Mary Russell, English Matt Baker, Social Studies Jake Nesler, Social Studies CI 473, Section EST February

13, 2012 Lesson Plan Assignment No. 1: Reading Standards CC.9-10.W.2.a Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CC.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CC.K-12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and idea Procedure Introduce activity: 5 minutes Each student will be given a concept map graphic organizer. The concept in the center will be four offshoot bubbles with four movie titles and their corresponding economic era: A Corner in Wheat (1909, Early Monopoly) The Immigrant (1917, Boomtime and Immigration) Grapes of Wrath (1940, Great Depression) Company Men (2010, corporate globalized economy) Explain to students that they are to take note of the way poor people are depicted in these films on the graphic organizer. Students should write keywords and phrases. Show movie clips: 10 minutes Show a two minute movie clip from each film, selecting scenes that depict stereotypes of the poor, and especially scenes that are mentioned in the article. Students will begin filling out their concept maps for each movie while the respective clips are shown.

Reading the article: 20 minutes Students will get into groups of five and read the article about depictions of the poor in films together. Students are to take notes on the graphic organizer.

*We will begin class the next day with a discussion of the concept maps and the writing activity.

Assessment Writing Activity: 15 minutes Students will write a paragraph synthesis of the information they learned based on the information in the graphic organizer. (See The essential question for this summary is How have stereotypes about the poor changed over time. Students should also include one sentence about a movie they have seen recently that depicts economic diversity and and relate it to the ideas in the article. This assessment will measure students mastery of standard CC.K-12.SL.2, showing that the students are able to synthesize information from film and print into a coherent summary. Two standards will be assessed by way of the graphic organizer. CC.9-10.W.2.a will be assessed in that students will be using a concept map style graphic organizer to aid in their comprehension and synthesize the ideas they have read. Standard CC.9-10.R.L.2 will be assessed in that students will be looking for a key theme and central idea with the concept map as guidance. The student writing on the concept map will be evidence that the students have a grasp of the central idea of poverty and depictions of the poor.