Goals & Objectives
Goals
California State Content Standards
11.7 Students analyze America's participation in World War II.
CCSS.ELA-LITERACY.RH.11-12.1
Driving Historical Questions
Goals
- Students will understand the work and sacrifices of exceptional soldiers and groups
- Students will be able to identify exceptional individuals and groups fighting in WWII, recognizing their impact on the war
- Students will create a technology based portfolio, synthesizing secondary sources to complete the profile
California State Content Standards
11.7 Students analyze America's participation in World War II.
- 3. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
CCSS.ELA-LITERACY.RH.11-12.1
- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- Draw evidence from informational texts to support analysis, reflection, and research.
- Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Driving Historical Questions
- What was the impact of exceptional groups and individuals on the war?
- What were their motivations for fighting in the war? Why are they remembered?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 7 minutes
Hook
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Vocabulary (Content Language Development) ‖ Time: During Content Delivery
Vocabulary will be addressed at the beginning of the lesson through a brief PowerPoint presentation (done directly after the introductory activity). Students will be given a sheet with the terms listed. During the brief presentation they will record a brief summary of each term (this will potentially be added to later). The vocabulary activity directly connects to the delivery of content as the overviews of each term will provide students with an idea of which group or individual they want to read about. (Presentation can be found below key terms.)
Vocabulary Terms:
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Content Delivery (Method of Instruction) ‖ Time: 25 minutes
After the introductory activity, the teacher will explain that students will be exploring the contributions and sacrifices of exceptional groups and individuals during the fighting of WWII. The teacher will then move into the next vocabulary, briefly explaining key terms. The vocabulary activity directly connects to the delivery of content as the overviews of each term will provide students with an idea of which group or individual they want to read about. After each term has been summarized, students will have the option to pick any one of the “terms” to read more about. (This will also serve as before reading scaffolding, providing students with a general idea of their reading topic so as to prepare them.)
Students will be given a folder with several secondary source documents to read on that particular group or person. Student will have ten minutes to read independently. If they are having difficulty or need assistance, they may request it from their neighbor or the teacher who will be walking around the room. They will complete a graphic organizer in the form of a concept web while they engage in the reading. (Once the concept web is passed out, the teacher will explain the directions and expectations regarding the completion of the graphic organizer and how it will be connected to the electronic portfolio.)
Students will be given a folder with several secondary source documents to read on that particular group or person. Student will have ten minutes to read independently. If they are having difficulty or need assistance, they may request it from their neighbor or the teacher who will be walking around the room. They will complete a graphic organizer in the form of a concept web while they engage in the reading. (Once the concept web is passed out, the teacher will explain the directions and expectations regarding the completion of the graphic organizer and how it will be connected to the electronic portfolio.)
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 25 minutes
Graphic Organizer: Concept Web
- Students will work independently for ten minutes, reading and completing the concept web to the best of their ability. After the ten minutes of independent reading, the students will be sorted into groups based upon which key term they have chosen, forming “expert groups”. In these groups, they will compare graphic organizers, finishing if they need to.
- Example: Lieutenant Audie Murphy
Jigsaw Activity
- After the ten minutes of independent reading, the students will be sorted into groups based upon which key term they have chosen, forming “expert groups”. (To prevent the majority of the students from picking one term, limits may be imposed on the number of students who can choose a specific topic.) In these groups they will compare their graphic organizers, adding details they may be missing. After another ten minutes, new groups will be formed, composed of one student from each of the key term groups. They will be responsible for teaching the others in their group about their particular group or individual, sharing who they were, what theater they fought in, what was their “greatest accomplishment, and how did they impact the war.
Lesson Closure ‖ Time: 5 minutes
After the Jigsaw activity has been completed, students will be asked to share aloud, one thing they have learned about any of the various groups discussed. They will then explain on an exit slip, why these exceptional groups and individuals are remembered, which will be collected as they leave the classroom. Before they leave, the summative portfolio will be explained a little more in detail: students will take the information on their graphic organizer and create a Popplet wall with pictures, quotes from the text, and videos to support their summaries.
Assessments (Formative & Summative)
Formative:
- Students complete the Graphic Organizer (Concept Web)
- Probing Questions/Discussion
- Quick write exit slip
- Portfolio on an individual American soldier or special fighting force
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Language Learners, striving readers, and students with special needs will be supported during the course of the lesson through the structuring of the activities:
- They will be grouped with students who are academically advanced within the class, those more fluent in English, and those who work well with others on a general level, who can assist and facilitate their participation in group discussion. (Group discussions provide a place for verbal demonstration of knowledge.)
- Also, instead of allowing students to pick which group/individual to read about, the terms could be assigned with the readings adjusted to various levels for specific students. Furthermore, the concept web serves to allow students of all abilities the freedom to organize their thoughts in a way that most makes sense to them.
- The quick write at the end provides them a means in which to express themselves in a relatively anxiety free setting. (In addition, it is graded based upon participation rather than in terms of literary abilities. But additional comments can be given to help foster development.)
Resources (Books, Websites, Handouts, Materials)
Readings:
Lt. Audie Murphy Reading #1
Lt. Audie Murphy Reading #2
442nd Regiment Reading #1
442nd Regiment Reading #2
Louis Zamperini Reading #1
Navajo Code Talkers Reading #1 (with audio)
Lt. Audie Murphy Reading #1
Lt. Audie Murphy Reading #2
442nd Regiment Reading #1
442nd Regiment Reading #2
Louis Zamperini Reading #1
Navajo Code Talkers Reading #1 (with audio)
542h_codetalkersarticle.docx | |
File Size: | 96 kb |
File Type: | docx |
542h_tuskegeeairmenreading.docx | |
File Size: | 20 kb |
File Type: | docx |
Handouts:
542h_blankconceptweb.docx | |
File Size: | 28 kb |
File Type: | docx |
Miscellaneous Article:
- ListVerse Article
- An interesting list of overlooked stories of Japanese-American heroism in WWII.