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MTC Daily Lesson Plan

Resources:
● Slides:
○ https://docs.google.com/presentation/d/1zJb-_fZMPLO5sRmHZEmyYVWall6WJ35AqJDPG6IsEjc
/edit?usp=sharing
● Exit ticket
○ https://drive.google.com/file/d/1grXHycaw4zSZ11CK0WX4ea13GHXVH1xL/view?usp=sharing
● Dinner party:
○ https://docs.google.com/document/d/1elkR632K-MuiOUwkbOyIIAjHq6BOfTU9Kn9DUy1rklg/edit
?usp=sharing
● Graphic organizer:
○ https://docs.google.com/document/d/1D1kno-sIa1bk7B06Xz-uD5FE9I0zf8BpsI_RyGs85q8/edit?usp
=sharing
● Primary sources:
○ https://docs.google.com/document/d/1xYMTmgSA3D2pQvx8OD0nls62XH1h2sIW2_9KAXXKWzU
/edit?usp=sharing
● Notes:
○ https://docs.google.com/document/d/1CMQjmqxOGMR5Y5G1merVO9GkvVM-RVvIzWTFEA-Fn
Ww/edit?usp=sharing

Name: Emma Hale Class/ Period: Mock Lesson Date: 6-9-22

1. Objectives:
Objective(s) DOK Level State Standard

Interpret the impact of the New Industrial Age on life in urban areas, 2 2.3
including: living conditions, political machines, Jane Addams and the
Social Gospel

2. Materials:
Item(s) Quantity:

pencils 1 per student

dinner party sheet 1 per student

Guided notes 1 per student

Graphic organizer and sources 1 per student

exit ticket 1 per student

TF36 Strategy 1. Greeting students at the door

3. Opening (SET): Strategy 2. Effective SET

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What will be done? (narrate the SET):

Look around the classroom. It’s been raining a lot lately, and every other classroom has flooded, so we’re
going to have to combine classrooms. What is going to happen if everyone from all the other classes
suddenly moves into this classroom? There is nowhere else for them to go, and people have to cram
together here or miss out on learning. Our classroom is the only place for this educational opportunity.
People are arriving faster than we can get more supplies.Should we turn the other students away? Or should
we let them cram in? What is going to happen if we try to have the entire summer school just in this single
room? How will that affect learning? What will we do in the meantime? How can we fix the problem?
Everyone trying to use the same bathroom, share the same desks?

This is what happened with urbanization in American cities. In 1900, New York was one of the most crowded
places in the world. People were moving to New York faster than the city could grow to accommodate them.
The city was bursting at the seams. People were crowded together in ways they could never imagine, many
having moved from rural areas on farms to these big bustling cities. We talked about some of these issues.
(Show Jacob Riis picture of tenements.) Do you remember this photo? Who took it?

Statement of Learning (your objective in language that students will understand):

I can identify the impact of the New Industrial Age on life in urban areas, including : living conditions, political
machines, Jane Addams and the Social Gospel.

Engagement (Explain how the student will participate in the SET):

Students will answer questions with a quiet raised hand.

Ties to the lives of students (Explain how this topic relevant to their lives):
Everyone has been in an overcrowded room or part of a crowd at some point. I’m connecting the problem of life in
Urban America in the Gilded Age to the uncomfortable feeling of having an overcrowded classroom.

4. Learning Tasks (Procedures):

Time Activity name What the teacher will be doing What the students will be doing
needed

5 min bellringer Sheets will already be on the desks. TSW answer the question on their bellringer
The question will be on the board. sheet. TSW volunteer and answer the question
Teacher will take attendance. Then with a quiet raised hand.
the teacher will ask students for a
silent raised hand to answer the
question and explain why.

5 min SET TTW describe the SET (see narration TSW call out answers and suggestions when
above) using slides on the smartboard prompted
then ask students for responses to the
questions

20 min Guided Notes TTW ask for student volunteers to TSW volunteer to read bullet points on the
read through the notes on the board, lecture slide and they will copy the bolded
and instruct students to write the information into appropriate section of their
bolded words in the blank sections of guided notes.
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their notes. TTW walk around to
monitor student progress

25 min Primary Source TTW instruct students to move to a TSW quietly read through each primary
Activity predetermined station in the room. source and complete the graphic organizer.
TTW pass out the primary sources When directed, TSW will move to the next
(sections from Hull House yearbook station. If they finish early, TSW complete the
labeled 1-4). TTW read the extension question. TSW use a quiet raiser
instructions on the slide. TTW around hand for any questions.
the room to monitor student progress.
After the 4 minute timer goes off,
TTW will instruct students to silently
move to the next station. If students
finish early, TTW instruct them to
brainstorm ideas for another service
that would help immigrants at Hull
House.

35 Historical Dinner TTW will introduce the idea of a
Party dinner party. TTW review instructions
and then go over the rubric. TTW will
then have students choose their
guests. TTW will then guide students
through the seating chart and
convversations activity, using an
example.TTW use timers to keep
students moving through each
section.
TSW choose guests for their dinner party and
create a seating chart following the directions.
TSW work independently and raise their
hands with any questions. If they finish early,
TSW create a visual representation of their
gilded age dinner party.

5 min Lesson review TTW then summarize the lesson, TSW listen to the teacher’s summary of the
and SET using a slide with the key words. lesson. They will then answer the questions
Connection TTW will refer back to the scenario about the SET scenario with quiet raised
of the overcrowded classroom from hands.
the SET. TTW give students different
scenarios and ask how they connect to
the key words

10 min Exit ticket TTW pass out the exit tickets and
walk around the room to monitor
student progress and answer their
questions
Students will silently answer the multiple
choice questions then turn them into the bin as
they leave. If the student finishes early, they
will work on their word search/scramble from
after the test.

5. Closure (2-5 min):

Describe the closure [be sure to include restating the objective(s)].
I will summarize the lesson. Saying that “Today we have covered the problems of overcrowded conditions in tenements
and talked about how people responded to them. We discussed political machines which offered services to immigrants
at the price of their votes. Political machine leaders like Boss Tweed stole millions of dollars of government money for
himself. So while political machines did provide some services, they mostly helped corrupt leaders get more money. We
also discussed another solution to the problem of urban lifes: settlement houses which offered food and services to the
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poor while promoting education. The first and most famous of these was Jane Addam’s Hull house. Which represented
the idea of social gospel, or the idea of using Christian ethics to address social problems. Basically, you should help
others as much as you can.

What questions will you ask for the review?

Thinking back to our analogy of the classroom. If everyone from Summer school was crowded together in the
classroom what living condition would this be like from the gilded age? (Tenements). If Mr. Burse took control of all
the desks and allowed people to use them in return for supporting him as class president what institution would this be
like? (political machine). If someone opened another building across the street and provided extra classroom supplies
and let some of you go study over there from our overcrowded classroom, what would that be like? (settlement houses).
And what religious movement promoting aiding others could motivate the people offering help? (social gospel). Ok,
now take these ideas and answer the exit ticket I’m handing out now.

What is going to happen next lesson?

Next class we’re going to talk about the role of media in promoting change, so get ready to grab your notebooks, think
like journalists, and stir up some controversy

6. Assessment: How will students show that the objective was achieved?
When and how will you formally guage learning I will formally gauge student learning through their answers
throughout the lesson? (projects, essays, quizzes, tests, to their assigned section of the graphic organizer. I will also
worksheets, etc.) grade the 5 question exit ticket.

When and how will you informally guage learning I will informally gauge learning through the students'
throughout the lesson? (discussions, questioning, presentation of their findings to the class and through their
review activities, worksheets, etc.) closing discussion of the SET’s connection to lesson key
words.

7. Differentiated Instruction:
*Enrichments and interventions should be some change in the content taught, the process in which the material is taught,
or the product produced by the student.
Enrichment: What will you do to challenge your I will ask students who finished the activity early to look
higher-achieving students? at the services offered by Hull House on the map and to
come up with one that is not listed and to write 1-2
sentences explaining how it would help immigrants in
New York City in the gilded age.

Intervention (students struggling or in the tier I will walk around and ask students who are not working if
process/response to intervention): What will you do to they have any questions. I will make sure that everything
support/remediate learners? written on the board and in the graphic organizer is also
said out loud.

Accommodation (Students with IEPs): What will you do If a student is having trouble sitting still, I will use a break
to accommodate students’ needs? between topics to ask everyone to stand up and stretch,
saying we’ve been sitting
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Exit ticket:

Link to Hull House yearbook: https://archive.org/details/hullhouseyearboo1906hull/mode/1up?view=theater

Print:
● Lesson plan