Overview

__**Unit Overview: Portraits of the Great Depression**__


 * 6th grade: The Dust Bowl **

Students will be reading thebook //Out of the Dust//. In literature circles, students will posequestions of different types to later be explored in the media center. As they read, the language arts teacher will integrate mini-lessons featuring content area standards such as figurative language, tone, and theme. After discussing the literature and posingresearchquestions, students will be required to design a survival manual and presentation for people to use if a Dust Bowl situation would occur in their area. At the end of the unit, groups will vote on what group had the most convincing performance.

The specific set of lessons included involve the first few stages of the inquiry process: watching, wondering, and webbing. I have also included a transition suggestion into the guided research project but have not detailed those lessons.

This unit is designed anywhere from 2-4 weeks. The most time consuming portions will be readings and discussions in literature circles. What I have detailed is what would be collaboratively planned. I have inserted a section for classroom content instruction. For example, the language arts teacher would want to include vocabulary and poetry skills.


 * 10th grade: Themes of The Great Depression **

Students will be reading the book //Of Mice and Men//. In whole class and group discussions, students will pose questions using Mackenzie’s Questioning Toolkit. These questions will assist them in their final project, which is guided/modeled inquiry Students will be questioning, exploring and assimilating information the information in that will occur throughout the reading of the book. Students will take their inquiry questions and look for answers within the book and in other sources. During the different stages, the content teacher should integrate standards-based lessons, including lessons about character traits, universal themes, and irony.

This specific set of lessons again involve the first few stages of the inquiry process. In these lessons, students will complete an anticipation guide, read and view the first parts of the novella, learn about and implement different types of questions, and discuss the major themes of the book—relating them to modern day issues. I have also included a transition into the final project later inquiry processes. This unit should also take 2-4 weeks.