Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Arthea D. Simmons PART I: PLANNING The Great Depression Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Date: February 25, 2013

Source Subject Area (s)

This lesson was originally the idea of my mentor teacher. However, I made some revisions Social Studies 3rd

Grade Level 3-5.3: Explain the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and unemployment and the efforts of the federal government to create jobs through a variety of New Deal Programs. In this lesson, my anticipatory set will include various relevant questions about hard times such as having no home to live in, having no job, or having no money to buy food and clothing to grab the attention of my students. I will then pre-assess them by asking various questions to see if they know about the Great Depression or know of any effects. For teacher modeling and demonstration, I will give interactive explanations about the Great Depression along with reading the support document together as a class. This will also serve as my instruction. In addition, I will have students stop at every other sentence while reading the support document so that I can break down, clarify, and explain sentences that may be difficult for them to comprehend and understand. I will use popsicle sticks to randomly choose students to ask various questions for my guided practice activity. After this activity, I will show pictures from the Great Depression for students. Next, students will be given an assessment that will be graded for independent practice. We will then end the lesson with closure by engaging in a grand conversation about the Great Depression.
What will students be able to do at the conclusion of this lesson?

Curriculum Standards

Description and Background Information

Lesson Objectives

The students will be able to explain the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and unemployment and the efforts of the federal government to create jobs through a variety of New Deal Programs.
How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Varying Objectives for Individuals Needs

I will vary objectives by only covering small portions of the objective each day. Ex. The student will be able to explain the effects of the Great Depression on daily life in South Carolina.
Why is it important for the students to learn this content?

Statement of Purpose

The purpose of this lesson is to inform students about the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and unemployment and the efforts of the federal government to create jobs through a variety of New Deal Programs.
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

Materials and Resources

Support Document, Internet, SMARTBoard, and Journals

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

I will ask questions to see what they know about the Great Depression. 1.) How many of you have ever heard your parents talk about how times are and they may not have much money? 2.) How many of you have heard about how the economy is failing and there are not many jobs available?

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

I will find out by asking students essential questions. 1.) What is the Great Depression? 2.) Do you know some of the things that happened during the Great Depression. 3.) What are some of the effects of the Great Depression?
What will I do to show students what is expected?

Teacher Modeling or Demonstration

I will show students what is expected by showing them an agenda and going over the support document. Students should have their support documents inside of their journals. However, I will model and hold up my very own support document so that students will visually see it and be able to find the exact document in their journals.

What will we do together as they learn how to succeed at the new task?

Guided Practice

As a class, we will read over the Social Studies Support Document. We will also conduct a questioning session where I will ask students questions and they will respond with the answers. After the questioning session, we will view photos of the Great Depression together as a class.
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Checking for Understanding

1.) 2.) 3.) 4.) 5.)

What is the Great Depression? What are the effects of the Great Depression? What were people poor during this time? What percent of South Carolinians were unemployed? Who was the President who tried to end the Great Depression? 6.) What programs did the President and congress create? 7.) What is one example of the New Deal Program? 8.) How did the CCC help citizens?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice Closure

Students completed a multiple choice assessment to show that they have internalized the knowledge.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

I will conclude the lesson by reinforcing and asking questions. 1.) What is the Great Depression? 2.) What are the effects of the Great Depression? 3.) Why were people poor during this time? 4.) What percent of South Carolinians were unemployed? 5.) Who was the President who tried to end the Great Depression? 6.) What programs did the President and congress create? 7.) What is one example of the New Deal Program? 8.) How did the CCC help citizens? 9.) How did the Great Depression end?

Assessment (attach to lesson plan) Extension Activities

What will students do to demonstrate what they have learned?

Students will complete an assessment to show what they have learned. (Assessment attached)
What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

Students can practice on Study Island to apply their knowledge or skills. I will also consult with other team teachers to find other ways to improve student performance.

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

Technology will be used to assist students with learning by using the SMARTBoard to show students pictures from the

Great Depression. This will help to enhance delivery and comprehension by allowing students to visually see the effects of the Great Depression.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum

I will connect this lesson with math by showing that nearly 25% of South Carolinians were unemployed during the Great Depression, which is of South Carolina.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths

The strength of my instructional techniques were implementing accurate content. Although some students were engaged, there were some students who were not task.
Describe the weaknesses of your instructional techniques, strategies and classroom management.Describe the weaknesses of student engagement.

Weaknesses

A weakness of my instructional techniques and strategies in classroom management would be getting 100% of my students on task. Because some students were off task, this resulted in less student engagement. However, when I used a new strategies such as pulling various names by using popsicle sticks, the students who were off task started to get on task in case their names were picked to answer questions.
What would you change when teaching this lesson again?

Suggestions for Improvement

If I had to teach this lesson again I would incorporate a video on the first day of the Great Depression lessons to grasp the attention of my students. This video would be something that students would enjoy and make them want to learn more about the Great Depression. I would also incorporate a PowerPoint presentation with animations and color scheme to make the content of the lesson appealing to the eyes. These strategies would definitely capture the attention of my students.
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised 1-2012