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Teacher: __Larry Donalson _______

Beginning Date:

Subject: ___United States History & Government_________ Day(s) 1 2 3 4 5 6


Lesson/Unit Plan Title or Theme: Industrial Revolution
Essential Question(s)/ Big idea:
Objective(s) SWBAT
1. Students will analyze the impact (costs/benefits) of the Industrial Revolution on various
groups of people in society (gender, children, socio-economic class, etc.).
2. Students will evaluate the impact of industrialization on the environment.
3. Students will compare and contrast the new ideologies which developed in response to the
conditions/abuses of the Industrial Revolution (liberalism, conservatism, socialism, and
communism).
4. Students will breakdown vocabulary terms into main ideas and construct visual
interpretations that illustrate their definition
5. Students will view excerpts from How the Other Half Lives (https://youtu.be/GHP7BirqBPQ )
and The Jungle ( https://youtu.be/M3lBAjZizOY )and completing text based questions and
formulating and evidence based claim
NYS Learning Standards and PI: SS1
Research and analyze the major themes and developments in New York State and United
States History (ex. Industrial Revolution), immigration, American Labor Movement)
Understand the interrelationships between world events and developments in New York
State and the United States ( cause for immigration, economic opportunities, human
rights abuses, and tyranny vs. freedom)
Prepare Essays and Oral reports about the important social, political, economic, scientific,
technological, and cultural developments, issues and events from New York State and
United States History
Common Core Learning Standards:
Draw evidence from informational texts to support analysis (Visual Vocabulary, text based
questions and evidence based claims)
Evaluate an authors point of view (Excerpt of The Jungle and How the Other Half Lives))
Come to discussions prepared having read and researched material ( HW)
Initiate and participate effectively in a range of collaborative discussion (Teacher-led, lecture
& discussion)
Using technology, including the internet, to produce, publish and update individual or shared
writing products in response to ongoing feedback, including new arguments or information
Reading- Excerpts from The Jungle and How the Other Half Lives
Vocabulary- Visual Vocabulary, Screencast(using Weebly)
Discussion- Based on text based questions and claims
Writing- Thematic Essay
Procedures:
Students will access all flipped lesson content, assignments, video tutorials and screencasts via Google
docs and Weebley. This will ensure easy file accessibility and streamlined management. Any individual
student questions or comments about video content can be sent to me by direct messaging in Dropbox.
Students will also be able to self-pace the independent work portion over the summer; however, they
must meet the final deadline for submission. Self-pacing can include video and screencast replay and
review as needed and written response completed at the students individual choosing or most optimal

work time. Video replay is a feature that allows for differentiated instruction for students with
difficulties remembering multiple directions. Similarly, by being able to choose the most preferential
work time, students can address new assignments from other areas other than the class.
Direct Explanation (verbalize the objective to students. Explain the importance/significance of the
learning. State how the learning will be assessed). During classroom experience, the teacher will give
students the freedom to work at their own pace. They are to observe students working and offer help
when needed. They should also facilitate students to learn from and with their peers. Much of the work
that should be done can be done with peers to work on problem solving skills while building social
skills.
During this class time students can either be working on watching the screencast and completing the
checklist, completing the master skills quiz, working on the application problem or completing the exit
ticket. For those students who may excel and need more of a challenge, they will be allowed to move on
to lesson 2, completing the same worksheets for lesson 2.
Day 1- Students will breakdown vocabulary terms into main ideas and construct visual interpretations
that illustrate their definition
Day 2- Today we will analyze the impact (costs/benefits) of the Industrial Revolution on various groups
of people in society (gender, children, socio-economic class, etc.)
Day 3- Students will evaluate the impact of industrialization on people by reading an excerpt and
answering text based questions on Ida Tarbells How the Other Half Lives
Day 4- Students will formulate evidence based claims based on Upton Sinclairs The Jungle
Day 5- Today we are going to write a thematic essay
Day 6- Today we are going to peer review each others Thematic Essay.
Modeling: (Demonstrate the learning process for the lesson step by step. Orally model the thought
process of each step. Provide exemplar(s):
Day 1I will complete a vocabulary word. I will have a student read the text from the definition. Then I will ask
them what the main ideas of the definition are. I will demonstrate on the board breaking the definition
down in 3 main points and a pictorial illustration of my definition.
Day 2- I will begin reading the excerpt from How the Other Half Lives I will answer the first text
based question with students.
Day 3- I will begin reading the excerpt from The Jungle. Share my claim and first supporting evidence
with students
Day 4- I will review the format of How to Write a Thematic Essay with them (attached). I will write and
example of the introduction on the board. (SUTW- research note cards, graphic organizer)
Day 5- Writing of the essay
Day 6- I will use students examples of past writing assignments and rate it according to the NYS rubric
and add all comments, suggestions & critiques
Guided Practice: (Students practice the same learning/activity under The flipped Learning Model.
Errors are corrected and feedback is provided. Student response is continually assessed to determine if
further modeling is needed):
Day 1- Students will complete visual vocabulary
Day 2- Students will continue reading the excerpts that are based on the experience of various groups of
people in society (gender, children, socio-economic class, etc.). Students will then complete the text
based questions
Day 3- Students will continue reading the excerpts that are based on the impact of industrialization and

formulate claims and supporting details


Day 4- Students will start to construct the essays (SUTW- research note cards, graphic organizer)
Day 5- Students will continue to write Thematic Essay
Day 6- Students in groups of three will peer review each others essay based on the rubric and offer
comments, critiques and suggestions to better improve their essays.
Corrective Feedback: (Providing during all phases of instruction using the flipped model; verify
accurate student response by repeating the correct response. Correct errors by modeling accurate
response):
Day 1- Walk around and make sure each student is correctly doing the visual vocabulary, if not we can
re-model as a class
Day 2- Correction of vocabulary while reading out loud, guidance on text based questions
Day 3- Correction of vocabulary while reading out loud, guidance on making claims
Day 4- Guidance on the writing process
Day 5- Constant walking around and giving students one-on-one feedback
Day 6- move from group to group to make sure the students have grasped the peer review concept
Possible questions for this lesson: (probe student thinking by asking thoughtful questions. Have
students explain, elaborate, connect):
Text Based Questions are on the student sheet. These are guided questions posed to frame the unit
1. What were the (costs/benefits) of the Industrial Revolution on various groups of people in
society (gender, children, socio-economic class, etc.)
2. What effects did industrialization have on the environment?
3. What were the new ideologies which developed in response to the conditions/abuses of
the Industrial Revolution (liberalism, conservatism, socialism, and communism)?
4. How did The Jungle affect the Industrialized World?
Application: (Independent practice of the previously taught skill when students have demonstrated at
least 95% mastery):
Day 1- Complete Visual Vocabulary
Day 2- Read the excerpts and complete all text based questions
Day 3- Read the excerpts and complete claims and supporting evidence
Day 4- Start constructing the essay (graphic organizer, Research Note Cards)
Day 5- Write Thematic Essay
Day 6- Read each others essays, Complete Peer Review Forms
Assessment(s) (Evidence to demonstrate mastery of taught skills):

Completion of visual vocabulary


Answer all guided questions thoroughly and with complete sentences
Completion of text based questions
Formulate Evidence Based Claims and extract supporting details from the text.
Tickets-out-the door (MC)
Common Formative Assessment-Thematic Essay

Resources/Materials/Technology:
Laptop carts
The Jungle Excerpt
How the Other Half Lives Excerpt
Thematic Essay & Rubric
HOMEWORK: (Can be part of application; assignment to reinforce student understanding of taught
skill.
Study/review the days lesson
Complete readings & guided questions
Complete Essay
Modifications to Procedures:
1. check for understanding- cueing, continuously check for knowledge of key vocabulary words
and concepts
2. prompt feedback for motivation and to maintain student interest
3. special seating arrangement- close proximity to teachers for students requiring additional
support and attention
4. refocus and redirection
5. use of highlighters to identify key information
6. additional time for completion of classwork
7. verbal prompts to refocus and redirect students
8. positive praise and reinforcement as needed
9. frequent repetition of key concept/reteaching
10. Reading comprehension strategies ( visualizing, predicting, inference ). Provide visual images of
vocabulary and terms
11. rewording and paraphrasing of key concepts
12. relate topic information to students background /prior knowledge
13. BIP ( Behavior Intervention Plan ) adherence
14. support for organizational skills
15. modify instructional presentation
Modifications to Resources/Materials (Assistive Technology):
1. re-teaching of new material as needed
2. allow for spelling errors in paragraph and essay writing where appropriate
3. additional questioning of new vocabulary and concept understanding
4. avoid cluttered handouts and two sided copies ( difficulty flipping page to write answers )
5. copy of class notes when absent for organizational/handwriting issues
6. shortened assignments
7. graphic organizers
8. daily planner

Modifications/Accommodations to Assessment Plan:


1. weekly assessments of new vocabulary/concepts
2. tests read
3. directions simplified
4. extended time for assessment completion
5. tests administered in separate location
6. teaching of test taking strategies
7. re-teaching of material as needed from test/quiz analysis
8. provide opportunity for movement/breaks when appropriate

Modifications to Homework Assignments


1. shortened assignments and additional time