COREs ELA Lesson Planning and Preparation Form

Lesson Title: The United States Entering a War

LITERACY.RH.11-12.1

Standards

11-12.2, 11-12.3, 11-12.4, 11-12.7

Learning Objective(s): Students will be
able to recognize the patriotic crusade
and the mood of the United States
entering the war

Materials: Letters. Lyrics to songs,

Propaganda, Blog

Key Vocabulary: Propaganda, Selective

service act, liberty bond, The black soldier,
shell shock

Language Objective for ELs:

Lesson Source (program, page, etc.):
Primary source documents, Song lyrics, and
propaganda pictures

Key Background Knowledge: The US

has just intercepted the Zimmerman
Note from Germany to Mexico, this is
the last straw, The Americans join the
Allies against Germany in war

CCSS Instructional Shifts Addressed:

Balance of Informational & Literary Text
Based Answers

Text-

Knowledge in the Disciplines

Sources

Writing from

Staircase of Complexity
Vocabulary

Academic

Depth of Knowledge Levels Addressed:

Level 1: Recall & Reproduction

Level 3: Strategic Thinking & Reasoning

Level 2: Skills &Concepts

Level 4: Extended Thinking

Questions and/or tasks addressing targeted levels:

Students will look at various primary sources and make their own conclusion on the American attitude
towards war.

Formative Assessment How will you and your students know if they have met the objectives of the lesson?
Students will successfully be able to create their own opinions with valid reasoning.

Teacher actions

Student actions

Intro (7minutes) Brief preview/explanation of objective and expectations.

Students Listen and take notes

on key points they may not
understand

Background. The war in Europe is going on and the US is trying not to get
involved. Explain how the US has been pulled into the war how they managed to
have the rest of the nation join them.

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COREs ELA Lesson Planning and Preparation Form

Model/Demonstration (10 minutes) Explicit explanations, think-alouds,
visual or worked models, small steps working toward mastery, etc.

Students listen and ask

questions if they need too.

Explain the purpose of primary sources, where they come from and what they
serve as.
Show how the primary sources all voice first hand opinions as well as facts about
whats going on In the world around them. Show real time examples of primary
source(letters, newspapers, joournals)

Guided Practice (10minutes) Checks for understanding/misconceptions,

strategies for engagement, and feedback for extending, confirming, and/or
correcting student responses. Go over a primary source with a class. Together with
the class underline terms or details that might give the piece a tone or mood
explaining how the author feels.

Students listen and following

along, at the end they come up
with the conclusion of what this
source means and why it is
important.

Monitor Checks for understanding/formative assessment.

Discuss responses out loud with the class, let multiple students respond and explain why

Adjust Instruction/Reteaching Support for students who are not

mastering the concept or skill and/or English language learners or students
needing intensification.

Students will look at these

sources and complete them in
groups of two.

Give students other sources to look at and exercise with.

-American Soldier
-Black Soldier
-Song Lyrics
Propaganda Posters

Repeat Guided Practice/Monitor/Adjust as Needed

Give Students another source..

Students will try another source

with their partners and complete
the exercise

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Independent Practice/Extension/Connections/Tutoring

Practice, extensions, or applications of the skills/concepts

learned. Tutoring for students requiring additional support.

Students will then independently summit their response on What was the mood of the people of the United States when entering the war on
an online discussion blog.

Closure (5 minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s).
Connect ideas and explain the use of primary sources once more..

Universal Lesson Design Features

Overarching Principles
1.
Multiple means of presentation of information to students (e.g., audio, video, text, speech,
Braille, still photos, or images)
2.
Multiple means of expression by students (e.g., writing, speaking, drawing, video
recording)
3.
Multiple means of engagement for students (e.g., to meet differing needs for
predictability, novelty, or group interaction)

Rose & Meyer (2002)

Applying Universal Design to Curricula

1.
Big ideas. Curricula emphasize major concepts, principles, categories, rules, techniques,
and hierarchical structures related to critical ideas and themes.
2.
Conspicuous strategies. Curricula include explicit instruction on steps to complete
required tasks.
3.
Mediated scaffolding. Curricula include questioning, feedback, and prompts.
4.
Strategic integration. Big ideas are explicitly linked within and across curricula.
5.
Judicious review. Previously taught content is reviewed and linked to applications.
6.
Primed background knowledge. New content is linked to and builds on students'
background knowledge.
Simmons & Kame'enui (1996)

Webbs Depth of Knowledge

Depth of Knowledge (DOK) supports the creation and/or analysis of the expectation or cognitive
demand (the complexity) expected by curricular activities, assessment tasks, and standards. Reading
examples:

LEVEL 1: Recall & Reproduction

Requires students to use simple skills or abilities to recall or locate facts from the

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arrange, define, draw,

identify, illustrate, label,
list, match, memorize,

COREs ELA Lesson Planning and Preparation Form

name, quote, recall,
recite, recognize, repeat,
state, tell, use, who,
what, when, where, why

text, describe/explain who, what, where, when, or how

Focus on basic initial comprehension, not on analysis or interpretation
Items require shallow/literal understanding of text presented and often consist of
verbatim recall from text or simple understanding of a single word or phrase

LEVEL 2: Skills & Concepts

Requires both initial comprehension and subsequent processing of text or
portion of text

Important concepts are covered but not in a complex way

Items at this level may include words such as paraphrase, summarize,

interpret, infer, classify, organize, collect, display, and compare

Items may require students to apply skills and concepts that are covered
in level 1

LEVEL 3: Strategic Thinking & Reasoning

categorize, cause/effect,
classify, compare,
construct, distinguish,
interpret, modify,
predict, organize, relate,
show, summarize, use
content clues
apprise, assess,
compare, construct, cite
evidence, critique,
develop a logical
argument, differentiate,
draw conclusions,
hypothesize, investigate,
revise

Requires deep knowledge

Students encouraged to go beyond text

Students asked to explain, generalize, or connect ideas

Students must be able to support their thinking, citing references from the text
or other sources

Items may involve abstract theme identification, inferences between or across

passages, application of prior knowledge, or text support for analytical
judgment about a text

LEVEL 4: Extended Thinking

Requires complex reasoning, planning, developing, and thinking, most likely

over an extended period of time, such as multiple works by the same author or
from the same time period.

Students take information from at least one passage and are asked to apply
this information to a new task.

They may also be asked to develop hypotheses and perform complex analyses
of the connections among texts. Some examples that represent but do not
constitute all of Level 4 performance are

Analyze and synthesize information from multiple sources.

Examine and explain alternative perspectives across a variety of sources.

Describe and illustrate how common themes are found across texts from
different cultures.

analyze, apply concepts,

connect, create, critique,
design, prove

Effective Lesson Format

1. Purpose or Learning Objective: Carefully formulated, clearly stated
2. Introduction: Brief preview or explanation of why that objective is worth learning and
of particular importancehow it will be assessed

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COREs ELA Lesson Planning and Preparation Form

3. Modeling/Demonstrating: Teachers not only explain but explicitly show students, in
very small, deliberately calibrated steps, how to do the working and thinking necessary
to succeed on the assessment
4. Monitor: To ensure that every student is attentive and engaged
5. Guided Practice: Recursive cycle that starts with students applying or practicing each
small step that the teacher has just modeled
6. Monitor: Check for understanding/formative assessment
7. Adjust Instruction: By reteaching or enlisting students' expertise by having them
work in pairs to help each other
8. Repeat Steps 57: Until all or almost all students are ready to complete the
assignment, project, or assessment by themselves
9. Independent practice and/or tutor students needing additional support
Schmoker (2013)

CCSS ELA Instructional Shifts

1 Balance of Informational & Literary Text

Knowledge in the Disciplines

Students engage in rich and rigorous evidence-based conversations about

text.

Writing from Sources

Students read the central, grade-appropriate text around which instruction

is centered. Teachers are patient, and create more time and space and
support in the curriculum for close reading.

Text-Based Answers

Students build knowledge about the world (domains/content areas)

through text rather than the teacher or activities.

Staircase of Complexity

Students read a true balance of informational and literary texts.

Writing emphasizes use of evidence from sources to inform or make an

argument.

Academic Vocabulary

Students constantly build the transferable vocabulary they need to access

grade-level complex texts. This can be done effectively by spiraling like
content in increasingly complex text.
www.engageNY.com

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