Day+1+Lesson+Plan

Day 1: Introduction to The Great Depression

Timeline: 1 hour

Objectives: Students will take notes. Students will collaborate with a partner. Students will visualize Students will ask questions to deepen understanding.

Materials: Great Depression journal (students will take notes in this) http://www.schooltube.com/video/ec443cf5114448d2ad36/The-Great-Depression (video on Great Depression overview) Chart Paper http://www.ga.k12.pa.us/academics/ls/5th/crpoem/01strpoh/jbtstrpo.htm (Poem, //Struggle// by Jared T.)

Procedures:

1. Teacher will ask students what the word depression means. Students will share their answers. Teacher will write responses on chart paper. 2. Teacher will **activate prior knowledge** by asking students to give an example of when they were sad or depressed or what situations would make someone depressed. Teacher will notate responses on chart. 3. Teacher will give students their journal and review how to take notes (refer students to an anchor chart in the classroom already created from previous lessons). 4. Teacher will ask students to close their eyes and visualize while teacher reads a poem about the Great Depression. The poem in in two parts. The first part describes life before and life during Great Depression. 5. Students will illustrate their vision of each part of the poem, share with a partner, and compare the two poems and the life of the person from the poem. Students will then share illustrations, comparisons, and meaning for pictures with the class. 6. Teacher will show students the video. Students will take notes on information gathered from the video. 7. After video, students will **Think/Pair/Share** with a partner about what they learned from the video. Students will add any further notes. 8. Students will come back together and **discuss** the Great Depression. 9. Teacher will take notes on chart paper on the important information from the video that the students provide.

Assessment: The teacher will observe students:
 * prior knowledge of The Great Depression
 * focus during video
 * taking notes during film
 * participation in Think/Pair/Share
 * participation in group discussions

http://www.stma.k12.mn.us/technology/tech_center/Technology_Integration/Summarizing_Notetaking/notetakingrubric.pdf A rubric for note taking will be used as a final assessment of their journal. Students have been presented with this information previously and are familiar with the requirements.