Universal Design for Learning Lesson Plan

Teacher(s): Amanda Nardo

Materials Needed:

Date: 5/6/16

Subject: Social Studies

Make sure you have all of your materials collected and

organized so your lesson will flow smoothly. If you are presenting this lesson
collaboratively, make sure you know who is responsible for what.

Do Now: 1920s Piktochart, Worksheet with political cartoon and image of

newspaper headline, Activity sheet titled, Underlying and Immediate Causes
of the Great Depression, Underlying and immediate Cause of the Great
Depression VoiceThread, Kahoot Quiz, Exit Slip that answers the question,
Which cause do you think was most responsible for the Great Depression
and why?, class set of iPads, SmartBoard.

Lesson Objective(s):

State your objectives behaviorally. For example:

Given (state the condition under which the students will perform the objective), the
students will (state an observable student behavior) with (state the criteria here a
statement that specifies how well the student must perform the behavior) accuracy. An
example of a behavioral objective is: Given an unlabeled diagram of the solar system, the
students will label the nine planets and the sun with 80% accuracy.

Students will be able to analyze a political cartoon and

newspaper to explain that bank failures and Black Tuesday were
causes of the Great Depression with 90% accuracy.
Students will be able to determine that bank failure, installment
buying, overproduction, and little help form the government were
the underlying causes of the Great Depression, and that the
stock market crash on Black Tuesday was the immediate cause
of the Great Depression and complete a Kahoot Quiz with 90%
accuracy.

Standard/Benchmark/Indicator:

Are you aligning your lesson

with district or state standards?

CommonCoreStandards:
R1: Students will cite specific textual evidence from the political
cartoon and the image of the newspaper headline to support
analysis of primary sources from 1929 when the Great
Depression began and also of secondary sources that explain the
underlying and immediate causes of the Great Depression.
R3: Students will analyze events and ideas and causality as they
relate to the incidents that led to the start of the Great
Depression.
R9: Integrate visual information, such as a political cartoon and
newspaper image, with other information in print and digital
texts to analyze the causes of the Great Depression.
W4: Students will use clear and coherent writing that assess
their understanding of the causes of the Great Depression by
producing and exit slip at the conclusion of the lesson.
NYS Standards:
8.3e: Following the end of World War I, the united states entered
a period of increased economic prosperity and radical cultural
change known as the Roaring Twenties. During this time new
opportunities for women were gained, and African Americans
engaged in various efforts to distinguish themselves and
celebrate their culture.
8.4a: Risky investing, protectionism, and a weak global economy
during the 1920s led to the collapse of the stock market, a wave
a bank failures, and a long and severe downturn in the economy
called the Great Depression.

Anticipatory Set:

How are you going to motivate your students...assess or

review prior knowledge...introduce your topic...organize your lesson for students?

Students will be given a Do Now in the form of a Piktochart displaying

images of the 1920s (Piktochart will also be displayed on the SmartBoard)

and asked to answer the question, Why were the Roaring Twenties a happy
time? This discussion will activate the students background knowledge of
the previous unit. Next, to introduce the topic, students will complete a
worksheet with the political cartoon and newspaper headline and complete
questions that follow the images. This will provide them with information
they need to begin to think about the how the U.S shifted from a time of
prosperity to a time of economic downturn as well as think about what
events contributed to the cause of the Great Depression. In addition, all
images and worksheets will also be displayed on the SmartBoard.
Students will work individually on the Do Now activity then their
questions will be discussed as a class. Students will be placed in
heterogeneous pairs in which struggling readers will be placed with proficient
readers, to complete the Causes of the Great Depression Cartoon sheet and
then the answers will be discussed as a class. Students will remain in their
pairs to view a VoiceThread on their iPads accompanied by a worksheet to
learn about the underlying causes and immediate cause of the Great
Depression and fill out the accompanying chart. Then the chart will be
discussed as a class. As an assessment, the students will engage in a Kahoot
quiz about the lesson. Lastly, before the period ends, students will be asked
to answer the question, Which cause do you think was the most
responsible for the Great Depression and why? in the form of their choice
(either written expression, illustration or a combination of both). Students
will provide evidence form the activity sheet to support their answers.
Volunteers will be asked to share their response and then I will collect the
exit slips after the discussion.

Multiple Means of Representation:

How are you going to

present your content so that it meets the needs of all students...is the information
represented in different ways? For example, utilizing guided notes and graphic organizers
in addition to a lecture format or having several books that represent different reading
levels.

1.1Offeringwaysofcustomizingthedisplayofinformation:Thislessonincorporates
writtentext,graphicorganizers,audioandvisuals.Writtentext,imagesandgraphic
organizersweresuppliedontheSmartboardandontheactivitysheetsandaudiowas
suppliedthroughaVoiceThreadontheiPad.
2.5illustratethroughmultiplemedia:Thislessonsinformationwasprovidedto
studentswithgraphicorganizers,images,audioandwrittentext.

 3.1Activateorsupplybackgroundknowledge:FortheMotivationportionofthe
lesson,studentswerepromptedtowritedownananswertoaquestionabouttheprevious
unitonthe1920s.Thisreinforcedtheinformationtheyrecentlylearnedthatisneededto
makeconnectionsandleadintothecurrentdayslesson.

Multiple Means of Engagement:

How are you going to provide

multiple pathways for students to actually learn the material presented? Practice, or
active mental/physical engagement, is required by students to make real learning happen.
For example, some students may benefit from small group learning opportunities; others
may require more focused practice with precise feedback, while others might benefit from
working independently. Some students will need to write, others will need to talk through
ideas before they understand, while others may need to physically represent what they
are learning.

7.1Optimizeindividualchoiceandautonomy:Fortheexitcommentportionofthis
lesson,studentswereprovidedwithachoiceandoptionforhowtheywouldliketo
respondtothequestion,eitherthroughwrittenexpression,illustrationoracombination
ofboth.
8.3Fostercollaborationandcommunity:Duringthislesson,studentsworkedin
heterogeneouspairstocompletetheactivitysheetsandgraphicorganizer.Inaddition,the
teacherfacilitatedagroupdiscussionwiththeclassasawhole.
9.3Developselfassessmentandreflection:Duringtheexitcommentactivity,students
reflectonthekeyconceptstheylearnedduringthelesson.Afterstudentswriteor
illustratetheirexitcomment,studentsareencouragedtosharetheirresponses.Atthis
time,studentswithanymisconceptionsorconcernsaregiventheopportunitytoask
questionsandhavemisconceptionsormiscommunicationsclearedup.

Multiple Means of Expression:

How will students demonstrate

what they have learned? Again, the creation of many paths is key. Some students are good
test-takers, while others are not. Tiered assignments, oral exams, building a model, making
a video, using portfolio assessment are examples of alternatives to traditional paper/pencil

tests.

5.1Useofmultiplemediaforcommunication:Inordertocommunicateand
expressanunderstandingofthecontent,studentswillansweranexitslip
question.Theyareprovidedwithchoiceforhowtheywouldliketoexpresstheir
answer,eitherthroughwrittenexpression,anillustration,oracombinationof
both.
6.3:Facilitatemanaginginformationandresources:Inthislesson,students
wereprovidedwithagraphicorganizer(UnderlyingCausesoftheGreat
Depression)toassistthemwithorganizingkeyconceptsandinformation
providedtothem