Mr. Gongwer 10th grade World History Lesson Plan
TITLE OF LESSON
Lord of the Flies and the WWII/Cold War Lesson 1 0f 2 CURRICULUM AREA & GRADE LEVEL World History – Grade 10 DATE OF LESSON 02/24/2014 CA CONTENT STANDARD(S) ADDRESSED 10.8.6 Discuss the human costs of WWII, with particular attention to the civilian and military losses in Russia, Germany, the United States, China, and Japan. 10.9.2 Analyze the causes of the Cold War, with the free world on one side and the soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. CA ELD STANDARD(S) ADDRESSED 2.A.1 (Expanding) Exchanging Ideas During a pecha kucha group assignment all students will contribute to class, group, and teacher discussions and presentation. Sustaining the correct use and explanation of 10th grade world history vocabulary, while asking/answering questions, completing the tasks, staying on topic and paraphrasing key ideas. BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) In collaboration with Rob Collins English unit on the Lord of the Flies, transition from WWII to the Cold War. Providing the state of the world and events surrounding the author while he wrote the book. Highlighting how art and literature are a reflection of culture, time, and society. Providing connections to the characters in the book with events of that time period and have students synthesize knowledge based on the parallels of literature and social science. Presenting their understanding in the form of a pecha kucha that will also broaden their technology horizons. ESSENTIAL QUESTIONS ADDRESSED (Theme questions throughout the Cold War Unit and the entire course.) To what lengths are you willing to go to protect your way of life and ideology? How important is your way of life? What is your word worth, and how far are you willing to go to keep it? What is a bigger motivator, Fear or Wealth? OBJECTIVE(S) OR LEARNING GOAL(S)--choose type(s) as appropriate • Cognitive: After Pecha kucha instruction and demonstration, students will be able to identify, define and correctly use vocabulary specific to the Cold War and Lord of the Flies. • Affective: After instruction and demonstration, students will work together and be able to identify, analyze, and synthesize literature and historical data into their own new perspective. • Psychomotor: After pecha kucha presentation, students will demonstrate mastery of vocabulary and literature by synthesizing the information they have analyzed into a new perspective and understanding. By identifying parallels and present new questions their conclusion uncover. • Language Development: After presentations, students will be able to demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering with thoughtful consideration of the ideas or arguments with moderate support. ASSESSMENT(S)--choose type(s) as appropriate • Diagnostic (entry level): Talk and turn. Assess student interaction in discussion questions. Give plenty of time to reflect for ELL and Spec. needs students before questioning. Also present question and then give the information, pause and then ask ELL's and SNP's. • Formative (progress-monitoring): During group cubing exercise, walk around and listen to discussions as students work. See which groups are having difficulty. Assess ELL's interaction and temporarily engage them with side discussions that will illuminate their comfort or discomfort with the vocabulary. Assess the quality of the poster that is created during group work. • Summative (evaluative): Chapter 2 quiz next week Unit test in October. PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) · Students are likely to not collaborate or complete individual work outside of the classroom. · EL students are often inexperienced in using the computer and internet for school projects. · Some students may lack internet access at home. To accommodate these concerns I will provide student ample time, support, and demonstrations during class time. INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group
INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively
· Content (what material—including key vocabulary—is learned) Struggles with Chronological order. Not helpful in History but working on it. She is always allowed more time on assignments and exams.
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STUDENT ACTIVITIES
Anticipatory Set (“Into”) Explain the process of chronological organization and visually introduce the timeline for review during the Embedded support period. (2 min) Cognitive, Visual, Application. Instruction (“Through”) Timeline introduction for the benefit of student review. Walk students through the process of organizing chronologically by modeling how you would do it as a student. Emphasize the key significance of motives and vocabulary terms.(3 min) Visual, Auditory, Cognitive. Guided Practice (“Through”) Fill in the timeline, figure bio’s, and vocab graphic organizer with students to model your thought process.(15 min) Psychomotor, visual, auditory, cognitive. Independent Practice (“Through”) Fill in timeline and organizer with their own words after following your modeling of the exercise.(5 min) Psychomotor, visual, Reflection, auditory, cognitive. Closure (summarize; make meaning of the lesson) Reflect on significance of German motives and Allied response. Answer questions in a discussion forum.(5 min) Speaking, cognitive,auditory, Reflect on Timeline. Transfer (“Beyond”) Explain how this material set the stage for the motives, causes, and consequences of Blitzkrieg then synthesize predictions of Allied responses and objectives.(5 min) Cognitive, Reflection. Bring the material to their world and give the lesson a little more relevance to the student. Reinforce essential questions and prepare them for essay at the end of semester. Instructional Strategies Anticipatory Set (“Into”) "Bell Work" Sit down and answer the quick write "To what lengths are you willing to go to protect your way of life?" Cognitive, Writing, Expressive, Application Jog the brain and go over what we did last lesson. Allows me to assess student’s retention and ability to think critically about material without putting pressure on students. Graded for completion not for content but allows me to interact with student in a more private setting. Also, current event homework presentations help with speaking and summarizing skills and with the choice of article and day to present, students take an active part in their own learning. Instruction (“Through”) Material for all exercises including quiz and test. Foundational knowledge with PPT printout provided with space for their notes to make it easier to pay attention and keep up. Visual, Auditory,Cognitive. Give foundational knowledge and provide a resource for studying and referral. The printout of the power point will ease the pressure many EL’s and SP Needs feel trying to keep up with note taking. Guided Practice (“Through”) Watch my 4 minute pecha kucha presentation and observe how I analyze and synthesize parallels between literature and historical events. Observe the process in which my mind goes through and the questions I arrive at from the conclusions I draw. Psychomotor, visual, auditory, cognitive. Provide a demonstration of the pecha kucha presentation and how to create one. Provide students with an example of what is expected, as well as, model the process in which I go through when analyzing parallels to synthesize new conclusions. Independent Practice (“Through”) Collaborate on pecha kucha presentations over the next week of classes in groups of 6. Create a 4 minute pecha kucha of 20 20sec. slides. That analyzes the Lord of the Flies and historic events of the ear in which it was written. Then synthesizing conclusions of which characters are a reflection of what countries. Psychomotor, visual, collaboration, auditory, cognitive. This is to help the students gain mastery and understanding of the material in both English literature and world historical events. By providing them with the opportunity to collaborate on a presentation, the students will learn important social and delegation skills. Through this project students will develop technology skills and tools for the future, while learning how to analyzing two pieces of information and synthesizing parallels. Closure (summarize; make meaning of the lesson) Present pecha kucha to class and submit a group evaluation of each member’s participation and contributions. All individuals will fill out a work sheet answering questions about the other groups presentations. Speaking, cognitive, auditory,visual. Assess group work and mastery of the novel and historical context, as well as, work on their presentation skills. Demonstrate their comprehension and ability to learn by listening. Learn a new technology tool and skills that will benefit them in the evolving mass-information world. Learn to Assess their peers and hold them accountable for their own production. Transfer (“Beyond”) (opportunities to apply the learning) Discuss how art and literature reflect culture, society, and time. Link back to the anticipatory question and how it may have changed given what they have now learned. Cognitive Bring the material to their world and give the lesson a little more relevance to the student. Reinforce essential questions and prepare them for essay at the end of semester. Make them reflect on what they thought and now what they THINK. |