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USD Daily Lesson

Teacher Candidate: Ben Lesson Date:
Lindley TBD
Cooperating Teacher: Mr. School: Morse High Grade: 11th
Tabiendo School
Subject: US History Lesson/Unit
CCSS and CA SS /Standards: (What are the skills being taught? Which standards Agenda: (What is the snapshot of my class flow?)
are being specifically addressed in this lesson?) Warm-up
analyzing sources Present political cartoon
comprehend text at their grade level Analyze Cartoon
distinguish between fact and opinion Wrap Up
describe how the piece presents information Exit Ticket

Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.

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.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
By the end of the lesson students will understand the lasting effects of progressivism and how it has continued to influence society today
They will analyze an important political cartoon

Identify Academic Language for this lesson (definitions below):

1)Language Demand: ways language will be used (How will they do it?)

Students will discuss the political cartoon with each other and share out to me, as the teacher.

2)Language Function: content and language focus (analyze, examine, compare/contrast, identify, construct, interpret, describe, justify, evaluate,

Students will analyze a political cartoon and compare and contrast features of the cartoon to what happened in history.

3)Discourse: structures of written and oral language, how members of the discipline talk and write. Text structures unique to this discipline (what
structures will they use?) ex. expository, narrative, journalistic, maps, charts, graphs

Using the political cartoon students will take a narrative approach to sharing their thoughts with their group and the class as a whole.

Key vocabulary and phrases: progressivism, senators, trust (as it relates to companies), reform

Context of Lesson (what happened previous to lesson and how does this lesson build on that): previous lessons taught by my teacher have
begun teaching about the progressive era. This particular lesson will tie in aspects of the progressive era as well as important


Note: /Technolo
A variety of formative assessments gy
should be used at key points
throughout the lesson

Get started/Drill/Do Now: During this part of the lesson Paper and pencil
I will circulate around the
5 min As they enter the classroom students will quietly sit in their
classroom asking students
seats and begin a writing warm-up about a political cartoon
about their thoughts and
I put on the board about the upcoming election in order to
feelings about the cartoon.
see how they respond to a political cartoon. I believe this
My goal is to see students
will garner their attention because many students are
using inquiry to understand
closely following the presidential election and have strong the cartoon.
opinions on the candidates.

Engage/Motivation: None
0 min The spark will come from prior knowledge learned
during the last week of class regarding how the
progressive era began in America. They have analyzed
a political cartoon in class before but not with guiding
questions to help them in the process of breaking down
a cartoon (this will be a partner activity).
Individual Instruction: Powerpoint and
promethean board
10 min
Following the warm-up I will show the class the political
cartoon (below) and give students time to analyze aspects of the
cartoon that they deem important in regards to the timeframe in

I will use the three questions from class to further analyze the
What do you see?
What do you think about what you see?
What do you wonder about?
Group Practice/Small Group Instruction: During the group Individual analysis
5-10 collaboration I will jump of cartoon
min After individually analyzing the cartoon I will break up the from group to group to gauge
classroom into groups of four, consisting of students seating their comprehension of the
nearest each other which will take. Each student will have an political cartoon. I will stress
opportunity to share their thoughts regarding the cartoon and the importance of the What
what struck them as intriguing. Every student will have 2 do you think about what you
minutes to share their thoughts uninterrupted as their group see? question in order to
members attentatively listen without responding until 2 minutes push their thinking further.
Whole Group Instruction: I want to build a connection Powerpoint and
10-15 between large corporations promethean board
After each individual shares I will have one person from each today and the trusts of the
group share their groups takeaways from the cartoon. After early 1900s. I will test
students provide input I will provide my personal insight and student knowledge by asking
point out parts of the cartoon that are difficult to see or that may if they can make connections
have been overlooked to companies of today and
spiral into a discussion about
the power of large
corporations and how they
influence many aspects of our
lives as citizens (whole group
Evaluate Understanding/Assessment: Through this formative Paper and pencil
5 min assessment I am hoping that
Through the use of a quick exit ticket I will post 3 questions students will be able to
about the political cartoon on my powerpoint in order to check understand how
for comprehension before the period ends. progressivism continues to
influence society today.
Closing Activities/Summary: Powerpoint and
2 min promethean board.
I will once again reiterate the importance of the progressive era
on todays society. I will inform the class of some of the
important reforms that are still present today and have improved
the lives of millions of people.
ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: N/A
0 min

By making most of my lesson in a group setting I will make

sure each group contains a mix of students (ability levels). This
will ensure equal learning for the class as a whole. The entire
assignment will be focused on open questions that can have a
few answers and still be considered correct.