Professional Documents
Culture Documents
Grade level: 9
Common Core
ELA standards
(number and text of
relevant sections):
-CCSS.ELALITERACY.RH.11
-12.7: Integrate
and evaluate
multiple sources of
information
presented in
diverse formats
and media (e.g.,
visually,
quantitatively, as
well as in words)
in order to address
a question or solve
a problem.
2. Language Function Required for the Lesson (=Higher Order Thinking Skill - HOTS): Students will analyze
sources to make a claim as to whether Mao is a hero or a villain using evidence from primary and secondary
sources to support their claim.
3. Language Structure / Grammatical, etc. Competence Required:-
STD 3: Students
will listen, speak,
read, and write in
English for critical
analysis and
evaluation.
STD 4: Students
will listen, speak,
read, and write in
English for
classroom and
social interaction.
Central Focus of
Lesson Sequence /
Unit:
Totalitarianism
Lesson #3 Topic:
Maos rule in
China
Content
Objectives: By
analyzing different
sources on Maos
rule in China
students will be
able to evaluate if
Maos action made
him a villain or a
hero.
Language
Objectives: -I can
read information
on Mao and orally
describe based on
that information if
Mao is a hero or a
villain
-I can write a
paragraph that
explains if Mao is
a hero or a villain
using evidence to
support my claim.
Time
What the Teacher and ss will do (In each box, write step by step what the teacher will do as though you were
writing a lesson plan for a substitute teacher)
__4_ minutes
1.Connect/ Purpose/ Building Background/ DO NOW/ Motivation: (a) Links to personal, cultural, linguistic,
community experiences and resources; (b) Links to prior learning; (c) Pre-teaching HOTS, grammar, key vocabulary /
phrases.
2. Model / Mini-lesson:
T-Will explain that the things people do can make others view that person as a hero or a villain.
S- will recap yesterdays lesson.
T-Will introduce students though a ppt presentation to one of the leaders of China, Mao. Presentation will have a short
history of Maos policies and a map which shows that China borders the Soviet Union.
Ss-Will ask any clarifying questions on Maos rule in China.
3.Guided Practice:
T-Will model what students will need to during their independent practice.
T-Will have a source, a picture, of farm full of crops.
Ss-Will have same source and it will be displayed on smart board.
T-Will determine if the source provides evidence to support if Mao is a hero or a villain while orally sharing thought
process.
T-Will demonstrate how Students should discuss sources with a partner.
T Will fill out graphic organizer that is located on smart board with information from source and the discussion with their
partner.
Graphic Organizer:
_________________________________________________________________________________________________
_________
Totalitarianism
Mao in the China
Directions: Analyze the different sources. Determine if the source portrays Mao as a Her or a Villain. Explain why you
believe he is a hero or a villain using evidence from the source. You will need a minimum of 5 boxes filled out.
Teacher models
Source #_______
Source #_1__
Hero:
Hero:
Villain:
Evidence: Why did you check that specific box?
The picture show that Mao is a hero. There is are a lot of crops on
the farm. A lot of food means that a lot of people are going to be
able to eat.
Villain:
Evidence: Why did you check that specific box?
________________________________________
________________________________________
________________________________________
Source #_______
Source #_______
Hero:
Hero:
Villain:
Villain:
Hero:
Hero:
Villain:
Villain:
In groups students will learn more about life in China under Maos rule.
There will be 3 large groups. Each group will have the same 7 sources on Maos rule in China. Some of
the sources will portray Mao as a hero and some will portray Mao as a villain.
Students will only have 7 minutes to analyze different sources on Mao, including a video, pictures, and
readings.
Students will have to discuss with group members what they just saw, heard or read.
Through discussion students will evaluate if the sources portray Mao as a hero or a villain.
Student will fill out graphic organizer based on the documents and discussion.
Part II:
T will model quickly the next activity wince students have done this activity throughout the school year (4 min).
-Before debate: Students will work in heterogeneous groups. Allowing for rich conversations and deeper
understanding of the topics.
-For debate: Based on data gathered from first group activity I will group students homogenously. Students
who need extra time will argue that Mao is a villain because it is easier to find evidence for this position.
Modifications:
- Each source caters to different learning styles. Each student can learn about a topic in the way they learn best.
- Graphic organizer
_2__ minutes
Based on findings, group discussions, and debate students will answer the following question in a minimum of
a paragraph:
-Do Maos action in China make him a hero or a villain?
-Make sure to use at least two connector words or phrases in your paragraph. Examples of connector words or
phrases include; as, in, "for example, "on the other hand," "likewise"
Modifications:
Sentence starters
Maos actions as the _________ of ________ depict him as a ___________. Mao _____________________ as
seen in source _____. He _____________________; this was shown in source______. Mao also
___________________ demonstrated in source _________. The actions Mao has taken in __________ make
him a _________________.
Rubric for Writing assignment: I will be using the same checklist they used to assess their writing. By
having the same checklist expectations and criteria are the same for both the teacher and student.
What you need to have in your
Points awarded: Max points 10
How many points did Feedback
writing
you earn?
Claim: Tell the reader if Mao is a
1: Clear claim; reader knows exactly what you are arguing.
hero or a villain.
0: You did not let the reader know if you believe Mao is a
hero or a villain.
Evidence #1: Use evidence from
sources to support claim
Homework Assigned/Extension Activities: Students will have a worksheet with 5 multiple choice questions that
include the topics of totalitarianism, Stalin, and Mao.
Modifications:
Key words within the question will be highlighted.