Teacher: May
Room #: G104
Lesson # in unit:
Period (s): 7
Topic: Roosevelt and the Square Deal
Social Studies Lesson Objective and Assessment:
By the end of class the student will be able to:
Recognize what policies were incorporated into the Square Deal.
Comprehend the impact that Teddy Roosevelt had on society and how it affects us today.
NCSS Thematic Standards
Culture and Cultural Diversity
Power, Authority, and Governance
Time, Continuity, and Change
Production, Distribution, and Consumption
People, Places, and Environments
Science, Technology, and Society
Individual Development and Identity
Global Connections
Individuals, Groups, and Institutions
Civic Ideals and Practices
Supporting Diverse Learners Display the instructions on the board as well as recite them. Have them keep their notes in a graphic
organizer. Allow small group discussion during jigsaw activity, and then at the end open it to an all class discussion.
Strategies/Activities Selected:
Jigsaw
Class Discussion
Methods for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lecture or Direct
Instruction
Bookwork (Reading)
Question/Answer
Learning Stations
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other: Jigsaw
Use of Materials
Teacher Manual pg #
Student Text pg #233-239
Picture Books
More Activities That Teach
Handouts: graphic
organizer
Manipulative
Maps
Artifacts
Related Equipment:
Other:
Adapted materials
Use of Technology
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
Website
Other
Lesson Agenda
Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
Place agenda on the board
Show a picture of a teddy bear and explain the origin of the name
Transitioning and Stating Objectives:
Recognize what policies were incorporated into the Square Deal.
Comprehend the impact that Teddy Roosevelt had on society and how it affects us today.
Comment [S1]: At the age of 17, the students
may not be very interested in political policies. I
chose to start off the class with a topic that both
relates to the lesson, but also their lives. A teddy
bear is something that all of them know of and oddly
enough its name is also related to policy that
Roosevelt created.
Transition to Instruction: What support strategies will you use to scaffold students learning so they meet or exceed
targeted?
I will explain the directions to the Jigsaw; they will also be on the board. Jigsaw activity—Students will be split into six groups by being
counted off (Roosevelt, Trust Busting, Environment, Food, Labor, and Taft). In their groups, using the text book, students will become
experts on the topic given to them. They will do so by filling in the appropriate section on the worksheet provided. During this time I will
go to each group and to see how they are doing and answer any questions they may have. After fifteen minutes, the students will be
counted off again and get in groups of six, one from each of the previous groups, and teach the other students about their topic. They will
do this for 20 minutes. After which they will go back to their seat.
Transition Guided Practice: Linked with Instruction
Comment [S2]: I used the jigsaw activity to
allow the students to take responsibility for their
learning. Instead of feeding them the information
they need to know, this allowed them to explore it
themselves. I walked around to make sure they were
hitting on the key things that I knew they would have
a test, but then they could include the other facts that
they found the most interesting.
Transition to Independent Practice and Conferencing:
N/A
Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concept?
We will have a 10 minute discussion answering the questions, “What did Roosevelt and the government do for the citizens and do you
think they appreciated it or not? How has this impacted your life?”
Daily Assessment How do you know your
students met your lesson objective(s) and to
what degree?
Bloom’s Taxonomy
knowledge
comprehension
application
analysis
synthesis
evaluation
Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe: during the second
part of jigsaw
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other
Summative:
Test
Project
Report
Presentation
Final Exam
Other
Additional Teacher Preparation:
Copy: Jigsaw Worksheet (Graphic Organizer)
Locate: Prezi, textbooks
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What are next the
steps for students and how will you get them there? What worked well?
Overall I feel like the lesson went well. The students seemed to enjoy the fact that they were taking notes in a different wa y than simply
using a PowerPoint. I thought it would take a while for me to explain what a jigsaw was and how it works, but they got it fairly quick.
While walking around and asking questions it also seemed like they were actually learning the material; they could tell me what they had
learned about their section without looking at their notes. This also allowed me to check if they were hitting on the key points in each
section and if they were not I steered them to make sure they included them. This was one thing that Mr. Kilian mentioned aft er the
lesson. While he liked the jigsaw and graphic organizer he suggested that I steer them to those key points via the worksheet; for example,
the Square Deal has a number of acts within it and instead of telling them to focus on the acts when I was walking around, ha ve the name
of the acts on the sheet. I do feel that this would be beneficial to make sure all the right content is touched on. Throughout the whole
lesson the class had very good behavior. There was one group towards the end that started to get off track, but besides that everyone was
focused. I kept going up to the group and asking them questions about Teddy Roosevelt and the Square Deal to help keep them o n track,
but then I felt that I was not paying enough attention to the other students. It is difficult to find the balance. The closing discussion was
the area that I felt could have used the most work. The same students kept volunteering even though I knew that there were ot her
students who could answer the questions too because they did in the small groups. At the end o f the period, Mr. Mitchell gave me some
helpful hints for including all of the students into the discussion without putting a student on the spot. He said to call on other students,
but give them a heads up a question early so they have time to think of an answer and do not feel like they are being singled out. This
was really helpful and something that I will definitely use the next time I have the opportunity to teach. At the end of the lesson one of
the students told me that he liked taking notes this way. I think that by becoming the experts on a topic they felt that they had some
control over what they were learning and as a result took more pride in it.The students have a test in a week and I hope that the new
devise they used to take notes will help them be able to fill out their study guide and retain all of the information about the Square Deal.
Comment [S3]: This question was asked to
bring the topic back to their lives. After they
learned about the Square Deal and the
main aspects of that it is important to think
about how it impacts society. Many policies
that were created are still applicable today
and it is important to make that connection
so the students can see why this is a
relevant topic.