UNT Lesson Plan Template (Madeline Hunter)

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

Abby Bashor 4th Grade Sparks/Cornell

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

Social Studies
Relevant TEKS:
4.5A: Identify the impact of various
issues and events on life in Texas
such as urbanization, increased use
of oil and gas, the Great
Depression, the Dust Bowl, and
World War II.
The Dust Bowl
Relevant ELPS: Relevant TX CCRS:
ELPS.c.1H: develop and SS.I.B.3: Analyze causes and effects of major
expand repertoire of political, economic, and social changes in U.S.
learning strategies such as and world history.
reasoning inductively or
deductively, looking for
patterns in language, and
analyzing sayings and
expressions commensurate
with grade-level learning
expectations.

Lesson Objective(s)/Performance Outcomes

TSW identify the cause of the Dust Bowl and the impact that it had on life in Texas.

Assessment (Description/Criteria)
Students will create a “Claims Evidence Reasoning” organizer in order to show their understanding of what caused
the Dust Bowl, evidence behind that claim, and the reasoning for naming that evidence as causes of the Dust Bowl.
Materials and Resources
“The Dust Bowl” PowerPoint
Pencil
Blank “Claims Evidence Reasoning” organizer

Management of the Instructional Environment

During the anticipatory set, students will remain at their desks for class discussion.
For class discussion and input time, the students will be in their spots at the front of the room.

Technology Integration
TTW display the Dust Bowl information in a PowerPoint that will be displayed on the overhead.

Diversity and Equity (Accommodations, Modifications, Adaptations)

Chase has a 504 that requires us to give him consistent reminders for attention during instruction and personalized
instructions when completing work. During this lesson I will give him reminders in order to make sure that he is on
task and listening, and then give him private instruction in order to make sure that he understands the content and
the assignment.

Activities/Procedures (Madeline Hunter)

Anticipatory Set
TSW be at their desks in group and the teacher will say “Yesterday we started to dive into the Dust Bowl and learn
what it was. What are some key things that you learned about the Dust Bowl from our activity yesterday?” Allow
students to turn and talk with their shoulder partner about this question. Allow students to toss a plush ball
around to provide answers as part of the discussion.

Input/Modeling
Bring students to their spots on the carpet. TTW say “Today we’re going to look a little more into what caused the
Dust Bowl, which can give us an even better look into the impact and effect it had on the people of Texas.”
Go through the “Dust Bowl” PowerPoint, slides 1-9, with the students and supplement with more further
explanation to supplement their understanding.
Reiterate to students the causes of the Dust Bowl, and what happened because of those causes (the effects).
Guided Practice
At the top and/or bottom of slides 10-14, there are questions for students to answer that allows them to apply
what they learned while using higher order thinking. Model for the students your answer to the question on slide
#10: “Pretend you are one of the children in this picture. What is one word that describes how this makes you feel?
Why?”
“This picture makes me feel worried because, seeing how little it looks like those people have, I would be worried
that they wouldn’t know if their home is going to stay up over their heads, much less know where their next meal
will come from. Go through the rest of the slides and allow students to turn and talk in order to share answers.
Allow a couple of students per slide to share out their ideas and responses to the rest of the group.

Independent Practice
On the document camera TTW put up a copy of the CER organizer. TTW say “So today, we talked about some of
the causes and effects of the Dust Bowl, and you and your desk shoulder partner are going to get to fill out a
Claims, Evidence, and Reasoning organizer to show your thinking and what you’ve learned. Based on what we
learned today, you are going to support the ‘claim’ that we’ve already given you that states ‘There were three
main causes to the Dust Bowl…’ by giving three pieces of evidence that proves that, or the three causes of
themselves. Once you have given your evidence, you are going to provide your reasoning as to why these were the
three causes at the bottom of the organizer. The PowerPoint has been posted on google classroom if you need
support for finding your evidence”
Closure
TTW say “In order to show me what you have learned today, I am going to take up your organizers. This will show
me your understanding of the causes of the Dust Bowl.”

If time allows, pose the question to the group “What is one thing you learned about the Dust Bowl today that you
didn’t know before?”. Allow for responses by tossing students the plush ball to indicate that it is their turn to
share.
Reflections and Documentation/Evidence of Lesson Effectiveness
Be sure that this is specific.
What happened during the lesson? (Brief summary --- help the reader know how you were able to follow your
lesson plan.)

What parts of the lesson led to engagement and student learning?

In thinking about your first two responses --- So What does it mean about your planning? So What does it mean
about student learning? So What does it mean about your learning to teach?

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply what you
learned from teaching this lesson to your teaching of future lessons?