History: Daily Lesson Plan Template

Daily Lesson Plan Template
Daniel Cole
The Progressives: 2 Steps Forward, 1 Step Back
Class Length: 50 minutes
Lesson Plan Day # 1
NCSS Theme(s):
2. Time, Continuity, and Change
C3 Social Studies Strand(s):
History
Stage 1-Desired Results
ODE Established Goals = Established Goals:
US History - 14. Analyze and evaluate the success of progressive reforms during the
late 19th and early 20th centuries in addressing problems associated with industrial
capitalism, urbanization and political corruption (Day 1,2)
ODE Content Statements and other
Understandings:
Students will understand that.
History 14. The Progressive era was an effort
to address the ills of American society
stemming from industrial capitalism,
urbanization and political corruption. (Days
1,2)
Overarching Essential/Compelling
Question(s):
What Does It Mean to Progress as a
Society?
Supporting Question(s):
How did Industrialization Change
American Society? (Days 1,2)
Student inquiry skills/literacies:
C3 Dimension 1 Indicator(s):
Knowledge
Students will know.
Progressive Era 1880s to 1920s

Industrialization
Problems with Industrialization
o Unemployment and labor
problems
o Waste of resources
o Corruption
o Disease
Social Studies Skills/Literacies

D2.His.16.9-12. Integrate evidence from
multiple relevant historical sources and
interpretations into a reasoned argument about
the past.
o Poverty
Ideals of Progressives
o Believed Government Should
be the Cure for social
problems
o Increased Regulation of
Business
o Broke up Trusts
Muckrakers
Unions
Additional Skills
Students will be skilled at
Academic Language Demands and Supports:

Language Demands
o Vocabulary Wide variety of vocabulary demands of words spoken in early
20th century and meat packing jargon that need to be supported. Some examples
of these are: butchers, floorsmen, beef-boners, trimmers, vats, lard
o Syntax The syntax could also be difficult as the text uses long sentences that
are broken up with less common punctuation such as colons and semi colons.
Students could struggle to understand the meaning of sentences as grow larger.
o Discourse- Similar to the text structure students must understand that the
muckrakers write in a dramatic tone in order to persuade the reader. They write
for as much shock value as possible.
Supports
o Vocab Supported through modification of the text to decrease the reading
level and remove unfamiliar jargon
o Syntax Modification of the text to support simpler reading
o Discourse Graphic organizer which synthesizes supports for both Primary
Document literacy and persuasive text structure
Objectives
Students will be able to
1. After Class notes and reading an excerpt from The Jungle, students will critique either
capitalism, industrialization, urbanization, or corruption by writing an argument as a
muckraker during the Progressive Era scoring 8/10 Points on the rubric (Days 1-2)
Texts:
The Jungle (excerpt and modified) Upton Sinclair
Progressive Era History Notes
Materials and Technologies:

Student Computers
Projectors
The Jungle excerpt

Art Supplies
The Jungle Graphic Organizer
Sticky Poster
Post it notes
Instructional Delivery Mechanisms:
Direct Instruction
Primary Document Analysis
Perspective Writing
Summative Assessments:
Muckraker RAFT (Objective 1)
Stage 2-Assessment Evidence

Formative Assessments:
Stage 3 Learning Plan

Engagement/Introduction/Hook - (5 minutes) - Attendance is taken by the Blended
Assistant every day. As students come in they are given a number of which group to sit in.
They move to the station of their number. Students are given a sticky poser and asked define
the word progress as a group and provide 2 examples of how we have progressed as a
society.
Instructional sequence:
Segment 1: Discussion of Progress 5 minutes Students participate in a gallery walk
around the room where they see the other groups definitions of the progress. The
students then add one post it note to the definition or example that the group missed
Transition 1: The timer rings and students are prompted to return to their individual
seats.
Segment 2: Direct Instruction 25 minutes Teacher has students take out their notebook and take notes while the teacher is talking
Quick discussion over what we decided Progress meant
Sources of Progressivism Industrialization, Unemployment, Waste of
Resources Corruption
Who Were the Progressives Believed Government should be the cure for
social problems, educated government officials
Grassroots Progressives began with local community, individual people
o Muckrakers journalists who detailed corruption in businesses and
government
o Upton Sinclair The Jungle famous muckraker, described horrible
conditions of meat packing industry
Transition 2: Teacher and Blended Assistant Pass out the Jungle excerpt and
Primary Document
Segment 3: Primary Document Analysis (15 minutes)
Teacher scaffolds the reading by reading with the whole class together, with
various students volunteering to read.
Students practice practice reading like a historian by completing the graphic
organizer as a class. This graphic organizer walks students through the process
of sourcing a document
Students Think-Pair-Share to determine the main argument Sinclair is making
in the Jungle
Transition 3: students are prompted to take out a sheet of paper
Closure: Students complete a 3-2-1 on todays lesson. They write 3 things they learned, 2
examples of it, and one question they are confused about.
Modifications:
Kara given a modified text of the Jungle w/ vocabulary at a 5th grade level. Have
Kara annotate the text, rather than completing the graphic organizer. Stress w/ aide on
addressing the main ideas of the text.
Marc given a modified text of the Jungle, Instead of turning in graphic organizer,
Marc will annotate the text by highlighting what parts he thinks are the main ideas.
This will provide practice in spotting the main ideas
Britney Structured Notes to keep her on task
Kelli Excerpt of the jungle broken up w/ headers to help Kelli, highlight the main
idea
Carlos modified version, can use Google Translate on computer
Daniel Cole
Progressives: 2 Steps Forward, 1 Step Back
Lesson Plan Day #2
NCSS Theme(s):
2. Time, Continuity, and Change
History
US History - 14. Analyze and evaluate the success of progressive reforms during the
late 19th and early 20th centuries in addressing problems associated with industrial
capitalism, urbanization and political corruption (Day 1,2)
Understandings:
Students will understand that
Question(s):
What Does it Mean to Progress as a Society?
History 14. The Progressive era was an effort

to address the ills of American society
stemming from industrial capitalism,
urbanization and political corruption. (Days
1,2)
How did Industrialization Change

American Society? (Days 1,2)

Knowledge
Students will know.
No new Content today

D2.His.16.9-12. Integrate evidence from
multiple relevant historical sources and
interpretations into a reasoned argument about
the past.
Additional Skills

Demands for the Assessment
Vocab Students may not be exposed to Vocab from 19th Century, will be allowed to
use modern language and vocab as long as the meaning remains
Words of capitalism, urbanization, industrialization, and corruption will be supported
through a game at the beginning of the lesson
Discourse Discourse will be supported through the directions and reminders from
teacher to
Objectives
1. After Class notes and reading an excerpt from The Jungle, students will critique either
capitalism, industrialization, urbanization, or corruption by writing an argument as a
muckraker during the Progressive Era scoring 8/10 Points on the rubric (Days 1-2)
Texts:
The Jungle excerpt
Projector
Marker
Student Computers
The Jungle
Yesterdays primary document graphic organizer
Crash Course History
Perspective Writing
Muckraker RAFT (Objective 1)
Kahoot! (Objective 1)

Engagement/Introduction/Hook (10 minutes)The introduction will be a class game of
Kahoot! over the vocab words from yesterdays lesson. The students essentially answer
multiple choice questions in a game format and compete against one another on the
Computer.
Segment 1: Video- (5 minutes)
Students watch Crash Course History video about the Progressive Era to remind
students about the major issues of the Progressives. Video is from Youtube and is
projected onto the board.
Transition 1: Students are asked to put their stuff away and try to get in the mindset of
a Progressive
Segment 2: Progressive RAFT (35 minutes)
Students are given directions on writing a RAFT from the perspective of a muckraker.
Their job is to critique as a muckraker one of these 4 aspects of the Progressive Era:
capitalism, industrialization, urbanization, or corruption. Students will write the
critique during class and it will be due the next day.
Closure: (10 minutes) Students share with their partner the work they have done so far and
the partner will provide feedback to paper.
Modifications:
Kara- Given notes from yesterday. Can also draw one of the 4 vocab words instead of
writing about it. Will not be graded on creativity
Marc - Given notes from yesterday. Can also draw one of the 4 vocab words instead of
writing about it. Will not be graded on creativity
Britney Given notes from yesterday, self-assesesment of her engagement
Kelli Given notes from yesterday, teacher support
Carlos- Notes from yesterday, can draw one of the vocab words, Google Translate
allowed.
Daniel Cole
Lesson Plan Day #3
NCSS Theme(s):
7. Production Distribution and Consumption
Economics
Economics - 5. Analyze how markets adjust to changes in supply and demand and
how these adjustments send signals and provide incentives to consumers and producers
to influence their own decisions. Use supply-and-demand model charts to demonstrate
the shifting nature of supply and demand. (Days 4)
Understandings:
Question(s):
What Does it Mean to Progress as a Society?
5. Markets exist when consumers and

producers interact. When supply or demand
changes, market prices adjust. Those
adjustments send signals and provide
incentives to consumers and producers to
How Can Capitalism create social
inequalities? (Days 3,4)
change their own decisions. (Days 3,4)

Knowledge
Students will know.
Supply
Demand
How Supply and Demand Charts
Work
Definition of Incentive
Shifts in Supply and Demand
Capitalism

D2.Eco.6.6-8. Explain how changes in supply
and demand cause changes in prices and
quantities of goods and services, and labor
Additional Skills
Vocab Supply, Demand, Incentives, Shifts, Capitalism Supported through a
Graphic Organizer that students take notes in, Students will have the definition of
certain words that they will practice during the simulation
Syntax- How to read Supply and Demand Charts, Supported through simulation,
having students walk through simulation
Discourse Economics style language is supported in the simulation worksheet by
comparing diamond sales to supply and demand.
Objectives
2. After completing a simulation on Supply and Demand, students will be able to describe
the shifts of Supply and Demand Charts and how prices react to the shifts with 75%
accuracy on a simulation worksheet
Texts:
Economics Key Terms PowerPoint
Simulation Worksheet
Projector
Marker
Student Computers
Simulation Worksheets
Poker Chips for Simulation
Econ PowerPoint
Economics Key Terms Graphic Organizer
Simulation
Direct Instruction
n/a

Simulation Worksheet (Objective 2)

Engagement/Introduction/Hook (10 Minutes) Teacher presents students with the
supporting question of how Can Capitalism create social inequalities? Students type some of
the inequalities or problems that companies caused during the Progressive Era shared Google
Doc that is posted on Blackboard. This will connect the study of capitalism to the Progressive
Era history that had been discussed in previous lessons.
The students answers are then displayed on the projector.
Segment 1: Discussion (5 minutes)
Teacher takes out Ipad and asks students to guess what the price of the Ipad is. Students guess
and teacher eventually reveals it was $400. Teacher asks students if they had $400 dollars
would they be willing to spend it on an Ipad. Why? Teacher then asks for a class brainstorm of
why Apple sells the Ipad for that specific price. Teacher will guide students to begin to grasp
the idea that Apple sells iPads at that price because they make a profit and people will buy it at
that price.
Segment 2: Direct Instruction: 10 minutes
Teacher pulls notes up on the screen and has a student helper pass out the Economics
Key Terms document. This document is a note-taking sheet for students when learning
about the key terms of supply, demand, equilibrium. Teacher defines these words in
terms of the iPad. For example, demand is the amount of ipads that the economy is
willing to buy at a specific price.
Students take notes on their key-terms sheet
Transition 1: Teacher has student helper pass out simulation worksheet which has
either a 1 or a 2 on it. Teacher has one side of the room labeled 1 and the other side
labeled 2. After all students receive their paper teacher asks students to move to
silently move to their side of the room. As students move teacher reminds them they
are supposed to remain silent.
Segment 2: Economic Simulation Round 1 Normal : 10 minutes
Teacher tells students that we are going to discover how capitalism works when selling
products.
Teacher reads the instructions from the simulation worksheet. The 1s are going to the
suppliers and the 2s are going to be the buyers. The item that we are buying and
selling is diamonds. For the first round, all sellers have one diamond and all buyers
must buy one diamond. All buyers have 100 dollars. Students are then asked to meet in
the middle and negotiate the buying and selling of the diamond. The students record
their price on the white board. Teacher sets a 5 minute negotiation timer on the board.
Teacher then takes an average of the prices and this becomes the equilibrium price
Transition 2: The teacher then picks 5 buyers to become sellers and moved to the other
side of the room.
Segment 3: Economic Simulation Round 2 Increase in Supply: 10 minutes
The exact same process is done except this time there are more sellers. They must each
sell their one diamond and every buyer must buy at least one. Sellers will have to
compete in negotiation. Some buyers will be able to buy 2. Prices are recorded.
Teacher sets a 5 minute negotiation timer on the board.
Students answer question, what happens to equilibrium price when the supply goes up?
Teacher leads students in comparing equilibrium prices. This round should be lower
than the original.
Transition 3- Teacher picks 10 sellers to become buyers.
Same procedure is used. All sellers have 1 diamond and not all buyers will be able to
buy one. Students negotiate process. Teacher sets a 5 minute negotiation timer on the
board.
Equilibrium price is recorded.
Students answer question What happened to the equilibrium price when the demand
increased?
Teacher compares the equilibrium price to the original price. It should have gone up.
Teacher prompts students to return to their seat.

Closure: Students answer the last 3 questions on their simulation. In terms of the Ipad we
discussed at the beginning of class, why is the price set at $400. What would happen if more
people start selling Ipads? What would happen if more people want to buy an Ipad?
Modifications:
Kara when negotiating a price, Kara can work w/ teacher or assistant to help
her communicate w/ other students
Marc- Can work w/ a partner to communicate with other students in the
simulation
Britney teacher signal when she is getting too loud
Kelli if quiet, teacher will prompt a student to trade with her
Carlos- Can use Google Translate
Daniel Cole
75 minutes (Block Day)
Lesson Plan Day #4
NCSS Theme(s): 7. Production Distribution and Consumption

Economics

ODE Established Goals = Established Goals: Economics - 5. Analyze how markets
adjust to changes in supply and demand and how these adjustments send signals and
provide incentives to consumers and producers to influence their own decisions. Use
supply-and-demand model charts to demonstrate the shifting nature of supply and
demand. (Days 4)

Understandings:
Question(s):
What does it Mean to Progress as a Society?
5. Markets exist when consumers and

producers interact. When supply or demand
changes, market prices adjust. Those
adjustments send signals and provide
incentives to consumers and producers to
How can Capitalism create social
inequalities?
change their own decisions. (Days 3,4)

Knowledge
Students will know.

D2.Eco.6.6-8. Explain how changes in supply
and demand cause changes in prices and
quantities of goods and services, and labor
Definition of Inequality
Capitalism
Wealth
Poverty
Additional Skills
Vocab supported through Key Terms Graphic Organizer
DiscourseObjectives
3. After completing a simulation, Students will be able to explain how capitalism can lead
to wealth inequality.
Texts:
Economics Key Terms PowerPoint
Materials and Technologies: Projector
Marker
Student Computers
Simulation Worksheets
Poker Chips for Simulation
Economics Key Terms Graphic Organizer
Direct Instruction

Simulation

Engagement/Introduction/Hook (5-7minutes). When the students walk in the room the
desks are arranged into 3 circles. When students enter the classroom the class map on the
board shows students which desks to sit in.
After bell rings class answers in groups scenario questions about shifts in supply and demand.
One person from each group shares the group answers
A little extra time is provided because students may struggle with getting settled in different
seating arrangement
.
Segment 1: Direct Instruction (15 minutes)
PowerPoint Notes over the definition of Inequality, Capitalism, Wealth , and Poverty. Students
take the notes on their Economics Key Terms Graphic Organizer.
Segment 2: Star Power Simulation: Round 1 (15 minutes)
This simulation builds off of yesterdays simulation because it shows how wealth can
perpetuate throughout multiple generations and create widening gaps in equality.
Students are provided very few rules, however, the teacher stresses the importance of
being absolutely silent during this simulation.
Rules are explained as following:
You will each be given 5 chips of different value of points (These are posted on the
board) Your goal is to get the highest amount of points. For every match (2 of the same
color) you get 20 additional points. For every 3 of a kind you get 30 additional points.
For every 4 of a kind you get 40 additional points. For every 5 of a kind you get 50
additional points.
There are also very specific trading rules.You must be absolutely silent unless you are
making a trade. In order to make a trade you must hold hands. Once you start a trade
you must exchange chips. Nobody can see what chips you have until you actually
exchange them. You are welcome to make as many trades as you want. You cannot
trade outside of your circle.
One person from each group come up and grab your groups bag. Each person picks 5
out of the bag. (After all students have chips). Okay you may begin, silently.
Teacher puts 5 minute timer up on the board.
Transition 1: After the timer rings, students are told to get in a line and Tell the teacher
their score in alphabetical order. Teacher then uses excel Sort to place students in order
of Points.
Segment 2: Round 2 (10 minutes)
Groups are realigned by point total with the highest students being squares,
middle group being triangles, and third group being circles. Exact same trading
process is done, except the groups get new bags NOTE: The game has been rigged
at this point, where chips in square group automatically have more value than in
the circle group. Much easier for squares to gain points than circles. It takes
money to make money. The students do not know this
Exact same trading procedures occur.
Transition 2: Students line up and record their school on the excel sheet and are
once again realigned into groups.
Segment 3: Round 3 (5 minutes) Rule making
Teacher speaks in rhetoric praising the square group for how incredible they are
and how they have mastered the content. Since they have done so well they get to
make a rule everybody has to follow. The Square group has 2 minutes to
deliberate and come up with a rule for the rest of the class to follow. Rules the
squares make are typically very self-serving or hurt the other lesser groups.
Transition 3 After the squares present their rule, the teacher tells students the
simulation is over
Closure: Pospsicle Stick Discussion (10 minutes) Teacher leads a classroom discussion
about the rule that was just made. Why did the Square Group choose that rule? How does it
help them? Why didnt they make a rule that helps other groups?
Teacher will then ask the squares how they did so well, what strategies did they use. Typical
responses are they are better or more business savvy or smarter than the other groups. Teacher
will then reveal that the game had actually been rigged and the squares were just given better
pieces.
What does this say about wealth in America? Is it easy to make a better life for yourself?
Modifications:
Kara When communicating with other students during the various trades, Kara can
work w/ teacher or assistant to help communicate w/ other students.
Marc Can partner w/ another student when working on trades
Britney teacher signal when she is getting too loud, self-assessment on
engagement
Kelli if quiet, teacher will prompt a student to trade with her
Carlos Can use Google Translate
Daniel Cole
50 minutes
Lesson Plan Day #5
NCSS Theme(s): 6. Power, Authority and Governance

Government

ODE Established Goals = Established Goals: Government - 10 Summarize how the
16th through the 19th Amendments addressed the calls for reform during the
Progressive Era. (Days 5,6)

Understandings:
Question(s):
What does it mean to Progress as A Society
Gov. 10. Amendments 16 through 19

responded to calls for reform during the
Progressive Era (Days 5-6)
Knowledge
Students will know.
Problems w/ Society during Progressive Era
Amendment 16 Income Tax

Amendment 17 Direct Election of
Senators
Amendment 18- Prohibition
Amendmnet 19 Womens Suffrage
How do Amendments 16 through 19 address

the concerns of the Progressives?
D2.Civ.4.9-12. Explain how the U.S.
Constitution establishes a system of
government that has powers, responsibilities,
and limits that have changed over time and
that are still contested
Additional Skills

Vocab modified vocabulary from the Amendments for various groups of students
Syntax difficult punctuation in Amendments modified for some groups
Language demand of Summarize supported through the questions after each document
ObjectivesStudents will be able to
4. After Direct Instruction and in a quiz, Students will be able to summarize how
Amendments 16,17,18, and 19 changed the Constitution scoring a 75% (Day 5-)
Texts:
16th , 17th, 18th, and 19th Amendments
Student Computers
Projector
Dry Erase Board
Markers
Google Form Quiz of 16th, 17th, 18th, and 19th Amendments
Direct Instruction
Group Work
Presentation (Objective 4)
Google Form Quiz 16th, 17th, 18th, 19th
(Objective 4)
Engagement/Introduction/Hook - (5 minutes) Teacher asks students to type into shared
Google drive, one word that described what happened during our simulation when one group
of people were given all the power. Once Students write into the document, a word cloud is
created to show the most common words students used.
Segment 1: (5 Minutes) Direct Instruction:
Students are Asked To Take Out their Notebooks and teacher recaps from Day 1
to make sure all students have the necessary information and are refreshed on the
various problems during the Progressive Era. These include industrialization,
corruption, and capitalism.
Transition 1: ( 3-5 minutes) Students will be prompted into 4 different groups that
have been chosen by the teacher based on ability level and the groups are projected
onto the board. Along with the groups there is also a map on the board to show where
each group should move to
Segment 2: (25 minutes) All 4 groups are given Amendments 16 through 19.
However, there are various levels of modifications. The highest reading group has
been given just the original text. The 2nd and 3rd groups have been given original
document but with vocabulary support in the margins and some modifications to
syntax. Lastly the group with the most support is given a heavily modified
version.
On the document packet, students are asked to popcorn read each document in
a group and answer the questions underneath each amendment. The questions
will ask students to summarize what that amendment does, and how it solved one
of the problems during the Progressive Era.
Teacher walks around to the groups to provide support. Teacher sets timers on the
board.
Transition 2: Timer rings and teacher asks students to turn their desks back to
face the teacher.
Segment 3: Class Summary: (5 minutes)
Each group presents the summary of one of the Amendments and what problems
it solved. If there are any inaccuracies the teacher addresses it.
Closure: Students are told that they are going to have a very short matching quiz over the
Amendments we covered in class today. Students spend any extra time reviewing for the quiz.
Modifications:
Kara placed in group w/ heavy modification on the document, Assistant read along
w/ Kara
Marc- Does not have to read aloud, Heavy modified document group, highlight the
main idea
engagement
Kelli- group w/ heavy modifications
Carlos given heavy modifications, can use Google Translate
Daniel Cole
50 minutes
Lesson Plan Day #6
C3 Social Studies Strand(s): Government

Government - 10 Summarize how the 16th through the 19th Amendments addressed
the calls for reform during the Progressive Era. (Days 5,6)
Students will use sources to defend a perspective of one of the Progressive Amendments
during a debate with fellow students
Understandings:
Question(s):
Progress is not unanimous or always good,
Change is perceived by different people in
different ways throughout history. (Days 1-9)

D1.5.9-12. Determine the kinds of sources
that will be helpful in answering compelling
and supporting questions, taking into
consideration multiple points of view
represented in the sources, the types of
sources available, and the potential uses of the
sources
Knowledge
Students will know.

18th Amendment Prohibition

Primary Sources:
Perspective
Purpose
Reliability
D3.1.6-8. Gather relevant information from
multiple sources while using the origin,
authority, structure, context, and corroborative
value of the sources to guide the selection.
Sourcing of Documents Skill

Additional Skills
Vocab Difficult Vocabulary in Hooch Murder Bill And Temperance Statement
has been changed for all students
Discourse The ability to close read a primary document is supported through
the Source Work Graphic Organizer
Objectives
4. After Direct Instruction and in a quiz, Students will be able to summarize how Amendments
16,17,18, and 19 changed the Constitution scoring a 75%
5. After reading 2 primary documents, students will be able to compare the different
perspectives, purposes, and reliability of the author in a completed graphic organizer.
Texts:
Hooch Murder Bill (modified)- Reading to be used with Objective 4
Temperance Statement- Reading to be used with Objective 4
Source Work Graphic Organizer
Student Computers
Google Form Quiz
Direct Instruction
Primary Source Analysis

Google Form Quiz (Objective 4)
Source Work Graphic Organizer (Objective 5)

Engagement/Introduction/Hook (10 minutes) Students enter the classroom and after bell
rings teacher writes link to take Progressive Amendments quiz on a Google Form on their
computers. Students are reminded to be silent until everybody finishes.
Segment 1: Debate Project Introduction (10 minutes)
Teacher introduces the Debate Summative Assessment that students will participate in
on the final day of the Unit. Teacher explains the guidelines regarding Primary Sources
and says that students will be given more information later down the line.
Transition 1: Teacher tells students, In order to be able to complete this debate, we
must first learn the skills necessary. This includes learning how to read primary
sources.
Segment 2: (15 minutes) Direct Instruction: Primary Document Reading
Teacher has notes about the reading of Primary Documents. Teacher goes over the
processes of close reading, sourcing, and evaluating a source.
Important Vocab Words taught are: Perspective, Authors Purpose, Reliability
Teacher models a close read on the board w/ students with Temperance
Statement Primary Document. This primary document is a statement of beliefs
of the Temperance movement and the various beliefs regarding alcohol. Teacher
shows students ways to annotate the text and determine the authors purpose for
writing the text.
Transition 3: Teacher has helper pass out Hooch Murder Bill and Primary
Source Graphic Organizer
Segment 4: Students Practice: (15 minutes)
Students Practice by close-reading Hooch Murder Bill which is a law about
Prohibition that some tried to get passed. Essentially it makes the supplier liable
for any deaths that occur because of alcohol. Students complete a graphic
organizer while they read which asks them to Discover which type of source the
document is, Who wrote it, What was the purpose of writing this what do we
know about the time period, and what are the main ideas of the document?
Closure: Students compare the 2 documents and determine which one they would more likely
use to learn about prohibition on the back of the Graphic organizer
Modifications:
Kara Notes on primary documents, Modified text for vocabulary and the actual
layout of the text to make it more reader-friendly. Flesch-Kincaid 5th Grade Level
Marc- notes on Primary documents Modified text for vocabulary and the actual layout
of the text to make it more reader-friendly. Flesch-Kincaid 5th Grade Level

engagement
Kelli Modified layout w/ prompts and headers
Carlos Modified version, notes on primary documents, Google Translate
Daniel Cole
Lesson Plan Day #7
Understandings:
Question(s):
What does it mean to Progress as a Society?

Knowledge
Students will know.

sources
value of the sources to guide the selection
D4.3.9-12. Present adaptations of arguments
and explanations that feature evocative ideas
and perspectives on issues and topics to reach

a range of audiences and venues outside the
classroom using print and oral technologies
(e.g., posters, essays, letters, debates,
speeches, reports, and maps) and digital
technologies (e.g., Internet, social media, and
digital documentary)
Additional Skills
Discourse teacher supports the discourse of finding sources by having students turn
their sources in and having the teacher check. Teacher will conference with each group
Objectives
6. After searching the internet in groups, students will be able to categorize their primary
documents into reliable and unreliable sources with 100% accuracy
7. In groups and using evidence from at least 3 Primary Sources, Students will be able to
defend a perspective on the ratification of a Progressive Amendment with each student
offering at least one argument during a debate.
Texts:
Student Found Texts
Student Computers
Gooru.com
Library of Congress, History.com, Hathi Trust
Debate
Small Group Work
Individual Research

Source Check (Objective 6)

Engagement/Introduction/Hook 10 minutes Teacher will play video from one of the
presidential debates to show students the process for debating.
Segment 1: (20 minutes) Instructions for Debate:
Students will be given the full instructions for the debate. The students will be broken
up into 8 groups of about 3-4 and each group would be assigned to one of the
Progressive Amendments.
The actual debate will have groups of students defend a pre-assigned stance on the
Amendment by referencing at least 3 of the primary sources they found. For example,
one group will argue for the ratification of an amendment, the other group will argue
against ratification.
The opening arguments will feature a short argument from each student of the group
where they will be able to reference their prepared primary source. After the students
present their opening argument, students will practice arguing a perspective by having
a debate with the other group.
The students will also support their defense by creating a picket line poster that will
provide a visual aspect of the argument.
The students will be given the rubric which shows how each individual will be graded.
Teacher will take time to answer any questions.
Transition 1: Students will be placed into the 8 various groups that are already preassigned by the teacher. The groups and maps are posted on the board.
Segment 2: (20 minutes) Source Check
Teacher has students use their computers to go to Gooru.com and register for an
account where the group can save the various sources they find. Students then work on
their computers to plug sources into reliable and unreliable sources. Students are
provided multiple websites to search for sources including Library of Congress,
History.com, Hathi Trust, and more.
Teacher has the link to each source set and will check them for tomorrow
Closure: (5 minutes) Students take the last 5 minutes to share the sources they found with the
rest of their group.
Modifications:
Kara Kara will be placed in the 18th Amendment Group and will be given one of the
sources already used in class to close read and use in an opening statement.
Marc Since Marc likes technology he will search for his own, but can use
Rewordify.com to change difficult vocabulary
engagement
Kelli- teacher conference to check understanding of sources
Carlos Kara will be placed in the 18th Amendment Group and will be given one of the
sources already used in class to close read and use in an opening statement.
Daniel Cole
Class Length:50 minutes
Lesson Plan Day #8
Understandings:
Question(s):
What does it mean to make progress?

Knowledge
Students will know.

sources
Additional Skills
Discourse demands of analyzing a primary document is supported through the Source
Work Graphic Organizer
Objectives
offering at least one argument during a debate. (Day 8-10)
Texts:
Student Found Texts
Primary Source Graphic Organizer
Debate
Small Group Work
Individual Research

Amendments Debate (Objective 7)

Engagement/Introduction/Hook 5 minutes Students come in and are prompted to get in
their groups. There is a folder on the table for each group with primary sources in it.
Segment 1: (45 minutes) Primary Document Analysis/Teacher Conference
Teacher instructs students that today they will be reading the primary source they will
use in the opening statement and breaking it down. Teacher reminds students how we
have used the graphic organizer in the past to read. Teacher also instructs that after they
read the students are to write their opening statement referencing that document for
the debate.
Each student takes the primary source document they are going to use and close reads
it by using the same graphic organizer from earlier in the unit.
After students close read, they begin to write their opening argument for the debate.
As students close read documents, teacher goes around to each group and has a
conference about the sources they are using on the debate and help them craft their
opening arguments.
Closure: Each group puts their work in the folder for the teacher to hold onto and read for the
next class
Modifications:
Kara Opening statement can be written down by the aide, Kara may dictate it and be
written by the aide.
Marc- Notes on Primary Document will be given, teacher will conference to make
sure main idea of the text has been reached by Marc
engagement
Kelli Have Kelli write paragraph w/ topic sentence, 4 detail sentences and a closing
sentence as listed in her IEP
Carlos Notes on Primary Document, Google Translate,
Daniel Cole
50 minutes
Lesson Plan Day #9

Government
Understandings:
Question(s):
What Does it Mean to Progress as a Society

Knowledge
Students will know.

sources

Additional Skills
Discourse- what does a picket line poster look like? Teacher supports this by putting
pictures on the board
Objectives
offering at least one argument during a debate.
Texts:
Student Found Texts
Poster Board
Student Computers
Gooru.com
Projector
Markers
Scissors
Rulers
Group Work
Individual Research
Art

Amendments Debate
Engagement/Introduction/Hook (5 minutes) Students enter and get in their groups. Their
groups folder is on their table along with poster boards and markers
Segment 1: (45 minutes) Poster Work Time/Teacher Conference
Teacher shows pictures of picket line posters on the board. Teacher instructs students
that they will spend today working on their picket poster for the debate.
Students work on creating their picket line poster during todays class. As they work on
their poster, the teacher will meet with each group and make sure their opening
arguments have been constructed well.
Closure: What are students doing at the end of class to solidify their understanding?
Modifications:
Kara not mandatory for Kara to create, extra time to work on opening statement. If
she feels more comfortable drawing she can be graded on that.
Marc- Since Marc likes working with technology, he can create his poster on the
student computers
engagement
Kelli n/a
Carlos n/a
Daniel Cole
50 Minutes
Lesson Plan Day #10

Government
Understandings:
Question(s):

Knowledge
Students will know.
sources

Additional Skills
Debate Discourse was supported with a video in a previous lesson and
Objectives
offering at least one argument during a debate. (Day 8-10)
Texts:
Student Found Texts
Projector
Computers
Marker
Bell
Debate
Discussion

Amendments Debate
Engagement/Introduction/Hook ( 5 minutes) Students enter class and go to their seat.
Teacher has a handout for every student which explains the rules of the debate and once again
shows the rubric for the debate. Each debate will be 8 minutes long, starting with students
opening statements on the ratification of the amendment where they reference the primary
source they used. Then the debate will open up with each side countering arguments.
As students read directions again, teacher takes attendance.
Segment 1: Students Debate (40 minutes) :
Beginning with Amendment 16 , the first 2 groups will come up and debate if we
should ratify the 16th Amendment. After the debate, the class and teacher will vote on
whether or not the amendment should pass. Teacher will monitor the debate and grade
the students on the rubric.
Transition 1: After first group finishes the teacher will ring bell and prompt the next 2
groups to stand up and begin.
Closure: 5 minutes Class Discussion Go back to the essential question for an impromptu
class discussion.
Is progress something that is constant?
How does this debate show the various perspectives on issues?
Does change always happen easily?
Modifications:
Kara Since Kara is working on her communication skills, Kara will be graded only on her
pre-written opening statement. Kara will also self-assess how well of a job she listened to
others in a little rubric she will keep with her during the debate
Marc- Since Marc is working on her communication skills, Marc will be graded only on her
pre-written opening statement. Kara will also self-assess how well of a job she listened to
others in a little rubric she will keep with her during the debate
Britney teacher signal when she is getting too loud, self-assessment on engagement
Kelli Kelli will self-assess if she felt she participated enough during the debate
Carlos- only graded on written portion, can share only if he feels comfortable. Written portion
graded less intensely.

History: Daily Lesson Plan Template

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Daily Lesson Plan Template

Progressive Era 1880s to 1920s

Social Studies Skills/Literacies

Academic Language Demands and Supports:

Materials and Technologies:

The Jungle excerpt

Stage 2-Assessment Evidence

Stage 3 Learning Plan

History 14. The Progressive era was an effort

How did Industrialization Change

Student inquiry skills/literacies:

Social Studies Skills/Literacies

Students will be skilled at

Stage 3 Learning Plan

5. Markets exist when consumers and

change their own decisions. (Days 3,4)

Social Studies Skills/Literacies

Stage 2-Assessment Evidence

Stage 3 Learning Plan

Teacher prompts students to return to their seat.

C3 Social Studies Strand(s):

Stage 1-Desired Results

ODE Content Statements and other

5. Markets exist when consumers and

change their own decisions. (Days 3,4)

Student inquiry skills/literacies:

Social Studies Skills/Literacies

Stage 2-Assessment Evidence

Stage 3 Learning Plan

C3 Social Studies Strand(s):

Stage 1-Desired Results

ODE Content Statements and other

Gov. 10. Amendments 16 through 19

Amendment 16 Income Tax

How do Amendments 16 through 19 address

Students will be skilled at

corruption, and capitalism.

Carlos given heavy modifications, can use Google Translate

C3 Social Studies Strand(s): Government

Student inquiry skills/literacies:

Social Studies Skills/Literacies

18th Amendment Prohibition

Sourcing of Documents Skill

Stage 2-Assessment Evidence

Stage 3 Learning Plan

Britney teacher signal when she is getting too loud, self-assessment on

Progress is not unanimous or always good,

Student inquiry skills/literacies:

and perspectives on issues and topics to reach

Stage 2-Assessment Evidence

Stage 3 Learning Plan

Progress is not unanimous or always good,

Change is perceived by different people in

Student inquiry skills/literacies:

offering at least one argument during a debate. (Day 8-10)

Stage 2-Assessment Evidence

Amendments Debate (Objective 7)

Stage 3 Learning Plan

C3 Social Studies Strand(s):

Progress is not unanimous or always good,

Student inquiry skills/literacies:

and explanations that feature evocative ideas