The Great Depression, Bud Not Buddy

Title of Project: The Great Depression, Bud Not Buddy

Schools and Teachers

Willets Road School Teacher: Ashley Wong

ENL Proficiency Level | ENL Program | Standards | Technology

Expanding, Appropriate for all English Proficiency Levels | Integrated ENL/ELA | 6R7, 6SL1 | Padlet, Google Suite

Assessments

Formative / Summative:

Teacher checklist outlines the goals for this assignment: Student had at least one takeaway from the materials presented. Student specified where they found their information. Student formed a grammatically correct question about the Great Depression.

Description

After viewing an online gallery walk with text, photos, and video information on The Great Depression, students will have an online discussion on their takeaways. They will use this schema building activity to preview the setting of a new class novel, "Bud, Not Buddy".

Content

I can share what I have learned about the Great Depression in a group online discussion by referring to information given in multiple formats.

Language

I can form questions about the Great Depression based on information presented in multiple formats. I can share what I have learned about the Great Depression in a group online discussion using the sentence frames: One thing I learned about the Great Depression is...

Technology

I can use online display tools such as Padlet in order to showcase my knowledge on The Great Depression.

Student work

A Great Depression Padlet with student responses

Procedure

In order to build background knowledge about the time period, The Great Depression, in the United States, students will go on a virtual gallery walk in which they explore a series of images, texts, and videos about the Great Depression.

Students will remotely view the online resources linked on Google Classroom. They will then read the teacher’s model of how to share their takeaways on Padlet. Linguistic supports are given in the model, but also provided via Google Doc in order to differentiate support for lower language proficiency students. Students will use the sentence frame: “One thing I learned about the Great Depression from the _______ is…” in order to specify which source they received their information from.

Students will then participate in an online discussion in which they reply to each other’s posts using accountable talk prompts such as “I agree”/”I disagree”.

Resources and Other Materials

Reflection

Throughout the Virtual Gallery Walk Learning Experience, technology played a large role in both implementation and presentation. Circumstances dictated that all learning for this lesson be remote, and since this was one of the first lessons given to students remotely, it definitely laid the groundwork for the rest of the unit. Students used technology to view images, videos, and read texts. Technology was also used to support ELLs with read-aloud functions on CommonLit, as well as support documents on the Google platform. All of the students’ takeaways were also published on Padlet, and they used Padlet as a discussion hub in order to share thoughts, answer each others’ questions, and negotiate meaning.

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