Daily Lesson Plan
Student: Seely N. Leyenberger
Cooperating Teacher’s Approval:
Date: March 8, 2010
Subject: Social Studies
Topic: American Culture
Grade: 10A – 1st Period
Allocated Time: 1 Class Period (45 Minutes)
Student Population: 13 students; 1 student is identified for learning support (ADHD)
General strategies for differentiating instruction for ADHD students:
http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
Pennsylvania Department of Education Academic Standards for History:
8.1.12.
A. Evaluate chronological thinking.

Sequential order of historical narrative

Continuity and change
8.1.12. B. Synthesize and evaluate historical sources

Visual data presented in historical evidence
8.1.12. C. Evaluate historical interpretation of events.

Issues and problems in the past

Connections between causes and results
8.1.12. D. Synthesize historical research.

Historical event

Primary sources

Secondary sources
8.3.12. C. Analyze how continuity and change has influenced United States history from 1890 to Present.

Commerce and Industry

Politics

Settlement patterns

Transportation and trade
8.3.12. D. Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to
present.

Domestic Instability

Ethnic and Racial Relations

Labor Relations

Immigration and Migration
Goal for Understanding:
Through an exploration of key effects of the Great Depression, students will identify and analyze the personal
impact of the Great Depression.
Instructional Objective:
1.
2.
3.
Students will read and discuss the Dust Bowl (p. 474) and the “survivors” of the Dust Bowl (p. 474 – 477, 497).
Students will view a slideshow of Great Depression photographs and respond by creating an acrostic poem
(Attachment #1).
Students continue to develop their Great Depression “stories” (Attachment #2).
Measurable Objectives
Student Behaviors
Sources of Evidence
Criteria for Evaluation

Students will read about
and discuss the Dust Bowl
and the survivors of the
Dust Bowl.

Student participation
(hand-raising, answering
questions, etc.)

Student teacher observation

Students will view a
photographic slideshow
and write an acrostic poem
in response

Great Depression acrostic
poem (Attachment #1)

Great Depression acrostic
poem rubric (Attachment #3)

Students will continue to
develop their Great
Depression “stories”

Great Depression “stories”
(Attachment #2)

Great Depression “stories”
rubric (Attachment #4)
Teaching to the Objective
Estimated Time:
Teaching to the Objective:
Differentiation:
Introduction/Motivation/
Prior Knowledge:
1 Minute
1.
2.
Student teacher will review previous lesson:
 Herbert Hoover Programs and the
causes of the Great Depression Quiz
 Route 66
 Great Depression “stories”
(Attachment #2)
Student teacher will outline today’s format:
 Review of Quiz
 Students will read about and discuss
the Dust Bowl and the personal
impact of the Great Depression (p.
464-477, 497)
 Students will view a photographic
slideshow and will subsequently
write a responsive acrostic poem
regarding the personal impact of the
Great Depression.
 Students will continue to develop
their Great Depression “stories”
Developmental Activities:
5 Minutes
10 Minutes
1.
2.
Student teacher will review Herbert Hoover
Programs and the causes of the Great
Depression Quiz.
Students will read p. 474 in the text regarding
the Dust Bowl. Student teacher will explain the
farming techniques associated with the Dust
Bowl. Students will view a supplementary PBS
documentary segment on the Dust Bowl and
discuss the following questions:

Student teacher will
provide structured
introduction to allow
students a clear idea of
what has been and will
be covered.

Student teacher will
provide additional
background knowledge
to supplement
discussion.

3.
4.
15 Minutes
5.
10 Minutes
Why do you think these farmers
practiced these irresponsible
techniques?
 If you had been part of one of these
farm families during the ’30s, do you
think you would have wanted to stay
on your farm or leave? Why or why
not? What would you lose by leaving?
What would you gain?
 Do profits impact environmental
concerns today?
Students will discuss the Dust Bowl
“survivors” and Photojournalists, Ben Shahn p.
477, and Dorothea Lange p. 497).
Students will view a slideshow of Great
Depression era photographs
 In response, students will compose an
acrostic poem focusing on the
personal impact of the Great
Depression (Attachment #1).
Student teacher will review the instructions for
the Great Depression “stories” and allow
students some time to continue to develop their
assignment (Attachment #2).

The use of the acrostic
poem will allow students
to creatively respond to
the Great Depression era
photographs.

Student teacher will
explain any lingering
questions regarding the
Great Depression
“stories” assignment and
work with students to
complete their
assignment.

Student teacher will
clarify any questions
regarding the set of
instructions.
Student teacher will
provide a clear overview
of the lesson to provide
additional descriptive
framework.
Assessment:
1.
2.
Student teacher will collect acrostic poem
(Attachment #1) and assess the assignment
using the associated rubric (Attachment #3).
Student teacher will collect the Great
Depression stories (Attachment #2) and assess
the assignment using the associated rubric
(Attachment #4).
Closure:
4 Minutes
1.
Student teacher will provide a brief closure to
the lesson:
 The Dust Bowl and the personal
impact of the Great Depression
 Slideshow of photographs and
acrostic poem response
 Students will continue to develop
their Great Depression “stories”
o Remind students of due date
(3/10/10)

Follow-up:
1. Students will share their Great Depression acrostic poems.
2. Student teacher will introduce Franklin Roosevelt’s Administration and the New Deal.
Materials:
1. Great Depression Acrostic Poem (Attachment #1)
2. Great Depression “stories” (Attachment #2)
3. Great Depression Acrostic Poem rubric (Attachment #3)
4. Great Depression “stories” rubric (Attachment #4)
Resources:
1.
Danzer, G.A., Klor de Alva, J.J., Krieger, L.S., Wilson, L.E. & Woloch, N. (2005). The Americans:
Reconstruction to the 21st century. Evanston, IL: McDougal Littell, a division of Houghton Mifflin Company.
 pg. 464 – 477, 497
References:
Rubric - http://rubistar.4teachers.org/
America Experience – Dust Bowl PBS Video - http://video.pbs.org/video/1311363860/ (Minutes 8:30 – 13:40)
Technology:
1.
2.
3.
Student teacher will show the Dust Bowl Video clip on the SmartBoard.
Student teacher will use a TV to display a slideshow of Great Depression images.
Student teacher will use SmartBoard to review acrostic poem assignment.