HEADING

Student: Rosalia Carollo Course EDU: 506B Grade: 11th Professor: Dr. Burke Date: April 21, 2014 Content Area: Social Studies

Topic: Dust Bowl

INSTRUCTIONAL OBJECTIVE After students take notes regarding PowerPoint presentation on the Dust Bowl, students will work in groups to analyze a Woody Guthrie song from Great Depression era by identifying the message in the song and the effects the song has on the subjects in his songs as well as listeners with at least 75% accuracy based on teacher generated rubric.

STANDARDS AND INDICATORS RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (Woody Guthrie activity) RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (Woody Guthrie activity) RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (Woody Guthrie activity) WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (Woody Guthrie Activity) WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Woody Guthrie activity) WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research. (Woody Guthrie activity)

NYS Social Studies Standards: Standard 1: History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, development, and turning points in the history of the Unites States and New York Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we livelocal, national, and globalincluding the distribution of people, places, and environments over the Earths surface.

ENGAGING THE LEARNERS At the beginning of class, students will view a photo on the projection screen. In a class discussion, students will be asked to describe what the photo means. I will use this and lead them into how different forms of art may affect a ones emotions.

MATERIALS
SmartBoard Pencils/Pens/ textbooks Advanced notes Google Chrome Books with internet connection Lyrics to song

STRATEGIES Explanatory Writing Think-Pair-Share Direct Instruction Fast Writing

Questioning: Evaluative/ reflective/convergent/divergent

Rereading

Think Aloud

ADAPTATIONS Student that had hearing disability will be given a FM transmitter to hear teacher.

DIFFERENTIATION OF INSTRUCTION Understanding the Multiple Intelligence approach by Howard Gardner, as well as Dunn & Dunn learning styles, many different adaptations are made for the classroom as well as curriculum. This lesson will accommodate the learning styles of a visual, linguistic, kinesthetic, interpersonal, and intrapersonal learner.

DEVELOPMENTAL PROCEDURES As students walk in direct them to whiteboard and ask them to copy Aim question. (Literacy Strategies: Think Aloud, Questioning: Evaluative/ reflective/convergent/divergent) o Aim: How does music play a role in society? o How have the musical artists you listen to make you aware of the social or political issues today? o Please identify and describe one or two songs you listen to where the artist is expressing his or her feelings about a certain political or social issue. o What role do the lyrics play? What role does the music play? What is the message and why is it important? Students will be asked to put those thoughts aside for when they analyze Woody Guthrie song. Students will be asked to take notes based on Dust Bowl PowerPoint. (Literacy strategies: Fast Writing) Teacher will place students in groups by numbering each student 1-4. Students will move to their designated group areas. Each student will be handed a chrome book, song analysis worksheet, and lyrics to 1 out of 4 songs (Song are all by Woody Guthrie: Do Re Mi, Dust Pneumonia Blues, Dust Bowl Refugees, Dust Bowl Blues).

Each group will be instructed to search for their song on YouTube and listen to it while following along with lyrics. Each group will complete song analysis work sheet. (Literacy Strategies: Think-pair-share, Explanatory writing, Questioning: Evaluative/ reflective/convergent/divergent) Ticket Out: Go back to Aim Question: How does music play a role in society? (Think Aloud)

ARTIFACTS AND ASSESSMENT Student participation, Song analysis worksheet, Think-Pair-Share

INDEPENDENT PRACTICE Homework will be to complete song analysis worksheet.

DIRECT TEACHER INTERVENTION Under direct instruction, student will work with teacher during a free prior to work on New Deal essay. ACADEMIC ENRICHMENT Students will produce a journal entry as if they were a migrant worker during the Dust Bowl.

TEACHER REFERENCES

Danzer, G., Alva, J., Krieger, L., Wilson, L., & Woloch, N. The americans: Reconstruction through the 20th century. Illinois, Boston, Dallas: McDougal Little Standards for literacy in history/social studies, science, and technical subjects. (n.d.). Retrieved from http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_ standards_ela.pdf Woody Guthrie lyrics. (2013). Retrieved from http://woodyguthrie.org/Lyrics/Lyrics.htm

Photos: Lange, D. (1936). Migrant Mother. Retrieved from http://wwwtc.pbs.org/kenburns/dustbowl/media/photos/s7358-lg.jpg Rothstein, A. (1936, March). Black Blizzard. Retrieved from http://www.pbs.org/kenburns/dustbowl/photos/