Group Size: Any
Time Required: 60 - 90 minutes
Learning Objectives: Students will be able to...
Navigate the internet to build their background knowledge about life in the 1930s
Select their first literature circle novels for the unit
Please Do Now (attached)
Web Quest Packet (contained within the Lesson 1 folder)
One computer for each student
Headphones for each student (consider asking students to bring their own)
Internet Explorer, Netscape or a similar browser with capacity for building "Bookmarks" or "Favorites"
The following pages should be organized within a folder as web browser "Bookmarks" or "Favorites"
Government's Duty (PBS's American Experience: The Presidents series, FDR)
A Better Day (PBS's American Experience: The Presidents series, FDR)
"The Great Depression" (PBS's American Experience: People & Events)
"The Drought" (PBS's American Experience: People & Events)
"The New Deal" (PBS's American Experience: People & Events)
"About the Great Depression" (Cary Nelson, University of Illinois at Urbana-Champaign)
"Farming in the 1930s" (Wessels Living History Farm)
"Dorothea Lange's 'Migrant Mother' Photographs in the Farm Security Administration Collection: An Overview" (The Library of Congress)
"Depression & WWII" (The Library of Congress: America's Story from America's Library)
Direct Instruction / Guided Practice: (T will review expectations for working with computers, norms regarding noise level, etc.
T will guide students through booting up their computers and opening the internet browser. T will remind students how to access the "Favorites" or "Bookmarks" links that will help them to respond to the research questions.)
Link: According to the pacing guide, which is located on the front of your webquest packets, what are we accomplishing today? (T will take student response. Target: Continuing with the WebQuest.)
If you successfully respond to another 4 or 5 questions today, you will be on schedule with our project. If you finish researching early, feel free to read silently or to begin prewriting your letter.
During this time, we will also be forming new literature circles and selecting new books. If you are working within your literature circle to select a book and assign pages today, please be respectful of everyone working on their computers by keeping your voices to a whisper.
Independent Practice: (S will continue work on their webquest projects. T will circulate to respond to student questions and to ensure that all students are on task.
After 45 minutes of independent work, T should facilitate shut-down of all computers. If the class follows a block schedule, there should be adequate time for students to read independently, whereas 60-minute classes will likely want to move directly on to the share and closing.)
Share/Closing: Our researching (or reading, if you follow a block schedule) time is up for today. Please take a couple of minutes to share your findings with your table partner.
(T will allow time, then facilitate a whole-class share.)
Before we pack up for the day, let's revisit the pacing guide to see what tomorrow will hold. (T will select a student to share tomorrow's assignment with the class.)
Differentiation: Literature circle novels are differentiated by reading level and by choice. Webquest builds students' background knowledge. Technology integration. Use of video and audio appeals to both visual and auditory learners. Recommended webquest project accommodations are as follows:
1. Extend the amount of time provided for student(s) to complete the project.
2. Read the project questions and/or reading passages aloud to auditory learners.
3. Permit the student to complete the project in a distraction-free environment (ie: a study carrel).
4. Enlarge font size. Consider placing one research question on each page.
5. Highlight project directions or key words in project directions.
6. Provide students with outlines or mind maps to facilitate prewriting instead of asking students to create their own.
7. Permit student(s) to type their responses to research questions.
8. Permit student(s) to type their letters.
9. Decrease the writing requirement for student letters to a three-paragraph response comprising introductory and closing sentences (in lieu of introductory and closing paragraphs)