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Danielson Aligned Lesson Plan

Nicole Logozzo (PPS)

Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning and ending grade levels for
which this lesson is appropriate.
Social Studies 8th Grade

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
(1a: Demonstrating Knowledge of Content and Pedagogy)
Students will be recording the gist of the text, which is a concept taught in their English
class. Students will also be prompted to highlight/underline as their read. Currently
students are reading Inside Out and Back Again in their English course. The text details the
experience of a Vietnamese refugee who is living in poverty, which relates to the lifestyle of
people who experienced the Great Depression.

Lesson Duration: State the approximate time frame for this lesson.
(1e: Designing Coherent Instruction)

45 Minutes

Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build understanding. Why are the lesson
outcomes important in the real world? How is this lesson relevant to students in this class (interests, cultural heritages, needs)?
(1b: Demonstrating Knowledge of Students)
This lesson is important in the real world because once students enter the workforce, which
some in this group have begun working this year, they need to know what is acceptable and
what is not. It is also important that students understand what is morally right from wrong
if they, one day, become a business owner or manager. It is important to recognize how
progression often comes with positives and negative. It is also significant to be cultured and
get a glimpse into the realities of children in other areas of the world and to acknowledge
how lucky we are.

Outcomes/Objectives: What will students know and be able to do as a result of this lesson? Outcomes should be written in the form of
student learning and suggest viable methods of assessment. For teachers of English language learners: What language objectives will be
(1c: Setting Instructional Outcomes)
Students will be able to identify how the dust bowl contributed to the Great Depression. Students will be able to utilize content
level vocabulary for example poverty and drought.

Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use place value
understanding to round multi-digit whole numbers to any place. Content area teachers should include appropriate English Language Arts
Common Core Standards for Content Areas, if appropriate, in addition to content standards.
(1c: Setting Instructional Outcomes)

8.5b The Great Depression and the Dust Bowl affected American businesses and families.

Use of Formative Assessment to Inform Planning: Describe your student’s current levels of understanding of the content related to
the outcome for this lesson. What are some of the indicators that let you know that these outcomes and the lesson activities represent the
appropriate amount of cognitive challenge for all students?
(1f: Designing Student Assessments)
Students have been studying the Great Depression. Recently students have spent time
becoming acquainted with factors that contributed to the Great Depression. Students have

learned about the stock market crash, overspending in the 1920’s, and banks closing. Now,
students will spend time specifically focusing on how the dust bowl impacted the Great
Depression. Students will be using verbal skills to discuss a topic that will not be relatable
for them. Students will use reading skills to contribute to their acquisition of information
regarding the dust bowl.

Class Information: Describe any unique characteristics of the class (considerations may include: special needs, language levels, learning
styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-teachers, resource teachers, etc.) will support student learning, if
applicable. Also include any other circumstances an observer should know about.
(1b: Knowledge of Students)
Since we share a classroom the seating arrangement is not ideal for our class. Students
have to move seats into groups that face the front of the room to eliminate behaviors and
lessen attention from the busses arriving at this time.
Classifications include:
KM-LD (Spanish speaking family needs translator for home contact)
SD-SLI, eye condition called Amblyopia (poor depth perception), chronic absences often
make it difficult for him to catch up and parent requests that he is never pulled to be caught
up with content therefore when possible the teacher or TA will sit next to him and try to brief
him on vital information
VP-OHI, struggles with reading and vocabulary, but once content is explained can
understand and analyze concepts
GG-OHI, BIP in effect, TA writes for this student when necessary (for longer writing he
JV-SLI (Spanish speaking family), struggles with the big picture and often requires multiple
real life examples

Overview: Provide a brief overview of the lesson. The overview should provide the observer with a description of the lesson’s content and how
it relates to the larger unit. Include prerequisite knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Students will do a gallery walk to analyze photographs using QR codes, that depict images of
the dust bowl and hardships of the Great Depression. The teacher will review the dust bowl
and conditions during the Great Depression. At each photo the students will answer a
prompt on their handout. After rotating to each photo the students will share out what they
observed in each photo. Then, the students will work in partners to read about the dust
bowl. Students will jot down the gist of each paragraph next to the text. Students will
respond to the brief questions following the reading. The teacher will review the reading
and student responses. Students will fill out a 3-2-1 exit ticket and share out to close the
lesson. The exit slip will be collected.

Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools that are needed by the
student or the teacher to execute the lesson. Technologies may include hardware, software, and websites, etc. Materials and resources may
include physical resources (e.g. books, manipulatives, supplies, equipment, etc.) and/or people resources (e.g. guest speakers, librarian, etc.).
(1d: Demonstrating Knowledge of Resources)
Smartboard, , Photograh QR Codes, Handouts, PowerPoint, QR Reader app, WiFi, Smartphone

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of
this lesson. What is the rationale for the grouping strategy?

(1e: Designing Coherent Instruction)
Students will be grouped based on reading levels and behaviors.

Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend students vocabulary?
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Dust Bowl
Great Depression
Migrant Workers
Laid off

Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all
materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the
lesson sequence:

How will the lesson launch?

How will the material be presented?

What questions will be posed to the students? What are the expected responses?

How and when will the teacher model?

What opportunities will there be for guided practice, group work and individual practice?

How and when will you monitor student understanding throughout the lesson?

What opportunities will there be for reflection and closure?

Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the
learning activities.
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent

Students will enter the room and on the board will be their homework and instructions
to log into WiFi on their smartphones.
Students will complete a gallery walk using QR codes to analyze photographs
depicting the dust bowl and the students will answer a few brief questions to describe
the photographs.
The teacher will display information about the dust bowl via PowerPoint to briefly
review the vocabulary.
The teacher will show a video clip of the dust bowl and the disaster it caused.
Then, students will work with a partner to read about the dust bowl and write the gist
for each paragraph they read to ensure understanding and allow time for students to
reflect on their reading.
Students will respond to prompts after the reading.
The teacher will review the reading and questions with the class.
The teacher will pose the question “how could America prevent a man-made disaster
like the dust bowl from ever occurring again?”
Students will turn and talk to their partner about the question.
Students will share responses aloud.
Students will complete a 3-2-1 Exit Ticket and share out a few thoughts.

Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English
Language Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson.
Be specific.

(1e: Designing Coherent Instruction)
This lesson contains elements for visual and auditory learning styles
Students will work in partners based on reading level to assist students who struggle
with a lack of fluency. The TA will also be utilized to help struggling readers.
Repetition of material
Students will work in partners complete activity
The teacher and TA will circulate for assistance

Assessment Criteria for Success:

How and when will you assess student learning throughout the lesson (formative)?
How will you and your students know if they have successfully met the outcomes?
What is the criteria for mastery of the lesson outcome(s)?
Describe any (formative and summative) assessments to be used.
(1f: Designing Student Assessments)

Students will be assessed through partner discussions and whole group discussions
Students will be assessed through work samples
Students will be assessed through completion of exit ticket
Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you
prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)

Students may have difficulty with vocabulary (common vocabulary also)- The teacher
will review words that may cause difficulty understanding
Students may struggle with realizing that this is real information. At times the
students find it difficulty to relate to History concepts that are very different from

their own realities. – Use of many images will be used to make the concept more

Reflections: List at least three questions you will ask yourself after the lesson is taught.

How can I improve this lesson?
Did the students accomplish the goal?
Were students engaged?
How could I make this lesson more mult-sensory?

(4a: Reflecting on Teaching)