UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):

Katlyn Nelms 5th Emily Hill

Subject area(s): Unit Topic/Theme: Lesson Title:

Social Studies
Relevant TEKS:
(5) History. The student
understands important issues,
events, and individuals in the
United States during the
20th and 21st centuries. The
student is expected to:
(A) Analyze various issues
and events of the 20th century
such as industrialization,
urbanization, increased use of
oil and gas, the Great
Depression, the world wars,
the civil rights movement, and
military actions
Dust Bowl The Dust Bowl 1930s
Relevant ELPS: Relevant TX CCRS:
(6) Writing, Grades 2-
12. ELLs in Grades 2-12 V Effective Communication A. Clear and coherent
may be at the beginning,
intermediate, advanced, oral and written communication
or advanced high stage
of English language 1. Use appropriate oral communication techniques
acquisition in writing.
depending on the context or nature of the
(C) Advanced.
Advanced ELLs have interaction. 

enough English
vocabulary and 2. (b) Prepare for and actively participate in a class
command of English
language structures to discussion on a historical conflict. 

address grade-
appropriate writing
tasks, although second
language acquisition
support is needed. These
students:

(i) Are able to use the

English language, with
second language
acquisition support, to
express ideas in writing
and engage meaningfully
in grade-appropriate
writing assignments in
content area instruction

Lesson Objective(s)/Performance Outcomes

 The student will analyze photographs and respond by recording sensory details on handout.
 The student will answer four reflective questions in complete sentences with 95% accuracy.
 The student will analyze the problems civilization faced during the Dust Bowl of the 1930s.

Vocabulary Terms: Dust Bowl, migrate

Assessment (Description/Criteria)
Formative Assessment: While observing the Dust Bowl Slides, the students will write quick and simple notes
about each picture. The students will focus on details like:
Scenery, colors, thoughts, emotions, words, senses

Summative Assessment: The student learning will be assessed and graded over the reflective question answers
being in complete sentences with 95% accuracy.

The questions on the handout are:

What were the main causes of the Dust Bowl?

Where in the United States did the Dust Bowl mainly occur?

How did people react? Where did they go/migrate?

What are some troubles people experienced during the Dust Bowl?

Materials and Resources

Dust Bowl Handout
Dust Bowl Slides (includes link to video)
Overhead projector
Pencil
Clipboard (optional)

Management of the Instructional Environment

For group discussion and observation of slideshow, the students will be gathered in whole group in front of the
overhead projection. The class will be jotting notes on handout, gathering observations, and engaging in
discussion during this time. The teacher will be leading the discussion at the front of the room by asking and
answering questions about the Dust Bowl.

Dust Bowl Handout

Technology Integration

Overhead projector
Google Slides Dust Bowl Slides
Google Docs Dust Bowl Handout
Video:
http://www.pbs.org/kenburns/dustbowl/watch-videos/#2284398428

Diversity and Equity (Accommodations, Modifications, Adaptations)

Extra time to complete the handout will be given to the students with 504 plans and/or ELL students.
Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.
This should activate student knowledge related to the objectives.):

TT: “Please grab the handout on your desk, a pencil, and bring your bodies to the carpet!” Teacher can give a
few minutes for the students to gather their belongings and get settled.

TT: “Have you ever noticed dust in your bedroom or house? What about in the classroom? Give them a chance
to think about. See if they think there is an issue of dust in the room. If it were 20 times worse, how would it
affect activities in the classroom? What if it were a hundred times worse? Who or what do you think would be
affected if we had that much dust in the room? (Allergies, inability to breathe, inability to see, etc.).” (Discuss
for 3 minutes)

TT: “We are going to be using these same thoughts and sensory details while looking through this slideshow of
pictures that were taken during the Dust Bowl in the 1930s.”

Teacher moves to slide two.

TT: “While we go through each picture, you will be jotting your thoughts in the box that matches the picture,
so Picture 1 goes with the box on your handout labeled Picture 1. I want you to write anything that comes to
mind when you see each picture. These notes or “jotting” can be quick key words to help you remember the
different images when we discuss them throughout the lesson.” (Spend about 2-3 minutes per slide, total of 30
minutes)

The students will have these key terms on the handout to act as a reminder, but to engage in group discussion
while the students jot thoughts, the teacher should ask questions:

Feelings- “How do you think the people felt during this time? During the storms?”

Colors- “What colors are shown in picture?”

Thoughts- “What thoughts do you while looking at these pictures?”

Words- “What words come to mind?”

Emotions- “What emotions do you feel while looking through these pictures? What emotions do you think the
people experienced during the Dust Storm era?”

TT: “I will give you a few minutes to write your final thoughts about the images, then we will watch a short
video about the Dust Bowl and the hardships people faced during this time.” (7 minutes)

Teacher plays video for students and asks them to continue to think about the same sensory details from
viewing the pictures during the video. Once the video is over, briefly read the reflective questions to the
students.
TT: “When I say go, I want you to go back to your desks and independently answers these questions IN
COMPLETE SENTENCES. If you are do not understand the question or need help, raise your hand and one of
us will be there to help!” (10 minutes/More time if needed)

Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the lesson
and why these objectives are important to accomplish.):

By using the previously created slideshow, the students will successfully analyze photographs, and respond by
recording sensory details on handout. The students are able to use the technology and media as a visual aide
while jotting their mental thoughts.
The student will answer four reflective questions in complete sentences with 95% accuracy. These reflective
questions are key to the teacher’s ability to evaluate the amount of learning during the lesson. This provides the
teacher with an opportunity to reflect and fix what needs to be changed.
The student will analyze the problems civilization faced during the Dust Bowl of the 1930s. This lesson is very
detailed about the hardships people and land faced throughout this era; by showing pictures and videos, the
students gather deeper knowledge and are able to reflect on the emotions, events, and struggles that occurred in
history.

Input (What information is essential for the student to know before beginning and how will this skill be
communicated to students?):

The students have previous knowledge on using their sensory details when examining an image, video, or text;
they will use their prior knowledge during this lesson.

The students previously defined the term Dust Bowl along with a few interesting facts in the prior Social
Studies lesson, if not, now would be the time to record the definitions. A brief review over the terms is helpful
as a reminder.

Model (If you will be demonstrating the skill or competence, how will this be done? This is what the
TEACHER shows the STUDENTS.):

The teacher will give handout to students and explain that they will observe and take notes on each picture
shown in the slideshow (labeled as Picture 1, Picture 2, etc.). Each picture is a different example of the
lifestyles, experiences, and effects occurring during the Dust Bowl. By discussing these pictures, the students
will develop a deeper understanding on the problems/events American people faced during the 1930s. The
teacher will show a short video (link in slideshow), as another media form of information.
Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.):

The students will engage in group discussion while observing the slideshow, in which the teacher will be able
to continuously ask engaging questions like:

 What emotions do you think the people felt as the Dust Bowl worsened?
 Why was there so much dust during this time period? What was the cause?
 What do you see in each picture?
 Was it safe or easy to travel during the Dust Bowl? How would you stay protected by the harsh winds?

The overall evaluation of student understanding after the lesson will be confirmed through the Review Our
Thoughts questions on the handout being answered in complete sentences with 95% accuracy.

What were the main causes of the Dust Bowl?

Where in the United States did the Dust Bowl mainly occur?

How did people react? Where did they go/migrate?

What are some troubles people experienced during the Dust Bowl?

Guided Practice (List activities that will be used to guide student practice and provide a time frame for
completing this practice. This is what the TEACHER does WITH the STUDENTS.):

The teacher will guide the students through the slides of images by asking questions and giving necessary time
to jot thoughts about each image. By guiding the students during group discussion, the teacher will engage them
in class conversation, and individual ideas written on the handout.

The teacher will wrap up the discussion by reading the four reflective questions aloud, and then releasing them
to answer them independently as an exit ticket/evaluation.

Closure (What method of review and evaluation will be used to complete the lesson?):

The students turning their Dust Bowl handout into their file once the four reflective questions are completed in
full sentences will close the lesson. The completion of these questions with 95% accuracy will determine the
teacher’s effectiveness to teach the lesson.

Independent Practice (List homework/seatwork assignment to be given to students to ensure they have
mastered the skill without teacher guidance. This is what the STUDENT does ALONE to show the TEACHER
what s/he has learned.):

The students will answer these four questions on the Dust Bowl handout independently after the lesson is
complete. The answers must be written in complete sentences for full credit.

What were the main causes of the Dust Bowl?

Where in the United States did the Dust Bowl mainly occur?

How did people react? Where did they go/migrate?

What are some troubles people experienced during the Dust Bowl?

Reflections and Documentation/Evidence of Lesson Effectiveness