Teacher: *****

School: High School

Grade Level: 10th/11th
Subject: US History
Number of Students: 21
Date of Lesson: 03/01/2018

What State Standard(s) are Being Addressed with this Lesson

Skills
USII.1
c) Interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in
United States history;

Reshaping the Nation and the Emergence of Modern America: 1877 to the
Early 1900s
USII.4
The student will apply social science skills to understand how life changed after the Civil War by
a) Explaining the impact of new inventions, the rise of big business, the growth of industry, and the
changes to life on American farms in response to industrialization; and
e) Evaluating and explaining the impact of the Progressive Movement on child labor, working conditions,
the rise of organized labor, women’s suffrage, and the temperance movement.

In ~50 words, what are you going to do in this lesson?

In this lesson I will use handouts to design an engaging lesson for the students to have fun while learning
about Progressivism. The students will be placed in groups where they will make a number of puzzles
(easy with small amount of pieces) that will reveal a picture. Once they make the puzzles, they have to
write down 3-5 things hey notice from the picture and I will go over each one of them to explain what
they represent. As we go, they will fill out their handout and once we are finished, they will put the
handouts away and we will play Jeopardy to see how much they have learned.

In ~30 words, why do students need this lesson?

This lesson is important for students to learn about their nation’s history and how it is relevant today.
How history has shaped and affected where they currently live and how they live. In addition, students
will be able to engage in effective teamwork and dialogue when coming together to play Jeopardy to
assess their understanding of the content.

In ~30 words, what exactly will students know and/or be able to do following this lesson?
 The students will know important key terms related to the progressivism era.
 The students will be able to work as a team to answer questions pertaining to progressivism.
 The students will be able to write down effective notes and fill out their handout.
What key vocabulary terms or concepts are being reviewed?
- Industrialization

What new/key vocabulary terms or concepts are being introduced?

- Progressivism
- President Roosevelt
o Square Deal
- Woodrow Wilson
o New Freedom Reforms
- William Howard Taft
- Child Labor
- Labor Unions
- Reforming elections
o Direct primary
o Initiative
o Referendum
o Recall
- 17th Amendment
- 19th Amendment
o Women’s Suffrage
o Susan B. Anthony

Are IEP goals or objectives are being addressed by this lesson? List the relevant goals/obs for each
student:

There is 1 student in this class with an IEP. Nonetheless, the goals pertain to testing accommodations,
which will not be relevant for this lesson.

What special education services (including accommodations) are specified in the IEP that are relevant
for this lesson? (Note for each student, as relevant to this lesson)

Testing accommodations.

Do you have any collaborators? How are you planning to work together?

No, but Mr. Lloyd will be in the classroom.

Will you use instructional groups? What size(s)? How will groups be formed? Who will lead each
group?

Yes. Students will sit into 5 groups of 4-5 people. Students will be placed in groups based on their own
preferences since they are all a high-functioning group of students.
 ADAPT Planning Framework
Ask
What exactly are you requiring students to do (be more specific than above)?

- Students will learn new vocabulary pertinent to the progressivism era

- Students will be able to fill out their handout with the missing key term they are learning about
- Students will be able to make a puzzle by putting the pieces of a picture together
- Students will be able to brainstorm and come up with 5 (or more) things that they notice/see in
the picture
- Students will be able to collaborate with each other and support each other’s ideas
- Students will be able to work as a team and engage in productive dialogue to come up with
answers to a question

Determine
What are the prerequisite knowledge and skills?
- Students should know what was industrialization is in order to understand why it led to the
progressivism era

Analyze
Given the student(s)’ strengths, how can you capitalize on what they do well given the purpose of the
lesson?

All of the students are very creative and unique in they way the process information. I believe they will
all have interesting ideas when they brainstorm what they see in their puzzles, which will set a positive
tone for sharing and talking with each other. In addition this lesson will enable them to talk to their
peers more easily because they are invested in teamwork and healthy competition.

Given the student(s)’ areas of concern, where do you predict they will run into problems given the
content you plan to teach?

I believe they might find challenging remaining on task if they do not seem to have a “say” in their group
or participate as much and, thus, as a result will not be engaged in the lesson and use their phones.

Propose: How will you adapt or modify

The activities the student needs to complete?

 The students will be able to work in teams rather than sit independently when writing down
their key terms.
 The students will have a lot of visual aid/assistance from the activities through media (pictures)
and technology (power point presentation).
 I will read over each statement and question for students who need to hear and process the
information. In addition, I will check in for understanding by going over challenging vocabulary
words.
The instructional methods you plan to use?

I will check-in for understanding with the students constantly and will use detailed scaffolding to support
their learning and get them truly engaged with the puzzle and jeopardy activity.
- Scaffolding use modeling, prompt questions, and repetition
- Check-in for understanding ask questions about challenging terms

The materials you plan to use during the lesson?

- White board markers

- White board
- Small white boards
- Power Point Presentation
- Picture Puzzles
- Origins of Progressivism Handout
- Computer
- Name Tags
- Mystery Box surprise for the winning team
o Surprises will include small party favors such as pencils or candy
- Jeopardy (program on the computer)

Determine
How exactly will you assess whether students met your objectives?

I will assess the students on their ability to remain on task (how engaged they are and if they are able to
talk to their peers to come up with and answer) and if they complete their handout.

Description of Lesson

What exactly are you going to do during this lesson? Be as specific as you can, including writing a script.
Continue to note how you plan to measure the success of this lesson – especially for students with IEPs.

For this lesson, I will first set up clear objectives and classroom expectations since I haven’t worked with
the students before. I will explain to the students what we will be doing step by step so that they have
an understanding of what we will be working on and what is expected of them in terms of behavior
(being respectful when working as a team and avoiding distractions like phones).

To begin, I will have the students divided into groups of 4-5 people. I will hand them a number of puzzles
that will represent the topics we will be covering during class. These puzzles will not be time consuming
since it is building their background knowledge. Each puzzle will be a picture that the students have to
write piece together and down on 5 or more things they notice of the picture on their desk with white
board markers. Some prompt questions are:
 - What do you notice in this picture?
- What stands out to you? Why?
- Is there anything that surprises you?
- Is there anything that might tell you where this is? What time period is it? How do you know?

After the students finish their puzzles, I will hand them out their Progressivism fill-in worksheet that they
Mr. Lloyd had written for them. I go through each picture and ask the corresponding group what they
wrote down. As we discuss what they saw, I will explain to the students what happened in that
particular picture and as we go along they will write down the missing key terms on their worksheet
(these will be bolded on the power point).

As an incentive I will let the students know that as we go along filling out the handout together. They
should pay attention and ask questions, if they have any, because they will turn in the hand out before
we play Jeopardy to test their knowledge. ** An accommodation that might be given here is have them
write down a couple of notes on their desk to help them remember if needed**

When we finish filling out the worksheet, I will go ahead and ask the students to stack their worksheets
in the middle of the table. I will go ahead and review behavior expectations before playing Jeopardy as
well as the rules of the game:
- Students should be able to speak respectfully to each other
- Each student should be able to have a turn in their groups to provide an answer
- No cellphones to look answers up!

Game rules:
- Students will have 45 seconds to write down their answer in their group’s small white board
- Students that get the correct answer will receive all the points
- Students who do not get the correct answer will receive 15 seconds to change it and get partial
credit (for example instead of 100 points students will get 50)

I will have a “mystery box” with prizes for all the students. The winning team will be able to pick up their
prize first, and so on until the last team. I want to encourage all of the students by giving them praise
throughout the activity and reward their hard work. Even though there is a “winning team,” everyone
will receive a small prize.

To close the activity, I will ask thank the students for their time and ask the students to quickly share
challenges and successes they had in the lesson on the “exit slip” portion of their handout. This will be a
small table with a drawing of a sun on one side to represent what was a success and something clear in
the lesson, and on the other side there will be a cloud to represent what was still confusing or a
challenge for them.