SIOP Lesson Plan Template 2 (Katie Dove)

STANDARDS: SOL WH11.13 Cold War (11th grade World History)

THEME: The Cold War

LESSON TOPIC: The Berlin Wall, East and West Berlin

OBJECTIVES:
Content Objectives: Compare/contrast situations in East and West Berlin, make connections
between the divide in Berlin and present day events

Language Objectives: Write a journal entry of at least 100 words from the perspective of
somebody in East or West Berlin during the Cold War

LEARNING STRATEGIES: Modeling, higher-order thinking questions, scaffolding (vocabulary), graphic

organizers, small-group and whole-group discussion, partner work, kinesthetic activity

KEY VOCABULARY: Separation, divide, communism, capitalism (prefix -ism)

MATERIALS: Powerpoint, videos, activity cards, paper and pencils

MOTIVATION:
TW review previous lessons regarding WWII and the Cold War to build background
knowledge

PRESENTATION:
TW present language and content objectives to students
SW watch a video of the Berlin Wall going up & coming down
TW present vocabulary words in the context of East/West Berlin
With a partner, SW fill out graphic organizers to deconstruct communism and capitalism
into prefixes and suffixes and discuss the differences between the two types of governments
TW present a powerpoint on the differences of East and West Berlin
SW take notes on the differences in graphic organizers containing sentence frames
(fill-in-the-blank note-taking from powerpoint).

PRACTICE AND APPLICATION:

SW complete an activity in which they take on the role as someone in East or West Berlin
SW have a discussion concerning their emotions about being separated, their assigned roles,
and what they think the topic of the day will be in small groups
TW have students discuss in small groups what they noticed in the video, how the citizens of
Berlin felt when it went up vs. coming down
TW lead a whole-group discussion about similarities between the divide of Berlin with the
Berlin Wall and present-day issues, like the Mexican-American border. Use higher-order
thinking questions: Can anyone find any similarities between what happened in Berlin and
what we are seeing in the world today? Students may have other examples to discuss.
 TW review the format of a journal or diary entry by examining an excerpt from Anne Franks
diary (which the students have previously studied).
SW write a 100-word journal entry from the point of view of a citizen of East or West Berlin.
They are free to decide what their journal entry is about, but it must highlight the
separation/divide of Berlin, key dates, as well as 3 differences between East/West Berlin. SW
receive both written and oral instructions for the assignment. They may use their filled-out
graphic organizer and native-language to English dictionaries to assist them.
First, TW model a journal entry by writing a short example for student to see and reference
throughout the assignment.

REVIEW AND ASSESSMENTS:

Formative assessments throughout lesson. Teacher will make sure students fill out the
entirety of their graphic organizers, providing additional help for those who do not.
TW listen to small-group discussions to ensure students are on-track, will provide discussion
questions to groups who are not.
TW observe during the whole-group discussion and will get everybody to contribute to make
sure they understand the question. TW ask students do you understand the question? and
rephrase if students do not.
Summative assessments in the form of journal entries. TW make sure journals contain
accurate dates, discuss the separation caused by the Berlin Wall, and at least 3 differences
between East and West Berlin.
TW ask students if they competed the goals for the day. SW respond with yes, no, or
sort of and share what they still dont understand about the Berlin Wall/further questions.

EXTENSION:
TW assign a big idea question for students to consider: why do you think it took so long for
the Berlin Wall to come down? (28 years)