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Luke A.

Meuler LTM 621

Lesson Plan: WWII


20 March 2013 Describe the context: (Students, grade level, content, learning styles, ethnic breakdown, etc. Be detailed) This lesson was prepared for 8th grade United States History students at Nativity Jesuit Middle School (NJMS). NJMS is a Catholic, Jesuit school for Latino boys in grade 5 through 8. The school is located on the south side of Milwaukee in a predominantly Latino neighborhood. The school was opened in 1993 and is part of a network of Jesuit educational institutions. Families that send their sons to NJMS are also committing to Catholic education in high school as graduates of NJMS are expected to attend various Catholic high schools in the Milwaukee area. NJMS works with families to provide support, both financial and educational, to help the young graduates through high school and college. Many faculty members, staff, and families that attend NJMS use the word community to describe the culture of the school. The school day starts with an assembly where students and faculty members discuss current events and give recognition for achievement in the community. Students attend classes all day and have a variety of after-school activities that provide important physical education, study skill support, and exposure to new things. The faculty is a small group that seems to all know each other well both professionally and personally. The curriculum at NJMS is strong in the tradition of Catholic education. Students that attend NJMS do not receive the accommodations that may be afforded in a public school for different learning needs because they will also attend Catholic high schools where they are not likely to receive those services. Many of the students are English Language Learners from immigrant families and Spanish is often spoken in the home. Many of the people in the community are citizens of the United States, but there are undocumented students and family members in the community. Students receive instruction in English, but they do have classes to develop their skills in Spanish. The traditional approach to education includes character development to prepare the young students to develop as leaders in their community.

Learning Goals/Objectives (Content Standard)

Common Core State Standards for Literacy in All Subjects College and Career Readiness Anchor Standards for Reading Key Ideas and details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Affective Objectives: (related to student attitudes and values; think dispositions)

Affective Objectives Students will: Consider their uses of a textbook as a tool for learning. Continue to develop a positive mindset for both literacy and learning about history. Build student confidence in the ability to analyze complex military strategies and their impact on history. Cognitive Objectives Students will: Acquire and extend knowledge of Allied military strategies from WWII. Strengthen their comprehension of Allied military strategies from WWII through cooperative learning. Apply their understanding of military strategies from Europe to the war in the Pacific. Analyze key questions and comparisons between military strategies in the war in Europe and in the Pacific. Synthesize a clear comparison between the war in Europe and in the Pacific through the creation of a graphic organizer. Evaluate their responses and compare and contrast with other students.

Cognitive: (related to the mastery of knowledge: think Bloom; Include the State Standards)

Pre-Assessment: (What will you do/what have you done to know that the student(s) need to be taught this information.) Assessment (Criteria / Look Fors; How will you assess learning?)

The topic was selected based on the content goals established by the cooperating teacher.

There will be formative assessments of student learning throughout the lesson. Students will offer responses to teacher questions before they work in small groups to ensure that they understand the learning activity. The teacher will visit the students in their small groups to assess responses. Students will then do a wrap-up as an entire class with the teacher. Students will complete a homework assignment to assess their understanding of the lesson. Students will complete an exit slip to offer a brief self assessment of their performance during the learning activity. Essential Questions: In what way(s) do the winners of wars shape human history? How do decisions made during war influence decisions made after war? Topical Questions: How is the Allied military strategy in Europe similar to the strategy in the Pacific during WWII? How do the decisions made during WWII predict the onset of the Cold War? Strategy: Textbook Activity Guide (TAG) Introduction: The teacher will introduce the lesson by referring to the studies that students have previously conducted on WWII. Students will hear that the lesson is designed to extend what they already have learned and connect it to new information. During Students will receive TAG worksheet #1. The teacher will model the TAG strategy by helping students complete an example. Students will receive TAG worksheet #2. Students will work in pairs to complete the second TAG. The teacher will lead a wrap-up of TAG worksheet #2.

What Rubrics or other scoring scales will be used? Students Self-Assessment

Enduring Understanding/Essential Question(s): (What are the big ideas? What thought provoking question(s) will guide the lesson?)

Instructional Procedures Learning Strategies: (Be sure to include specific strategies to develop literacy of content)

Introduction Pre (How will you motivate, activate prior knowledge, . . .)

During Demonstration Participation Practice

Closure Post Extension

Students will receive a homework sheet. The teacher will describe the homework assignment and answer questions. Students will receive and complete an exit slip. 5 minutes introduction 10 minutes TAG worksheet #1 20 minutes TAG worksheet #2 5 minutes wrap up 5 minutes exit slip Total Class = 45 minutes

Time (Total and Specific)

Student Accommodations Differentiation/Planning for Individual Needs(RtI/PBIS):

Differentiation occurs through the choice that students can make to use a map and/or written text to answer questions.

Students bring: Resources and Materials: (Include technology where U.S. History textbook applicable/available/appropriate) Writing utensils Teacher brings: TAG worksheet #1 TAG worksheet #2 Homework assignment Exit slips Reflection What theory/theorists guide the planning of this lesson? Blooms work is guiding this lesson in that students will engage in multiple levels of the cognitive domain. They are required to think and analyze on multiple levels of understanding the information presented in the textbook. Multiple Intelligences theory is guiding the decision in the lesson to incorporate questions that can be answered through the use of text or a visual map. Kohlbergs work is also guiding this lesson as the schools mission is to produce young leaders who are moral in their decision making. Students will reflect on major decisions that were made during WWII and begin to consider the morality of military strategies and their impact on history.

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