LESSON PLAN FORMAT

Teachers Name: Brittany Courtot

March 9, 2016 March 11, 2016 (Day 2)

United States History II: College Prep

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:
Students will form connections between the events leading up to WWII.
Pre-Assessment: * Note: I was originally going to do a KWL chart here, but due
to a variety of time issues it was never done. If I had prioritized it more, I would
have students have filled out a KWL chart with what they know, what they want
to know and what theyve learned. This would have shown a progress of events
and helped illustrate student growth. I am moving this pre-assessment to the
next lesson*
Formative: In reference to the New Deal programs I will be reviewing information
and helping to facilitate Students working on their Poster Projects, using a
checklist to monitor their progress as well as taking any drafts they might wish for
me to look at. In reference to WWII events, I will be giving students a brief lecture
using various maps and images to illustrate the progression of events inside and
outside the United States leading up to the Second World War. During this time, I
will be helping students to fill out a timeline graphic organizer students also
working together to help organize the series of events leading to WWII.

Summative: On March 11, 2016 students will be presenting their projects to the
class, everyone giving comments cards on their peers presentations then writing
down a reflection on well they presented the information, the quality of their poster
and the connections between their poster and the model they created.
STANDARDS
CCSS.ELA-LITERACY.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.
A1. e. Utilize media relevant to audience and purpose that extend and support oral,
written, and visual communication.
A1. g. Develop a clear well -supported position.
Rationale: Students will be meeting these standards mainly through the
presentations and the writing of the essay where they must develop a clear position
on the textual evidence gained fro analyzing primary and secondary sources and
defend that position.
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

Verbal: Small groups and pairs.

Logical: Give constructive feedback
Visual: Timeline, Maps of Europe
Musical: (Federal Music Project Presentations)
Intrapersonal: Self-reflection
Interpersonal: Constructive feedback
Kinesthetic: Present Projects

primary documents. I will

also be 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 as well
as allowing students in-class time to work on projects while I facilitate. I will also
be giving time to students to reflect on their peers learning and engage in selfreflection.
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. Given some people have been absent, I will be using their
work time to help catch those people up. For those that have missed a considerable

amount of class without access to our Google Site I will be having them only
construct a poster about the particular New Deal program they might use.
Materials, Resources and Technology

Laptops
Projector
Timeline
Paper for Notes
Essay Rubric/ Directions
Project Checklist

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: Both of these lessons went went enough, I do think that again I
Teaching and Learning Sequence:
Wednesday, March 9, 2016
1. Check In [8:30 8:35] [12:59 1:04]
2. Lecture Timeline [8:35 9:00] [1:04 1:29]
3. Project Poster [9:00 9:25] [1:29 1:54]
Checklist
4. Essay Crash Course [9:25 9:45] [1:54 2:15]
Thesis: How to?
Writing Time
Homework:
- Essay Due March 16
- Poster Project Due March 11
- Timeline Due (End of Class)
Friday, March 11, 2016 (Prep Rally Day: 65 min classes)
1. Check In/ Pass back papers
2. Project Presentation
Common Cards
Self-Reflection
Homework:
Self- Reflection: How did you do?
1 Page Essay: March 16, 2016

need work on being more explicit with what exactly I want from the students.
The timeline graphic organizer was something they werent really sure how I
wanted them to use it at first, but once they got in the graphic organizer I think
it really helped them to see what key ideas really helped spark the conflict of

World War II. I wish that I had switched around the order in which I did things,
because looking back it made more sense to do the projects first and then WWII
but in either instance I was working against the clock due to less time on Friday.
My logic was to pick the day that they would be more focused for WWII
information and that just happened to be Wednesday. In terms of the Projects
the students did really well on connecting their models and I was pleased to see
that overall that having them cut loose really did work well and they seemed to
have fun doing that.