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Date: 2/15
Grade Level:
US History
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Pre assessment on Socrative quizzing center 2) Two sticky
notes for the silent discussion.
Page 1
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
Rise of Totalitarianism
50 Minutes
1) Sticky Notes (6 per student) 2) 13 pens in green, blue and red. 3)
Butcher paper with picture of dictator and quotes 4) Access to
Power Point for the slides we will be covering.
Prior knowledge acquisition.
I will start off the class with a pre-assessment quiz of history of WWII
We will discuss what students know about leaders in Europe. This
includes who they were and what type of government they were
responsible chose to be a part of. I want to show that everyone knew
who Hitler was and wanted to remind that there were other dictators
within Europe at the time.
Students will write down their answers and then share out with the
classroom.
This is the start of a new unit and I want to assess what prior
knowledge the students might bring into the unit.
Teacher: Welcome students into the classroom
Page 2
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Students: Students take out note book and write down learning target
and warm up (2)
Teacher: Have students take out laptops and open up the quiz
Students: Take out laptops and begin the pre-assessment quizzes (15)
Teacher: Have students come together and work through the warm up
question
Students: Write down the answer to the warm up and begin to share
out (3)
Teacher: Open up the slides giving the rules of the silent discussion
Students: Follow along with the rules of the silent discussion (5)
Teacher: Lead students out to the hallway and set a two-minute timer
per dictator
Students: Read through the selected leader write down there given
requirement (8)
Teacher: Rotate students every two minutes
Students: Make a rotation having input on each leader
Teacher: Return students to the classroom
Students: Return to desks and take out notes (2)
Teacher: Cover the 3 dictators and their forms of government
Students: Take notes on the WWII leaders (15)
We will be doing a silent discussion- there will be a picture of Hitler,
Mussolini, and Stalin in the hallway. Each picture will have
corresponding quotes from the individual. Students will either write
down an emotion they are feeling, a connection to the past, or an
influence the leader had on World War II
Silent Discussion do an excellent job of centering a student on their
own learning and learning from student who many times do not share
out.
Call-response.
I will call out the leader and the student will need to respond with what
form of government they were in charge of, ie. Stalin Communism,
Hitler Nazism and finally Mussolini fascism.
Page 3
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Assessment
How will you know if students met the
learning targets? Write a description of
Students are required to write down two pieces of information for each
dictator and their quotes.
Student will then participate in call response, giving verbal
Page 4
Page 5
Page 6
Date: 2/16
Grade Level:
US History
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Notes which will be turned in at the end of the unit 2) One pager
presentation turned in as ticket out the door.
Page 7
Start of World War II- want the students to understand how Europe
entered into the chaos known as World War and why the United State
became involved.
50 Minutes
1) Access to Power Point for the presentation 2) Slide print outs 3)
Blank sheets of paper and markers for creating one pager
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
List off
Student will have only 30 seconds to list as many reasons as they can
for why a nation will go to war.
List off is high paced and has a competitive element which does a nice
job of getting the student engaged.
This will get the students minds thinking about reason nations go to
war and how that connects to the US being involved in World War II.
Procedures
(Include a play-by-play account of what
Page 8
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
Page 9
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Student will be showing the work they have completed thus far and be
able to demonstrate the knowledge they have collected.
I want to make sure the student are prepared to help out one another in
regards to giving instruction on their particular battle
.
For the students with IEP who struggle with taking notes, I will provide a
guided note sheet so they may be able to keep up with the lecture.
For their One pager I want them to include the basic who, what, when,
where, and the outcome. With the addition of picture in order to receive
full credit.
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
For note taking I wanted to make sure that the students were following
along with the lesson. As long as they are paying attention with the
lecture I will see their end result of their notes at the end of unit. Lastly
the ticket out the door will show how far the student have gotten on
their one pagers.
Page 10
Page 11
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Notes 2) Flag Activity Reflection 3) Victim Profile
Page 12
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
90 Minutes
1) Access to Power Point 2) 200 orange lawn flags 3) Student
laptops 4) Youtube
Accessing prior knowledge
Elizabeth, a student of mine, wanted to give a presentation for this
portion of our unit. Elizabeth has spent a great amount of time
researching the Holocaust which includes several trips to the holocaust
museum. I did not want to pass of this opportunity to let one of my
students give a presentation on one of their interest so for the start of
the lesson, Elizabeth and I did this portion together.
Ask the student what they already know about the holocaust.
The European holocaust is one of the most widely known tragic events
in world history so I felt it important to know what my student already
know and to remove any misconceptions.
Teacher: Welcome students to class
Page 13
Students: Have students come in and write down the learning target
and warm up (3)
Teacher: Ask students to respond out about what they know in regards
to the holocaust
Students: Discuss what they have already learned about the holocaust
(2)
Teacher: Ask students to take out their notes- hand out note guides
Students: Take out notes and get ready for the presentation
Teacher: Give presentation with Elizabeth- asking check for
understanding question to keep students engaged (25)
Students: Follow along with the presentation, taking notes and answer
questions
Teacher: Lead students outside to the parking lot lawn (5)
Students: Follow teacher out the lawn
Teacher: Hand out 3 flag to each student to plant into the ground (3)
Students: Student plant flags
Teacher: Bring student backs and explain how each flag represent 53
thousand death- have students read complete statistics- read a poem
from a holocaust survivor (5)
Students: Listen to statics and poem- select students will read
Teacher: Instruct students are to write a 4 sentence response to how
the activity is making them feel and think
Students: Write down their reflection on the activity
Teacher: Return students to the classroom
Students: Walk back with teacher to the classroom
Teacher: Explain to students the requirements for their holocaust victim
profile
Students: Open laptops and begin researching 5 holocaust victims (10)
Teacher: Ask student to share with a partner 2 of their holocaust victims
Students: Partner share what they learned about their holocaust victim
(4)
Teacher: Show the Train scene for War and Remembrance
Students: Follow along with the scene and describe the feeling that are
coming up (10)
Teacher: Explain how we as a society must be vigilant to not let what
happened over 50 years ago happen again
Page 14
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during CLOSURE?
Why are you using it at this point in
your lesson?
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
Using a film clip and have them write down their thoughts on the
events they are watching
Throughout this lesson we spoke about the specifics of the holocaust
and I this video helps to bring in a more human example of what
happened in the holocaust.
Developing studentsFor students who are in need of assistance I will provide note guides to
help them keep up during the lecture.
When we are researching the holocaust victims there are 3 victims with
short and detailed history to help the students who have difficulty
reading to still receive the enrichment of activity and give them a
chance to remain caught up with the other students
Page 15
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
For their ticket out the door student will be handing in their victim
profiles and reflection from the flag activity.
This will provide me a strong understanding of what the students
gained from the days activities
Page 16
Page 17
Date: 2/19
Grade Level:
US History
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Present battles 2) Turn in one pager 3) Take notes
Page 18
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
(Include a play-by-play account of what
Page 19
Student: Take their seats one student reads out the learning target the
rest write them down (3)
Teacher: Ask for response for the warm up
Students: Students give out their answer to the warm up (2)
Teacher: Put up the slide listing the different battles in Europe-begin
calling up students to present
Students: Present the main battles listed on the slide (15)
Teacher: Circulates and help students in their presentations
Students: Write down notes as their peers give battle presentations
Teacher: Close the battle presentations
Students: Give one get one on any missed battles (5)
Teacher: Present the ending of the World War II
Students: Take notes for the ending of WWII (15)
Teacher: Class wrap up- Discuss lasting legacy of the WWII and leading
into the Cold War (10)
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
Lasting legacy
End World War II in Europe is an excellent time to discuss the
beginnings of the Cold War and how the European struggle lead into
the divides with in the continent during the Cold War.
Page 20
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Notes which are to be turned in at the end of the unit- Students will also
turn in the battle poster they were working on.
Page 21
11.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
I would want to make sure I have all the important battles
information before I have the students present. I knew a large
majority off the top of my head but could have used addition
information to make sure I had everything covered.
12.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Next lesson we will be teaching the beginning of the pacific
war. The will be reflections during Pacific war week discussing
related battles of the European theater.
Page 22
Date: 2/22
Grade Level:
US History
1c. Construct and defend a written historical argument using relevant primary and
secondary sources as evidence (DOK 1-4)
2 f. Investigate causes and effects of significant events in United States history. Topics to
include but not limited to WWI, Great Depression, Cold War (DOK 1-2)
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Notes 2) Speech analysis 3) Clip interpretation
Page 23
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
50 minutes
1) Power point 2) Class set of Roosevelt day of infamy speech 3)
Video Clips on Fall of Bataan
Think-Pair-Share
Students will be asked the question of when was the angriest you have
ever been and then as a group relate it to reaction we have seen in US
history or current events. (Spanish American War, World War I, Iraq
War)
Students will work with one another about what makes them upset and
decision they feel the united states has made while being angry
I want to get the students feeling upset in order to give them a glimpse
into the possible feeling American citizens had during the attack on
Pearl Harbor
Page 24
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
Quotes;
To wrap up the lesson I will read quotes from individuals directly
Page 25
involved in the Pearl Harbor bombing and those who participated in the
Bataan Death march. I will relate this to own eventual treatment of
Asian Americans in the Homefront
I will use this to connect to the beginning of the lesson and lead in to
future lesson
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
A note guide will be provided for those who struggle to take notes- for
students who need assistance breaking down sources I will provide
highlighters and they will answer the question by highlighting the text.
Page 26
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Students will be turning in their speech analysis in for the ticket out the
door- this will help me to understand if they were able to grasp the
reason why the United States went to war with Japan.
Page 27
14.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
I would add some more time to sharing their response as well as
some additional questions to go more in-depth with the student
speech analysis.
15.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Next lesson we will be going into more detail about the specific
battle that occurred during the Pacific war. The video they are
watching will go back into detail about the start of WWII. This
is good because I wanted to make sure they had a firm hold of
the ideas before have the full experience of the war.
Page 28
Date: 2/23
Grade Level:
US History
1a. Evaluate a historical source for point of view and historical context (DOK 2- 3)
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Pop quiz 2) Video guide
Page 29
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Procedures
(Include a play-by-play account of what
Page 30
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
Page 31
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Page 32
17.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
The only change I would make would be to have the exact times
ready when I needed to move the clip forward to skip over some
parts.
18.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
For our next lesson I will give information to any missed
battles and have an activity involving the use of a nuclear
weapon. Student should have a strong understanding of the
procedure the United States took to get in position to use the
atomic bomb so the activity will be understood and
appropriate.
Page 33
Date:2/24 and 25
Grade Level:
US History
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Warm Up 2) Note Guide 3) Debate 4) Kahoot
Page 34
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
Page 35
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
at the door
Students come in and find seats, grabbing a note card on their way in
(5)
Teacher lead students through the warmup
Students work through the warm up and present ideas (5)
Teach through anything missed from last class
Students write down any missed boxes in note guide (10)
Teacher-Begin the lecture on WWII in the Pacific
Students-Fill out note guide and following lecture (15)
Teacher-Introduce the activity and use a catch-and-release technique to
continue students focus
Students-Following along with instruction and debate on whether to
drop the bomb or not (20)
Teacher-Finish notes, include the Enola Gay debate
Students-Complete note guide and be involved in the Enola Gay debate
(20)
Teacher-Begin the Kahoot
Students-Partake in the Kahoot review (10)
Teacher-Debrief Kahoot, describe tomorrow and next week, take ticket
out the door
Students-Listen for upcoming events, fill out the ticket out the door
The strategy I intend to use is a debate
I am using this strategy here because: It seems to be one of the best
ways to get the students engaged in a subject
Kahoot and the debrief-Think about the impacts the use of atomic
weapons had not only back in 1945 but how it plays in our lives today
Page 36
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Ticket out the door-Students will if their opinion on the damage caused
by the nuclear bombs has changed or not.
Page 37
Page 38
20.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
If I were to make an addition to the lesson, I would add some more
visuals and videos I could find. I think I would also add an additional
element to the activity to get more of the students moving.
21.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
For the next lesson we will be taking a quiz over both WWII in
Europe and in the Pacific. For the home front lesson we will be
returning to the use of the atomic bomb and other related
events.
Page 39
Date: 2/26
Grade Level:
US History
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Quiz 2) One piece of Readers note book
Page 40
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Procedures
(Include a play-by-play account of what
Teacher: Welcome students into the classroom and post learning target
and warm up
Page 41
Students: Take seats and begin writing down warm up and learning
target (2)
Teacher: Have a selected student read the learning target
Students: Selected student reads the learning target the rest write
down the learning target (3)
Teacher: Post the poll everywhere question
Students: Sign into poll everywhere and answer the question (2)
Teacher: Open up the socrative quiz
Students: Student take the socrative quiz (15)
Teacher: Open up the lecture for Atomic Bomb aftermath
Students: Take notes on the lecture (8)
Teacher: Open side of worktime requirements
Students: Take the opportunity complete the readers note book due at
the end of the next (20)
Student will show their thinking by completing the assessment of WWII
in both Europe and Atlantic
Going into the final week of the unit I want to make sure I have a gauge
of what my students have learned from the last two weeks.
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
Page 42
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
The Socrative quiz will let me know exactly how much knowledge they
have in regards of WWII in both the Pacific and European Theater.
For their work time assessment, I am looking for at least one piece of
homework to be completed by then end of the lesson.
Page 43
23.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
I need to be more commanding on what exactly I am requiring from
the students. One of my periods a large amount of students got up
and left after I told them they had work time. This is, of course,
unacceptable and I told them that the following class period. In
order to counter act that I just need to make my expectations
clearer.
24.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Our next lesson we will be discussing the American home
front. I will give them some continued practice on large themes
seen in the war and some of the more detailed points they
missed from the quiz today.
Page 44
Date:2/29
Grade Level:
US History
2 b. Investigate causes and effects of significant events in world history (DOK 1-2)
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Notes 2) Museum Walk
Page 45
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
50 minutes
1) Power point 2) 10 pieces of propaganda 3) Museum walk guide 4)
Lecture notes
Give one get one
Students will think of an ad which has been memorable or influential
and share it will their classmate
Then we will together look at two ads I chose to determine why they fit
the memorable or influential criteria
Procedures
(Include a play-by-play account of what
Page 46
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
Page 47
I want make sure all of the students have exactly what they need to
have learned from the lesson. They will complete their guide.
This is needed because it helps to illustrate the opinions of the
American people during WWII
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Student will be turning in their video guide sheet at the end for a ticket
out the door. This will check their knowledge of the beliefs of the
American home front during WWII
Page 48
26.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
I want to make more in regards to differentiation. I want the student
who need it to have different questions that get to the heart to why
I chose pieces of propaganda that I did.
27.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
For our next lesson we will be discussing Japanese internment.
Today can be used as an excellent lead in because many of the piece
I chose for the propaganda are anti-Japanese pieces that reflect
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Date: 3/1
Grade Level:
US History
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Notes 2) Letter from internment
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Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
(Include a play-by-play account of what
Struggles at home
50
1) Power point 2) Video clips 3) Assignment guide
Review prior knowledge
How did Americans react toward German Americans during WWI?
This make them reflect on the poor treatment of German American
during WWI
Students will be writing down their answer in their journals then sharing
with the class.
I want students to remember the poor treatment of the German
Americans in WWI as will learn about the poor treatment of Japanese
Americans during WWII
Teacher: Welcome students post learning target and warm up
Students: Take seats and begin writing down learning target and warm
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up (2)
Teacher: Select a student to read the learning target
Students: Selected student reads the learning target as the rest write
down in their journals (3)
Teacher: Read the warm up
Students: Answer the question and share with class (2)
Teacher: Begin lecture about the Japanese internment showing videos
to help illustrate the struggle
Students: Take notes of the lecture (15)
Teacher: Instruct students about how they should write a letter from the
view point of a Japanese American
Students: Using their new knowledge they shall write about the
struggle of internment (8)
Teacher: Circulate discussing with students their ideas about the letter
Students: Finish the letter (15)
Teacher: Have students share their letters
Students: Students will share with a shoulder partner their letters (2)
Teacher: Have two students share their thoughts
Students: Listen to their classmates letters
Teacher: Close the class (3)
Student will write a letter from the viewpoint of a Japanese American
sent to interment
I want the students to try and give some empathy to the struggle of an
older generation and using their knowledge to present their letters.
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
Pair-share
Students will share their letters with a classmate then two to the class
as a whole
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I want the students to learn from one another and help them gain even
more understanding by listening to their peers
This is a good way to give the class a sense of synthesis at the end of
the lesson
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Student will be given a note guide to keep up with the lecture. Others
for their letter I will give them the option to make bullet points for their
main points
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
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29.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
If were to teach this lesson again I would try to shorten up the
lecture and give more time for the letter writing. I would as bring in
some primary sources from more individuals who lived in the
internment camps.
30.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
For our next lesson we will be discussing the atomic and the
reaction on the home front as well as the overall wrap up of
the end of WWII. There will be continued practice as students
will learn about the Japanese American release from
internment.
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Date:3/2 and 3
Grade Level:
US History
1 a. Evaluate a historical source for point of view and historical context (DOK 2- 3)
2 e. Analyze continuity and change in eras over the course of United States history (DOK 23)
2 h. Examine and evaluate issues of unity and diversity from Reconstruction to present.
Topics to include but not limited to the rise and fall of Jim Crow, role of patriotism, and the
role of religion (DOK 1-3)
List of Assessments: (Write the number of the learning target associated with
each assessment)
1) Zaption 2) Jeopardy Review
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Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Procedures
(Include a play-by-play account of what
90 minutes
1) Laptops and Head Phones 2) Power point 3) Zaption Videos 4)
Jeopardy Review Game
Fast facts
What do we remember about the end of WWI that set the stage for
WWII?
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Closure
Jeopardy Review
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Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
This will make sure student have a firm knowledge of the subjects
before entering the test. It will also give me an understanding of their
competence.
It is near the end of the unit and important to give students a review to
help them succeed.
.
I will give students who generally take longer on the Zaption more time
as well as only a select few questions to target for the responses.
Assessment
How will you know if students met the
Zaption does an excellent job of gather student data and the Jeopardy
review works well as a summative assessment.
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32.
What changes, omissions, or additions to the lesson would you make if you were to
teach again?
The biggest change I would make if I were to teach this lesson again would be to inform
student they need to use internet exploring instead of google chrome because for some
reason google does not do a good job of supporting Zaption. I also need to use a Jeopardy
power point layout which will mark questions already asked so I dont lose track of where I am
in the review.
33.
What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Next lesson we will the unit test.
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Date:3/4
Grade Level:
11
Content Area:
List of Assessments: (Write the number of the learning target associated with each assessment)
Colorado State University College of Health and Human Sciences
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Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
50 Minutes
1) 3 versions of the test 2) Scantrons
Reflection
What was your favorite/most interesting topic of this unit?
Student will write their answers in their journal and share out
The unit is coming to a close so I want to understand for my own needs
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Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
How do you intend to engage your
students in thinking during the
PROCEDURE?
Teacher: Welcome students into the class put up learning target and
warm up
Students: Take seats and begin writing down learning target and warm
up(2)
Teacher: Select a student to read the learning target
Students: Reads the learning target the rest write it down (1)
Teacher: Read the warm up
Students: Journal their warmup response (2)
Teacher: Hand out tests as the class writes down the warm up
Students: Begin working on test (3)
Teacher: Collect test give out line of next unit
Students: Finish and turn in test, listen as teacher introduces next test
(42)
Closure
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Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Students will highlight and follow along with the calendar for the next
lesson.
This is the end of the unit leading into the next one so it is important
that students know where we are going.
I created three test for the students. Test A and B will be the same just
questions in different order. Be for ELL, 504, IEP students and will have
a removed possible answer to the multiple choice. This will also help
them have more time on their short answer portion.
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
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35.
What changes, omissions, or additions to the lesson
would you make if you were to teach again?
At first I had different colors for the test. I feel like this caused
students to question one another for the test they received. I felt
like this made some of the students with modified test
uncomfortable. Next time I will use the same color just label test A B
or C
36.
What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Next lesson we will be introducing the Cold War so the end of
the WWII has many lead in and connections to the topic which
we will be recovering.
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