EDUC 429

Lesson Plan Template Lesson 1 2 3 4 5

Teacher Candidate: Mary Beth Driver Grade: 5

Subject/EEDA/SSCA: SS/ELA

Date and Time of Lesson: 3/26/2013 10:35 am

Learning Objective: By the end of the lesson, students will be able to discuss the Diary of Sidney Montz using table topics as well as write journals depicting Pre and Post D Day actions. Alignment with Standards: Social Studies Standard: Standard 5-4:The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s. 5-4.4 Explain the principal events related to the involvement of the United States in World War II, including campaigns in North Africa and the Mediterranean; major battles of the European theater such as the Battle of Britain, the invasion of the Soviet Union, and the Normandy invasion; and events in the Pacific theater such as Pearl Harbor, the strategy of island-hopping, and the bombing of Hiroshima and Nagasaki. English Common Core Standard: Speaking and Listening: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.

Developmental Appropriateness: Physically: All students are able to write journals and move about the classroom during grouping. Emotionally: Students are able to remain fair and appropriate to others during discussion Cognitively: Students are able to make an inference based on what other students have said as well as what has been taught. Socially, students are able to hold a discussion for a length up to a minute.

Assessment(s) of the Objectives:

Pre-Test: Students are asked to write the Allied and Axis Powers and how they effected the events leading up to D Day. During: During the lesson, I will ask questions and allow students to Think.Pair.Share with a partner. Post: Students will write two journal entries from the point of view of someone in the war. Students are able to choose whose point of view they will write from. They will write one pre- D Day and one post D Day entry.

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Lesson Plan Template Lesson 1 2 3 4 5

Accommodations: Early Finishers may their independent reading book. Late finishers will be given
time after lunch or during guided reading to finish their journal entries if need be. If students are able to write the journal entries with specific examples we will move on to the next topic. If they are not able to recall details pre and post D day, we will review the next day, and really discuss the important details discussed thus far. If a few students struggle with this topic, I will address them during guided reading. We will use the Diary of Sidney Montz, again, and I will focus on miscues that could interfere with their comprehension of the Diary. I will ask such questions: Does that make sense? (semantic) , Does that sound right? (syntactic), and if this word was ___ (word the child said) what sound would come at the beginning? (grapho-phonemic). This would let me know if the comprehended the Diary of Sidney Metz enough to be able to write on what would happen after D Day. If students enjoy the reading on this diary, I will suggest that they take a look at the Diary of Anne Frank.

Materials: Students will need several sheets of paper and two pencils. I will need the Prezi presentation
and the Diary of Sidney Metz. Use of Technology: A Prezi is used in this lesson to discuss D Day and why it was important in WWII. It is also used for resources. (Map, Picture of soldiers)

Procedures: Introduction: Introduction Alright class, we have been talking about WWII. What important people or key figures have we discussed and who did those people rule over? (Mussolini/Soviet Union and Hitler/Germany) Exactly, we left on right before the invasion of Normandy. Before we go on, I want to be sure you all remember the Allied and Axis powers. Please write down which countries were in each. Then, give that paper to me. Pre Assessment. Glance at a couple of the papers and make sure they are on track. If they are, proceed to the Prezi. If their answers are scattered, go over them again before you start the lesson. Then go on to the Prezi. Now, Lets jump right into this Prezi presentation I have made for you all. I chose to do a Prezi because I know you all have not seen one and I wanted to show you something new and different. Prezi is a lot like a PowerPoint. Proceed to Prezi. There is a map and a picture on the Prezi. Discuss these and explain them to the students. Lets look at this map. There is a key to explain what the dotted lines mean and who they represent. You can see that they Americans came from the water onto the land and moved into Normandy. Read through the Prezi. After the Prezi is complete, read the short passages from the Diary of Sidney Montz. Instruct students to listen for these specific questions. They do not need to write down the answers. They just need to listen. 1. How was Montz injured and can you tell how bad the injuries were? 2. What side of the war did Montz fight on? How do you know? What evidence can you remember from the diary? 3. With whom did Montz go on a date? What did they do? What does this tell you about the time? 4. How did Montz describe D Day? Use evidence from the Diary. I am going to read the Diary of Sidney Montz to you all. I want you to listen for a couple of questions and be able to answer them. How was the man injured and how bad were the injuries? What side of the war did he fight on? Did he go on a date? If so, who did he go

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Lesson Plan Template Lesson 1 2 3 4 5

with? How did he describe D Day? These questions are important. Do not write down the answers, I just want you all to listen. Read the Diary to them. Table topics are next. Demonstration: I am going to demonstrate how to do table topics. I want everyone to stop what they are doing and focus on me. That means I should see eyes up here and no movement. I am going to give each person in your group (pre determined groups of 4) a slip of paper. There is a question on each slip. There is also a number on your slip. Number 1 will be the first to go. When I start the timer, number one will read the question our loud to the group and then answer it. Each person will have 35 seconds to answer the question. Only that person speaks with in the first 35 seconds. After the time is up, I will say stop! No one should be talking after I say stop, I will give a warning to finish up your thought when there is five seconds left. Then, in the next 30 seconds, the group will discuss the answer and what they think. I am going to demonstrate this. Please watch me. Open up a strip of paper and then start the timer on the Smart Board. Read the question aloud and then begin answering it. You all see how I did that correct? Look for nods, puzzled looks or any indication that they understand. After number one goes and everyone has had a chance to talk, number two will do. Number two person will have the same amount of time. Guided Practice: Lets all try this together. I am going to be the number one person and you all are in my group. I will read the answer and begin. Make sure you are quiet or we have to start all over. Here we go. Start the timer and read the question. Then, answer it to the whole class. When the timer beeps, stop. You all did well! No one spoke the entire time. Now we are moving on to the group discussion. Be respectful and give other students a chance to say something. For right now, raise your hand and I will call on you to give your statement. When you are in your small groups you all can talk amongst yourselves. Start the timer and let the group discuss, calling on a few of them. When the timer stops, make sure they stop talking. If they do not, do it again until they get it right. Apply: I think you all have the hang of this by now. But, I want to be sure. Turn to your partner, the one sitting right beside you and say the question, why did D Day happen? and give the best answer. You are doing a mini table topics with them, just to make sure you fully understand. I will be walking around the make sure everyone is on topic. After everyone is done, give them their real slips with the questions on them. Independent: The four questions are: 5. How was Montz injured and can you tell how bad the injuries were? 6. What side of the war did Montz fight on? How do you know? What evidence can you remember from the diary? 7. With whom did Montz go on a date? What did they do? What does this tell you about the time? 8. How did Montz describe D Day? Use evidence from the Diary. After handing each person their slip, give them a minute to read over their question and write down any ideas they may have.

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Lesson Plan Template Lesson 1 2 3 4 5

Read over your question. If you have some ideas, write them down on a sheet of paper. Ill give you about a minute and then I will start the timer. Give them a minute. Alright, number ones, I am starting the timer. Now Walk around and make sure the only person speaking is number one. Make sure they are on topic and discussing their question. Give them a five second warning. After the timer clicks, be sure that everyone stops. Continue on with the group discussion for a minute. Starting the timer for the group discussion.. now Let them discuss. Stop after the timer. Number two begin now Group discussion now Number three now Group discussion now Number four now Group discussion now After all groups have finished, discuss the answers as a class. Read number one aloud and pick someone in a group, other than the number one person, to discuss their answer. Discuss each question, making sure they are referencing the Diary of Sidney Montz. At the end, ask the students to write two short journal entries. We are now to a turning point in the war. We have talked about pre - D Day and post D Day. I want you all to write two separate journal entries. I want one to be about pre- D Day and the other post D Day. You may write in the point of view of whomever. It can be an American soldier, a French general, or a commoner. References: http://www.nationalww2museum.org/learn/education/for-teachers/lessonplans/d-day-diary.html
https://www.google.com/search?hl=en&q=d+day+invasion&bav=on.2,or.r_qf.&bvm=bv.44158598,d.eW U&biw=1366&bih=654&um=1&ie=UTF8&tbm=isch&source=og&sa=N&tab=wi&ei=jLxPUbDYCpGu8QSTyoGwAg#imgrc=tIJEHs7jU6zaM%3A%3BpQHEkfRVMESkgM%3Bhttp%253A%252F%252Fstatic.ddmcdn.com%252Fgif%252Fdday-invasion-17.jpg%3Bhttp%253A%252F%252Fhistory.howstuffworks.com%252Fworld-war-ii%252Fdday-invasion12.htm%3B400%3B339 Miss Hills PowerPoint

http://prezi.com/neak5warovfw/untitled-prezi/
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(Prezi for

Activity Analysis: Students are asked to write two journals from the viewpoint of someone in WWII. This activity is different from what they are used to. Instead of just copying notes, they are using what they learned from a read aloud. Students are forced to think critically and make an inference on what it was like pre and post D Day. The students like hands on activities that enables them to use what they have learned. For this particular

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Lesson Plan Template Lesson 1 2 3 4 5

activity, students use the Diary of Sidney Montz and a Prezi presentation to give them schema for this activity.