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Direct instruction for Middle School Lesson

Teacher: Lisa Lewellen


Subject: The Great Depression

Objective: Students will describe causes and consequences of the Great Depression by identifying key issues in a one
page essay with 90% accuracy.
Standard: SSMS-S1-C8-PO1.
Evidence of Mastery (Measurable Behaviors): Complete guided notes during PowerPoint presentation.
Answer teacher directed questions during PowerPoint presentation. Write a one page essay on a cause and
consequence of The Great Depression.

Sub-objectives/Aligned Information:
Economic causes of the depression
Dust Bowl
Effects on the country as a whole


Key vocabulary: Dust Bowl, Economic policy, Investment,
Stock Market, Environmental damage, Hoovervilles,
Unemployment, Breadllines

Materials/Technology Resources to be Used:
PowerPoint Presentation, Notes for PowerPoint,
Guided Notes for students, Paper and Pencils
Opening (Anticipatory Set) : 8 Minutes
In your lifetime how many Presidents have you lived under?
What is one decision have they made that you dont agree with? Explain.
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Teacher Will:
Create PowerPoint presentation on the causes
and consequences of the Great Depression that
includes all aligned information.
Create guided notes for all students to follow
along with PowerPoint.
Student Will:
Take notes on guided notes page.
Write definitions of key vocabulary




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Teacher Will:
Present PowerPoint presentation on the causes
and consequences of the Great Depression with
multiple checking for understanding slides.
Student Will:
Answer teacher directed questions during
power point presentation to check for
understanding and complete guided notes as
slides progress.

Number of minutes: 42
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Teacher Will:
Teacher will write 3 critical thinking assessment
questions for the causes and consequences of the
Great Depression for students to choose from.
Student Will:
Students will complete a one page essay on oneof
the three critical thinking assessment questions as
homework and return to teacher the next day.

Closure: Ticket out the door- 5 Minutes Using correct grammar and punctuation:
Students will identify 3 causes and 3 consequences of the Great Depression on a half a sheet of paper.

Accommodations:
Teacher will teach content vocabulary
Teacher will follow all I.E.P.s, 504s for those students with special needs.
Teacher will create note pages for all students with special needs.













Direct instruction for High School Lesson


Teacher: Lisa Lewellen
Subject: Mass Media and the Emergence of the
Modern United States

Objective: Students will be able to evaluate mass media, primary documents of the late 19
th
century to assess how
yellow journalism affected the United States by completing assessment question worksheet with 90% accuracy.
Standard: SSHS-S1-C7-PO2.d
Evidence of Mastery (Measurable Behaviors): Students will identify key information regarding the effects of the
media, yellow journalism and its influence on the public on question worksheets.
Sub-objectives/Aligned Information:
Yellow Journalism:
Primary Document #1- Who destroyed the Maine? New York Journal, February 17, 1898.
Primary Document #2- Information Wanted in J udge, June 11, 1898.
Primary Document #3- Humanity of American Commanders, Unknown Newspaper, August
1898.
Spanish-American War
Monroe Doctrine
Battle of San Juan Hill



Key vocabulary:
Yellow Journalism, Implication, Imperialism, Territory,
Influence, Civilians


Materials/Technology Resources to be Used:
Overhead projector, computer, Background
information on Primary Documents 1, 2, 3, Primary
Documents 1, 2, 3, Worksheet handouts 1, 2, 3,
Pencils/Pens, Journals, one sheet lined paper.

Opening (Anticipatory Set) 8 Minutes
Why do you think the media has such a big impact on people?
On a half sheet of paper, name a few examples of media today and why you think each has such a
big influence on the public.



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Teacher Will:
Present Primary Documents and the background
on them using a computer and overhead
projector.
Discuss Key Vocabulary.

Student Will:
Take notes in their journals on the information
presented. Write definitions of key vocabulary.

40 Minutes for instructional input and guided practice.
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Teacher Will:
Ask questions regarding the documents and
information presented pertinent to Yellow Journalism
as well as discuss key vocabulary.

Student Will:
Answer teacher directed questions regarding
the presented documents and information as
well as key vocabulary by random draw of
students names.

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Teacher Will:
Teacher will hand out worksheets with
assessment questions for the information
presented in class on media in the United States
during the late 19
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century, as well as key
vocabulary.
Student Will:
Students will complete assessment question
worksheets handed out at the end of class regarding
information on media in the United States during
the late 19
th
century and return them, completed the
next day.
2 minutes to hand out homework and explain expectations
Closure: 5 minutes
Ticket out the door- Students will, using correct grammar and punctuation, write the definition of Yellow
Journalism and cite and example on a half sheet of paper.

Accommodations:
Teacher will teach content vocabulary
Teacher will follow all I.E.P.s for students with special needs.
Teacher will create note pages for all students with special needs and separate worksheets if necessary.



Direct instruction for Middle School Lesson


Teacher:
Lisa Lewellen
Subject:
Bill of Rights

Objective:

Students will be able to identify rights and responsibilities of United States Citizens by interpreting the Bill of Rights and
completing a chart with all 10 amendments in their ISNs with 90% accuracy.

Standard:
SSMS-S3-C1-PO1a.
Evidence of Mastery (Measurable Behaviors): Students will be able to identify all 10 amendments of the Bill of Rights
with pictures and answer 2 questions What does the amendment state (in their own words) and why is it important today?

Sub-objectives/Aligned Information:
Bill of Rights background information
Text of the Bill of Rights

Key vocabulary:
Bill of Rights Ratified Debate
Amendment Delegate Liberty
Federalists Anti-Federalists
Materials/Technology Resources to be Used:
PowerPoint w/Bell Ringer and photos, Copies of the
text of the Bill of Rights, Historical background on the
Bill of Rights, Copy of the facsimile Bill of Rights,
Draft of the Bill of Rights worksheet, pencils, paper
and ISNs.
Opening (Anticipatory Set):
Bell Ringer Question- What is one right that you have that you would never give up?
Students will watch a short 30 second video of Hip Hughes and the Bill of Rights and view photos of Independence Hall
(inside/outside). Teacher will engage students in dialogue by asking identifying questions regarding these two sources.






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Teacher Will:
Present Bell Ringer with 30 second video of the Bill of
Rights and Hip Hughes along with Primary Source photos
of Independence Hall (Inside/Outside).

Student Will:
Watch 30 second video to get them thinking about
citizens rights and responsibilities and engage in
dialogue with teacher directed questions about
primary source photos.
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Teacher will:
Read background information on the Bill of Rights along
with students and explain vocabulary terms.

Student Will:
Read background information on the Bill of Rights
along with teacher and write down vocabulary terms on
a sheet of paper to be stapled/glued to ISN page.
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Teacher Will:
Explain the assignment of the day. Students will
complete a chart of the Bill of rights in their ISNs
including all 10 amendments. Drawing a picture and
answering 2 questions.


Student Will:
In 2 pages of their ISNs, students will make a chart of
10 rows. (One for each amendment) In each row they
will state the # of the amendment, draw a picture and
answer 2 questions. 1. What does the amendment
state? (In their own words). 2. Why is this amendment
important today? Whatever doesnt get done in class
is homework.


Closure: For closure students will list
3 facts from todays lesson
2 things that are still unclear
1 thing they are curious about



Accommodations: Teacher will follow all IEPs and 504 plans.