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WWII Unit:Lesson Plans

Introduction to World War 2

Unit Title: Impact of WWII: Germany, Japan, The United States, Russia, and the Aftermath.

Lesson Plan: 1 of 20

Content Overview:

The students will complete their daily log and then complete a bell-work activity. Before the bell-work activity I will show the students pictures and they will try to guess what we will be studying. In the bell-work activity the student will write down what they think happened after World War One. I will ask the students to share their responses and we will discuss them. Next, the students will break into group for a vocabulary activity. After the activity the students will post their groups vocabulary on the wall and the students will copy them down. At the end of class, the students will give me a ticket-out-the -door telling me what they are most interested in learning about in the unit. I will use these to determine the groups they will be in for a project later in the unit.

Specific Learning Objectives

SWBAT:

[Cognitive]

1. Extend vocabulary knowledge by learning and using new words by:

(1.1) Defining war terms

(1.2) Identifying historical figures in WW2.

2. Name key WW2 events by:

(2.1) Recognizing events in photos

(2.2) Summarizing what they know

3. Determine the meaning of unfamiliar vocabulary words and properly using the textbook and dictionary by:

(3.1) Interpreting specific facts and terms

(3.2) Organizing information found

[Affective]

4. Participate in the collaborative effort to complete the activity by:

(4.1) Listening to peers

(4.2) Joining group discussions.

5. Complete the Vocabulary Wall activity by:

(5.1) Following Instructions

(5.2) Practicing good behavior

(5.3) Fulfilling their individual role

6. Generate a ticket-out-the-door by:

(6.1) Answering a question related to the lesson

(6.2) Organizing thoughts about what they want to learn more about

[Performance]

7. Design a Vocabulary Wall by:

(7.1) Writing Defined terms

(7.2) Displaying pictures with terms

(7.3) Sketching examples of terms

8. Demonstrate understanding of the terms by:

(8.1) Presenting your group of words to the class

(8.2) Composing a ticket-out-the-door about one of the words

Common Core Objectives for this Lesson:(relates to my Cognitive Unit Objective 1 and Affective Objective 9)

Reading Standards for Literacy in History/Social Studies Grades 6-8:

Craft and Structure 2: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Speaking and Listening Standards from Language Arts Standards Grades 6-8

Presentation of Knowledge and Ideas 9: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Materials/Technology Resources Needed:

TextbookDictionaryBrown BagWord StripsJournalsPicturesGlue PensMarkersPictures rations

Procedures/Instructional Strategies:

1. Bridge [10 min.]

(a) Welcome students to class and tell them that I will be teaching their class for the next month and tell them the agenda for the day.

“Good Morning Students! As you probably already know I am Ms. Emery and I will be teaching your class for the next 4 weeks. Today we will start looking at some pictures and you will try to guess what we will be studying over the next four weeks. Next, we will do some writing and then later we will do a fun vocabulary activity.”

(b) Ms. Price will have a discussion about what is expected out of the students while I am doing my student teaching. Tell them that the same rules apply as if Ms. Price was teaching. Then I will answer any questions they may have.

(c) First, we will take a look at some pictures and pass out some war rations to the students from WW2. Then I will let the students try to guess what they think the unit is going to be about.

(d) When the students finished we will begin the vocabulary activity.

2. Steps: [30 min.]

(a) I will pass out the brown bags containing the vocabulary words and pictures and instruct them not to open the bags yet. Then I will pass out the poster board.

(b) Introduce the Vocabulary Activity

“Class you have a brown bag on your desk, along with textbooks and dictionaries. In these bags there are groups of vocabulary words we will be learning in this unit and pictures that match the words. “

“When you take the vocabulary words out of the bag each group member can take a word to look up information on. When you find information on the word, paste the word to your construction paper with a glue pen and write a summary of the information you collected under the word. Next, you will try to use the context clues you found to match the picture to the word. “

“There is a catch though, if there is no picture to match your word your group will have to find and example in the text or a description to draw a picture of that vocabulary word.”

“After you finish, tape your construction paper by the pictures on the wall that match the word you have. We will leave the words up on the wall so we can add to them during the unit. Then each group will present their words to the class.”

(d) Students will begin the activity and I will circulate the room to help and answer questions.

(e) Students will hang their papers on the wall with the matching photos and give a brief explanation about their words as a group. Each student will talk about the word they researched.

3. Closure: [20 min.]

(a) After all the brief explanations, the students will begin copying down their vocabulary on a separate sheet of paper to keep in their binder.

(b) At 3 minutes till the end of class, instruct students to put away their vocabulary and get out a scrap sheet of paper.

“Put away your vocabulary for now, we will have a little more time to copy the words down during bell-work tomorrow. Take out a scrap piece of paper. This sheet of paper will be your ticket-out-the-door today. Your topic is on the smart board. I will be standing at the door to collect your papers as you leave.”

“Ticket-Out-The-Door” Topic: Pick one vocabulary word (other than the one you researched) that you thought was interesting, Then tell me why you thought it was interesting and what else you would like to learn about it.

Accommodations / Differentiation / Special Needs: None needed for this lesson plan.

Methods of Evaluation: (Specific Objective to be met for Evaluation)

(4.1)Students Listened to peers during vocabulary collaboration

(4.2) Students joined group discussions and did their part of the activity.

(5.1) Students’ Followed Instructions.

(5.2) Students’ Practiced good behavior.

(7.1) Students’ defined terms on the construction paper.

(7.2) Students matched and displaying pictures with terms.

(7.3) Students sketched an example of a term on their paper.

(8.1) Students performed a presentation about their word and each person contributed.

In Retrospect: (Changes to be made after teaching the lesson.)

Materials Appendix:

Vocabulary words on Strips of White Paper (Vocabulary words that are starred will be drawn by the students)

Dictator*NaziConcentration CampHolocaust*Axis Powers*Allied PowersAnti-SemitismCommunismFascismKamikaze*CapsizeIsolationistsGestapoRacismKaposGhettosGenocideRadiation*Atomic BombAppeasementAryan*Star of DavidHuman RightsWar-time trials

Pictures to hang on the wall



Content Overview:

The students will complete their daily log and then complete a bell-work activity. In today’s bell-work activity the student will finish copying down their vocabulary. When they are finished with the vocabulary they will read a few paragraphs about the causes of World War 2 from a passage on their tables. Next, the students will Complete an Axis vs. Allies map activity. During this activity the student will label the countries involved in the war and color them according to what side they were on (Axis or Allies). At the end of class, I will give a brief presentation about the entrance into the World War 2 and the students will write in their journals about what they think the most significant cause of the second war.


SWBAT:

[Cognitive]

1. Extend their knowledge of the entrance to the war by:

(1.1) Identify key events that happened after the first war.

(1.2) Applying those events to what they already know

2. Apply Information they have already learned about entrance to the war by:

(2.1) Naming key terms and vocabulary

(2.2) Recognizing what these words mean in the context of the story

3. Name the countries involved in the war and their affiliations by:

(3.1) Labeling the countries on a map .

(3.2) Distinguishing which countries were fighting against each other and which were neutral

4. Identify the main causes of WW2 by:

(4.1) Interpreting the text

(4.2) Discussing how it was a cause

[Affective]

5. Participate actively in the map activity

(5.1) Listening attentively

(5.2) Asking and Answering Questions

6. Develop critical thinking skills

(6.1) Predicting what will happen next

(6.2) Sharing information that was important

[Performance]

7. Create a map resource by:

(7.1) Locating the countries on the map

(7.2) Applying Axis and Allie vocabulary terms from the unit

8. Demonstrate their knowledge of the causes of the war by:

(8.1) Evaluating the significance of a cause

(8.2) Composing a journal entry

Common Core Objectives for this Lesson:(relates to my Cognitive Unit Objective 1 and Performance Objective 12)

Reading Standards for Literacy in History/Social Studies 6–12

Integration of Knowledge and Ideas 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Production and distribution of writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Other Specific Objectives:

[7.H.2.1] Analyze the effects of social, economic, military, and political conflict among nations, regions, and groups. (ex: war, genocide, imperialism, colonization)


Introduction Prezi:http://prezi.com/bliztdohpn_p/impact-of-world-war-ii-intorduction/

Reading Passages Map Activity SheetMap Activity InstructionsColored PencilsPrezi Journal SheetComputerSmart BoardPencil


1. Bridge/ Bell-work [10 min.]

a. Students will read the bell-work instructions that instruct them to pick up the reading passages and begin reading about the causes of the war.

b. I will instruct the student to lay their reading passage in the center of the table when they students are finished.

“When you are finished reading place your passage in the center of your table and I will bring you a map activity to start working on”

c. While the students are reading I will go around and place a bin of colored pencils on each groups table.

d. When the students are finished I will pass out the map activity and bring up the instructions on the smart board.

2. Activity steps: [30 min.]

a. Students will label and color their map activity sheets and I will circulate the room and answer any questions they may have.

b. When the students are done they will put the map in their binder to refer back to during future lessons.

c. I will give an interactive presentation about the beginning of the war.

Introduction Prezi:

http://prezi.com/bliztdohpn_p/impact-of-world-war-ii-intorduction/

3. Closure [10 mins.]

a. Next the students will be introduced to the concept of journal writing and write their first journal entry.

“During this unit you will be keeping a journal about what you are learning. This is a great place for you to voice your opinions about what happened during the war. I will give you a question or group of questions and you will answer them in your journal. Make sure you label each journal with the correct number and turn them in during class. These will all be counted as a grade and if you miss one you will need to make it up.” Here is your first topic…

Journal Entry 1: What do you think was the most significant cause of the second war? Who was involved?

b. The students will have until the end of class to write their journal entry, then turn it in as they leave.


Accommodations / Differentiation / Special Needs: A few students in each block will go outside and have the passage read to them by the

inclusion teacher.


(2.1) Students named key terms and vocabulary(2.2) Students recognized what these words mean in the context of

the story.(3.1) Students labeled the countries on a map .(3.2) Students distinguished which countries were fighting against

each other and which were neutral.(4.1) Students Interpreted the text(4.2) Students discussed how it was a cause(6.1) Students Predicted what will happen next(6.2) Students Shared information that was important(7.2) Students Apply Axis and Allie vocabulary terms from the unit(8.1) Students evaluate the significance

(8.2) Students compose a journal entry

Materials Appendix:

Reading Passage

Map Activity Sheet

Instructions for the Map activity

Colored Pencils




Content Overview:

The students will complete their daily log and then complete a bell-work activity. In today’s bell-work activity the student will be given the stories back that they read about a holocaust survivor. The students will refresh each other about what they read. Next, everyone will watch some videos about the holocaust survivors the students read about and I will hand out the instructions for the holocaust survivor flip-cam activity. The students map out exactly what they are going to say on camera and turn it in before they leave class.


SWBAT:

[Cognitive]

1. Interpret what they read about a holocaust survivor by:

(1.1) Describing what happened

(1.2) Applying that information to what they already know about the holocaust.

2. Compare the survivor story to what they already know by:

(2.1) Recognizing similarities

(2.2) Determining differences

3. Choose what should be included in their video by:

(3.1) Identifying key events

(3.2) Summarizing rich details

4. Outline the survivors story by:

(4.1) Select material for the video

(4.2) Measure the materials importance

[Affective]

5. Participate collaboratively in the classroom activity by:

(5.1) Composing in-class writing and video responses

(5.2) Listening to peers ideas

(5.3) Sharing ideas with peers.

6. Recognize and appreciate what the holocaust survivor went through by:

(6.1) Following directions and acting appropriately on film

(6.2) Conveying the information in the proper tone for the target audience.

(6.3) Preforming an interpretation of the information that is true to what we have learned about the holocaust.

[Performance]

7. Create a response on Flip-cam about a holocaust survivor by:

(7.1) Combining information they interpreted with a group

(7.2) Arranging ideas into a story form using proper presentation skills.

8. Demonstrate understanding of the information by:

(8.1) Performing the response on Flip-Cam

(8.2) Turning in a story map of their response

Common Core Objectives for Social Studies:

Reading Standards for Literacy in History/Social Studies Grades 6-8

Craft and Structure 3: Describe how a text presents information (e.g., sequentially, comparatively, casually).

Integration of Knowledge and Ideas 4: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Speaking and Listening Standards from Language Arts Standards Grades 6-8

Comprehension and Collaboration1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

More specific objectives selected by the 7th grade SS department:

[7.H.2.1] Analyze the effects of social, economic, military, and political conflict among nations, regions, and groups. (ex: war, genocide, imperialism, colonization)


Holocaust stories Story map sheetsHolocaust survivor videosComputerSmart board


1. Bridge/ Bell-work [10 min.]

a. I will have the holocaust survivor stories on the table and the students will read the instructions on the board and pick up their survivor’s story and have a seat.

b. I will tell the student to stay on task I only want to hear them talk about the person they read about.

“I want you guys to talk about what you read and what you thought was the most interesting. Stay on task, I only want to hear talk about the survivors. I will be walking around and listening to your discussions.”

c. I will walk around and monitor the students while they talk about the survivors.

d. I will play a few short clips about the holocaust on the smart board.

http://www.youtube.com/watch?v=522UsZMVfJA

http://www.youtube.com/watch?v=i2gLRxjgHTM

2. Activity steps: [30 min.]

a. I will pass out the instructions and rubric for the holocaust video response flip-cam activity and explain what they will be doing. (included on the next page)

b. I will hand out the story map so the students can map out what they are going to say on video. (included on the next page)

c. I will read over the directions at the top of the map sheet with the students and let them get started filling in the map.

d. I will walk around and monitor their group work.

3. Closure [10 mins.]

a. I will tell the students that they only have 10 more minutes to work on their story maps.

http://www.youtube.com/watch?v=i2gLRxjgHTM

http://www.youtube.com/watch?v=522UsZMVfJA

“Students you have 10 minutes left to work on your story map today. I will give you a two minute warning and then you should sum up whatever topic you are on. Don’t for get to turn them in on the front table before you leave.”

b. Give 2 minute warning


Accommodations / Differentiation / Special Needs:


(3.1) Students identified key events (3.2) Students summarized rich details(5.1) Composing in-class writing and video responses(5.2) Students listened to peers ideas (5.3) Students shared ideas with peers.(6.1) Students followed directions and acting appropriately on film (6.2) Students conveyed the information in the proper tone for the target audience.(6.3) Students preformed an interpretation of the information that is true to what we have learned about the holocaust.(7.1) Students combined information they interpreted with a group(7.2) Students arranged ideas into a story form using proper presentation skills.(8.1) Students performed the response on Flip-Cam(8.2) Students turned in a story map of their response

Materials Appendix:

Holocaust Survivor stories:

Clara Kramer: http://www.susannaleaassociates.com/author.aspx?id=28

Solomon Radasky:http://www.holocaustsurvivors.org/data.show.php?di=home&da=survivors&ke=7

Isak Borenstein: http://www.holocaustsurvivors.org/data.show.php?di=home&da=survivors&ke=1

Joseph Sher: http://www.holocaustsurvivors.org/data.show.php?di=home&da=survivors&ke=2

Jeannine Burk: http://www.holocaustsurvivors.org/data.show.php?di=home&da=survivors&ke=5

Shep Zitler: http://www.holocaustsurvivors.org/data.show.php?di=home&da=survivors&ke=4

http://www.holocaustsurvivors.org/data.show.php?di=home&da=survivors&ke=2

Class Materials For the rest of the unit

Holocaust Video Response

Directions: 1. Read over the story about your group’s holocaust survivor.

2. Answer these questions on the bottom and back of this paper.

a. What is your survivor’s name?b. How old were they during the holocaust?c. How old are they now?d. What happened to them during the holocaust?e. How did they survive?f. What did they do after the holocaust?g. Are they still alive?h. What do you think the holocaust was like?i. What do you think you would have done if you were in their shoes?j. If you could ask the holocaust survivor one question what would it be?

3. Write in complete sentences because you will be using these answers to fill in the story map

4. Get a story map and write what you will say in the video (IN ORDER) on the story map sheet.

5. Turn in the sheet at the end of class

6. RECORD VIDEO RESPONSE ON FLIP-CAM ON MONDAY! Be ready…

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