LESSON PLAN FORMAT

Teachers Name: Brittany Courtot

United States History II: College Prep

February 24, 2016 (Day 2)

Topic: New Deal: Relief Programs

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:
Student will write down an answer to a particular prompt, once at the start of
class and again at the end of class. The question will be: What is the New Deal?
This will be quick and low-stakes.
Formative:
The lesson will start with the students briefly discussing the film Cinderella
Man, using their previous lessons on the Great Depression to craft a prediction on
what the New Deal created. I will have students write down their predictions on a
notecard scrap, to measure their knowledge base thus far and once I ask again at
the end of class I can see where the students are in their knowledge of the content.
After this, I will give Students a formal lecture on the New Deal programs
speaking on the contrast between FDR and Hoover in their reaction to the Great
Depression. During the course of the lecture, I will do a mini activity with students
regarding FDRs fireside chats. In this activity students will listen to a recording of

the radio broadcast with a transcript in front of them. While listening to the
recording, Students will fill out a graphic organizer with prompting questions.
Students will work in pairs and will be able to have me facilitate when they need
help.
Summative: Students will write down the answer to the same question as they did
at the start of class showing the things that they have learned during the lesson.
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.
Maine State Learning Standards E1. C.
Trace and critique the roots and evolution of democratic ideals and constitutional
principles in the history of the United States and the world using historical sources.
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.
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.

Rationale: Students will be introduced to the ideas and concepts of the New Deal,
specifically tracing how democratic ideals or rather how the publics view of the
governments role in society has changed because of the New Deal. Moreover,
students will be given the primary source of FDRs fireside chat, analyzing it to
effectively summarize key ideas and be able to cite specific evidence to aid that
understanding. The students will be practicing the skills to do this, with me
facilitating this skill along the way with both my lecture and individualized help.
Integration of Other Content Areas
- Note-taking skills.
- Informal Writing Skills
- Analysis of Text
- Reflective Writing
Instructional Strategies to Differentiate Instruction
I will be using direct
instruction for the most part
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: Analysis of primary sources
Visual: Video of Social Security Act
Musical: *FDRs Fireside Chat
Intrapersonal: Reflect on learning before and

after
Interpersonal: Work with small, large groups
Naturalist: N/A
Kinesthetic: N/A

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.) To this end, I will also facilitate
student learning as needed, helping frame the discussion in a way that relates to the
individual as well as the group.

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 have a transcript of the video clip we will watch to help students that struggle
with focusing on only audio content. Other than that, I will be offering my help and
accommodating whenever and wherever I am able. Some students may need to
have clarification on some economic concepts, so I will provide multiple means of
displaying those or explaining those. Other students students might require
multiple check-ins to make sure that they remain on task, specifically some
students in Period 1.
Materials, Resources and Technology

Notecards for Quick Writes

New Deal Project Worksheet
Laptop
Worksheet Graphic Organizer
Projector

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.
Common Core Teaching Standards and Rationales
STANDARD #2 Learner Differences
This lesson uses a variety of multiple intelligences (video, audio, text, etc.)
as well as multiple tools to differentiate instruction. I will give students many
chances to reflect on their own answer before sharing it within the class setting. It
allows social students to help others in the class understand the content as they
share it in class. I will be facilitating the students where I can and using their Quick
Writes to inform the amount and kinds of information that I include during my
direct instruction time.
STANDARD #4 Content Knowledge
I have created the Prezi presentation and the graphic organizer with key
ideas and concepts in mind. By doing this, I have been able to summarize and
condense the information down to the very relevant concepts for the students to
learn. By preparing the lecture this way and including the fireside chats, I have
filter the content in key concepts and the most important information for my
students to grasp.
STANDARD #5 Innovative Applications of Content
The lesson will involve students engaging in critical thinking about the
concepts within the various sources used within the course of the lecture. By
facilitating this process, I am helping students develop the skills required within

the content area, such as analysis for key ideas and being able to summarize
effectively contextual relationships.
STANDARD #8 Instructional Strategies
The lesson will encourage students to develop various skills to access and
apply information such as; informal writing, note-taking, analyzing for big
concepts, summarizing information from primary and secondary sources, and
many more of that nature. Also during the course of this lesson, I will be using a
range of materials and strategies to develop deeper learning such as students
note-taking from a lecture yet similarly being able to analyze information on their
own through listening and discussion techniques. Moreover, students will be
interacting with a variety of human and technological resources to engage them in
the learning from the Prezi lecture to small, pair discussions on the concepts.

Teaching and Learning Sequence:

Friday, February 26, 2016
1. Check In [8:30 8:40] [12:59 1:09]
Students will enter the classroom and take out any assignments that they might have for
me to grade. These assignments could be a Foldable and planning retaking/taking the
Quiz from the previous class. I will make sure to show students the days agenda and tell
them where we are heading after the film is complete ask them the quick write question
on a notecard as I am cuing up the movie from where we left off. (@1hr 50minutes mark)
What is the New Deal?
Great Depression to New Deal
2. Cinderella Man [8:40 9:00] [1:09 -1:29]
3. After the film is finished, we will be using the films epilogue as a spring board to
begin talking about the New Deal. I will give a lecture using the Prezi program,
detailing the various programs of the 1930s and 40s, during which students will be
filling out a graphic organizer to help organizer their notes about the various programs.
a. During the lecture, I will have students listen to a recording of FDRs fireside
chat with a transcript, which they will annotate as they listen. We will briefly
discuss, but I will remind students that I will be collecting the graphic organizer
once done. [9:00 9:35] [1:29 2:04]
4. Students will be prompted with the question What is the New Deal once more,
writing it on the same notecard. Collect assignments and looking ahead. [9:35 9:46]
[2:04 2:15]

Reflection:
Both Block periods felt stilted in some ways, not to the fault of the students of course,
but I believe that it was the nature of the class that felt that for me. I am not a type of
person that enjoys to lecture for long periods of time, sometimes it is good to get them
an information base to start off of, yet this time it just felt that it was me talking far too
much. Some of this comes down to the fact that Ive been feeling that Ive rushed
against a wall with my students motivation. They seem to focus more when we I am
the one at the front of the class however I believe that Ive gotten to the point where
my presence has been established that I can begin to do more group or discussionbased activities.