Residency Lesson Plan Guide

Your Name: Macy Armstrong Lesson Date: October 2019

th
Grade and Topic: 5 Grade Social Studies Length of Lesson: 1week

CENTRAL FOCUS:

The central focus is for students to Read and learn about the Dust Bowl in America in the 1930’s.

STANDARDS ADDRESSED:

CCSS.ELA-LITERACY.RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9 - Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.

ISTE:

ISTE.3 Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

LESSON OBJECTIVE(S):

1. Given the audio version of the book by Karen Hesse Out of the Dust, as an introduction, the student will use
historical fiction to understand the human aspect of the Dust Bowl experience, and show comprehension and by
highlighting key points when completing the guided reading journal with a score of 3 out of 4 on the rubric.
2. Given a guided reading journal, the student will document significant passages in each of the below listed areas that
reflect the Dust Bowl experience from an adolescent person’s point of view with a score of 3 out of 4 on the rubric.
3. Given Farm Security Administration/Office of War Information Black-and-White Negatives or Farm Security
Administration/Office of War Information Color Photograph collections for images, the student will relate these primary
source materials to passages, characters, and events from the novel, and develop research skills and strategies, such as
keyword searches, for finding information to create a presentation to share with the class with a score of 3 out of 4 on the
rubric.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE ASSESSMENTS:

Formative Assessments
Having a discussion about what the students know already regarding the Dust Storms of the late 20’s, and after,
what they learned.
Summative Assessments
Having the students complete the power point project, and present it.

The Assessment(s) and the Objective(s)

The objectives are to evaluate the students understanding of this historically significant event, and to cultivate their
cultural and historical awareness.

MATERIALS:

 Copies of the guided reading journal (attatched)

 A link to the audio book, Out of the Dust
  A computer for researching information
 Links to the Farm Security Administration/Office of War Information Black-and-White Negatives or Farm
Security Administration/Office of War Information Color Photograph collections
 Pencil
 Rubric

BACKGROUND and RATIONALE:

What are the key concepts/ideas for the lesson?

The concept is to teach a 5th grade class about the Dust Bowl.

What is the academic language (e.g. vocabulary, language functions, and discourse) that must be considered in
this lesson?

Dust Bowl, Dust Storm, Oklahoma, Texas, Midwest, Great Depression

How does this lesson connect with and build on the previous lesson(s)?

In the previous lesson, we started the Unit on World War 2 and America and learned about the Great Depression

How do you expect to build on this lesson in subsequent lessons?

In the next lesson, we will be getting into the actual War.

Why will you need to plan differentiated activities or assessments?

They reach all learners and give each student an equal opportunity to learn and follow along in a way that meets each
individual’s need.

What connections will you make to the cultural, personal, and community assets of your students?

In another activity, later on in the unit, we will be bringing information in about someone we know whether relative
or family friend who served in World War 2 and we will be creating a classroom mural to honor those.

PROCEDURES AND TIMELINE:

Introduction:

 Hold a class discussion about The Dust bowl, and talk about what might possibly happen in the story. Introduce the
characters, and give the background information as well as talk about the author briefly.

Procedures:

 The teacher will first pass out a hardcopy of the book, and give each student an Ipad with earbuds.
 The teacher will next, have the children listen to the reading, and follow along with the story in their own book.
 The students will complete the guided reading handout that follows the story.
 The teacher will then have students go onto the database for the Farm Security Administration/Office of War
Information Black-and-White Negatives or Farm Security Administration/Office of War Information Color
Photograph collections for images.
 Next, the student will relate these primary source materials to passages, characters, and events from the novel, and
develop research skills and strategies, such as keyword searches, for finding information to create a presentation
to share with the class.

Closing;
  The teacher will hold a discussion about the story and the characters, and ask questions based on the plot.
o What kinds of things did Billy Jo do to boost moral?
o What was her hobby?
o Why were her neighbors leaving for California?
o Who does Billy Jo play with at the Palace Theatre?
o What is the moral of this story?
o What did you learn about in your own research?

Closure: Once all students have presented, and the closing discussion has taken place, the lesson ends.

MODIFICATIONS:

The teacher can work with students in small groups for those who need extra assistance. If students have trouble with the
text, the teacher can pair up students so that they may read the text together.

ASSESSMENT EVIDENCE:

Students will complete the attached guided reading activity and present their projects, and a rubric will be filled
out by the teacher.

REFERENCES:

Audiobook:

https://www.youtube.com/watch?v=KozWejkqTRY&list=PLKQwWoSwhnTxNNPhcXB_LWBrpKLkxl5Kz

http://www.loc.gov/pictures/collection/fsa/

http://www.loc.gov/pictures/collection/fsac/

Handout:

Categories Page # Passage

School life
Community life
Family life
Agriculture
Landscape
Assistance from others
Example:

https://prezi.com/jyapetyffezr/edit/#6_30863873

Rubric:

Category 4 3 2 1
Guided Reading All tasks and Most tasks and Some tasks and Tasks and
assignments are assignments are assignments are not assignments are
complete and complete and complete and there incomplete. There
readable. readable. are problems in are many problems
readability. with readability.

Mechanics Use of correct Use of correct There are errors in Errors in

punctuation, punctuation, punctuation, punctuation,
capitalization, and capitalization, and capitalization, and capitalization, and
spelling is evident spelling is evident in spelling in most spelling interfere
throughout all most tasks/assignments. with readability.
tasks/assignments. tasks/assignments.

Power point All facts are accurate. Most facts are Some facts are Many inaccurate
Presentation is well accurate. inaccurate. facts are evident
Presentation organized and Presentation is Presentation is throughout the
interesting. mostly well somewhat well presentation.
organized and organized and Presentation lacks
interesting. interesting. organization and
originality.