Tws Final

Mark Egbert
Standard 7: Understanding the Great Depression and New Deal

3/16/2015-4/3/2015
11th Grade
United States History
1 | Page
Table of Contents
Title Page
Table of Contents
Contextual Factors
Unit Plan
Lessons1-6
Student Analysis
Reflection
Appendix A
Appendix B Pre/ Post Tests
Appendix C Student Examples
2 | Page
Standard I: Classroom Contextual Factors (DM1)- Narrativesuggested length.

1. Demographics: Identify the gender, ethnicity, language
proficiency, exceptionalities, and number of students.
a. Students:
Total #__31____
Females:__15___
b. Ethnicity: White: ___26___

African American:__0____
Asian: ____0__
Other:polynesian-2__
Males: __16____
Hispanic/Mexican: ___3__
Native American:__0_____
3. Language Proficiency: Identify the number of English Language

Learners and languages in your classroom.
1 ELL He had moved from Mexico as a child, but he is proficient and
is able to keep up with the class.
4. Exceptionalities: Identify the number and type of exceptionalities
in the class.
ELL: 2
Behavior: 1
Poor work ethic (not wanting to work): 3
5. Social Economic Status (SES)
Most of the students in the class are around the middle class
status. Some are on the lower end of the status. Most students have
both parents in the home, or grandparents. I am unsure if any qualified
for free lunch.
6. Academic Knowledge (If available): Describe the academic data
results of the students thus far (grades, attendance, discipline factors,
core tests.)
There is a fairly high standard set in my class for grades. There is
ample opportunities to improve students grades throughout the
semester. It seems as though the majority of the students are at a, b
minus or above. Those that are below that standard are those that seem
3 | Page
to either just do enough work to get by, or they do not want to work at
all. For those that refuse to work, the majority of them do not show up
to class on a consistent basis. There has not been a severe need for
disciplining the students, verbal warning have been enough to set the
class or student straight.
7. English Language Learners: Describe ways you can incorporate
tools of language development and reading content into planning and
instruction for these students. Example: ELED- SIOP/ WIDA; SCEDreading content.
We use the textbooks almost every day in our classes. We focus on
vocabulary as well as reading comprehension. My students learn to
read for conceptual ideas in order to find a better understanding of
broad topics.
8. Multicultural Perspectives: Identify ways you can use culturally
responsive curricula and teaching that meets the needs of all students.
Being in the subject of history, it uniquely allows me to touch on
several different cultures and how these events effected multi-cultural
students personally. By incorporating the history of everyones culture
it should allow the students and I to understand different aspects and
effects that cultures can have in modern society. It will also give those
students a chance to educate others about their cultures.
9. Prior Knowledge: Elementary-Describe the criteria used to
determine the reading and mathematics prior knowledge and give a
percentage of the number of students in these different levels for
reading and mathematics such as Below, Basic, or Advanced.
Secondary- Review the prior knowledge needed of students to be
successful in learning the content knowledge for the TWS unit and
how you will implement content reading into your unit (Ex. Common
Core Strategies, etc.).
By looking at the UEN website and understanding what knowledge
should be being brought to the classroom from previous history
classes is very helpful. This allows us to understand where the
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students baseline knowledge is residing. I would also use a daily bell

work to help refresh and assess whether or not the students were
understanding the content being presented to them in previous classes.
10. Exceptionalities: Describe student exceptionalities that are
identified in the class contextual factors. These exceptionalities can
include; (a) development of physical, social, and emotional needs; (b)
special education; (c) ethnicity; (d) gifted/talented; (e) ability
differences, etc. Briefly describe ways to make modification/
differentiation for planning, instruction, and assessments.
The ELL students I have in this class are from vastly different
backgrounds. One has a Hispanic background and the other a Samoan.
Both are far enough in the schooling that they have been able to reach
a great point where they are understanding most everything presented.
I rarely have to modify my lessons for their understanding, but
sometimes I will have to help with some vocabulary words which are
more conducive to American culture. There isnt a huge divide in
ability throughout my classes. I attribute this to the plethora of AP
classes. Most of the gifted and talented students are enrolled into these
classes. My modifications usually consist of allowing late work,
especially for certain individuals, allowing extra time to complete in
class assignments, and extra test taking time.
10. Identify sub-groups of students: Based on your contextual class
factors- identify the sub-groups you will need to address in
differentiation/modifications for your instruction, assessments, and
analysis of student learning (e.g., gender, ELL, special education,
ethnicity, gifted/talented, ability differences, or other contextual
factors listed above, etc.) Subgroup data will be compared to each
subgroup and the whole class.
The subgroups are the ELL students, and the lack of effort students.
One thing that could help these students is to incorporate some small
group work where everyone is assigned an individual part. This way
they are part of a team and are being relied upon in order for the group
to succeed.
5 | Page
DIXIE STATE UNIVERSITY DEPARTMENT OF

EDUCATION
UNIT PLAN
Teacher Candidate_____Mark Egbert_________________________
Grade Level ______11th______
Content Area_U.S. History____
Step 1 DESIRED RESULTS

A. Contextual Factors
My class has 29 students and of those 31 students 26 of them are
Caucasian. Of the remaining five students I have 3 Hispanic students,
and two Polynesian students.
There are 16 male students and 15 female students
Two students have health issues, three students are ELL students and
one of those two has an IEP as well.
The majority of the students seem to arrive on time to class while
some seem to have confusion on whether it is a late start day, which
occurs every so often on a Tuesday.
The class average is just above a 79% average, those that are failing
are doing so due to lack of care or effort.
The environment is well behaved, probably due to this being a
morning class. Students are offered chance to work in groups, but
often just work alone. It seems as though everyone is still waking up.
B. Utah State Core or Common Core Curriculum Standard
Standard 7: Students will understand how the Great Depression
and the New Deal affected the United States
Objective 1: Investigate the impact of the Great Depression on the
United States.
A. Analyze the major causes of the Great Depression
6 | Page
B. Examine the social effects of the Great Depression

Objective 2: Analyze the long-term effects of the New Deal on the
United States
A. Explore the purposes and effectiveness of the New Deal; e.g.,
presidency, economics, politics
B. Investigate the shift of power from state to federal government.
C. Enduring Understanding/ Big Idea
An in-depth look at the affects the Great Depression had on Americas
economy and landscape, and the development of a larger federal
government.
D. Essential Questions/Guiding Questions
How did the stock market crash lead to an even bigger crash of the
U.S. economy?
How did the Great depression affect the landscape of our nations
larger cities? (I.E. New York, Chicago, Washington D.C.)
How did the government help/ hurt the Great Depression?
How does the governments role in providing more support for our
nations citizens lead to a bigger federal government influence later
on?
E. Concepts
Students will need to know why the stock market crash happened and
the causes that let that event effect so many other aspects if the nation.
Students will understand the effects that Great Depression had on
farmers, Banks, Stock Brokers and everyday citizens alike.
Students will discover the inventions of the era and there profound
effect on the Nation as a whole.
Students will understand the effects of the federal government and the
role they played in rebuilding the nations economy.
F. Skills
After this unit is taught students should be able to recognize the
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important events of the era.

Students should also be able to recognize the impact that these events
will have on future events, peoples, and nations.
Students should as well grasp concepts of the time in order to
understand the reasons for these events.
Step 2 ASSESSMENT EVIDENCE
1. Pre-Assessments
Students will take a pretest to assess their current knowledge of the
subject matter that is about to be taught.
Questions will assess a basic general understanding of the historical
time period, and the important events that take place throughout that
era.
2. Formative Assessments/Evidence
Students will have a study guide to fill out throughout the Unit. As
certain key points are covered random quizzes will be administered.
These quizzes will assess the students understanding of the material
that has just been covered.
With these assessments we will be able to address areas of concern.
3. Summative Assessments/Evidence
Students will take end of unit tests which will be given in several
different formats as to assess an overall understanding of the material
being taught. (Multiple Choice, True or False, Short Answer, Essay.)
Students will be given a grade out of 100 possible points it will be
worth ten percent of final semester grade.
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

LESSON PLAN - SECONDARY
8 | Page
Teacher Candidate _______________Mark Egbert_______________

Grade Level ___11__ Subject/Content: US History Title: Stock Market Crash
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
My class has 31 students and of those 31 students 26 of them are Caucasian. Of the remaining five
students I have 3 Hispanic students, and two Polynesian students.
Two students have health issues, two students are ELL students.
The majority of the students seem to arrive on time to class while some seem to have confusion on
whether it is a late start day, which occurs every so often on a Tuesday.
The class average is just above a 79% average, those that are failing are doing so mainly due to their
not wanting to work.
The environment is well behaved, probably due to this being a morning class. Students are offered
chance to work in groups, but often just work alone. It seems as though everyone is still waking up.
WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
Students will understand the reasons that America was primed and ready for an economic crash.
Student will review the lack resources that America experienced during this time period.
Students will review the causes of the great depression and the reasons for it lasting so long.
Students will identify the need for government intervention and discover the lack thereof.
Reading/Language Walk-Away:
US History Textbook Pg. 257-258/ Students will understand the reasons for the stock market crash
of 1929. Vocabulary: Credit, Speculation,
ASSESSMENT EVIDENCE (formative/summative checks for

learning) (Match the Content Walk-Away)
Diagnostic assessment of previous knowledge through Pretest.

In class participation/ formative assessment to make sure the
class is understanding, KWL for all students to help answer
key components.
Formative assessment individual writing activity half a page to
a page.
Summative assessment answer section one questions/ ticket
Modifications/Accommodations (ELL,
IEP, GATE, etc.)
Double check work of ELL

students help understand any
new vocabulary.
9 | Page
out of class.
ACTIVE LEARNING PLAN
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences

Take Pretest to test prior knowledge of content/ activate knowledge of
any earlier discussions involving The Great Depression.
Provide copy of
presentation for
ELL/ IEP students if
needed.
Explain several
different incentives
and aspects so to
make sure students
fully comprehend.
Take a moment to
double check
students with
IEP/ELL for
questions and
understanding while
doing group activity
Help students with

their questions at the
end of class
explaining
differently if
necessary.
Focus Lesson (I do it)
Share PowerPoint presentation with class while explaining concepts.

Start a KWL graphic organizer with the class prior to lecture.
Guided Instruction (We do it)

Lead a discussion on the Stock Market throughout the late 1920s up
until the crash of 1929.
Collaborative/Cooperative (You do it together)
Have students work in pairs of two to come up with a diagram of the
causes of the stock market to fail.
Have students present their ideas to the class
Independent (You do it alone)
Chapter 17 section 1 questions 1,2,5
Summarization/Closure
Review the questions from section one as a class and discuss their
meaning. Allow final five to ten minutes for students to work on study
guides.
10 | P a g e
NOTES TO TEACHER
What do I need to remember to do?
Create PowerPoint, Pretest, discuss intentions as a class, objective on board, Timing.
Materials to have ready?
Copy pretests for students to take.
Have PowerPoint ready for the class on email.
Approximate time needed for lesson?
Lesson will take about 70 minutes.
Reflection
Overall the lesson was a success, there were a few things I would change. I would slow the pace of my power
point down. As I go through it so fast it doesnt give the slower students an opportunity to really soak in what
is being taught. They are too busy trying to just keep up with the notes. Also I would find a way to make sure
that both students in the group work are participating equally. If I could make sure to do those two things in
the future it would much more helpful in making the lesson go smoother.

Grade Level ___11__ Subject/Content: US History Title: Dust Bowl
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.)

which need differentiation in instruction and assessment.
My class has 31 students and of those 31 students 26 of them are Caucasian. Of

the remaining five students I have 3 Hispanic students, and two Polynesian
students.
The majority of the students seem to arrive on time to class while some seem to
have confusion on whether it is a late start day, which occurs every so often on a
Tuesday.
The class average is just above a 79% average, those that are failing are doing
so mainly due to their not wanting to work.
The environment is well behaved, probably due to this being a morning class.
Students are offered chance to work in groups, but often just work alone. It
seems as though everyone is still waking up.

Content Walk-Away:
Students will understand the reasons that America was primed and ready for
an economic crash.
Student will review the resources that America had during this time period.
Students will review the reasoning that lead the plains to have such bad dust
storms.
Students will identify the effects of the dust storms not only on the farmers,
but America as well.
US History Textbook Pg. 257-258/ Students will understand the reasons for the
dust bowl during the Great Depression. Vocabulary: Mortgages, Okies, Over
farming
ASSESSMENT EVIDENCE (formative/summative

checks for learning) (Match the Content Walk-Away)
Diagnostic assessment of previous knowledge

through journal entry question.
In class participation/ formative assessment to
make sure the class is understanding, KWL for all
students to help answer key components.
Formative assessment individual writing activity
half a page to a page.
Summative assessment answer section one
questions/ ticket out of class.
Modifications/Accommodation
s (ELL, IEP, GATE, etc.)
Double check work of

ELL students help
understand any new
vocabulary.
Modifications/
Accommodations
Provide copy of
presentation for
ELL/ IEP
students if
needed.
Explain several
different
incentives and
aspects so to
make sure
students fully
comprehend.
Take a moment
to double check
students with
IEP/ELL for
questions and
understanding
while doing
group activity
Help students
with their
questions at the
end of class
explaining
differently if
necessary.
Write in journal about Stock Market Crash, activate

knowledge of any earlier discussions involving The Great
Depression.
Share PowerPoint presentation with class while

explaining concepts.
Start a KWL graphic organizer with the class prior to
lecture.

Lead a discussion on the Dust Bowl, living conditions,
show video of modern day dust storm/ discuss.
Have students write about conditions on the plains
during the dust bowl.
Review the questions from section two as a class and
discuss their meaning. Allow final five to ten minutes for
students to work on study guides.
NOTES TO TEACHER
Create PowerPoint, Pretest, discuss intentions as a class, objective on board,
Timing.
Have video ready to show class
Reflection
This lesson was more successful than the first one. I believe I was more prepared and
knew more about the content this time. I also felt as if I slowed the pace of the lesson
down quite a bit. The discussion went so well because there were several students who
are farmers or have farmed in the class, this allow me to associate the lesson to their
everyday lives. I still need to extend my lectures and find better ways to intrigue the
students as a group.

Grade Level ___11__ Subject/Content: US History Title: Banking Failures
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.)

which need differentiation in instruction and assessment.
My class has 31 students and of those 31 students 26 of them are Caucasian. Of

the remaining five students I have 3 Hispanic students, and two Polynesian
students.
The majority of the students seem to arrive on time to class while some seem to
have confusion on whether it is a late start day, which occurs every so often on a
Tuesday.
The class average is just above a 79% average, those that are failing are doing
so mainly due to their not wanting to work.
The environment is well behaved, probably due to this being a morning class.
Students are offered chance to work in groups, but often just work alone. It
seems as though everyone is still waking up.

Content Walk-Away:
Students will understand the reasons that America was primed and ready for
an economic crash.
Student will review the banks mistakes an investment woes,
Students will review the reasoning that lead the closing of thousands of banks.
Students will identify the effects of bank runs on America.
US History Textbook Pg. 257-258/ Students will understand the reasons for the
Banking Failures during the Great Depression. Vocabulary: Bank Run, FDIC,
Banking Crisis
ASSESSMENT EVIDENCE (formative/summative

checks for learning) (Match the Content Walk-Away)
Diagnostic assessment of previous knowledge

through class discussion.
In class participation/ formative assessment to
make sure the class is understanding, KWL for all
students to help answer key components.
Formative assessment individual writing activity
half a page to a page.
Summative assessment answer section three
Modifications/Accommodation
s (ELL, IEP, GATE, etc.)
Double check work of

ELL students help
understand any new
vocabulary.
Modifications/
Accommodations
Provide copy of
presentation for
ELL/ IEP
students if
needed.
Explain several
different
incentives and
aspects so to
make sure
students fully
comprehend.
Take a moment
to double check
students with
IEP/ELL for
questions and
understanding
while doing
group activity
Help students
with their
questions at the
end of class
explaining
differently if
necessary.
Activate knowledge of any earlier discussions involving

The Great Depression, the Stock Market Crash, and The
Dust Bowl.
Share PowerPoint presentation with class while

explaining concepts.
Start a KWL graphic organizer with the class prior to
lecture.

Lead a discussion on the Banking Failures, Discuss bank
runs, bank lending, bank closures.
Have students write about their feelings if this were to
happen today.
Review the questions from section three as a class and
discuss their meaning. Allow final five to ten minutes for
students to work on study guides.
NOTES TO TEACHER
Create PowerPoint, Pretest, discuss intentions as a class, objective on board,
Timing.

Reflection
I loved the interaction I was able to attain with this lesson. When the subject of banks
and money was brought up the students became very attentive. This lesson was very
easy to relate to the students because we have banks today and the thought of them
closing is scary. The lesson was sidetracked several times and it was somewhat difficult
to bring it back to where it needed to be. I think it was a good side track though, it kept
the students involved in the lesson.

Grade Level ___11__ Subject/Content: US History Title: FDR the Man of Hope

Content Walk-Away:
Students will understand the reasons that America was primed and ready for a fresh start at
president.
Student will review FDRs early upbringing and his political ties.
Students will review the early political life of FDR and his life struggle with Polio.
Students will identify the effects of FDRs governorship on the populace and his overall decision to
run for president.
US History Textbook Pg. 257-258/ Students will understand the life of FDR and come to know his
early life accomplishments. Vocabulary: Polio, FDR, Fireside Chats.

Diagnostic assessment of previous knowledge through journal

entry on the countrys attitude towards President Hoover.
key components.
a page.
Summative assessment answer Chapter 18 section one
IEP, GATE, etc.)

new vocabulary.
Modifications/
Accommodations
Provide copy of
presentation for
needed.
Explain several
and aspects so to
make sure students
fully comprehend.
Take a moment to
double check
students with
IEP/ELL for
questions and
understanding while
Help students with

end of class
explaining
differently if
necessary.
Activate knowledge of any earlier discussions involving The Great

Depression, the Stock Market Crash, and The Dust Bowl.


Lead a discussion on the early life of FDR, Political relations, Wife,
Battle with Polio, Political Career.
Have students write about who they would elect in the election of 1932
and why.
Chapter 18 section 1 questions 1,2,4,5
Review the questions from section one as a class and discuss their
guides.
NOTES TO TEACHER
Create PowerPoint, discuss intentions as a class, objective on board, Timing, outline on the board.
Bring in a dime to class.

Reflection
This lesson had its ups and downs. At times I felt the lesson was going great, but at other times I couldnt buy
a little interaction. It may have been the holiday weekend ahead of us that had the students minds elsewhere. I
was really frustrated by the end of the particular lesson because the lesson had gone so well the day before. I
really didnt do much different if anything I thought it was presented better, but I will just blame the holiday
and go with that. Im not sure why else it wouldve been so dull.

Grade Level ___11__ Subject/Content: US History Title: The New Deal

Content Walk-Away:
Students will understand the reasons that America was primed and ready for some government
intervention and help.
Student will review the run on banks and discuss the Gold Standard.
Students will review the early political planes of FDR and his aspirations as president.
Students will identify the effects of FDRs government help programs on the populace of the US
US History Textbook Pg. 257-258/ Students will understand the deals that were put into place and
the effects they had on the American people. Vocabulary: FDIC, AAA, Securities Act, CCC, NRA.

Diagnostic assessment of previous knowledge through bell
IEP, GATE, etc.)
work quiz on FDRs life.

key components.
a page.
Summative assessment answer Chapter 18 section two

new vocabulary.
Modifications/
Accommodations
Provide copy of
presentation for
needed.
Explain several
and aspects so to
make sure students
fully comprehend.
Take a moment to
double check
students with
IEP/ELL for
questions and
understanding while
Help students with

end of class
explaining
differently if
necessary.
Activate knowledge of any earlier discussion, correlate FDRs governor

policies to his presidential policies.


Lead a discussion on the New Deal policies, Bank holidays, Bank runs,
and first 100 days.
Have students write a condensed policy that they would install to help
the people.
Review the questions from section 2 as a class and discuss their
guides.
NOTES TO TEACHER

Reflection
This lesson went much better than my last lesson I was able to present the material in a way to was more
intriguing. I felt more enthusiastic towards the class and almost demanded their involvement. The students
seemed to have this routine of mine down and it allows them to stay on track and get the things done quickly.

Grade Level ___11__ Subject/Content: US History Title: The Second New Deal

Content Walk-Away:
Students will understand the reasons that America was primed and ready for some government
intervention and help.
Student will review the failures and successes of the Second New Deal.
Students will review the political plans of FDR and his spending to bring the nation out of
depression.
Students will identify the effects of FDRs government help programs on the populace of the US
US History Textbook Pg. 257-258/ Students will understand the deals that were put into place and
the effects they had on the American people. Vocabulary: PWA, CWA, TVA.

Diagnostic assessment of previous knowledge through bell
IEP, GATE, etc.)
work quiz on FDRs first New Deal.

key components.
a page.
Summative assessment answer Chapter 18 section three

new vocabulary.
Modifications/
Accommodations
Provide copy of
presentation for
needed.
Explain several
and aspects so to
make sure students
fully comprehend.
Take a moment to
double check
students with
IEP/ELL for
questions and
understanding while
Help students with

end of class
explaining
differently if
necessary.
Activate knowledge of any earlier discussion, correlate FDRs New

Deal policies to the upcoming Second New Deal policies.


Lead a discussion on the Second New Deal policies, PWA, CWA, TVA,
Failures and successes.

Have students write a letter to the president about the turnaround in the
community, but the need for help still being there.
Chapter 18 section 3 questions 1,5
Review the questions from section 3 as a class and discuss their
guides.
NOTES TO TEACHER
Find Pictures of Dams, TVA work, ETC.

Reflection
The students started to bore of this topic very quickly Im beginning to think that I should have combined the
last two lessons in order to not be stuck in a lull. These New Deal policies are all just one big Alphabet soup
and they can be very confusing and boring when that is all that is talked about. This part of the section is hard
to test on as well will all of the acronyms. I may just do an essay potion on the test to cover these sections that
way I can tell if they will be able to understand the material.
Appendix A
Sources
The American Republic: Since 1877 Appleby, Brinkley, Broussard 2003
Appendix B
Pretest/ Post Test
Pre-assessment
1.
Was oils main usage before automobiles?
2. Where were most of the countries natural resources located in the US?
A. Southwest
B. Northeast
C. West
D. South
3. True or False Laissez-faire means to treat and compensate workers fairly?
4. True or False the Automobile really moved the economy in the late 1880s?
5. Tariffs were raised during the Civil War because?
A. The south seceded and congress became more republican
B. to pay for the coast of war
C. northern congressmen wanted higher wages
6.
invented the light bulb as well as General Electric Company.
7. True or False entrepreneurs are people who risk their own money in organizing and running a
business.
8.
Were factories main source of workers during the industrial Era
Formative Assessment
The students were asked to choose an invention from the time period.
One chosen they were to write about how it has affected their lives and
how different it would be today without that invention.
Appendix C: Student Samples

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Mark Egbert

Standard 7: Understanding the Great Depression and New Deal

Standard I: Classroom Contextual Factors (DM1)- Narrativesuggested length.

b. Ethnicity: White: ___26___

3. Language Proficiency: Identify the number of English Language

students baseline knowledge is residing. I would also use a daily bell

DIXIE STATE UNIVERSITY DEPARTMENT OF

Content Area_U.S. History____

Step 1 DESIRED RESULTS

B. Examine the social effects of the Great Depression

important events of the era.

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

Teacher Candidate _______________Mark Egbert_______________

WALK-AWAY (what do I want students to know, understand, and be able to do?)

ASSESSMENT EVIDENCE (formative/summative checks for

Diagnostic assessment of previous knowledge through Pretest.

IEP, GATE, etc.)

Double check work of ELL

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

Help students with

Focus Lesson (I do it)

Share PowerPoint presentation with class while explaining concepts.

Guided Instruction (We do it)

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.)

My class has 31 students and of those 31 students 26 of them are Caucasian. Of

WALK-AWAY (what do I want students to know, understand, and be able to do?)

ASSESSMENT EVIDENCE (formative/summative

Diagnostic assessment of previous knowledge

ACTIVE LEARNING PLAN

Double check work of

Activate Prior Knowledge/Experiences

Write in journal about Stock Market Crash, activate

Share PowerPoint presentation with class while

Guided Instruction (We do it)

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.)

My class has 31 students and of those 31 students 26 of them are Caucasian. Of

WALK-AWAY (what do I want students to know, understand, and be able to do?)

ASSESSMENT EVIDENCE (formative/summative

Diagnostic assessment of previous knowledge

ACTIVE LEARNING PLAN

Double check work of

Activate Prior Knowledge/Experiences

Activate knowledge of any earlier discussions involving

Share PowerPoint presentation with class while

Guided Instruction (We do it)

Approximate time needed for lesson?

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

WALK-AWAY (what do I want students to know, understand, and be able to do?)

ASSESSMENT EVIDENCE (formative/summative checks for

Diagnostic assessment of previous knowledge through journal

ACTIVE LEARNING PLAN

IEP, GATE, etc.)

Double check work of ELL

Activate Prior Knowledge/Experiences

Help students with

Activate knowledge of any earlier discussions involving The Great

Share PowerPoint presentation with class while explaining concepts.

Guided Instruction (We do it)

Approximate time needed for lesson?

b. Ethnicity: White: _26_

Teacher Candidate _Mark Egbert_