L1+Quach,+Christina

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

**__ Teacher’s Name __**** : Ms. Quach ** **__ Lesson # __ : 2 __ Facet __ : Explain ** **__ Grade Level __**** : 9-12 ** **__Numbers of Days__: 3 days** **__ Topic __ : ** The Depression and New Deal Era

**__ PART I: __**

**__ Objectives __** ** Student will understand that ** the Depression and New Deal Era can help people learn from and make informed decisions about the present and future.

** Student will know ** terminology such as the Depression, New Deal, welfare state, trickle-down economics, and Keynesian-theory. They will know the sequence and timeline beginning from when Herbert Hoover was elected, crash of the stock market, increased crime, Franklin D. Roosevelt is elected, New Deal initiatives, and New Deal comes to a halt.

** Student will be able to ** produce informed decisions by studying what led to the Depression.

** Product: ** Blog

**__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __** Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns. Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941" //Students understand major eras, major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// Performance indicators: a, b, c

** Rationale: ** Students will understand the major enduring themes and historic influences in the United States by creating a blog where they justify their informed decisions during the New Deal Era for the present and future.

**__ Assessments __**

**__ Formative (Assessment for Learning) __** ** Section I – checking for understanding during instruction ** During instruction the teacher will use questioning to make sure that students are understanding the content. This form of assessment also informs the teacher where the students may need more information or need to be taught in a different style.

** Section II – timely feedback for products (self, peer, teacher) ** The teacher will provide a rubric for the final blog product.

**__ Summative (Assessment of Learning): __** Blog: Students will create a blog that creates a space for students to place their informed decisions about the Depression and New Deal Era for the present and future. Other students will have to comment on the blog so that they can share their opinions with others. Students will be encouraged to play off of each others opinions to get a better understanding.

**__ Integration __** ** Technology: ** In their individual blogs, students will have to include multimedia like video, audio, and pictures by either pasting the information in or using hyperlinks. The students will also use the blogs to interact with each other and play off of each other's ideas and opinions. ** Content Areas: ** Logical: When students comment on each other's blogs, they must respond in a way that provides deeper understanding for the blog or question reasoning to further develop understanding.

**__ Groupings __** ** Section I - Graphic Organizer & Cooperative Learning used during instruction ** Individually students will fill out a Fact and Opinion organizer to map out the decisions made by officials during the Depression and then list their opinion of how it can be used to make decisions in the future. ** Section II – Groups and Roles for Product ** Students will make their own blogs. They will use Think-Pair-Share to build up information, ideas, and opinions from classmates to include in their blogs. Once students form their own ideas at the beginning of Think-Pair-Share they will break up into pairs that they can choose on their own. Then the teacher will break the students up into groups of four for sharing. All students roles during these sharing periods are to take notes on information shared by their classmates and ask clarifying questions.

**__ Differentiated Instruction __**

**__ MI Strategies __** **Verbal:** Students will choose one blog to share out loud with the class. **Logical:** Students will piece together their blogs in the appropriate sequence. **Visual:** Blogs will include multimedia such as videos, pictures, audio, etc., that they feel represents their blog post. **Bodily:** There will be a corner in the room with resources of different New Deal initiatives that students will need to complete their blogs. These resources must be earned by physically matching the initiative to the right description, all which are located throughout the classroom. **Musical:** Students will pick a music file, or create their own, that represents their blog post. This means, if they felt relaxed during their post, the music file could be peaceful sounds. **Intrapersonal:** Students will create their own blogs with their own thoughts that justify their informed decisions about the New Deal Era. **Interpersonal:** Students will do a Think-Pair-Share where they interview other students to get their classmates opinions. This then goes on their blog. **Naturalist:** Students will capture a photo from the school or at home, that represents whatever New Deal initiative they are covering ie. roads, people working.

**__ Modifications/Accommodations __** **// From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. // ** Plan for accommodating absent students: ** If the student is absent the make up work from class will be located in their file which they can take when they get back. Also notes from classmates and an overview of the content from the day will be recorded and left in the student's personal file.

**__ Extensions __**

** Type II technology: ** In their individual blogs, students will have to include multimedia like video, audio, and pictures by either pasting the information in or using hyperlinks. The students will also use the blogs to interact with each other and play off of each other's ideas and opinions. ** Gifted Students: ** Students can link their blogs together to make a larger resource for viewers.

**__ Materials, Resources and Technology __**
 * Syllabus
 * Computers
 * Rubrics
 * Fact and Opinion Organizer
 * Blogger
 * Paper
 * Pens
 * Dry Erase Markers
 * Rubistar
 * New Deal paper resource collection (part of physical activity)

**__ Source for Lesson Plan and Research __** This lesson plan was created by Christina L Quach. The backwards design model was used to create this lesson on the Depression and New Deal Website for Blogger: This website allows students to create their own blogs. [|http://www.blogger.com] Fact and Opinion Organizer: An organizer that allows students to write down facts of decisions that officials made during the Depression and New Deal Era and then list their opinion of how these decisions can be used in the present and future. [] Right Angle Perspective [] Information for the Crash of the Stock Market. This site gives a brief overview of what occurred on Black Thursday. [] Information on Franklin D. Roosevelt and the election of 1933. This book has detailed information about the presidents of the United States and provides great background information that is helpful for teaching more developed and deep content. Matuz Roger, and Bill Harris. // The Presidents Fact Book. // Black Dog and Leventhal Publishers, Inc. New York 2009. 507-532. A list of New Deal initiatives. This book provided a list and overview of some of the more popular New Deal initiatives of FDR. Matuz Roger, and Bill Harris. // The Presidents Fact Book. // Black Dog and Leventhal Publishers, Inc. 2009. 507-532. This book provided terminology for trickle-down economics, New Deal,welfare state, and Keynesian-theory. It is a textbook with easy to understand definitions. Roark, James L., Johnson, Michael P., Cline Cohen, Patricia, Stage, Sarah, Lawson, Alan, and Susan M. Hartmann. // The American Promise: A History of the United States Fourth Edition. // Bedford/ St. Martin's. Boston 2009. Glossary. This site provided information about circumstances and decisions that led the end of New Deal initiatives. [] This site provided the definition for the Great Depression which will give students a clear understanding of what it was. [] This site provided information on Herbert Hoover's life. The important part for the lesson mentioned what he tried to do to prevent economic instability and how the world judged him. []

**__ PART II: __**

**__ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) ** Students will sit in twos the first day of the lesson. For the rest of the time spent on the lesson students will sit in clusters to easily talk to each other during their think-pair-share activity.

Day 1 Day 2 Day 3
 * The teacher will write two percentages on the board. One will be 25% and the other one will be the current unemployment rate. The teacher will pass out the rubrics and fact and opinion organizer that the students will need while they think about the percentages. (8 minutes)
 * The teacher will open up a discussion with the students about the current state of the economy and how they feel it is affecting the world. After the students share their opinions with the class the teacher will discuss the importance of understanding the Depression and New Deal Era for this lesson. The teacher will mention that as future voters it is important to understand decisions made by local, state, and federal government. Studying the decisions during the Depression and New Deal Era and following the impact these decisions had on America can help us become better thinkers while looking at the current state of America and also into the future so that we, as future voters, can attempt to predict the impact of these decisions on our own lives. (20 minutes)
 * The teacher will go over with the students what is expected of them for their blog project. The teacher and students will refer to the syllabus about the blog project and also that remind students that this less will help them understand that the Depression and New Deal Era can help people learn from and make informed decisions about the present and future. Located within the blog part of the syllabus the students will be required to add a musical and naturalistic component to their blog. (5 minutes)
 * The teacher will discuss terminology such as the Depression, New Deal, welfare state, trickle-down economics, and Keynesian-theory and how it relates to the lesson. The teacher will then also discuss the sequence and timeline beginning from when Hoover is elected, crash of the stock market, increased crime, Franklin D. Roosevelt is elected, New Deal initiatives begin, and New Deal initiatives come to a halt. During this lecture students will be filling out the fact section of their fact and opinion graphic organizer with decisions made by officials during the Depression. (39 minutes)
 * Students will set up blogger accounts. (8 minutes)
 * For homework students will fill out the opinion section of their fact and opinion graphic organizer listing their opinion of how the officials' decisions (refer to the fact section on the organizer) can be used to make informed decisions for the present and future.
 * At the beginning of the class the teacher will begin with questioning to check for understanding. The students will ask questions that they had about their homework or ask any questions related to the lesson or project. (20 minutes)
 * There will be corners of the room that are devoted to resources of different New Deal initiatives that students will need to complete their blogs. These resources must be earned by physically matching the initiative to the right description. (15 minutes)
 * Students will then break up into their clusters of four to share and collect information and get interviews from each other to post in their blogs. For this activity students will use the think-pair-share activity to build up information, ideas, and opinions to include in their blogs. (15 minutes)
 * The students will then begin to work on their blogs with their own thoughts that justify their informed decisions about the New Deal Era. They will also look for multimedia such as videos, pictures, audio, etc., that they feel represents their blog post. During this time the teacher will walk around the clusters and give feedback to the students on their fact and opinion organizer so that they can see where they need to improve their justifications. (30 minutes)
 * For homework students must go online and link their blogs together in order of New Deal initiatives being covered.
 * The teacher will see if students had any problem with their homework assignment of lining of the blogs in order. If the students have trouble the teacher will help them with technical difficulties. (10 minutes)
 * Students will choose one blog to share out with the class. They also must discuss why they chose the music file that they did and talk about the photo that they took that they feel represents the New Deal initiative that they are covering. The teacher will fill out a rubric to provide timely feedback for the projects. This will be passed back the next day. (50 minutes)
 * Students will give each other verbal feedback and ask any clarifying questions. (20 minutes)

Students will understand that the Depression and New Deal Era can help people learn from and make informed decisions about the present and future. As future voters it is important to understand decisions made by local, state, and federal government. Studying the decisions during the Depression and New Deal Era and following the impact these decisions had on America can help us become better thinkers while looking at the current state of America and also into the future so that we, as future voters, can attempt to predict the impact of these decisions on our own lives. // Students understand major eras, major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World. //

The teacher will write the unemployment rate during the Depression and the current unemployment rate on the board for students to think about. The teacher and students will then discuss the present unemployment rate and current economic problems. This will help the students have a better understanding of the difficult times during the Depression. ** Where, Why, What, Hook Tailors: ** Verbal, Visual, Interpersonal, Naturalist, Bodily, Logical, Musical, and Intrapersonal.

Students will know terminology such as the Depression, New Deal, welfare state, trickle-down economics, and Keynesian-theory and how it relates to the lesson. The teacher will then also discuss the sequence and timeline beginning from when Hoover is elected, crash of the stock market, increased crime, Franklin D. Roosevelt is elected, New Deal initiatives begin, and New Deal initiatives come to a halt. During the lecture on day one, students will be filling out the fact section of their fact and opinion graphic organizer with decisions made by officials during the Depression. For homework they will fill out the opinion sections of the graphic organizer listing their opinion of how the officials' decisions (refer to the fact section on the organizer) can be used to make informed decisions for the present and future. (See Content Notes)

This lesson includes teaching to all eight intelligences. Students will use a fact and opinion organizer to list facts they learned from the lecture and then form opinions of how the officials' decisions can be used to make informed decisions for the present and future. Students will break into clusters for think-pair-share where they will gather information and share ideas with each other. During this activity they will also gather interviews from each other to include in their blogs. This will allow students to develop their ideas further and include all of their learning, thinking, and questioning within the blog.

During instruction the teacher will check for understanding by using a right angle perspective to distinguish between what is fact and what is their opinion. Through out the rest of the lesson other means of checking for understanding include questing, teacher rubric, and a teacher rubric for timely feedback.

** Equip, Explore, Rethink, Revise, Tailors: ** Verbal, Visual, Interpersonal, and Intrapersonal.

The Fact and Opinion organizer that the students fill out will allow them to organize facts from the Depression and New Deal Era and develop their opinion of how decisions made by officials during this time period can be used to make decisions in the present and future. Using Think-Pair-Share students will first think about their ideas and then share them with classmates in clusters. This will give students the experience and chance to hear new ideas and further develop their own. During this activity students will also get interviews with each other to include in their blogs where students can play off of each other's ideas until a detailed and complete understanding is developed.

Students will be able to justify their informed decisions during the New Deal Era for the present and future. The students will learn this content by lecture, different activities, and creating a blog. These activites incorporate all intelligences and provide all the students with the opportunity to learn in a way that they enjoy and are comfortable with.

The teacher will group students in clusters of four during the Think-Pair-Share activity. The students will be able to pick their own groups for this. The students will not have specific roles in these groups. They will all be required to share their ideas and interview one person. Students will write down a few sentences or jot down a few words for each idea shared by their group members to show participation from all. To ensure that all group members are participating, at the end of the activity the clusters will share out a quick minute overview of what was discussed.

The Fact and Opinion organizer, homework, blogs, blog comments, and questioning will show evidence of learning. All of these activities are structured in a way that tracks the progress of a student. Each one is developed to show where a student started learning and how far they have come.

The questioning during students' research will allow the teacher to see where a student is in the learning process and leave the student with ideas about what content they need to develop next. The rubric the teacher fills out during this time will show students what else they need to work on, and this will give the student and teacher the opportunity to work together to find a way for the student to understand the content.

** Explore, Experience, Revise, Refine, Tailors: ** Verbal, Intrapersonal, Interpersonal, Logical, and Visual.

Students will use questioning and the teacher's filled out rubric to see what else they need to do to accomplish complete understanding of the content.

The teacher will provide the students with a graded rubric once the blog is completed. The feedback will be handed back to the students immediately so that they have time to make changes that are necessary to receive a higher grade.

The homework assignments for this lesson are pieces that they will be including in their blog. The musical and naturalistic pieces will allow students to connect the content to the present in a creative way that will keep them thinking about it after school. These assignments all provide students the opportunity to deepen their understanding of the content and connect it together.

** Evaluate, Tailors: ** Interpersonal, Musical, Verbal, Visual, and Naturalist.

**__ Content Notes __** Students will know terminology such as the Depression, New Deal, welfare state, trickle-down economics, and Keynesian-theory. They will know the sequence and timeline beginning from when Hoover is elected, crash of the stock market, increased crime, Franklin D. Roosevelt is elected, New Deal initiatives, and the New Deal comes to a halt.

Hoover is elected- After President Hoover was elected in 1928, people began to blame the downward spiral of the economy on the him. They believed he did not make the attempts to prevent or fix the economic hardships. He did make attempts to create jobs and promote public works spending, but he did not make large-scale attempts at including the government in these economic problems. He was big on volunteerism, but this did not help the economy or the troubles families were having. Crash of the Stock Market 1929- Black Thursday marked the Great Depression for most. Although the economy had begun to decline, the crash of the stock market was a very obvious negative turn for the economy. On this day stocks dropped about 80%. This not only negatively affected people who had invested in stocks but also affected banks that had invested. The problem with the banks affected the people who had accounts. A lot of people lost their entire savings. Franklin D. Roosevelt is elected- Franklin D. Roosevelt, a former New York state governor and senator, ran for president as a democrat for the 1933 election. While campaigning he focused on ways to stimulate the economy and get people back to work, and this is where the New Deal arose. People were excited about this, but when FDR took office, they still were not 100% sure of how the New Deal would work. FDR easily beat Hoover and became the 32nd president. New Deal Initiatives Begin- Many pieces of legislation were put in place to try to stimulate the economy and encourage job growth. Some New Deal initiatives include: Emergency banking Act: Went through the entire government and was passed into law within a day. It increased what the Federal Reserve Board was capable of doing. The Economy Act: Reduced the salaries of government members so that the extra money could be spread throughout America. Federal Emergency Relief Administration: This provided loans to banks, public agencies, and railways through the Reconstruction Finance Corporation. Civil Works Administration: Created jobs for many men for the winter of 1933-1934. Works Progress (Projects) Administration: This was another act that attempted to create jobs so that people could earn money instead of having it handed to them. People who received these jobs built schools, libraries, public structures, and programs to encourage artists to create works of art like art, music, and writing pieces. Civilian Conservation Corps: Over 250,000 unemployed and unmarried men received jobs and worked on land improvement projects. National Youth Administration: This provided part-time jobs for students who were either in high school or college. It also sometimes provided the same opportunities for youths who were not students. National Industrial Recovery Act: This act was passed to authorize the Public Works Administration and the National Recovery Association. Public Works Administration: This program expanded one that had already been put in place during President Hoover's term. This program worked to build public buildings, large dams, irrigation, and flood-control projects. National Recovery Administration: This program paid farmers to not produce crops. By doing this the government would be regulating prices of crops because farmers were losing money by producing so much that the prices were down and no one was making money and crops were being wasted. This was deemed unconstitutional in 1936, and a new version came out in 1938. Federal Deposit Insurance Corporation: This program guaranteed people's savings. Even though banks use and invest money from customers savings, this would ensure that the savings would not be lost like they had on Black Thursday. Securities and Exchange Commission: This agency was in charge of monitoring the sale of stocks and bonds to make sure that everything was legal. Reciprocal Trade Agreements Act: This allowed the president to make arrangements with other nations to lower import taxes which cut Congress out of the process. The most-favored-nation clause was created. Home Owners' Loan Corporation: This program helped people refinance the loans on their homes to prevent losing them. U.S. Housing Authority: This was the first time the federal government built houses which were for low-cost housing construction. Tennessee Valley Authority: This program worked within seven states to build and be responsible for dams that provided flood control, energy, and more appropriate transportation. This provided electricity to some places that had never had it before. Social Security Act: This would be administered by the federal government to the elderly or physical disabilities. National Labor Relations: This program began to create a rise of unions and focused on relations between employers and employees. Fair Labor Standards Act: This program set up minimum wage and what was allowed for working hours. New Deal Initiatives Come to a Halt- There were many problems with attempting more New Deal initiatives for FDR during a new term. He attempted court packing and lost public support. The popularity of New Deal initiatives had been lost. They had first begun to stimulate the economy, but with one bad move the economy fell back to the trouble it had originally been in. Great Depression- Economic collapse after the crash of the stock market in 1929 when unemployment remained high for a long period of time and many banks and businesses failed. New Deal- The group of social and economic programs that President Franklin Roosevelt developed to provide relief for the needy, speed economic recovery, and bring the United States out of the Great Depression and ensure its future prosperity. (Roark et. al) Welfare State- A nation or state in which the government assumes responsibility for some or all of the individual and social welfare of its citizens. Welfare states commonly provide education, health care, food programs for the poor, unemployment compensation, and other social benefits. (Roark et. al) Trickle-Down Economics- The theory that financial benefits and incentives given to big businesses in the top tier of the economy will flow down to smaller businesses and individuals and thus benefit the entire nation. (Roark et. al) Keynesian-theory- A theory developed by economist John Maynard Keynes that guided U.S. economic policy from the New Deal to the 1970s. According to Keynesians, the federal government has a duty to stimulate and manage the economy by spending money on public works projects and by making general tax cuts in order to put more money into the hands of ordinary people, thus creating demand. (Roark et. al)

**__ Handouts __**
 * Fact and Opinion Organizer
 * Rubrics
 * New Deal paper resource collection (part of physical activity)

**__ Maine Standards for Initial Teacher Certification and Rationale __**

**// Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**

**//__ Learning Styles __//**

**// Clipboard: //** The syllabus will be used during this lesson to look back on in reference to the blog project. The fact and opinion organizer is a place where students can list what they are learning during the lecture to look back on when they are working more on their project. The rubric the teacher goes over individually with each student will list out everything that needs to be accomplished for the project. This will give the students the opportunity to talk with the teacher about any problems they are having or if they need help organizing.

**// Microscope: //** The think-pair-share activity will give students a chance to talk to each other about their ideas. The interviews students will do during this time will also deepen their understanding. The rubric the teacher will be going over with students will also give students another chance to go over their understanding with the teacher to ask any other questions that may help them get a better understanding.

**// Puppy: //** Students will work together to share and form ideas and opinions. They will use positive comments and questioning on each other's blogs to show support and help one another.

**// Beach Ball: //** There will be interactive activities throughout the lesson that provides a different way for the students to learn. They will be working together and alone at times. The way that they comment and share ideas is not structured so they have different choices of how they do it as long as they are positive. The music file and picture activity both provide students the opportunity to be creative and interpret the product in a way that is meaningful to them.

**// Rationale: //** This lesson the Depression and New Deal includes all eight intelligences so that students have the opportunity to learn in a variety of ways; these are ways that the students are comfortable in learning. Using blogger.com to create blogs allows students to develop their ideas while incorporating different forms of visuals into their projects. The students will also interact with each other's blogs.

**// Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

**// Content Knowledge: (see content notes) //**

**// MLR or CCSS: //** Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns. Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941" //Students understand major eras, major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// Performance indicators: a, b, c **// Facet: //** Explain **// Rationale: //** This lesson will provide content so that students understand major enduring themes and historic influences in the United States.

**// Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

**// MI Strategies: //** **Verbal:** Students will choose one blog to share out loud with the class. **Logical:** Students will piece together their blogs in the appropriate sequence. **Visual:** Blogs will include multimedia such as videos, pictures, audio, etc., that they feel represents their blog post. **Bodily:** Students will go to a corner in the room with resources of different New Deal initiatives that they will need to complete their blogs. These resources must be earned by physically matching the initiative to the right description, all which are located throughout the classroom. **Musical:** Students will pick a music file, or create their own, that represents their blog post. This means, if they felt relaxed during their post, the music file could be peaceful sounds. **Intrapersonal:** Students will create their own blogs with their own thoughts that justify their informed decisions about the New Deal Era. **Interpersonal:** Students will do a Think-Pair-Share where they interview other students to get their classmates opinions. This then goes on their blog. **Naturalist:** Students will capture a photo from the school or at home, that represents whatever New Deal initiative they are covering ie. roads, people working. **// Type II Technology: //** Students will gather information, multimedia, and interviews to make individual blogs. In their individual blogs, students will have to include multimedia like video, audio, and pictures by either pasting the information in or using hyperlinks. The students will also use the blogs to interact with each other and play off of each other's ideas and opinions. **// Rationale: //** In their individual blogs, students will have to include multimedia like video, audio, and pictures by either pasting the information in or using hyperlinks. The students will also use the blogs to interact with each other and play off of each other's ideas and opinions. Integrating this technology into the classroom allows students to learn in new and fun ways.

**// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

**// Formative: //** The teacher rubrics provide the students the chance to see where they are and where they need to work more in. This also shows the teacher where students need more help or that the teacher needs to try teaching in a different teaching style. The questioning, Fact and Opinion organizer with the right angle perspective also helps show students what is fact, what is their opinion, and where they might not be sure. At the end of the three day lesson, the teacher will provide the students with a final grade on their blog. This is an individual grade for each student. They will also receive a grade for their homework assignments which include the music file and photo that will be a part of their blog. This will be a cumulative grade of the blog, music file, and photo. **// Summative: //** Blog: Students will create a blog that creates a space for students to place their informed decisions about the Depression and New Deal Era for the present and future. Other students will have to comment on the blog so that they can share their opinions with others. Students will be encouraged to play off of each others opinions to get a better understanding. **// Rationale: //** Throughout this three day lesson there are multiple forms of assessment. The students and teacher will assess where they are throughout the lesson to make sure they are staying on task and are able to express their understanding of the content. All of these assessments are meant to help the student succeed and find where the student may need another opportunity to learn. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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