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Interdisciplinary Lesson Barker

Interdisciplinary Lesson Barker

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Published by Grace Barker

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Published by: Grace Barker on Feb 23, 2012
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11/16/2013

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Grace Barker (Social Studies)Nicole Hancock (Social Studies)Standards: This lesson works in conjunction with the Illinois State Standards.
y
 
CC
.9-10.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g.,textual, graphical, audio, visual, and interactive elements) in presentations to enhanceunderstanding of findings, reasoning, and evidence and to add interest.
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CC
.9-10.L.4.c Vocabulary Acquisition and Use:
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onsult general and specialized referencematerials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find thepronunciation of a word or determine or clarify its precise meaning, its part of speech, or itsetymology.Procedures:1.
 
DR-TA: Students will get the article; they will have 30 seconds to read the title, look at pictures,read captions, etc. to get a quick glimpse as to what the article will be about. The teacher willthen ask the students to guess what the article is about. All guesses will be written on theboard. We will read the first paragraph, then talk as a group about what the students think thearticle is about. We will repeat this process with the second paragraph as well.2.
 
The students will be split up into four groups to finish the article. Each group will be assignedtwo paragraphs until the remainder of the article is distributed. They will be directed to look forconfusing words that they would like to discuss as a group. We will write all of the hard wordson the board, and choose 4 words as a class to look up and learn.a.
 
Some choice words from the article could include: amiable, consensus, depicting,persona, inadvertently, reminiscent, clashes, adjunct, montage, lamebrained3.
 
The class will split up into the same 4 groups, and the each group will be assigned one word todefine and explain to the class what the sentence means. These four words will be added to ourclass word wall4.
 
We will then shift gears to teaching the historical views of the poor in America. We will ask thestudents what they know about living as a poor American during the Great Depression. We willwrite everything we know about the subject.a.
 
Possible leading questions are: the years of the Great Depression, the thoughts theyassociate with when thinking of this era, possible jobs of the poor, living conditions, howmuch money was needed to surviveb.
 
We will present students with information about the Great Depression:i.
 
Dates 1929- late 1930s/early 1940sii.
 
Began on September 4
th
, 1929 when the stock market crashed. AKA BlackTuesdayiii.
 
All countries were affected; not just America.iv.
 
5.
 
We will then show a clip from
C
harlie
C
haplins
Factory Work 
http://www.youtube.com/watch?v=vnOyMSEWNTs
 
 
Assessment: We will lead an activity that is to be done individually by the students. Instructions will beafter the video is shown, write 2 paragraphs on your outlook on life in the Depression and how youwould feel living under those conditions. What would you do to help yourself rise above it.
 
RationaleWe began our lesson with Directed Reading-Thinking Activity because we really liked thestrategy of having students predict what the article is about. Many times the title of the article or textcan be deceiving. We began by just talking about the title of the article and what students think it wouldbe about, and then read the first paragraph. After that we again discussed what the students thoughtthe article would be about. Following that we read the second paragraph out loud as a full class. Wethink that introducing the article that way allows students to become engaged, and since there really isno wrong answer, it encourages many different types of students to participate.We then broke them down into groups to finish reading the article, and assigned them each 2paragraphs to read and pick out one vocabulary word that they are required to look up and explain theword in the sentence to the entire class. We think this is an effective tool because students are workingcollectively to produce the meaning of the word. As history students we never really thought about thevocabulary of the document. When one hears vocabulary they usually think its taught in English classes,however, there are going to many words in historical documents that will baffle our students. Thereforepresenting the vocabulary words and writing them on the word wall, the students who are learning fromeach other will be more likely to remember them. Following that we, as history teachers, had to teachsomething historical so we pulled the great depression out of the article and asked first what they knewabout it to build their prior knowledge.After teaching about that we chose a clip from a movie by
C
harlie
C
haplin depicting conditionsof factory workers in the great depression. Movie clips, we think are an extremely effective tool inteaching because its presenting information in a different media which students typically respond to.Following the movie clip, we assessed the students knowledge of the great depression and connected itto the article about the conditions of the poor. We asked them to write about what it would be like to

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