Teacher(s) Name: Dominique Little, Elizabeth Hunt, Thalia Velazquez, Hailee Wagner, Audrey Howell

Thematic Unit Theme/Title/Grade Level: The Roaring 20’s and The Great Depression in Florida 4th grade
Weebly address: https://ucfgr4twentiesdepressionsp18.weebly.com/
Daily Lesson Plan Day/Title: Day 3- 1930’s Direct Instruction and Centers

Learning Goals/Objectives Learning Goal:

What will students accomplish
be able to do at the end of this
lesson? Be sure to set
significant (related to
SSS/CCSS), challenging and
appropriate learning goals!
Students will be able to recognize the causes, effects, and
challenges of Florida from the 1920’s through the 1930’s and
Great Depression with the use of timelines.
Learning Objectives:
Depending on the topic, 4 objectives are ample.
1. Students will discuss among their groups how the people
in Florida were affected by the Great Depression based
on what was learned so far.
2. The student will create a headline for a newspaper based
on the timeline of their historic event.
3. The students will be able to understand the economic
inflation between the costs and wages in 1930 to now.
4. Students will place the events discussed on the timeline
of Florida during the Roaring 20’s and the Great
depression by looking at a picture that symbolizes the
event or a description of the event.
NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/
NCSS theme(s):
● Time, Continuity. and Change
● People, Places and Environment
● Production, Distribution, and Consumption
Florida Standard(s):
● LAFS.4.SL.2.4: Report on a topic or text, tell a story, or
recount and experience in an organized manner, using
appropriate facts and relevant, descriptive, details to support
main ideas or themes
● LAFS.4.SL.1.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
Next Generation Sunshine State Standards:
● SS.4.A.9.1. Utilize timelines to sequence key events in
Florida history.; Sequence pictures
● SS.4.A.7.2.Summarize challenges Floridians faced during
the Great Depression
● SS.4.E.1.2. Explain Florida's role in the national and
international economy and conditions that attract businesses
to the state.; Examples are tourism, agriculture, phosphate,
space industry.
Assessment
· How will student learning be
assessed?
Authentic/Alternative
assessments?
· Does your assessment align
with your objectives, standards
and procedures?
· Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative
planning/presentation notes,
etc.
Unit Pre-Assessment:
The Kahoot Quiz that was prepared and taken the week prior.
Unit Post-Assessment:
On-going Formative (progress-monitoring/daily)
Assessment:
● Timeline (rubric:
http://www.readwritethink.org/files/resources/lesson_images
/lesson398/rubric-timeline2.pdf)
● Class Discussion
● Centers activities
○ Headlines
○ Inflation Calculations
Unit Scale:
4 - Students are able to recognize the causes,effects and challenges
of Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines and explain it to others.
3 - Students are able to recognize the causes,effects and challenges
of Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines
2 - Students are able to recognize the causes,effects and challenges
of Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines with some help.
1 - Students are able to recognize the causes,effects and challenges
of Florida from the 1920’s through the 1930’s and Great Depression
with the use of timelines with a lot of help.
Design for Instruction
Student Activities &
Procedures
· What best practice strategies
will be implemented?
· How will you communicate
student expectations?
· What products will be
developed and created by
students?
· Consider Contextual Factors
(learning differences/learning
environment/learning styles)
that may be in place in your
future classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikisp
aces.com/file/view/ESOLStrate
giesComprehensibleInstruction
.pdf/42902857/ESOLStrategies
ComprehensibleInstruction.pdf
and ESE (Gifted/Talented
students, Learning/Reading
disabilities, SLD etc.)
http://www.udlcenter.org/about
udl/udlguidelines/udlguidelines
_graphicorganizer
Daily Hook; Play the 20's music and tell the student to put on the head piece
they made because "It is time to travel back in history to the Great
Depression here in Florida."
Anticipatory Set: Remind them that yesterday we discussed the land boom
and bust in Florida and why people wanted to live in Florida in the 1920’s.
ESOL 13. Use preview/review activities 14. Simplify your speech by
making it slower and redundant 15. Reinforce the key ideas you present
again and again
Input: Tell students to take out their timeline that they have started in the
previous days. Ask them to discuss with their shoulder budy what they have
learned so far and what each date on their timeline represents. Next tell
students to write down the date 1937 on their timeline. The students will
label that with “Poll Tax is repealed for voters”.
1. The students will now break up into their center groups to begin
the centers activities.
2. The first unit based center will be called “It’s News to Me!” This is
the center where the students will look up the New York Times
headline about the Great Depression called “Looking Back at the
Crash of ‘29”. Each student will be given paper to create their own
headline based on the Great Depression in Florida for those times.
The students will be allowed to use a laptop or iPad to do their
research and can work with their center group or individually. The
headline to the paper can be typed or handwritten and should have
some information in the newspaper article.
a. Each set of instructions will be printed out in larger print
and translation dictionary will be at each center. ESOL 27
3. The next center is called “It Happened in the 1930’s”. This center
will be completely on the iPad’s and the PBS video on YouTube
will already be loaded on to the iPad through SafeShare. The
students will then add to their timelines any information or notes
they think should be added
a. Thomas or ESOL students can use closed captioning on
the video and are allowed to write in native language for
the timeline or use pictures instead. ESOL 17, UDL 5.2
4. The last unit plan related center is called “What Did it Cost?” This
center will focus on the inflation rate of the Great Depression. The
students will use a shopping list provided that has the list prices of
those items from 1930. The students will then be required to use
the laptops or tablets to find the current prices of these items. The
students will be given a link for an inflation calculator to use. The
students would also have space to brainstorm different household
items they have now that people did not have in the 1930’s (i.e.
phone chargers, television, etc.)
 a. Thomas would be able to work with a partner and would
only be expected to complete half of the list that the other
students would be given. UDL 6.1
b. ESOL student can use online translators and have labeled
charts and graphs. ESOL 30

Modeling: As the students are doing centers the teacher can be walking
around and showing students how to complete tasks if they need assistance
and stay with Thomas through some centers for extra practice. UDL 3.3

Checking for Understanding: Periodically throughout the centers the teacher

will ask for the students attention and ask them to show on their fingers
which level they are at. By observation if the teacher sees that many
students at a particular center are at a 2 or lower then the teacher will focus
some time helping those students.
 Resources/Materials One to one tablets/laptops
1920’s Costumes
Inflation Charts
Newspaper Headline Model
https://archive.nytimes.com/www.nytimes.com/library/financial
/index-1929-crash.html

SafeShare Video
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtu
be.com%2Fwatch%3Fv%3DTpfY8kh5lUw

Inflation Calculator
https://westegg.com/inflation/
Discussion Notes: Make comments here related to ideas for assessment measures, parent
involvement, field trips, or extension to the unit plan ideas.