LESSON PLAN FORMAT

Teachers Name: Brittany Courtot

United States History II: College Prep

March 3, 2016 (Day 2)

Topic: New Deal to WWII (1933 1941)

Learning Objectives and Assessments:

Objective #1:
Students will be able to identify and categorize various Government relief
programs in the 1930s and 1940s.
Objective #2:
Student will understand the impact of the New Deal programs, positively
and negatively.
Pre-Assessment:
I will go over previous information from last class, making sure that students
are caught up to that given point. As I do this, I will be asking my students
prompting questions about the material as such this assessment will be extremely
quick, informal and group discussion-driven. This was done to bridge the two
lessons together and to catch up students who had missed the previous class.
Formative: Once again, I will review the information concerning the Fireside Chat
recording we listened to last class allowing previous pairs to come back together
to review their charts and the various questions. Ending that discussion we shall
transition into discussing the various New Deal programs themselves. Students will
gain knowledge through a variety of means, first I will be giving them a chart of
Alphabet Soup programs to fill out I lecture, then they will be tasked with
working in pairs to locate key ideas from the textbook pertaining to each New Deal
program. During this I shall be facilitating the pairs, helping with comprehension

and getting students on track. The students will have to report out on their findings
to the rest of the class. {Note: I will be helping students to effectively scan texts
and look for signposts so that they may find important concepts quickly)
Summative:
Students will come back together as a group after working in pairs. On the
whiteboard I will create a chart of the 3Rs wed discussed the previous class. The
students will write down on a Sticky Note one of the various programs. Their task
is to put that sticky note, categorizing that program into one of the 3Rs (Relief,
Recovery, and Reform). Students will have to rationalize their answers and other
students will be encouraged to join in with light discussion.
STANDARDS
Maine State Learning Standards E1. b.
Analyze and critique major historical era, major enduring themes, turning points,
events, consequences, and people in the history of the United States and world and
the implications for the present and future.
CCSS.ELA LITERACY.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.
Maine State Learning Standards C1. b.
Explain and analyze the role of financial institutions, the stock market, and
government, including fiscal, monetary, and trade policies, in personal, business,
and national economics.

Rationale: Students will continue to learn about the various New Deal programs in
more depth, exploring the governments role in national economics and personal
economics by learning how these government programs fit into the preexisiting
system as well as the publics reaction to them. Moreover, students will be able to
look through the secondary source, the textbook, for key ideas and provide
summaries of those ideas and answer questions for depth about New Deal
programs. Students will analyze this programs under the 3Rs and be prepared to
defend the role of their chosen programs as well as add onto the choice of other
students.
Integration of Other Content Areas
- Categorization Skills
- English, Reading Techniques (Skimming, Analysis, etc.)
Instructional Strategies to Differentiate Instruction
I will be using direct
instruction during this
lesson as well as small
group work coupled with
graphic organizers and
quick writes. I will also be

Verbal: Small groups and pairs.

Logical: Categorizing Information
Visual: Sticky Note Activity, Program Chart
Musical:
Intrapersonal: Reflect on learning before and

after
Interpersonal: Work with small, large groups
Naturalist: CCC (New Deal Program)
Kinesthetic: Moving during Sticky Note Activity

using various types of

presenting the information
such as video, visual,
audio, and my own definitions (specifically focused on connecting the content to
the students lives.) I will also be using prompting questions to incite group
discussions and group activities.

Modifications/Accommodations/Extensions:
The students are in a College Prep class, so despite being diverse students, the only
real struggle is focusing their motivation. One student requires a modification of
more time to read and write with the materials. I will be doing a variety of
activities in mixed group types that will help the students in these particular classes
because they more effectively learn the content in small groups or by themselves. I
will be offering my help and accommodating whenever and wherever I am able.
Some students may need to have clarification on some concepts, so I will provide
multiple means of displaying those or explaining those. Other students might
require multiple check-ins to make sure that they remain on task, specifically some
students in Period 1. I will also review information for students who have missed
the previous class period as absents are a common occurrence.
Materials, Resources and Technology

Paper for Note-taking

Alphabet Soup Chart
Textbooks
Projector
Prezi
Poster Project Rubric and Instructions

Sources for Lesson Plan and Resources

https://sites.google.com/a/maine.edu/us-history-2-skowhegan/: My Google
site, which I will be using for the agenda and making sure that student have
access to the content that they need for assignment or if they have questions.

 http://prezi.com/z-6odgf8jguq/?
utm_campaign=share&utm_medium=copy&rc=ex0share: Prezi, my
presentation of the New Deal concepts and events leading up World War II.
Reflection: This particular lesson went really well as I did not have nearly as many

Teaching and Learning Sequence:

Tuesday, March 1, 2016
1. Check In [8:30 8:40] [12:59 1:09]
I will go over the agenda with the students and review the information covered in
the previous class.
2. Lecture [8:40 8:55] [1:09 1:24]
FDRs Fireside Chat finished discussing
Alphabet Soup Chart
3. Textbook Reading with Facilitating [8:55 9:25] [1:24 1:49]
4. Sticky Note Activity [9:25 9:35] [1:49 2:05]
5. Poster Project Q&A [9:35 9:46] [2:05 2:15]
Students will be introduced to the Poster Project, where I will go over the
rubric and expectations of the assignment. I will write down the due dates
on the board and on the google site as well.
o Homework Proposal Due: March 3, 2016
Pass Back Graded Assignments
Catch Students up to speed.
focusing issues as I have had in the past. The students in this particular group really
seem to work well when tasked with something concrete such as taking notes from a
piece of text as I noted previously when they had to fill out the graphic organizer for
the Fire Side Chat lesson. As such, I have tried to have them work on these skills
and pushing them ability to gather key ideas even further for questions probing for
depth. So, in summation I have really found that the students respond well to a
mixture of pair activities, lectures and texts paired with graphic organizer that require
some work time in class. I hesitate to give students homework still as I have noted that

many of them struggle with long work hours, family difficulties, and missing classes
for a variety of personal reasons. Overall, I was very pleased with how focused and
well everyone worked together for the common goal of filling out the Alphabet Soup
Chart, especially when it came to using that information in participating in the Sticky
Notes activity thereafter.