Professional Documents
Culture Documents
will be helping students to fill out a timeline graphic organizer students also
working together to help organize the series of events leading to WWII.
Summative: On March 11, 2016 students will be presenting their projects to the
class, everyone giving comments cards on their peers presentations then writing
down a reflection on well they presented the information, the quality of their poster
and the connections between their poster and the model they created.
STANDARDS
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.
A1. e. Utilize media relevant to audience and purpose that extend and support oral,
written, and visual communication.
A1. g. Develop a clear well -supported position.
Rationale: Students will be meeting these standards mainly through the
presentations and the writing of the essay where they must develop a clear position
on the textual evidence gained fro analyzing primary and secondary sources and
defend that position.
Instructional Strategies to Differentiate Instruction
I will be using direct instruction during this lesson as well as small group work
coupled with graphic organizers and primary documents. I will also be using
various types of presenting the information such as video, visual, audio, and my
own definitions (specifically focused on connecting the content to the students
lives.) I will also be using prompting questions to incite group discussions and
group activities as well as allowing students in-class time to work on projects
Modifications/Accommodations/Extensions:
The students are in a College Prep class, so despite being diverse students, the only
real struggle is focusing their motivation. One student requires a modification of
more time to read and write with the materials. I will be doing a variety of
activities in mixed group types that will help the students in these particular classes
because they more effectively learn the content in small groups or by themselves. I
will be offering my help and accommodating whenever and wherever I am able.
Some students may need to have clarification on some concepts, so I will provide
multiple means of displaying those or explaining those. Other students might
require multiple check-ins to make sure that they remain on task, specifically some
students in Period 1. Given some people have been absent, I will be using their
work time to help catch those people up. For those that have missed a considerable
amount of class without access to our Google Site I will be having them only
construct a poster about the particular New Deal program they might use.
Materials, Resources and Technology
Laptops
Projector
Timeline
Paper for Notes
Essay Rubric/ Directions
Project Checklist
Reflection: Both of these lessons went went enough, I do think that again I
need work on being more explicit with what exactly I want from the students.
The timeline graphic organizer was something they werent really sure how I
wanted them to use it at first, but once they got in the graphic organizer I think
it really helped them to see what key ideas really helped spark the conflict of
World War II. I wish that I had switched around the order in which I did things,
because looking back it made more sense to do the projects first and then WWII
but in either instance I was working against the clock due to less time on Friday.
My logic was to pick the day that they would be more focused for WWII
information and that just happened to be Wednesday. In terms of the Projects
the students did really well on connecting their models and I was pleased to see
that overall that having them cut loose really did work well and they seemed to
have fun doing that.