CEP Lesson Plan Form

Teacher: Bianca Garcia Date: 3/31/2022

School: Holy Family High School Grade Level: 11 Content Area: Social Studies
Title: Introducing Boom & Bust Lesson #:__ of __

Lesson Idea/Topic Boom & Bust

and
Rational/Relevance:
Student Profile: Class of 20 juniors. Sweet kids, willing to participate, at times will try
to push boundaries, but generally follow instructions. Most are
focused, a few have trouble getting things done during group work
time.
Guided studies: RB
ADHD: AC
Family dynamics to be mindful of: AC, RL
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
SS09-GR.HS-S.1-GLE.1 B. Gather and analyze historical information to address questions from a range of primary and secondary sources containing
a variety of perspectives.
SS09-GR.HS-S.1-GLE.2 B. Investigate causes and effects of significant events throughout United States history. For example: world and regional
conflicts, urbanization and suburbanization, economic cycles, and popular and countercultures.
Understandings: (Big Ideas)
The causes and effects of the Great Depression and Great Recession.
Context of the 1920’s society in terms of culture, economics, and politics.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
What were the warning signs for both the Great Depression and the Great Recession?
Where can we see racial injustice at play throughout modern American history?
How did societal norms for women change throughout American history?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)
I can:
1. I can list and explain the causes of both the Great Depression and the Great Recession and the effects on the social, political, and economic
structure in the United States.
2. I can describe what 1920’s society looked like as it pertains to culture, economics, and politics.

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CEP Lesson Plan Form

This means:
List of Assessments: (Write the number of the learning targets associated with each assessment)
Boom & Bust KWL-to be submitted at the end of the unit (1 & 2)
Zoom Out-informal (1 & 2)
Boom & Bust Summative Assessment (1 & 2)
Activity questions (1)
Exit Ticket (1)

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this
lesson? Yes ___ No _X__
Approx. Time and Materials
Anticipatory Set
Procedures
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Boom & Bust
Which model(s) will be used?
Lead Teaching
Why did you choose this model(s) and what are the teachers’ roles?
Lead teaching provides an opportunity to learn how I will lead the classroom as well
as my teaching and classroom management style.
80 Mins
The strategy I intend to use is:
KWL (5 Mins)
Zoom Out (5-10 Mins)
I am using this strategy here because:
-This KWL graphic organizer give students and me the opportunity to track their
learning progression. It also helps students organize their thoughts and notes and
asks students to self-assess.
-This is a great way to get students interested in a lesson and unit. Along with that,
students are exposed to primary sources, and get low stakes practice analyzing
primary sources.
The strategy I intend to use is:
Lecture (Teacher Input) (25-30 Mins)
Whatdunnit: Great Depression Activity (25-30 Mins)
I am using this strategy here because:
-Students can develop note taking, reading comprehension, and other collegiate
level skills through direct instruction. It also allows them to receive some
background knowledge before going into assignments and activities.
-This simulation activity is engaging and informative. Along with that, the questions
included foster critical thinking.
Teacher Actions Student Actions Data Collected
CEP Lesson Plan Form

5 Mins-Check In 5 Mins-Check In
-Ask students how they -Share with class how they -KWL collected at the
are doing. are doing if comfortable. end of the unit.
-Assign Boom and Bust - Start Boom and Bust
KWL KWL
-Take questions -Ask questions.

5-10 Mins-Zoom Out: 5-10 Mins-Zoom Out: -Student knowledge of

-Show students a selection -Look at the selection of the content and primary
of images from the 1920’s images from the 1920’s source analysis skills.
and the Great Depression. and the Great Depression.
-Slowly Zoom out of the -Answer the prompts with
images until they see the a peer, and then with the
whole picture. class for each Zoom out.
-Give them questions to
discuss with a peer, then
out loud (Think Pair
Share).

25-30 Min-Teacher 25-30 Min-Teacher

Input: Input: - KWL collected at the
-Check in with students - Pull out materials for end of the unit.
+ “What questions do you note taking.
have?” -Listen to lecture material,
-Have students pull out engage, ask questions,
materials for note taking. provide insight.
-Give lecture on limbic
system.

LUNCH LUNCH

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CEP Lesson Plan Form

Whatdunnit: Great Whatdunnit: Great -Activity questions.

Depression Activity (25-
30 Mins)
-Give students handouts.
-Make sure everyone has
materials, and that I have
class attention.
-Give students instructions
for the simulation and
remainder of activity.
-Collect handouts.
Depression Activity (25- -Exit Ticket
30 Mins)
-Look through handouts.
-Participate in simulation
and other parts of the
activity.
-Ask questions.
-Give back handouts.

Exit Ticket (5-10 Mins) Exit Ticket (5-10 Mins) -Exit ticket answers from
-Display exit ticket -Read exit ticket question. Google Classroom.
question on the screen -Find assignment on
-Take student questions. classroom.
-Make sure students can -Ask questions if needed.
all access exit ticket on -Answer the question.
classroom.
Closure The strategy I intend to use is:
Exit Ticket (5-10)
I am using this strategy here because:
This is an effective way to assess students on information that they just received.
Asking a closing question allows me as a teacher to see if students met the learning
target, how I can better support them in getting there, and where my lesson may
have fell short.
Differentiation Content Process Product Environment
Modifications: -Providing -Providing -Looking at the -Creating an
accessible questions that results in a environment
content in encourage comprehensive where all
lecture critical way, keeping students feel
material. thinking at each individual safe to learn
different student’s needs and take risks

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CEP Lesson Plan Form

levels. and learning at their own

levels in mind. pace.
-Providing
feedback that
will encourage
a growth
mindset.
Extensions: -Including -Providing -Giving -Creating a
challenging questions that students rigorous
lecture encourage feedback that environment
material. critical will encourage where
thinking at them to further students feel
different their thinking. safe to take
levels. -With this the risks
group in needed for
particular, growth.
these students
need to be
pushed in their
analysis.
Assessment Boom & Bust KWL (Diagnostic, Formative, Summative)
-To see learning progression throughout the unit.
Zoom Out (Diagnostic)
-What do students know about the 1920’s and the Great Depression? How do they
analyze primary sources (pictures)?
Boom & Bust Summative Assessment
-Project based learning to see how students apply content knowledge and research
skills.
Activity questions-written and verbal (Formative)
-How well did students retain the information from the activity?
Exit Ticket (Formative)
-Assessment for the content we went over this lesson.
-What do students really understand? What might we need to go over again? Where
should I take a different approach as a teacher?

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