Direct Instruction Model / Teacher: Mr. Peterson
School: Infinity Institute
Subject: US History II (H)
Date: October 28, 2014
Period 1 2 3 4
5 6
Marking Period:M1 M2
M3 M4 / Students will engage in:
independent activities pairing hubs
cooperative learning lecture
peer tutoring whole group instruction
visuals technology integration
simulations a project other:
Standards/Objectives (Limit 2)(What should students be able to do at the end of the lesson?)
After instruction and given the use of primary and secondary internet sources, the students will be able to identify aspects of life in the United States during the World War II era by assuming a persona of someone who lived in the 1940s researching and preparing for their Fakebook exercise listing and describing at least three characteristics of various groups of people who would have lived back in the era with 90% accuracy.
Essential Questions:
  • What is America’s place in the world?
  • How might World War II have changed life from 1940 to 1945?
NJCCCS: 6.1.12.A.11.bCompare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. / Objective(s): (check one)
Curriculum driven
Assessment driven
  • Name of Assessment:
  • Date of Assessment: ______
District Initiative:
Time / Procedures Followed: / Materials/Text References
4
Minutes / Opening Hook for Learning: (How will I gain students’ attention?)
DO NOW:
Working in groups, how did World War II change life from 1940 to 1945?
Student led. / Whole Classroom activity
6
Minutes / Review of Previously Learned Material/Lesson Connections:
  • Review the kinds of tactics which had been used by countries to win a war up to the point of 1945.
  • Go over highlights of the debate which occurred during the previous class.
/ Whole Classroom activity
10
Minutes / Statement of Objectives/Direct Instruction/Explanation: (How will I present new material and make learning relevant?)
Teacher will review the project grading rubric and expectations which was developed collaboratively with the students entitled: “Group Project on Life after 1945 in the United States in which students assume a persona of someone who lived in the 1940s.” / Whole Classroom Discussion and Instruction
Project grading rubric expectations
4
Minutes / Guided Practice: (How will I get students to practice what has just been taught?)
The teacher will assist the students in setting up a T-Chart in which students compare life in 1940 to 1945 from the perspective of:
  1. Jersey City Student in 8th grade
  2. Mother (age 35) of teenage children in Jersey City
  3. African American college student in New York City
  4. Japanese-American store owner in Seattle, Washington
  5. Tenant farmer in Mississippi age 40.
Two students will be appointed to co-facilitate this part of the lesson. One student will lead a classwide discussion in which students share out after discussing in groups how life changed from 1940 to 1945 for each of the above groups.
A second student will record the information on a suitable Smart Board graphic organizer in class.
While the students are recording the information in their notebooks, the teacher will walk around the classroom and observe the students. Thus a (Classroom observation) formative assessment will be utilized.
In addition, the teacher will engage students in a one on one conversation as necessary to be sure that students understand what it is they are to do. Thus, a (Student Conference) formative assessment will also be utilized. / Whole Classroom Activity
Smart Board technology:
Graphic organizer
34
Minutes / Independent Practice/Application: (How will I get students to practice what has just been taught?)
The students will begin to go on-line and obtain additional research about their character. Then students will start to pre-write their fakebook exercise. Fakebook exercise comes due on October 31st.
The teacher will ask the students if they have any questions relative to the assignment and if they understand what the assignment entails. The teacher will instruct students to signal with a thumbs-up or thumbs-down. Thus a (Thumbs Up, Thumbs Down) formative assessment will be utilized.
While the students are researching both primary and secondary sources on-line, the teacher will walk around the classroom and observe the students at work. Thus an (Observation) formative assessment will also be utilized.
Additionally, the teacher will engage students in a conversation as necessary to be certain that students understand the assignment. Thus a (Student Conference) formative assessment will be utilized.
Utilizing an(exit card) formative assessment, the students will list at least three characteristics of various groups of people who would have lived back in the World War II era. / Independent/Group Activity
On-line internet sources including primary and secondary sources
Activity: Fakebook Exercise
1
Minutes / Closing/Synthesis: (How can I bring closure to summarize learning and enhance retention of the material?)
The teacher will assist students in identifying and describing the major arguments for both dropping the atomic bomb and for not dropping the atomic bomb.
The teacher will assist students in describing the various issues which Truman faced when Japan initially refused to surrender in August of 1945. / Whole Classroom Activity
Homework Given:
Students will finish writing their fakebook exercise. Fakebook exercises come due on Friday, October 31st.
Students should begin studying for their first quarterly assessment.
Teacher Notes:

Created by T. Dobson

Rev. 7/10/12