iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:
Andrea Peterson

Subject:
Social Studies

Common Core State Standards:

AZED Standards:
Concept 8: Great Depression and World War II
PO 1. Describe changes in the lives of U.S. and Arizona residents during the Great Depression: a.
poverty b. unemployment c. loss of homes or businesses d. migration.
PO 2. Describe the reasons (e.g., German and Japanese aggression) for the U.S. becoming involved in
World War II.
PO 4. Describe how lives were affected during World War II (e.g., limited goods, women worked in
factories, increased patriotism).
ELP Standard:
ELL Stage III: Grades 3-5 Listening and Speaking B-5: responding to academic discussions by sharing
ones view on facts, ideas and/or events using academic vocabulary.
ISTE Standard:
2. Communication and Collaboration a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
CCSS Standard:
ELA-Literacy.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
Objective:

SWBAT describe how lives of the Japanese-Americans were changed and peoples lives now are changed
too.
Evidence of Mastery:
Students will demonstrate mastery of this lesson by:
1. Creating a letter to their friend, telling about a major life change for themselves.
Sub-objectives:
SWBAT take on the perspective of a Japanese-American student and describe their feelings based
on the primary sources.
SWBAT look at their own life and see what would be considered primary sources.
Key vocabulary:
Materials:
Primary Source:
Paper
Brainstorm:
Pencil
Narrative- Letter to a Friend
Opening

Instructi

We looked at the primary sources yesterday. We are going to continue working with them for a
little today. We will also be looking at our own lives to see what we would do if a major change
happened to us.
Teacher Will:

Student Will:

How did the families feel being moved from their

homes and not given a real reason?

Say their thoughts: sad, angry, frustrated, confused

onal Input

We are going to be taking on the perspective of

being a Japanese-American Student in this time
period.

Listening attentively

We are going to be using the primary sources that

we looked into yesterday.
How can we use primary sources to help us
recreate a story and put it into our own words but
keep the facts?

By basing our story off of the primary sources and

really thinking about what they people in these sources
were feeling and where they were coming from.

Co-Teaching Strategy

none

Differentiation Strategy

Guided Practice

Students are able to work with partners, take notes if needed.

Teacher Will:
We are going to look at a fictional narrative based
on this time period using a few of the primary
sources we looked at yesterday.

Student Will:

Read Narrative- Letter to a Friend

Listen and look for the primary sources being used.

Which of the primary sources were used to create

this narrative?

List the primary sources that are used. Give thoughts

and ideas.

Put yourself in those students shoes now. How

would you feel being told you need to leave your
home?

Discuss thoughts and ideas with shoulder partners.

Is there something that happened to you that

changed your life in a major way?

Think silently about an event that changed their life in a

major way.

Brainstorm on paper:
How did it make you feel?
What did you do to over come the change
or make it better?
Did you do anything? Or just let it happen?
Could you of done anything?
Include any details that would be
considered primary sources.

Brainstorm on paper the answers to the questions.

Co-Teaching Strategy

none

Differentiation Strategy
Independent Practice

Brain storm on paper before talking to the class.

Teacher Will:

Student Will:

You will be creating a letter to one of your friends,

could be made up or a real friend. You will be
describing your major life event that changed your
world. You will need to include details that are from
your first hand experience.

Listen to directions and take notes if needed.

Start to write their letters.

Co-Teaching Strategy
none
Differentiation Strategy
Teacher will be available for help with writing.
Closing/Student Reflection/Real-life connections:
From looking at the primary sources from the Pearl Harbor time period we can see that families were taken from
their homes and their lives were turned upside down. Today, that still happens to some families. We need to be
respectful of everyone and understand that we are all going through something and we are all the same.