Name_________________



EDSU 533 Signature Assignment: Lesson Design

Rebecca Johnston-Carter Grade level: 11th Subject Area: United States History

I: Lesson Plan Curriculum: Connection Between Content Standard and Learning Goals

1. What state adopted content standards will you address in the lesson?

11.5 - Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

Historical and Social Science Analysis Skills - Chronological and Spatial Thinking

1. Students compare the present with the past, evaluating the consequences of past events and decision and determining the lessons that were learned.

Historical and Social Science Analysis Skills - Historical Interpretation

1. Students show the consequences, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

3. Students interpret past events and issues within the context in which n event unfolded rather than solely in terms of present-day norms and values.

2. What Common Core State Standards will you address in this lesson?

CCSS.ELA-Literacy.RH.11-12.6 - Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

CCSS.ELA-Literacy.RH.11-12.7 - 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.

CCSS.ELA-Literacy.RH.11-12.10 - By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.SL.11-12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.WHST.11-12.1 - Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.11-12.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

3. What are your academic learning goals for the lesson? What specifically do you expect students to know or be able to do as a result of the lesson?

By the end of this lesson I expect students to be able to define key vocabulary related to the topic (such as Prohibition, Volstead Act, Bootlegger, wets/drys and Temperance) to explain the arguments for and against Temperance/Prohibition, to name some consequences of Prohibition, explain what led to the repeal of Prohibition and use that knowledge to present an argument on “modern day Prohibitions”.

4. What depth of knowledge (DOK) level will students will achieve as a result of this lesson? Explain your rationale.

Students will reach DOK level 4 through critiquing Prohibition era political cartoons, analyzing the viewpoints of those for and against Prohibition and by applying their knowledge and understanding of Prohibition to issues of “modern day Prohibitions”. This will hopefully be supported by lower DOK level activities which will help students reach this high level of DOK.

II. Instruction: Communication of Goals/Standards - Lesson Sequence, Teaching Strategies and Scaffolding for EL and Special Needs

|Parts of the Lesson |What will you do? |Why has this approach been selected? |

|How will you communicate |The learning goals will be written on the white board alongside the|In my observation I noted that the teacher wrote out the schedule on the board |

|the academic learning goals|day’s schedules of activities in this type of format: |without including standards or DOK. As students are already familiar with and |

|to students? |Bell Reading – CCSS.ELA-Literacy.RH.11-12.10 |appear to be comfortable with this it seems natural to expand this to add in the |

|Lesson Objective |Students will be made aware of what the abbreviations mean and will|standards. I do not feel that high school students are really aware of / care |

|State Curriculum |have access to the State and Common Core Standards should they wish|about DOK levels, however I would give students the option of having DOK levels |

|Common Core |to read the standards in full. |included on the schedule. |

|Depth of Knowledge | | |

| |Lesson objectives will be displayed at the beginning and end of the| |

| |lecture, with the display at the end including notes on which | |

| |slide(s) are focused on which objectives. |By displaying the lesson objectives at the beginning of the lesson students are |

| | |able to get an overview of what they will be learning, while the inclusion of |

| | |another slide at the end allows students to see where that information was located|

| | |and makes review easier. |

|What instructional |Target Vocabulary will be introduced via the Lecture, with students|By presenting vocabulary words in context the purpose of learning those specific |

|strategies will you use and|being told that key words will be underlined so that if they don’t |words is more readily apparent to students. Personal Dictionaries allows for |

|how will you sequence your |know what the word means they can add it to their Personal |vocabulary to be adjusted to the needs of the student, as students will be |

|instruction? |Dictionaries. |encouraged to add words they encounter outside of class or words encounter in |

|Target Vocabulary | |class which aren’t target vocabulary words. |

|Key Concepts | | |

|Graphic Organizers | |By presenting key concepts through the pre-reading of the textbook and Bell |

|Contextual Cues |Key Concepts will be presented via readings from the textbook and |Reading students are prepared for the lesson and the following lecture reinforces |

|Modeling |other sources (such as Bell Reading books) which will students will|and expands that learning, which is further reinforced through the Political |

|Questioning |be responsible for completing before the lesson and expanded upon |cartoon analysis. By holding students responsible for keeping Student Journals on |

|Reframing |through the in-class Lecture. Key Concepts will then be reinforced |the lecture the teacher helps prepare them for both college and the “real world” |

|Media and Technology |through the Political cartoon analysis, through Student Journals |by giving them a chance to develop and practice note taking skills. As many of the|

| |(aka students taking notes), via the short essay assigned to be |students at Morro Bay High go on to four year colleges note taking is an important|

| |completed as homework. |school for them to learn and master. |

| | | |

| | |The graphic organizer provides scaffolding by helping students determine what to |

| | |look for when analyzing the political cartoons and start brainstorming the short |

| |Students will be provided with a graphic organizer to aid in their |essay. |

| |analysis of the Prohibition era political cartoons and to help them| |

| |prepare for the short essay assigned to be completed as homework. | |

| | |By modeling the activity the teacher scaffolds instruction, I believe this is |

| |Before the Political cartoon analysis begins the teacher will model|necessary because during my observation I noted that several students came up to |

| |how to complete the activity. |ask the teacher questions and most of those questions were the sort which would |

| | |have been answered by the teacher modeling how to complete the activity she’d |

| | |assigned. |

| | | |

| | |Breaking up the lesson with questions/answer sections makes it easy for students |

| | |to stay focused on the lesson and keeps students involved in learning instead of |

| |During the Lecture the teacher will pause to ask questions of the |just zoning out while the teacher speaks |

| |students, such as asking students to make predictions, to define | |

| |words/terms and to connect to prior knowledge. |Including realia/visual aids in the lecture helps students to stay focused on the |

| | |lesson and provides options for students of differing learning styles to connect |

| |A projector and computer will be used in order to easily display |with the material. Historical photos and film footage also help make the past |

| |multimedia, such as historical photographs and historical film |come alive for students. |

| |footage, in such a way that all students can see them. The |By making the material available online students can more easily review and |

| |PowerPoint used for the lecture will be made available to students |reinforce their learning later on. |

| |via Google Classroom /a class website. | |

III. Student Activities: Student Grouping. Student Engagement, Materials, Technology, Resources Needed

|Parts of the Lesson |What will the teacher and students do? |Why has this approach been selected? |

|What activities will |Bell Reading - When students enter the classroom they will |Bell Reading not only helps students achieve CCSS.ELA-Literacy.RH.11-12 but also |

|students be involved in? |retrieve an assigned nonfiction or fiction book set |provides a routine to the beginning of class so that students are not wondering |

| |in/around/about the 1920s, such as Witness by Karen Hesse, The |what will happen, they know that a schedule will be on the board and when they |

| |Steep and Thorny Way by Cat Winters, Black Wall Street by Hannibal|enter the class they should get their book and read until the teacher tells them |

| |B. Johnson and Dr. Seuss and Mr. Geisel by Judith and Neil Morgan.|to put their books away. |

| |The KWL chart for the next activity will be on the whiteboard | |

| |along with the day’s schedule. | |

| | | |

| |Discussion / Primary Vote - Students will engaged in a short class| |

| |discussion where a KWL chart (Link) will be created on the class | |

| |whiteboard. Then a vote will be conducted on if students would | |

| |think they would have supported prohibition and if they think it |Since the KWL will be on the board when students walk in, they will be given time |

| |was good for America. |to reflect on what they know about Prohibition, filling it out via a class |

| | |discussion will allow the teacher to establish students’ prior knowledge and will |

| |Lecture - The teacher will present a lecture style presentation |help get students interested in the lesson ahead. |

| |accompanied by a PowerPoint providing a bullet point summery of | |

| |the information being presented and containing realia/visual aids | |

| |to illustrate the information such as images of wine bricks (Link |Lectures allow for quick communication of conceptual knowledge need to meet the |

| |1, Link 2) Prohibition era prescriptions for Whisky (Link) |California content standard 11.5.3, while the use of realia/visual aid makes the |

| |historical photographs (Link 1, Link 2) and historical footage. |content of the lecture more comprehensible and interesting for students. During my|

| |(Link 1, Link 2, Link 3) |observation I noticed that the students responded well to the teacher’s |

| | |presentation when the slides contained images as well as text. During the lecture|

| |Political cartoon analysis - Students will work together in small |student will be asked to participate by responding to questions posed by the |

| |groups to analyze Prohibition era political cartoons (Link 1, Link|teacher and/or reading sections of text so as to keep students involved with the |

| |2, Link 3) with the aid of a handout (Link) to fill out a graphic |lesson. |

| |organizer (Link) and answer the question “Did Prohibition hurt or |By having students work together this activity encourages a higher level of DOK as|

| |help America?” Students will be responsible for writing a short |students must critique and analyze to help them prove the merit of their position.|

| |essay (3-4 paragraphs) on that question for homework. |My observation lead me to believe that the students in this class work well in |

| | |group situations provided there is some oversight from the teacher. The short |

| |Discussion / Secondary Vote - Students will be asked to share what|essay allows for learning to be assessed by the teacher. |

| |they learned from the lecture and/or the political cartoon | |

| |analysis and to discuss how this changed or did not change their | |

| |views. During this discussion the teacher will bring up the idea |This activity wraps up the lesson, allows students an opportunity to defend their |

| |of “modern day prohibitions” such as marijuana and gun control |position/ideas and practice persuasive arguments. Additionally it helps to connect|

| |(Link) and seek student opinions on this argument. A second vote |the past to the present and encourages students to reflect upon what they have |

| |will be taken on students’ views on Prohibition. |learned and how it could impact their everyday lives. This helps to meet |

| | |CCSS.ELA-Literacy.SL.11-12.1 and Californian’s Historical and Social Science |

| | |Analysis Skills 1. |

|How will students be grouped|Students will be in seated in small groups of 3-4 students per |The class I observed did not have a traditional set up (i.e. rows of individual |

|during the lesson? |table. Students will partner with the others at their table for |desks) but instead used several small diner tables, each with four chair arranged |

| |the Political cartoon analysis activity |so that no student’s back was to the white board and projector screen at the front|

| | |of the class. |

| | | |

| | |I believe that students were allowed to choose where they sat, due to the unequal |

| | |distribution of students and the fact that the students seemed to be very friendly|

| | |with their tablemates. I would assume that the teacher reserves the right to move |

| | |students as/if problems arise, however during my observation the small groups |

| | |seemed to work quite well with each other with only minimal teacher oversight |

| | |needed. |

|What materials, technology, |Graphic Organizers / Handouts – Students will be given a graphic |Graphic organizers and handouts help to scaffold student learning and ensure that |

|and resources will you use |organizer (Link) and handout (Link) for the Political cartoon |students know what they are expected to do and thus are more likely to remain on |

|during this lesson? |analysis. |task. |

| | | |

| |Student Laptops – Students will have access to classroom laptops |The class has a dedicated set of laptops for student use which are connected to |

| |connected to the internet primarily for the material for the |the school’s Wi-Fi. During my observations it was clear that the students were |

| |Political cartoon analysis activity. Students will also be able to|used to, proficient with and enjoyed using these laptops. |

| |use the laptops for Student Journals and Personal Dictionaries. | |

| | | |

| |Projector – The classroom projector will be used for the Lecture | |

| |and for modeling the Political cartoon analysis activity. |The class has a projector set up and during my observation I noticed that the |

| | |students seemed to enjoy the presentation I observed when their teacher included |

| | |visual illustrations instead of slides with nothing but text. |

|How will you engage and |Realia/Visual Aids – Will be included in the teacher’s Lecture and|During my observation I noticed that the students responded well to the teacher’s |

|motivate students to learn |are the focus of the Political cartoon analysis activity. |presentation when the slides contained images as well as text. |

|the subject matter content? | | |

| | | |

| |Classroom Discussion / Voting - Students will engage in class |During one part of the lesson where students got off topic and got a chance to |

| |discussion by working together to complete a KWL chart, voting on |argue their point of view on a subject I noticed that several students who hadn’t |

| |if students think they would have supported prohibition / if they |been involved in the lesson “perked up” and started to participate. |

| |think it was good for America. Later the students will refer back | |

| |to the KWL chart and discuss how the lecture and the political | |

| |cartoon analysis changed or did not change their views on | |

| |Prohibition. | |

| | | |

| |Connection to Modern Day - The teacher will raise the idea of | |

| |“modern day prohibitions” such as Marijuana and Gun Control (Link)|The lesson I observed was created after the students wanted to learn more of the |

| |for students to discuss. |modern day applications of what they were learning about, so I believe this would |

| | |help engage the students. |

|How will you differentiate |English Language Learners – Will be allowed the use of |By giving ELLs the resources needed to translate English words into their native |

|your learning activities for|Spanish-English dictionary (or similar) and/or translation |language the vocabulary of those students is increased while also allowing them to|

|a diverse student population|software like Google Translate and will be allowed to include a |practice English with more confidence. |

|and assure that all students|translation component in their Personal Dictionaries. | |

|have access to Common Core | | |

|and curriculum content |Student Laptops – Students will have access to classroom laptops. |Some students may find writing notes by hand difficult for a multitude of reasons,|

|standards? |These laptops could also have relevant software installed such as |including physical and mental disabilities. Using laptops may make note taking and|

| |wordQ (Link) a predictive typing program or Dragon |completing class activities easer for students. Relevant software can further help|

| |NaturallySpeaking (Link) which can read text aloud and transcribe |students by catering to student’s specific needs. |

| |dictated text. | |

| | | |

| |Accessible Classroom Material – All material presented in class, |By providing material online it makes it easier for the students to review |

| |from the Lecture’s PowerPoint, to the graphic organizer and the |information for future assessments, to retrieve handouts they have lost and to |

| |handout for the Political cartoon analysis activity will be made |catch up on lessons which were missed due to absence from school. |

| |available to students via Google Classroom /a class website. | |

| |Common Core and curriculum content standards will also be made | |

| |available on this website. | |

IV. Assessment: Progress Monitoring, Summative, Student Performance Assessment Rubric

|Parts of the Lesson |What will the teacher do? |Why has this approach been selected? |

|How will you gain |Discussion – The teacher will lead the students in a class |By having the class work together to create a KWL chart the teacher is able to |

|understanding of students’ |discussion where a KWL chart will be created on the class |quickly get a grip on students’ prior knowledge. This chart can also be used later|

|prior knowledge at the |whiteboard. |in the lesson by filling in the “Learned” section to show what the lesson has |

|beginning of the lesson? | |accomplished and to encourage more inquiry into the subject. |

|How will you monitor student |Questioning During Lecture - During the lecture student will be|By asking students questions where they need to refer to prior knowledge, make |

|progress during the lesson? |asked to participate by responding to questions posed by the |predictions and give opinions which incorporate current knowledge student progress|

| |teacher and/or reading sections of text. |can be monitored throughout the lesson. |

| | | |

| | | |

| | | |

| |Observation / Circulation – During the Political cartoon | |

| |analysis activity the teacher will circulate throughout the |This allows the teacher an opportunity to interact with students in their groups |

| |room, both to answer student questions and to ensure that the |and possibly even one on one to monitor student progress. |

| |group work is on topic. | |

|How will you assess student |Discussion – The teacher will lead the students in a discussion|By having students complete the KWL chart and polling students on if their opinion|

|understanding at the end of |on what they have learned from the lecture and the Political |on Prohibition has changed the teacher can assess student understanding. This can |

|the lesson? |cartoon analysis activity and if their views on Prohibition |then be expanded to assessing students’ ability to apply their understanding to |

| |have changed. This will be used to complete the KWL chart. |other topics via the discussion of “modern day prohibitions”. |

| |During this discussion the teacher will bring up the idea of | |

| |“modern day prohibitions” such as marijuana and gun control and| |

| |seek student opinions on this argument. | |

| | | |

| |Short Essay- Students will be responsible for writing a short | |

| |essay (3-4 paragraphs) answering the question “Did Prohibition |By grading the short essays the teacher will be able to assess student |

| |hurt or help America?” for homework. |understanding at the end of the lesson and also to assess student’s abilities to |

| | |write academically and progress towards CCSS.ELA-Literacy.WHST.11-12.1 and |

| | |CCSS.ELA-Literacy.WHST.11-12.10. |

V. Reflection: Anticipated Problems, Adaptations for EL and Special Needs, Next Step, Plan B

1. What potential problems might you anticipate with this lesson?

Judging by my observation one of the main problems which may come up during this lesson is students getting off topic. Specifically I observed one student with special needs who has a tendency to ask questions or make remarks which are not related to the topic at hand. I believe this can be managed through essentially running a tight ship and reminding the students to remain on topic as I observed the teacher doing.

During my observation the class seemed keen to chime in and comment on the lesson, so I do not think that lack of participation will be a problem, especially if the lecture/presentation is thoughtfully designed to include interesting visuals and to include opportunities for students to answer questions and give their opinions.

There is a possibility for students to get off task during the political cartoon analysis activity given that is a small group activity and the teacher cannot be everyone in the classroom at once. However during my observation I noticed that the students were remarkably on task even though the teacher was at her desk doing grading as they completed a small group activity, so I think if I circulate through the class, pausing to ask questions or comment, then the students will remain on task.

With the secondary discussion, specifically the idea of having students discuss “modern day Prohibitions” there is an opportunity for inappropriate conversation due to the fact that the article this idea comes from lists marijuana as an example. However I think that by challenging students to connect their arguments/comments on marijuana to the idea of it’s illegal status being a modern day Prohibition would limit most of the potential for inappropriateness surrounding this section of the lesson.

2. How will you know if students achieve the desired academic learning goals?

I will know if students achieve the desired academic learning goals through listening to student’s contributions to the classroom discussions, observing students interaction sin their small groups during the political cartoon analysis activity, posing questions and getting students to react to the lecture and through the short essays which will be assigned for homework. The discussion during which the class will fill out the “Learned” section of the KWL Chart should be particularly helpful for determining if the students have achieved the desired academic learning goals.

3. What strategies have you incorporated into the lesson that would support and English learner?

In order to support English language learners I have included the support of technology for ease of access to translation services such as Google Translate, to allow students to easily review the lecture presentation since the PowerPoint/Google Presentation will be available on Google Classroom or the class website. Additionally I could easily make a bullet point version of this presentation, using the “outline” view, available if that would help students take notes. Additionally the setup of the classroom, with students seated at small dinner tables in groups of three or four students enables ELLs to easily consult with another student if they need assistance, especially if they are seated with another ELL who is as or more proficient in English.

4. What might be your next steps for student(s) who did not achieve the academic learning goals in this lesson?

One of the first steps I would recommend is that the student(s) review the class material via Google Classroom or the class website and reexamine the relevant sections of their textbooks. Additional material that I would suggest for them to look at would include videos such as History of Prohibition: Why it Failed from KnowledgeHub (Link) The Roaring 20s from Crash Course (Link) The 18th Amendment Explained: The Constitution for Dummies Series from Keith Hughes (Link)

If these were unhelpful to the student or the student desired another course of action I would recommend that they meet with me before/after school, during lunch or perhaps during a free period. Another option would be for the student to pair up with either another student in the class for peer mentoring and support.

5. If this lesson is not working, what changes could you make to the lesson and why? What is your Plan B?

With relatively minimal modification I could turn the lecture/presentation into a flipped classroom video, perhaps accompanied by students being required to watch one of the supplemental videos mentioned in the previous question. This would allow the material to be covered by students on their own and classroom time to be completely devoted to group activities such as the political carton analysis activity and to give students time to complete the short essay in class instead of assigning it as homework. This would also allow for more time to be given to classroom discussions. If students are interested in / intrigued by the idea of modern day Prohibitions then an investigation/report could be created, similar to the investigation/report that I observed students presenting on modern day instances of racisms which was designed after students expressed their interest in racism since the Civil Rights Movement.

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