Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Joseph Buttimer

Lesson Title or Topic Dust Bowl (Day 3)
Grade Level
Course Name or Content Area 8th Grade Social Studies

Central Focus
Describe the ​central focus​ for the content/skill you will teach. The central focus should provide a short narrative summary of this
lesson and/or learning segment.
This lesson will be taking a look at the environmental impact of the farming practices of the 1920s and 1930s. It will
talk about the impact of the Dust Bowl not just on the land, but on the people of the country as well as the
immigration from Mexico.

Context
1. State the long-range learning goals for the learning segment to which this lesson contributes. The long-range goals should deal
with mastery of knowledge/skills that students will be able to transfer to real-life situations.
2. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall learning segment/unit.
3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and community assets of your
students and how this lesson builds upon those assets.
1.​This entire unit on the 20s and 30s will focus on interpretation of primary source material as well as debates
concerning decisions made by politicians and individual citizens. The skills of analysis of historical time periods and
documents applies to real life interpretation of the news and other documents that are prevalent in the students’
lives.
2.​This lesson continues from the two before it in that it talks about the double pressure people felt not just from
the economy, but also from the land. This will also set the stage for the reasoning for the election of FDR as
president.
3.​This lesson was created for 8th grade US history students in a middle school context. Since this topic deals with
the interplay of economic, social, and other factors that constitute a revolution/political unrest, the students’ own
diverse backgrounds and experiences will be used to make the material more tangible. Also the recent economic
depression which the children have vague memories of should assist them and provide background knowledge.
Specifically this lesson is developed to be used in ​Horseheads MIddle School.​ This school is a medium size district
with a majority white student body with a small minority population. So far, it is understood that there are
approximately 5 students who have testing accommodations. In terms of specifics of the student make up and
further needs of students, more information needs to be gathered. This section and the information within will be
repeated throughout the rest of the following unit plan. Apart from previous lessons, this lesson will appeal to
students’ real or conceptual knowledge of deserts and how the environment impacts human movement.

Prior Knowledge
What knowledge, skills, and concepts must students already How will you know if your students have prior knowledge, etc.?
know to be successful with this lesson? How/when will you teach/re-teach if necessary?
● Great Depression ● Covered from previous class
● Farming practices ● Covered in this class
● Migrations throughout history ● Questions asked throughout the period

State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content ​and​ literacy standards, as appropriate to the lesson.
CCRS #7: . Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.

CCRS #5: Describe how a text presents information (e.g., sequentially, comparatively, causally)

NCSS Theme:
Time, Continuity, and Change: This lesson is all about how the changing environment led to changes in the
movements of people across the country.

Creation, Expansion, and Interaction of Economic Systems: This is all about how the economic collapse impacted
people and forced them to move to new areas.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are
immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of
assessments​ you will use to determine whether the objectives have been met. List the types of formative assessments you will use
to monitor student learning of your specific learning objectives for this lesson. What assessments will determine proficiency,
excellence, or failure to meet the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to
your assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or
a test you will give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down,
think-pair-share, whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal assessments What evidence, by the end of the
(Learning outcomes to be achieved by will you use during this lesson to monitor learning segment/unit, will show that
the end of this lesson) whether your students are developing students understand and have met your
the understanding/skills required to learning objectives?
Every objective​ should have an meet the learning objective you have
assessment. identified? If you are using observation
as a form of assessment, write the
Note: Use as many rows as you have questions you will use as a guide for your
learning objectives. You must have at observations of students during the
least one objective, but there is no lesson.
maximum number.
SWBAT create a summary of what Classroom activity asking the Unit Exam
they would do if faced with a similar students to plan their actions
situation as the farmers of the regarding the Dust Bowl and how
Midwest during the Dust Bowl. their farm is doing.

If, as a result of the assessments above, students have not met your learning objectives for this lesson,
what strategy/ies will you use to teach/re-teach?
Potentially lecture will be needed to fill in any potential gaps. Also textbook reading may also help in this matter.

Academic Language Demands

Language function Predict and Argue: Students will need to predict what is likely to happen
Choose a higher order language verb (e.g. based on their decisions regarding the activity to survive the dust bowl.
analyze, evaluate, explain, interpret, They will also have to argue why their decisions are the best that can be
describe, predict, argue, or prove) that made.
students must know how to do in order to
succeed in this lesson. See your edTPA
handbook for content specific language
function suggestions.
Vocabulary Graphic organizer: the students will be using an organizational handout
What skill vocabulary (e.g., Venn diagram, during their activity to help them to organize their thoughts
graphic organizer, thesis statement,
symbols) ​and​ content vocabulary (e.g., Skill Vocab: Dust Bowl
imperialism, mitosis, isosceles) do students
need to know in order to succeed in this
lesson?
Discourse Based on primary sources (mainly pictures and diary entries) the students
Discourse is a distinctive communication will be attempting to survive the Dust Bowl and arguing why they made
structure and/or style specific to your the decisions they made.
discipline (e.g. lab reports, literary analysis
essays, document-based arguments,
proofs, critiques, etc.) In what discipline
specific ways do students need to
communicate in order to succeed in this
lesson?
Language supports
How will you help students understand the verbal and written language requirements to succeed in this lesson? (These should
also be included in your step-by-step procedures below.)​ ​How will you help them use Academic Language during this lesson?
(Include how you will use students’ prior knowledge and your teaching in this lesson to facilitate and deepen student learning.)
Modeling by the teacher as well as word processors will be available.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that
requires advance preparation. Written materials should be attached to this plan.
2.​ ​What else do you need to do ​before the lesson starts ​in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1. Prepare slides
2. Handout with directions for activity present on the sheet
3. Clear directions
Lesson Procedures: Instructional Strategies/ Learning Tasks
Describe, in detail, the steps you will follow in this lesson, attending to both what ​you​ will be doing and what ​the students​ will be
doing.
Time Step-by-Step Procedures
Opening (Launch)
How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation for
lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)
10 mins 1.​Talk about how geography impacts human movement. Discuss why people live they way they live and
why they move.
Procedures
List the next steps of your lesson. Provide a detailed description of what teacher and students will be doing. Your planned
formative assessments and language supports from above should show up in this section as part of your lesson procedures. Add
rows below as needed.
Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish your objectives for the
lesson. The following procedural terms are too vague: introduce, discuss, review. ​How​ will you introduce something new? ​ How
will you organize discussion? ​How​ will you conduct a review? Include specific questions you will use.
25 mins 2.​Activity on the Dust Bowl. Students will be given scenarios where they face the tough choice to leave
or to stay and depending on their actions, they will face certain challenges. This will give them an
understanding of the plight of the farmers of the 1930s.

Closure
How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare them
for what’s ahead?
5 mins X.​Close the class and talk about the next two topics, the election of FDR and the New Deal.

Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by making this lesson
accessible for every student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing
multiple means of (1) representation, (2) action and expression, (3) engagement).
The visual nature of the lecture and the opening section of the class and the creativity of the activity should allow
for all students to succeed.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support
students’ learning specific to this lesson?
IEP/ 504 Plans Supports, Accommodations, Modifications,
Examples: Auditory processing, attention related issues Pertinent IEP Goals ​(Do not copy and paste from other
lesson plans. These supports should be specific to this
lesson and these students. List specific supports for
students using initials to designate each student.)
Check for understanding, refocusing Constant monitoring by the teacher and printed copies
Specific Language Needs Supports, Accommodations, Modifications
Examples: English Language Learners, regional varieties of
English
ELL Having a word processor and a friend to help him out
should be beneficial
Other Learning Needs Supports, Accommodations, Modifications
Examples:​ ​Struggling readers, students with gaps in academic
knowledge, students learning at an advanced level, etc.
ADHD Constantly monitor student to keep them on task and
make sure that they do not fear the complex nature of
Advanced Learners the assignment.

This activity can be as easy or as challenging as it needs

to be, it will make sure that every student is challenged
well