Brittany Robertson 7/31/12 TIE 535 UbD Lesson Plan Lesson Topic: ___Veterans Day_____ Length of lesson: ___45

minutes____ Grade level: ____5____

Curricular Context/Overview: This is a social studies/literacy lesson related to Veterans Day. We will be doing a read-aloud using The Wall by Eve Bunting. There will be a focus on the lottery draft of the Vietnam War and a discussion on why we should be thankful that there are men and women today who voluntarily enlist. They will also be comparing that with the men and women fighting in the current war in Afghanistan. Students will then be writing letters to soldiers or veterans. They may choose to write to someone they know personally, or they can send a letter to an unknown soldier who is fighting overseas. I will be taking the letters to the National Guard to be sent to active duty military personnel.

Stage 1- Desired Results Goals/Content Standard(s): IASSS 5.2.8 Roles of Citizens: Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect, and responsible participation. IALAS 5.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate. Understanding(s)/Goals: Freedom takes sacrifice. Different write purposes call for a different tone and style. Students will understand that civic virtues exist in our country. Essential Question(s): Why is it appropriate to choose a serious, formal tone for letters to active duty military? Do we really have freedom? Is freedom worth the price that people have to pay? Students will be able to: Write in the tone and style of being formal and serious for the purpose of this letter. Students will use a graphic organizer to brainstorm and organize their ideas for what to say to a

Students will know: There was a draft during the Vietnam War in the United States. What the definition of draft is. What civic virtues military men and women exhibit by serving our country. What Veterans Day is all about.

soldier in their letter. How to format a handwritten letter. Stage 2- Assessment Evidence Performance Task(s): GRASPS Goal: Students will understand the cost of freedom and how important it is to thank our military. Role: Students are being themselves Thankful citizens of the United States. Audience: U.S. active duty military personnel Situation: Students must write a letter to an active duty military person using a formal and serious tone to show their thanks. These letters will be mailed to active duty military. Product: A handwritten letter to a soldier. Standard: Analytical rubric. Stage 3- Learning Plan Learning Activities: (GAGNE) Gain Attention: Shake bucket with dates. Tell students they will be picked to go to war today. Inform learners of objectives: By the end of this lesson You will be able to identify two examples of civic virtues that military personnel exhibit. You will be able to write a letter to be read on Veterans Day by a real soldier. Stimulate recall of prior learning: You have been talking about the five strands of government in social studies with Mrs. Edwards. What are the five strands of social studies? (Government, culture, geography, economics, society.) In our world, right now, there are some countries where you are born into military. Are you born into the military in America? (No!) Present stimulus material: 1. Explain what a draft is. 2. Act out a draft with the students, then discuss their feelings during the draft. Connect this to the draft in Vietnam. 3. Read The Wall by Eve Bunting and discuss. Provide learner guidance: Model how to web ideas for the letter, and read the letter I already wrote as a model. Elicit Performance: Students create their own web of ideas. Provide feedback: Review each students web to approve them to start writing the rough draft of their letter. Once you have read the rough draft and provided feedback, then Other Evidence: Students responses to essential questions. Student discussions during draft pick.

students can start on their final copy. Assess Performance: Use an analytical rubric to assess the letters. Enhance retention and transfer: Discuss the activity with students and discuss the essential questions for the lesson. Differentiation Techniques: High: Students will use a thesaurus to change three of their words to make them something more colorful. The students could also help a peer edit their letter if they finish early. Low: Students will receive more support from me with writing their letters.