MAC InMAC Direct Instruction Lesson Plan Template

Teacher(s):
Subject:
Kayla Carlton
History- Hiroshima and the U.S.
Identify one common core standard and one content (if applicable) :
Describe how a narrators or speakers point of view influences how events are described.
(5.RL.6)

Classroom Scenario (small group, whole class, self-contained, resource, gen. ed., lab, etc):
Whole class, 5th grade
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Objective (Explicit):
Students will be able to react to the book The Peace Tree from Hiroshima: A Little Bonsai
with a Big Story by using supporting details from it and other sources. They will be able to
use those details to support their reaction and express how the book made them feel. By
the end of this lesson students will have addressed the emotional aspect of the dropping
of the atomic bomb on Hiroshima and compared multiple different texts with one story.
Evidence of Mastery (Measurable):
Students will write a short paragraph about how this book made them feel.
In their reaction to this book, the students will be expected to use specific details
from the book to support their reaction to it and write a letter as their exit ticket.
Sub-objectives, SWBAT (Students will be able to) Sequenced from basic to complex
Students will be able to compare and contrast what they already knew and what
they learned.
Students will use different thinking skills to determine the legitimacy of the given
resource.
The objective will be relevant to the students based on the way that they react to it
emotionally. It is up to the student to make a personal connection to the topic and
determine how meaningful it is to them.
Key vocabulary:
Materials (graphic organizers, specific
Hiroshima
books, SMARTBoard, etc.,) :
WWII
-The Peace Tree from Hiroshima: A Little
Atomic bomb
Bonsai with a Big Story by Sandra Moore
Bonsai
Opening (state objectives, connect to previous learning, and make relevant to real life)
Ask students what they know about the dropping of the bomb on Hiroshima to
connect to past learning. Note: Here is a great place to mention that it is possible

Instructional Input
Guided Practice

that every student might remember things differently. Address that different
sources have different purposes for their account and that it may be biased or
simply told from another perspective.
Read the book
Teacher Will:
Student Will:
-Ask students about what they know
Engage with the discussion
about the dropping of the bomb on
Turn and share thoughts with
Hiroshima.
partner
-Have students turn to partner to share
Listen actively to the read-aloud
what they know with each other.
-Explain to students that sources can be
different and biased based on who it is
and their purpose of writing the account.
-Read the book to the class in an active
read-aloud
-

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Differentiation Strategy:
Some students may not be familiar with what happened between Hiroshima
and the U.S. If students do not know have the students turn to their partner
and share what it is that they know when teacher first introduces the book
before reading it. In this way those that do not know the story will have a
chance to learn enough before the book to understand what is happening and
be able to participate.
Teacher Will:
Assign:
o Write a paragraph about your
reaction to the story. How has
this book changed your
understanding of what
happened at Hiroshima? If it
hasnt changed, what has
stayed the same? How did
this book make you feel?
Using supporting details from
the story and historical facts
to support your reaction.

Student Will:
Write their reaction to the story
quickly on their own.

Independent Practice

Differentiation Strategy:
Provide a sentence frame for those that struggle getting started. Example:
After reading this story my reaction is
Teacher Will:
Student Will:
Have class come back whole group
Volunteer to share their reactions
with the classroom
At this time the teacher will ask for
Students will support and respect
students to share their reactions
each other as they are their
with the class. This is a volunteer
reactions
only time. Students should not feel
pressure to share their reactions
Students will be engaged in the
with the whole class.
class discussions
o Be sure to remain
Students will be asked to write a
emotionally supportive of the
short letter from either Truman or
student during this time
the Japanese trying to inform a
because some students may
family member of what happened
have stories that are very
between Hiroshima and the U.S..
personal and they may be
This will be their exit ticket.
uncomfortable to share.
-Go to and look at the different accounts
http://www.presidentialtimeline.org/#/exh
ibit/33/01
-Talk about what really happened and
how it connect to the book.
-How has Pearl Harbor impacted the
dropping of the bomb?
-Ask students if they believe or dont
believe someone was in the wrong in
dropping the bomb.
-

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Differentiation Strategy:
Students that do not want to share with the class do not have to; It is
volunteer only.
There may be some students that have a difficult time engaging with this
topic emotionally. If students are in this position just ask them to write about
what they have learned and what they already know about the topic.

Closing/Student Reflection/Real-life connections:

What have you learned about what happened?
Give exit ticket.
Is this a reliable source? Why or why not?
How does what you knew compare to what you just learned? Does it change the way
you feel about what happened between the U.S. and Japan in WW11?