, calculators, pencils, paper, Bud, Not Buddy, reading journal

_____________________________________________________________________________________Michigan Curriculum framework: Benchmark and/or GLCE/HSCE/EGLCE (write out)6-EI.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profits, goods, wanting to avoid loss in position in society, job placement).N.FL.06.15 Solve applied problems that use the four operations with appropriate decimal numbers.R.CM.06.01 Connect personal knowledge, experiences, and understanding of world to themes and perspectives in text through oral and written responses.

Objective(s): The student will be able to devise solutions and applications for everyday problems. (Synthesis)The student will be able to identify and explain what they learned in each center through a journal entry. (Analysis)

Purpose: The purpose of this lesson is to create real world situations so that our students are becoming problem solvers.

_____________________________________________________________________________________Instructional Procedure:

TimeAllotted

Essential Elements

7 minutes


Have the students create a list of things that they can do without spending any money.

b. To provide brief review of previous related lessons (systematic)In the second lesson, we talked about how like in the 1930s we live in an economy that is not in the greatest shape. That means that it is harder for people to save money.

c. Be sure to include behavioral expectations4. Be excited for the activity.5. Be ready to work with other people.

6. Make sure you follow instructions.7. Try your best

3 minutes


The students should learn how to spend money better.b. Tell them why it’s important to them (explicit)

It is important to learn to spend money wisely because we live in a struggling economy where every dollar in your pocket counts. It is important for students to understand this early.

45 minutes


This is going to be day one of a five day lesson. The students will be broken up in to 4 groups of six people. The classroom will be set up into 4 different Math centers. Each center will have a different task for the students to work on. Day one will be explaining the next four days, the expectations, and showing each center. The teacher will explain what is expected from each center in detail(Guided Practice has all the instructions for each center) then share a sample journal entry for a center (which will be expected…Independent Practice)

b. Guided Practice:Have the students work with their groups on days 2-5. The students will rotate each day. For example, group one will work in center 1 on day 2, center 2 on day 3, center 3 on day 4, and center 4 on day 5. The teacher will be walking around the room, making sure the students are actively working in their groups on the assignment given for that particular center.

Center 1-Grocery Shopping The students will be given a scenario on a worksheet and a spending limit. Together they will use the Peapod website (Peapod.com) to decide how they will be spending their money for groceries that week. They will be required to find the total with 6cent/dollar tax included (showing all of their work on their worksheet, appendix 11). There will be 3 computers at that center. They need to get into pairs, as one is looking on the site, the other needs to be finding the total cost and be making sure that they don’t exceed their budget.Center 2-Balancing a Checkbook The students will be given fake checkbooks with carbon copies of previously written checks and pay stubs and bills that still need to be paid, appendix 12. They need to balance their checkbook, including all costs and figure out their balance for that month. They will not be able to use a calculator for this assignment, and can work with the group, but each group member must have a copy of the work.Center 3-Holiday Shopping The students will be given a spending limit. It will be an average of $20 per family member. So, let’s say that a particular student has 5 members in their family; they will have $100 to spend. This does not mean that they can only spend $20 per person; it simply means that they cannot exceed the $100 amount. There will be 6 computers at this station so that each student can use the Walmart website (walmart.com) to do their shopping. They are allowed to help each other, but again, they must each submit their own work. On their worksheet, appendix 13, they need to list the family member and the gift with the price, and add the total at the end.Center 4-Cost Cutting The students will work together, discussing first all the things that their family spends money on. Some things that they should be listing are movies or fast food meals. Each student should be sharing with the group, and all the other members should be writing it down as they list each thing. Together they will decide how each family can save money by eliminating some of the activities that they do, but they also need to come up with some alternative solutions. For example, if a solution is to stop eating out, they can decide to

make homemade pizzas as a family.

c. Independent Practice:After the groups work together, they students will individually write paragraphs explaining what they did, and what they learned. They will also need to share how this affects them individually, how it will help them in their everyday lives. Each student will be required to write six sentences after their activities. The journal entries will be collected each day by the teacher.

19. Differentiation Considerations (accommodations):Because the students will be working in smaller groups they will be able to work at their own pace. Students that are struggling with math can receive help from a buddy. Students that are struggling with writing a paragraph after the center activity can write fewer sentences. For students that finish all of their work early, they can pull out their Bud, Not Buddy books and work on their reading and journal entries for that evening or they can assist struggling students within their groups.

20. Assessment:Collect the worksheets that they have completed in the centers daily. Make sure that students have followed directions and have correct work. Student will also be assessed with their journal entries daily.

15 minutes

21. Closure:The students will read their journal entries to their group members.


Title: Science with Limitations Teacher Candidate: Megan Bement & Courtney Moran

Subject: Language Arts/Science

Grade Level: 6th Time Allotted: 1 hour 15 minutes

Materials Required: fire extinguisher, pencil, pill bugs, Petri dishes, 4 microscopes, science journals, chalk board, chalk

_____________________________________________________________________________________Michigan Curriculum framework: S.RS.06.12 Describe limitations in personal and scientific knowledge.S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations.W.AT.06.01 Be enthusiastic about writing and learning to write.

Objective(s): The student will be able to discuss the differences in observations with or without technology. (Comprehension)The student will be able to compare differences in observations. (Comprehension)

Purpose: The purpose is to teach the students that technology enhances our understanding of the world around us, and without it, we have a limited understanding of what we see._____________________________________________________________________________________Instructional Procedure:

TimeAllotted

Essential Elements

10 minutes


The students will make observations of a fire extinguisher that is brought to class and write their findings in their journals.

b. To provide brief review of previous related lessonsIn a previous lesson we communicated and defended our findings of scientific observations, which will be discussed more in depth today.

c. Be sure to include behavioral expectations8. Be excited to learn and have a good time.9. Listen and stay in your seats.

10. Try your best

5 minutes


The student will be expected to learn and compare the differences between observations with technology and without.

b. Tell them why it’s important to them (explicit)This is important because it will help the students better understand the benefits of tools that have been given to us.

50 minutes


Show students how to make detailed observations. Write examples of observations of a pencil found in the classroom. Later show them how to use a microscope.

b. Guided Practice:Give each pair a pill bug in a Petri dish. First, have them individually record their observations with their naked eye. Then, have each group take turns coming up to the four microscopes in the front of the classroom. Have them observe their pill bug under the microscope and record their observations.

c. Independent Practice:Have them each write a paragraph comparing what they saw with their naked eye and what they saw under the microscope. The paragraph should be at least five sentences long.

24. Differentiation Considerations (accommodations):For struggling writers, they can write fewer sentences. For students struggling with observations, they can receive assistance from their partner. For students that complete the assignment early, they can pull out their Bud, Not Buddy book and work on their reading and journal entries.

25. Assessment:The students will be assessed with their written paragraphs. Students should have good observations of the pill bugs and great detail after given the microscope. They should be able to give similarities and differences between the observations and be able to describe the benefits of the use of technology in science.

10 minutes

26. Closure:c. Let the students summarize what they have learned. Have them share with a

partner the differences between using the microscope and their naked eye.d. The teacher will then share how technology has advanced over the years.

Using the example of the discovery of Pluto. It was first discovered as a planet during the Great Depression, and with advancements in technology, is now considered a member of the Kuiper belt.

Final Assessment(Formal Summative)

Instructions- Imagine that you are living during the Great Depression. You can choose to be your age or you can pretend that you are an adult. Your job is to create a journal entry describing what your life is like. It is important to use the elements that have been discussed throughout this unit. Remember, that you are living in poverty, share what saving and spending money is like. Share what you do during the day, what you do for fun. Explain what is going on in history. What kind of technology do you have? Use language that would be relevant to that time (refer to Bud, Not Buddy for help if needed) and discuss some of the hardships that you may be facing. Look at the chart below for the different elements that I expect to see in your paper. There will not be a page limit, but be sure to have all of the elements that are expected. This is your opportunity to have fun and be creative with this assignment.

Item Grade Level Content

Expectation

Explanation of what I want to

see

3Does a great

job! Very descriptive!

2Adds some

detail. Almost believable.

Doesn’t fully understand

this element.

1Gives very little detail.

Doesn’t grasp this concept at

all.

0Did not share

anything at all.

1 W.PS.06.0-Exibit personal style and voice to enhance the written message in both narrative and informational writing.

Use language that would make me believe that you are living in the 1930’s. Be creative with your character and personality.

2 R.CM.06.01- Connect personal knowledge, experiences, and understanding of world to themes and perspectives in text through oral and written responses.

Use what you know about the Great Depression and life during that time to write your entry. Also use your own personal experiences (what do kids do during the day? What do adults do?)

3 W.AT.06.01-Be enthusiastic about writing and learning to write.

Have fun with your character and be creative.

4 S.RS.06.12 Describe limitations in personal and scientific knowledge.

What technology do you have? What is going on in the world of science?

5 6-HI.4.3-Use historical perspective to analyze global issues faced by humans long ago and today.

Take what you have learned about the Great Depression and tell me how that is affecting your life.

6 6-G4.1.1- Identify and explain examples of cultural diffusion within the Americas (e.g. acquiring money, profits, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration).

What is your neighborhood like? What do you like to do for fun (music, sports, etc.)? How do the different cultures of people in your neighborhood contribute to your community’s culture?

7 6-EI.1.1- Explain how incentives vary in different economic systems

Talk about if “you” or “your parents” have a job. What is life like trying to have job security in that economy.

8 N.FL.06.15- Solve applied problems that use the four operations with appropriate decimal numbers.

What is your money situation like? Give examples of how you have had to save money or pay for certain things. Use math concepts to explain.

Final Scor

e __/24

Documents

assessmentgradingdata.weebly.com · Web viewA Changing Economy: The Great Depression Megan Bement and Courtney Moran ENG 350-2: Teaching Reading and Language Arts-Elementary 6th grade