KTIP Lesson Plan – MIDTERM EXAM – SUMMATIVE
ESE 549/749 Secondary Social Studies Teaching Methods
Fall 2011
■ You will create a lesson plan for the following KY Social Studies Core Content Item.
SS-HS-5.2.6
Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender
equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g.,
McCarthyism, U.S. involvement in Vietnam).
■ Type your lesson plan on this form. Print and bring to class Oct. 19.
■ Refer to your Bring Learning Alive textbook and Common Core State Standards for Literacy in Social
Studies as you create this lesson.
■ Keep in mind that this mid-term test is designed to measure the following:
A. Your ability to plan a lesson in which activities and assessments are aligned to
standards and objectives.
B. Your ability to meet the needs of diverse students
C. Your ability to address literacy in social studies.
D. Your application of teaching strategies presented in the Bring Learning Alive textbook and in class.
Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content
knowledge and Standard 2: The teacher designs and plans instruction.
Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Ashley Johnston
Date: 10/19/11
Cycle:
# of Students:
Age/Grade Level: 16-17/ Juniors
Content Area: U.S. History
Unit Title: Results of World War II on America
Lesson Title: Post World War II: The search for Equality Continues…
Lesson Alignment to Unit:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
Follow the models of the ACT-style essential questions or the Understanding by
Design/Wiggins essential questions
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies,
Kentucky Core Content, and/or Kentucky Core Academic Standards.
c) Describe students’ prior knowledge or focus of the previous learning.
Explain what students learned in the previous units or other classes that will apply
to this unit. Be sure to address content AND skills
d) Describe summative assessment(s) for this particular unit and how lessons in this unit
contribute to the summative assessment.
TYPE YOUR ANSWERS HERE:
 In what ways did the inclusion of African Americans in various units of
the military stimulate the Civil Rights Movements directly following
World War II?
 In what ways did WWII contribute to the women’s rights movement?
SS-HS-5.2.6
Students will explain and give examples of how after WWII, America
experienced economic growth (e.g., suburban growth), struggles for racial
and gender equality (e.g., Civil Rights Movement), the extension of civil
liberties (e.g., desegregation, Civil Rights Acts) and conflict over political
issues (e.g., McCarthyism, U.S. involvement in Vietnam).
Students have already studied the politics involved in WWII. They have also
studied some of the specific details of WWII, such as economic and social changes
in America while the war was in progress. The students also have an
understanding of African Americans participation in the war at various levels,
from cooks to pilots. The class has also covered the women’s involvement in
industry during the war.
The students are experienced primary source analyzers. The students also keep a
daily notebook that includes pictures and writing entries. They are also capable
note takers with specific experience completing Cornell style notes, Venn
diagrams, and graphic organizers. The students are also responsible for the
organization of their work. I take up each students’ work in a three prong folder
at the beginning of every exam day so they can have their notes to study.
The summative assessment will include multiple choice, short answer, and an essay
prompt.
describe what type of exam or summative assessment you plan to give at the end of this
unit
e) Describe the characteristics of your students identified in Task A-1 who will require
differentiated instruction to meet their diverse needs impacting
In my class, I have 2 diverse students.
instructional planning in this lesson of the unit.
Consider what adjustments will be required to meet the needs of the students described.
Be sure to refer to the Bring Learning Alive text for ideas, especially these sections:
Creating a Cooperative Tolerant Classroom – p. 135-160
“How to Adapt Lessons to Meet your Students’ Special Needs” p 174 - 181
Lesson Objectives/
Learning Targets
Objective/target:
Students will be able to correlate African American
soldiers experiences in World War II with their push
for equality post WWII.
Diverse Student A does not read on an 11th grade reading level. He reads on a
5th grade reading level and especially struggles to learn new vocabulary
words.
Diverse Student B is new exchange student from China. She has excellent
academic skills and reads English very well. But, she struggles to use correct
grammar when writing in her second language (English) and she is very shy
about speaking in English in front of the class.
Assessment
Assessment description:
Journal entry- the students will respond to the visual
cues presented about African Americans’ economic
difficulties after WWII. (formative)
Presentations- the students will either present or
respond in their notes about African American
Veterans before and after the end of WWII.
(Summative)
Exam- Will review the material and assess the
students’ knowledge of continent. (Summative)
Notes from lecture and primary source analysis- the
students will listen to the lecture and take notes, they
will also respond and synthesize the information
covered in their own works to form conclusions of the
material. ( formative)
Assessment Accommodations for:
Diverse Student A – For the presentation part I will
assign him to be the presenter. I will also grade his
note sheets more leniently due to his limited
vocabulary skills.
Diverse Student B – For the presentation I will assign
her to be the leader for her group. This will allow her
the opportunity to use her academic skills and
practice speaking English in a small group.
Instructional Strategy/Activity
Strategy/Activity: Opener activity will show the
changes in careers many African American Veterans
experienced.
The discovery lecture will show war and civilian
experiences of the African American soldiers
following WWII.
The processing assignment will cover this information
in presentations and primary source analysis.
Activity Adaptations for :
Diverse Student A – During the discovery lecture the
student will be asked to participate in the act it out to
maintain participation points. The student will also
be given the script in advance with an audio file for
practice.
When completing the primary source analysis portion
of the processing assignment he will be given his own
set of sources and an audio file. I will allow him to
listen to the audio file on the computer while he
reviewed his selected sources. I would try to chose
sources that would be on reading level closer to his
ability. I would also provide a full list of vocabulary
for all of the sources for him to keep and review for
further understanding.
Diverse Student B – During the visual lecture I will
discuss her participation prior to the activity and
encourage her to contribute to the discussion. I will
tell her to nod at me if she does decide to participate in
the discussion.
Media/technologies/resources:
Prezi Presentations and Power Point presentation.
Objective/target:
Students will be able to critique African American
soldiers treatment in America following WWII.
Assessment description:
Journal entry- the students will respond to the visual
cues presented about African Americans’ economic
difficulties after WWII. (formative)
Presentations- the students will either present or
respond in their notes about African American
Veterans before and after the end of WWII.
(Summative)
Exam- Will review the material and assess the
students’ knowledge of continent. (Summative)
Notes from lecture and primary source analysis- the
students will listen to the lecture and take notes, they
will also respond and synthesize the information
covered in their own works to form conclusions of the
material. ( formative)
Assessment Accommodations for:
Diverse Student A – For the presentation part I will
assign him to be the presenter. I will also grade his
note sheets more leniently due to his limited
vocabulary skills.
Diverse Student B – For the presentation I will assign
her to be the leader for her group. This will allow her
the opportunity to use her academic skills and
practice speaking English in a small group.
Strategy/Activity: Opener activity will show the
changes in careers many African American Veterans
experienced.
The discovery lecture will show war and civilian
experiences of the African American soldiers
following WWII.
The processing assignment will cover this information
in presentations and primary source analysis.
Activity Adaptations for :
Diverse Student A – During the discovery lecture the
student will be asked to participate in the act it out to
maintain participation points. The student will also
be given the script in advance with an audio file for
practice.
When completing the primary source analysis portion
of the processing assignment he will be given his own
set of sources and an audio file. I will allow him to
listen to the audio file on the computer while he
reviewed his selected sources. I would try to chose
sources that would be on reading level closer to his
ability. I would also provide a full list of vocabulary
for all of the sources for him to keep and review for
further understanding.
Diverse Student B – During the visual lecture I will
discuss her participation prior to the activity and
encourage her to contribute to the discussion. I will
tell her to nod at me if she does decide to participate in
the discussion.
Media/technologies/resources:
Prezi Presentations and Power Point presentation.
Objective/target:
Students will be able to appraise WWII’s effect on
the Women’s Right’s movement.
Assessment description:
Presentations- the students will either present or
respond in their notes about African American
Veterans before and after the end of WWII.
(Summative)
Exam- Will review the material and assess the
students’ knowledge of continent. (Summative)
Notes from lecture and primary source analysis- the
students will listen to the lecture and take notes, they
will also respond and synthesize the information
covered in their own works to form conclusions of the
material. ( formative)
Assessment Accommodations for:
Diverse Student A – For the presentation part I will
assign him to be the presenter. I will also grade his
note sheets more leniently due to his limited
vocabulary skills.
Diverse Student B – For the presentation I will assign
her to be the leader for her group. This will allow her
the opportunity to use her academic skills and
practice speaking English in a small group.
Strategy/Activity: The visual discovery lecture would
introduce the struggles of women in the work place
and at home after WWII.
The processing assignment will allow students to
examine primary sources on the topic and create or
listen to presentations on the topic.
Activity Adaptations for :
Diverse Student A – During the discovery lecture the
student will be asked to participate in the act it out to
maintain participation points. The student will also
be given the script in advance with an audio file for
practice.
When completing the primary source analysis portion
of the processing assignment he will be given his own
set of sources and an audio file. I will allow him to
listen to the audio file on the computer while he
reviewed his selected sources. I would try to chose
sources that would be on reading level closer to his
ability. I would also provide a full list of vocabulary
for all of the sources for him to keep and review for
further understanding.
Diverse Student B – During the visual lecture I will
discuss her participation prior to the activity and
encourage her to contribute to the discussion. I will
tell her to nod at me if she does decide to participate in
the discussion.
Media/technologies/resources:
Prezi Presentations and Power Point presentation.
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
We will start the lesson with a preview assignment focusing on two images. The images that I display will include a prestigious looking pilot and a down trotted man cleaning the
street with a broom. Under the pictures there will be a prompt: Complete your own sketch of each of the men quickly. Label 2 or 3 major characteristics of each. Then write
which man you would like to be and explain why. Are there any characteristics or benefits of this man over the other man? The students will record their responses in their journal
by sketching their own versions of the pictures and then responding to the prompt. During the opener I will take attendance. After most of the students are done I will call on 3 or
4 students randomly from the roster to come and write some of the characteristics they wrote down for each of the pictures. I will be sure to call on diverse student B so that she
can participate without having to speak in front of the class. Then I will discuss how a pilot’s average monthly income today is almost 6,000 dollars and a cleaning worker who
makes minimum wage will typically make less that 1,500 dollars a month. We will then discuss social views, stereotypes, and overall status that come with each of the jobs
presented. I will wrap up the introduction by then showing a Tuskegee Airman and a man in the same time period doing a remedial low class job. Then I will tell the students that
the pictures portray the reality of the end of World War II for many of the minorities coming home from war.
After completing the preview assignment I will move into a visual discovery lecture. Before beginning the lecture I will show the students how I want them to take notes for this
particular lecture. I will show them how I want their notes taken by placing a piece of note book paper with columns and spaces I have pre-prepared on the projector. The page
will be set up similar to Cornell Style and will include three columns: Short description of pictures or group of pictures, initial thoughts, and class conclusions. There will be a
multitude of rows with a large row at the bottom for the students to sum up their thoughts. I would let them know that their notes would be graded on completion and proper
organization. Instead of doing a traditional power point presentation I will present a Prezi presentation. The prezi presentation will allow me to group pictures of each minority
together, provide better labeling, should be more entertaining, and I will be able to post the Prezi online with specific teacher notes for the students to view at any time if they wish.
The visual discovery lecture will have a combination of African American soldiers and citizens, working women, political cartoons, and any other pictures necessary to tie the
presentation together. While going over the visual discovery lecture I will make sure to make eye contact with students and call on students randomly to respond. Prior to
presenting this presentation I will talk with diverse student B discreetly and tell her that I would really enjoy hearing her thoughts during the presentation and I would encourage
her to participate. I would also remind her that participation in classroom activities is part of her grade. I would tell her that when she felt comfortable to respond to one of the
slides to nod her head to signal me to call on her. I will use a variety of questions to stimulate students’ responses. I will use spiraling questioning. Some of the questions I will
use are below:
Level 1:
What do you see in this picture?
What stands out in the picture?
Why do you think the picture was taken?
Level 2:
When do you think this picture was taken?
Where do you think this picture was taken?
Who are these people?
Level 3:
What actions are taking place in this photo?
-These questions will be more specific based on the particular photo and exactly what the students have said in their responses.
My presentation will include an act it out picture. The picture will include a white man, an African American man, and a working Woman. For this activity I will call on
volunteers. I will prepare a short simple script prior to the activity for the students. The script will have the characters talking about their struggles after WWII as they attempted to
acclimate back to normal life. One of the students I will chose to present will be diverse student A. A couple days prior to this activity I will provide him with a copy of the script
discreetly and read it over with him, answering any questions he may have. I will also offer to provide him with a copy of the script on an auditory file so that he can listen to it
when he practices it. I will also tell him that he needs to volunteer for this activity to maintain his participation points. After the act it out I will sum up the information we
covered in the slides and allow a couple of minutes for the students to sum up their thoughts over the presentation to complete their notes.
The processing assignment that I would use for this lesson would be to complete a large project covering a wide range of information. This project would take place over a four
day period. The first day activities would be individual assignments to allow the students to gain a better understanding of the first hand accounts of the minority groups. To start
this project I would assign each student a minority group to do their primary source analysis. I would do this by having the students count off. All of the odd numbers would
research African americans and all of the even numbers would research women. I would then provide the students with a copy of directions detailing the assignment. I would then
carefully go over the assignment requirements and make sure everyone understood what was expected. I would then do an example summary over the projector of Trumen’s
Executive Order 9981. I would have a set of readings in a folder prepared for each group. I would place the readings for each group at three different areas in the classroom so the
students could take turns reviewing the material. The readings would include memoirs, speeches, interviews, and short excerpts of biographies from real people that experienced
the aftermath of WWII in America. Prior to this activity I would review each of the sources, highlight difficult words, and staple a copy of the words defined to the source. I
would have each student read at least three of the primary sources. For each reading the students completed they would be responsible for writing at least a five sentence summary.
For each summary there needed to be a heading including the author, title, and date of publication. I would also require each student to choose at least ten vocabulary words they
found difficult from the sources and rewrite the word, compose a definition in their own words, and use the word in an original sentence. During this activity I would walk around
and answer any questions the students had and I would monitor the classroom volume level.
The second day I would have my classroom set up for group work. Before the beginning of class I would have a seating chart posted on the projector in front of the class and as
the students entered I would instruct them to look at the overhead for their name, seat, and assigned role. Due to the large volume of work assigned on the first day some of the
students may not be done with their analyzing assignment so I would allow time for them to complete work (approximately 10-15 minutes). For the group assignment that the
students would be completing I would set up the groups in heterogeneous mixtures. All of the groups are pre-assigned and include assigned individual roles. There will be a
presenter, a leader, a recorder, and an art supervisor. The work sheet will have specific responsibilities of each role. The whole group will be responsible for discussing their topic
and contributing to the creation of their final product. Each group would be assigned a topic of presentation for further understanding. Two groups would present on African
American World War II veteran’s treatment during and after WWII, one group would present on propaganda for women workers during WWII, one group would present on
propaganda for women after WWII, one will present on economic conditions for minorities during the war, and one will present about economic conditions for minorities after the
war. Each group will be required to complete a Prezi presentation of their own. I will provide research materials from the library and allow the groups to take turns on the
computers in the classroom for research. The students will work on their research for the remainder of the day and plan their Prezi presentation. The recorder will be responsible
for turning in a summary of information the group plans to cover and notes for what the group plans to present in their Prezi. I will take up the note sheet on this day and make
copies for the other group members prior to the next class meeting.
The third day of the processing assignment will be held in the computer lab. All of the groups will work on creating their presentations. I will walk around during their work time
to monitor progress and assist if needed.
The fourth day each group will present their presentations. The presentations will be graded based on a holistic rubric. During the presentations all of the students will be
required to take notes in an organized form. I will make sure the students understand they will be graded on completion and organization of their notes. After all of the groups
present I will briefly discuss points each group made to reiterate their main points. I will also pass out a group evaluation sheet to each student so they can rate the performance of
their fellow group members. I will also post the web pages of each of the students’ Prezis on a common site so the students can review the material if they wish.
The class period after the completion of the processing assignment the students would complete an exam. I would start by taking up each students work for the unit. Then
administer the test.
Literacy activity/strategy –The journal entry and note summaries provide opportunities for students to practice their writing skills. The primary
source analysis portion of the processing assignment introduces the students to new vocabulary and requires reading. The exam will contain an
essay response that will require the students to practice their writing skills.
Common Core State Standards for Literacy in Social Studies:

RH.11-12.2. 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.
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies
among sources
Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content
knowledge and Standard 2: The teacher designs and plans instruction.
Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Brittany Ash
Date: 10/19/2011
Cycle:
# of Students:
Age/Grade Level: 16-17 years old, 11th grade
Content Area: U.S. History
Unit Title: “A Change is Gonna Come”- The Civil Rights Movement of the 1960’s
Lesson Title: Civil Disobedience and The Civil Rights Movement
Lesson Alignment to Unit:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
Follow the models of the ACT-style essential questions or the Understanding by
Design/Wiggins essential questions
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies,
Kentucky Core Content, and/or Kentucky Core Academic Standards.
c) Describe students’ prior knowledge or focus of the previous learning.
Explain what students learned in the previous units or other classes that will apply
to this unit. Be sure to address content AND skills
d) Describe summative assessment(s) for this particular unit and how lessons in this unit
contribute to the summative assessment.
describe what type of exam or summative assessment you plan to give at the end of this
unit
e) Describe the characteristics of your students identified in Task A-1 who will require
differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
TYPE YOUR ANSWERS HERE:
What methods of protest did the activists used at the start of the Civil Rights
Movement?
What was the reasoning behind using this method of protest?
SS-HS-5.2.6
Students will explain and give examples of how after WWII, America
experienced economic growth (e.g., suburban growth), struggles for racial
and gender equality (e.g., Civil Rights Movement), the extension of civil
liberties (e.g., desegregation, Civil Rights Acts) and conflict over political
issues (e.g., McCarthyism, U.S. involvement in Vietnam).
Students will already have general knowledge of the Civil Rights Movement
from previous lessons and other classes. Students will have previously learned
about Brown vs. Board of Ed and Plessey vs. Ferguson. . They will have the
understanding of what the activists were fighting for and the changes they were
attempting to make. The students will already have previous knowledge of
some of the main figures of the movement like Rosa Parks and Martin L. King
Jr. Students will also have critical thinking skills required to analyze the
methodology of the protests and the reasoning behind using the civil
disobedient method.
At the end of the unit the students will be taking an exam made up of selected
response questions and constructed response questions. The selected response
portion of the exam will include multiple choice, true/false and contrasting
concepts binary choice questions. The constructed response portion of the exam
will include fill in the blank, short answer and essay questions. The content of
this unit will be directly reflected on this summative assessment.
In my class, I have 2 diverse students.
Consider what adjustments will be required to meet the needs of the students described.
Be sure to refer to the Bring Learning Alive text for ideas, especially these sections:
Diverse Student A does not read on an 11th grade reading level. He reads on a
5th grade reading level and especially struggles to learn new vocabulary
words.
Creating a Cooperative Tolerant Classroom – p. 135-160
Diverse Student B is new exchange student from China. She has excellent
“How to Adapt Lessons to Meet your Students’ Special Needs” p 174 - 181
Lesson Objectives/
Learning Targets
academic skills and reads English very well. But, she struggles to use correct
grammar when writing in her second language (English) and she is very shy
about speaking in English in front of the class.
Assessment
Instructional Strategy/Activity
Objective/target:
Assessment description:
A. Preview Assignment- Journal Entry- Provocative
Strategy/Activity:
A. Preview Assignment- Journal Entry- Provocative
Students will be able to identify and describe civil
disobedient protest methods employed by The Civil
Rights activists.
Situation
 Students will be responding to a prompt
describing the treatment that the Civil
Rights activists faced. They will be
required to describe how they would have
personally responded to the treatment, and
how they feel they would have interacted
with the people opposing them and their
movement.
Situation
 This will be the first assignment on the first
day of this lesson. It will be the second
lesson of the unit on The Civil Rights
Movement. The students will place their
responses in their personal journals and will
share them with the class upon my request.
B. During this initial lecture students will complete
a note taking guide.
B. Skeleton Note Taking Guide
Formative or Summative?
Formative
Assessment Accommodations for:
Diverse Student A
A. Student A will be provided with an adjusted
prompt that is on his reading level. On this printed
prompt terms that could be difficult for this student.
This student will also be paired with a partner of an
accelerated reading level, so they will be able to
assist him. I will also be available for the student
for needed clarification. This assignment will not be
graded for grammar and spelling, simply for
completion.
B. Student A will be provided with a note taking
sheet that is already filled out. This sheet will also
have pre-defined terms that could be difficult for the
Activity Adaptations for :
Diverse Student A
A. Rather than simply displaying the question for
this student I will provide him with a typed copy of
the question in terms that will be more workable for
this student. On the sheet I will also define any
words that would cause a problem for this student. I
will also read the prompt aloud and make sure that
the student understands what is being asked of him.
I will also follow up with this student during the
allotted time for response to make sure he is on
track. This assignment will not be graded for
grammar and spelling, it will simply be graded for
completion and content. This student will also be
paired with a partner of high level reading and
writing skills that will be able to help this student
during the assignment.
student.
Diverse Student B
A. This student is very confident and skilled and
reading and writing English so no adjustment to the
prompt will be necessary. I will provide the student
with a written copy of the prompt to ensure that she
fully understands what is being asked of her. This
student will also be paired with a classmate that is a
good writer that will be able to help this student with
grammar and phrasing issues.
B. This student will be capable of following along
with my lecture so no modifications to the note
taking sheet will be necessary.
B. This assignment will be graded for participation
so if the student is participating in class he will
receive credit for this assignment. I will check with
him after class to make sure that he followed along
with the content and field any questions he may
have in private.
Diverse Student B
A. The journal entry will not be graded so I will
check this journal entry from completion only. As
long as the student is getting the main topics and
points of this preview assignment. I will check this
journal entry as the student writes it to make sure
they are making a valiant effort at using correct
grammar. The grade of the assignment will not be
determined but grammar and spelling. This student
will also be assigned a partner that will be able to
help them during this entry to help clarify anything
if the student needs it. I will also be readily
available for the student to field any questions that
make come up.
B. This note taking sheet will not be graded, as long
as the student fills the note taking sheet out they will
be given participation credit. In order to make sure
this student understands the content. I will check
the note sheet after class to make sure that the
student has properly filled out the information. This
student will also have a partner that will be able to
help them if there is confusion during the note
taking process.
Media/technologies/resources:
PowerPoint Presentation (Overhead Projector)
Library of Congress Website for Historical Images
(www.lov.gov)
Civil Rights Movement Images (Google Image
Search)
Objective/target:
Assessment description:
Strategy/Activity:
Students will be able to analyze the civil disobedient
methods that the Civil Rights activists used to
protest during the Civil Rights Movement.
A. Processing Assignment- Civil Disobedience
A. Students will be making a poster to chronicle a
Poster Presentation and Small Paper Assignment
famous or well documented protest event of the
Civil Rights Movement that used a civil disobedient
method. Students will be placed in groups of 3-4
and will be assigned a civil disobedience example
from the Civil Rights Movement. I will also assign
roles within the group. They will be making a
poster describing the event, what took place, what
people were protesting, what was the reaction to the
event. The students will then individually write a
small 1-2 page paper describing the positives and
negatives of the event, and whether they feel it was
successful for the cause.
Formative or Summative?
Formative
Assessment Accommodations for:
Diverse Student A
A. This student will be placed in a mixed ability
level group. Each student will have a role. I will
make this student responsible for making the poster
part of the project. Each student will be required to
do research so I will provide him with documents
that I have already modified to his reading level so
he will be able to actively participate in the research
process. If any further clarification is needed I will
always be available to help.
Diverse Student B
A. This student will be placed in a mixed ability
level group. Each student will have a role. I will
make this student responsible for a role that does not
include presenting this information to the class.
Another group member will be assigned that role.
Each student will be required to do research and
since her English reading level is high and she is a
good student I do not foresee any problems. If there
is an issue during the research process her group
members will be able to help her out on a minor
scale. If any further clarification is needed I will
always be available to help.
Activity Adaptations for :
Diverse Student A
A. I will discuss this assignment at length with the
class verbally to make sure that everyone, including
this student knows what the assignment is about. I
will also provide all of the students with a rubric and
points breakdown of the assignment so each group
member knows what they are responsible for. When
it comes to the paper assignment every student will
be required to turn in a rough draft so I will be able
to help this student in the writing process. This
student will be responsible for the creative portion
of the actual presentation project so the reading level
will not be a crucial to this portion of the project.
Diverse Student B
A. I will discuss this assignment at length with the
class verbally to make sure that everyone, including
.
this student knows what the assignment is about. I
will also provide all of the students with a rubric and
points breakdown of the assignment so each group
member knows what they are responsible for. When
it comes to the paper assignment every student will
be required to turn in a rough draft so I will be able
to help this student in the writing process. This
student will be able to gather the information for the
paper assignment, the grammar and structure of the
paper will be the issue that will need to be
addressed. The most difficult issue with this student
in speaking English in front of others, so making
this student not responsible for the classroom
presentation will allow this student to further focus
on her portion and not be concerned about the public
speaking aspect.
Media/technologies/resources:
PowerPoint Presentation (Overhead Projector)
Library of Congress Website for Historical Images
(www.loc.gov)
Civil Rights Movement Images (Google Image
Search)
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1. Preview Activity- Journal Activity- Provocative Situation (Day 1 of lesson)
 Before students enter the classroom bring up the lesson PowerPoint and project so the students will see it when they enter the room.
 The first slide should read “Essential Questions… What methods of protest did the activists used at the start of the Civil Rights Movement? What was the
reasoning behind using this method of protest?”
 After the students enter the classroom, settle them down and read these questions to them.
 Go to the next slide that has the journal entry question on it. The slide will read “How would you have responded in this situation”. After switching to this
slide I will read this situation to them. “Imagine you are a black American in 1960. You walk into a diner in Mississippi and you are refused service, you
have to use a different water fountain and bathroom than your white co-workers, classmates and neighbors. The public schools you are attending are in no
way equal to the schools that the white students are attending. On a daily basis you are called names and treated like a second class citizen. To combat
these problems you join the civil rights activists and begin to protest the treatment. In doing so, the way people treat you becomes even worse. Now
people hit you, spit on you, throw food on you, the police are not protecting you, and in some cases they are treating you horribly as well.”


Prompt the students with verbal instructions, “Take about 5 minutes and respond to this prompt in your personal journals. Be sure to include as much
detail as possible. Some of you will be called on to share your responses.”
Allow for students to respond in their journals and then ask for volunteers to share their responses. If no student volunteers to share, then begin calling on
students as random. Take three or four responses then begin to enter the lecture.
2. PowerPoint Lecture- “Civil Disobedience in the Civil Rights Movement”
 Bring the slide of the Essential Questions back up and introduce the topic of the new content, Civil Disobedience and Non-Violent Protest during the Civil
Rights Movement.
 Pass out the skeleton note taking guide.
 This lecture will give the students the essential information about the use of civil disobedience and the reason that was given for using this method of
protest during this very hostile time period in U.S. history.
 The PowerPoint slides will prompt the students with visuals of the people, concepts, and terms presented during the lecture. The slides will also contain
bits of important information but will not be a teleprompter for the instructor’s lecture.
 The note taking guides will follow the lecture that is being given. So there will be a flow of information and the students will be able to receive the
material.
 Throughout the lecture prompt the students with questions about prior knowledge of the content.
 If no one volunteers, select the students at random to share information that they know, of have previously learned about the Civil Rights Movement and
the methods that were used
 This presentation will be filled with primary source photos to give the students an actual visual to go the content.
 Throughout the lecture ask the students to interact with the material by giving the opportunities to predict what they think the result of certain actions will
be.
 Present the slides about what civil disobedience means and why it was used during the Civil Rights Movement
 Ask the students if they feel other methods could have been used to have had a greater impact on the movement.
 Present the slides of example of where civil disobedience was used (Freedom Riders, Bus Boycotts, Lunch Counter sit-ins, etc.)
 Get the students opinions on the event and if there was anything that could have happened that would have made the protest more effective.
 At the end of the lecture ask the students if they missed any of the information required to fill in the blanks on their note guide.
 If students did miss any information ask the students who got the information to verbally share the correct answer with the class so the students who
missed in information will be able to fill in their not sheet.
 After all of the students have stated that all of their note sheets are complete, go around the room and give 5 participation points if the student has their
note sheet correctly and completely filled out.
3. Processing Assignment- “Well Known Acts of Civil Disobedience Presentation”
 Teacher will provide a handout to the students that give them directions for this assignment, the scoring rubric for this assignment will be attached.
 Prompt students to read the directions silently.
 Then read the directions and prompt to the students.
 PROMPT- “We have discussed many different examples and events that used the civil disobedience method of protest during the Civil Rights Movement.
There are many instances of this protest method during this time period and you will be personally exploring them.”
 DIRECTIONS- “Students will be broken up into groups by the teacher and assigned a specific event to investigate. Each student will be give a specific
role to play within the group and each student will contribute to the research process. The group will make a poster about the event. The information that
needs to be included on the poster will be who, what, where, when, why, and how of the event. After the group has completed their research and presented


their project each member of the group will be responsible for a 1-2 page paper describing whether they personally feel the protest was successful at
accomplishing what they set out to change with that event. Each student will have to use evidence to support their personal opinion.”
Tell the students that the project will be worth 75 points and the paper will be worth 25 points. They will have one week to complete the assignment.
Discuss the scoring rubric and make sure students understand what they will be scored on. Stress the importance of the historical context of the
presentation and paper project.
Instruct the students that they will be working on this assignment in class and some on their own time and if they need help the teacher will be available for
advice and to field questions upon request.
Literacy activity/strategy
I will re-enforce literacy throughout the entire lesson. The most important aspect of literacy will be addressed during the assigning of the processing assignment.
During this assignment the students will be required to look at primary source material and will be required to look at various sources to gather the information for
their project. Prior to the students working on the project I will give them a list of possible sources they could use for their projects, to ensure the validity of their
sources. I will also practice with them how to read a primary source for the most important information. We will discuss what primary sources are and how
different types of primary sources include different types of information. I will tell the students to take notes as they are reading during their research so they will
be able to look back and retain the information easier. I will also tell the students that if they find a word that they do now know, they should write it down and
look it up. Then they will be bringing this list to me to make sure that they understand the text of their research. I will encourage the students to use the KWL
strategy during their research and everyday class reading. Also during the research process I will provide the students with a list of guide questions that will allow
them to be aware of the most important information they will be looking for in their research process.
Common Core State Standards for Literacy in Social Studies:
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.
2. 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.
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
10. By the end of grade 12, read and comprehend history/social studies texts in grade 11-CCR text complexity band independently and proficiently.
Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content
knowledge and Standard 2: The teacher designs and plans instruction.
Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Emily Knight
Date: October 15, 2011
Cycle:
# of Students:
Age/Grade Level: 11th grade
Content Area: US History
Unit Title: The Early Decades of the Cold War (1948-1965)
Lesson Title: Fear and Suspicion: American Society and the Nuclear Threat
Lesson Alignment to Unit:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
Follow the models of the ACT-style essential questions or the Understanding
by Design/Wiggins essential questions
TYPE YOUR ANSWERS HERE:
Essential Questions:
What were the long-term foreign and domestic political ramifications of the decision by the
United States to use atomic weaponry to end World War II?
How were fears of Communism and a nuclear attack used to promote conformity in
society?
Unit objectives addressed by this lesson:
Students will be able to give examples of ways people in the United States prepared for a
possible nuclear attack.
Students will be able to explain the affect that a looming nuclear attack had on the
American public.
b) Connect the objectives to the state curriculum documents, i.e., Program of
SS-HS-5.2.6
Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
Students will explain and give examples of how after WWII, America experienced
economic growth (e.g., suburban growth), struggles for racial and gender equality
(e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil
Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in
Vietnam).
c) Describe students’ prior knowledge or focus of the previous learning.
Students have previous knowledge on WWII and America’s use of atomic bombs against
Hiroshima and Nagasaki in order to bring about the end of the war in the Pacific. They
also have previous knowledge of the fear of Communism in the United States from their
unit on the 1920s which included discussion of the Red Scare following the end of WWI
and the Bolshevik Revolution in Russia.
Explain what students learned in the previous units or other classes that
will apply to this unit. Be sure to address content AND skills
They also learned in the previous lesson about the rapid nuclear proliferation of both the
United States and the Soviet Union, and the policy of Mutually Assured Destruction
(MAD).
Through previous primary source exercises, students know how to assess the origin,
purpose, value, and limitations of primary sources.
d) Describe summative assessment(s) for this particular unit and how lessons in
this unit contribute to the summative assessment.
The summative assessment will be a unit test, comprised of multiple choice, short answer,
and open response questions.
describe what type of exam or summative assessment you plan to give at the
end of this unit
e) Describe the characteristics of your students identified in Task A-1 who will
require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
Consider what adjustments will be required to meet the needs of the students
described. Be sure to refer to the Bring Learning Alive text for ideas,
especially these sections:
Creating a Cooperative Tolerant Classroom – p. 135-160
“How to Adapt Lessons to Meet your Students’ Special Needs” p 174 - 181
Lesson Objectives/
Learning Targets
In my class, I have 2 diverse students.
Diverse Student A does not read on an 11th grade reading level. He reads on a 5th
grade reading level and especially struggles to learn new vocabulary words.
Diverse Student B is new exchange student from China. She has excellent academic
skills and reads English very well. But, she struggles to use correct grammar when
writing in her second language (English) and she is very shy about speaking in English
in front of the class.
Assessment
Instructional Strategy/Activity
Objective/target:
 Students will be able to give examples of
ways people in the United States prepared
for a possible nuclear attack.
 Students will be able to explain the affect
that a looming nuclear attack had on the
American public.
Objective/target:
 Students will be able to give examples of
ways people in the United States prepared
for a possible nuclear attack.
 Students will be able to explain the affect
that a looming nuclear attack had on the
American public.
Assessment description: Preview Assignment
(Responding to Visual Images)
Formative or Summative? Formative
Students will respond to the following prompt:
How does this film attempt to prepare people for
a nuclear attack?
Strategy/Activity: Students will view a Public Service
Announcement from 1954 on how to protect your home from a
nuclear attack.
Activity Adaptations for :
Diverse Student A – For Student A I will supply a definition list
of words used in the PSA that he might not be familiar with.
Assessment Accommodations for:
Diverse Student A – Student A will be given a
graphic organizer that he can fill out in which
he answers the same question, but it is broken
down into easy to understand steps.
Diverse Student B – For Student B I will provide a written
transcript of the PSA so that she is able to follow along with the
narration, as she reads English very well.
Diverse Student B – Student B will have the
option to draw a response to the prompt, write a
response in order to practice her written
grammar, or completing the same graphic
organizer as Student A and bulleting her
responses.
Media/technologies/resources:
http://www.authentichistory.com/1946-1960/4-cwhomefront/3civildefense/1-educating/1954_The_House_In_The_Middle.html
Assessment description: Experimental Exercise
and Guided Lecture
Strategy/Activity: Students will undergo a short experimental
exercise in which they experience the far reaching effects of a
nuclear attack in order to better understand the paranoia of
1950s America. Following this short exercise, there will be a
guided lecture over the material.
Formative or Summative? Formative:
Processing Assignment: Students will write a
journal entry for someone their age living in
1954. The entry should address what fears they
have regarding a nuclear attack and what they
do to prepare for an attack.
Assessment Accommodations for:
Diverse Student A – Student A may use all of his
reading guides to help him with this assignment
as well as his key terms sheet given to him at the
beginning of class to help him write his journal
entry.
Activity Adaptations for :
Diverse Student A – Student A will be provided with a note
taking guide with fill in the blanks to help him follow the lecture
notes, as well as any assigned readings.
Diverse Student B – Student B will be provided with a notes
handout that contains all the information of the lecture, in written
format, to allow her to read the material.
Diverse Student B – Student B will be given
extra time to complete this assignment and may
turn it in at the beginning of the next day’s class.
The extra time will allow her to use her ChineseEnglish Dictionary to carefully construct her
sentences without feeling rushed.
Media/technologies/resources:
Video Clips for Experimental Exercise:
(clip one)
http://www.youtube.com/watch?v=AtSt5XZ7fq4&feature=related
(clip two)
http://www.youtube.com/watch?v=L93f0ePO33E&NR=1
(blast radius map)
http://www.nuclearterror.org/blastmap/index.html
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
Preview Assignment:
For the Preview Assignment students will view the twelve minute PSA entitled The House in the Middle (1954). While they watch the PSA they will
consider the way the way the film attempts to prepare people for a nuclear attack. Students will be asked to think for a minute about what emotions
they felt watching the film (humor, confusion, etc) because it seems so extreme to modern generations, so far removed from the ever present threat of
nuclear annihilation. They will be asked to revisit this later in the lesson.
Experimental Exercise:
Before beginning the Experimental Exercise the students will be assigned to pre-class, teacher-selected groups of approximately 4-5 students. Each
group of students will be assigned a location in the classroom for them to gather, with one group sitting in the middle of the classroom and other
groups placed at various distances from that “middle” group. Each group will then be assigned different locations in the city of Richmond, KY. The
group in the middle of the classroom will be designated as Eastern Kentucky University, with another group being Madison Central High School,
another E.C Million Park, another as Irvine McDowell Park, and another as Lake Reba.
As the exercise begins, students are given a one minute warning that a Soviet plane has dropped a nuclear bomb somewhere over the central region of
Kentucky and that they have no time to evacuate and must take cover where they are (students will then get under a desk or table in their assigned
area). The lights in the room will be turned off and the blinds closed in order to better simulate “black out” procedures. After the one minute warning
time has passed, an explosion will play on the projector screen (a clip from the aerial view of Hiroshima at the moment of impact) followed by a
simulation of what they would see “on the ground”.
The teacher would then reveal the fates of each group (displayed on map showing effect zones):
“The bomb was dropped directly above the Eastern Kentucky University campus. Everything within 1/3 mile radius of campus is destroyed.
Everyone on campus, all the people in Irvine McDowell Park are dead. Anyone outside in those areas will be exposed to thermal heat blast that will
kill them instantly. Those inside will be somewhat shielded from the blast and thermal effects, but will be killed by the complete destruction of all
buildings due to the strength of the blast. All of this occurs 1 second after the detonation.
3-4 seconds after the detonation, the blast radius extends ¾ mile from the epicenter. Those affected include everyone at E.C Million Park, downtown
Richmond, and all the surrounding areas. People in these areas will be exposed to fatal doses of radiation, most of the buildings will be completely
destroyed, the area will be consumed by firestorm, and most people will either be killed or left seriously injured.
5-6 seconds after the detonation the blast radius extends 1 mile from the epicenter. Areas now affected include Madison Central High School. This
area will be greatly ravaged and destroyed by radiation and fires. Fires will continue to ignite and spread over the next 24 hours due to the thermal
heat of the blast. There will be numerous casualties.
For the people at Lake Reba, you are outside the initial blast radius, but the radiation will continue to move outward, contaminating the air you
breathe, the food you eat, and everything you touch. This could lead to cancer, radiation burns, and unknown genetic diseases and mutations that are
irreversible.”
Students will return to their seats in order to examine the exercise and participate in the guided lecture.
Discussion and Guided Lecture Notes:
Discussion Questions (class as a whole can verbally respond to the teacher, or jot down thoughts on their own):
What went through your mind during the 1 minute warning period?
How would it affect your daily life if you had to think about where you and your family would be at any given moment due to fear of a nuclear
attack?
How would you deal with the complete lack of control over your own fate?
Guided Lecture Notes:
Points for Quick Review
 Mutually Assured Destruction
 Nuclear Proliferation
 “First Strike” Capabilities
Preparing for Doomsday: Educating the People

Educating the American people and ensuring preparedness in the face of certain nuclear attack became a chief priority of the government
throughout the 1950s.
o Duck and Cover (1952) was movie shown to school children featuring Bert the Turtle who taught kids to duck and cover when they
saw the atomic flash. The movie was created with the help of the United States Civil Defense Branch.
o The House in the Middle (1954) is another example of a Civil Defense film.
 Who was the intended audience of the film?
 What was the explicit purpose of the film?
 What was the implicit purpose of the film?
 What is the historical value of the film?
Preparing for Doomsday: Drills
 As part of the “Duck and Cover” campaign that went along with the movie, drills were held in schools, as well as the community as a whole.
o During drills people practiced making their way quickly and calmly to a fallout shelter, or if one was not close by ducking and
covering to be somewhat protected.
 Would it really have worked? Maybe. Nothing would save people at the initial blast site, but people further away from the
blast that might otherwise be killed by the shockwaves and the falling debris may have been safer staying low to the ground
and attempting to shield their selves. Similarly, staying low to the ground might also have lessened the impact of the fireball,
but as it was never tested it is not known for sure whether “Duck and Cover” would have had any effect. It was primarily used
as a tool to stave off widespread panic, and at least create some sense of safety.
Preparing for Doomsday: Evacuations
 The Emergency Broadcast System (EBS), air raid sirens, and Thunderbolt sirens (similar to the tornado sirens we still have today) would alert
people of impending nuclear attacks.
 Evacuation plans were left up to cities. Portland, Oregon developed a plan in 1955 known as “Operation Greenlight” that allowed them to
completely evacuate the city in about 20 minutes.
Food for Thought:
Why was it important for the United States to educate people about ways to survive a nuclear attack, even if those methods of survival were untested
and in many cases unlikely to work?
Processing Assignment: Journal Entry
Instructions: Pretend that the year is 1954. You are a junior in high school and must deal with constant fear a nuclear attack. What are you afraid of?
How do you and your family prepare for an attack? Write a journal entry addressing these questions. Your journal entry should include these things:
 A date and location (ex. March 1, 1954 New York City, NY or April 1, 1954 Richmond, KY)
 An explanation of at least one major fear you have regarding a nuclear attack (radiation, fires, loss of life, loss of loved ones etc)
 An explanation of at least one step your family has taken to be prepared for an attack (fallout shelter, evacuation plan, fix up the house etc.)
 A hope for the future
Literacy activity/strategy –I will reinforce writing standards in the processing assignment by providing students with a rich experience to write
about and providing them with an authentic writing assignment. In order to strengthen the students’ grasp of writing standards, they need practice.
This activity provides them with that practice, and as it is a formative assessment, the chance to correct mistakes or even redo the assignment if
necessary.
Common Core State Standards for Literacy in Social Studies:
Write the standard from the Common Core State Standards for Literacy in Social Studies that you addressed in this lesson. (include the entire text for
the Grades 11-12 students.
Reading Standards for Literacy:
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
Writing Standards for Literacy:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
10. 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.
Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content
knowledge and Standard 2: The teacher designs and plans instruction.
Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Melissa Hendrickson
Date: October 19, 2011
Cycle:
# of Students:
Age/Grade Level: Juniors
Content Area: U.S. History
Unit Title: The Cold War
Lesson Title: McCarthyism
Lesson Alignment to Unit:
a) Identify essential questions and/or unit objective(s)
addressed by this lesson.
Follow the models of the ACT-style essential questions or the
Understanding by Design/Wiggins essential questions
b) Connect the objectives to the state curriculum documents,
i.e., Program of Studies, Kentucky Core Content, and/or
Kentucky Core Academic Standards.
c) Describe students’ prior knowledge or focus of the previous
learning.
TYPE YOUR ANSWERS HERE:
How are global political tensions exhibited through our everyday lives in the United States?
SS-HS-5.2.6
Students will explain and give examples of how after WWII, America experienced economic growth
(e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the
extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues
(e.g., McCarthyism, U.S. involvement in Vietnam).
Students have already begun learning about the Cold War and will therefore understand where this “red
scare” came from and how it fits in to the content. They have also had visual discovery lessons in the past
that will allow them to analyze an image that is shown to them.
Explain what students learned in the previous units or
other classes that will apply to this unit. Be sure to address
content AND skills
d) Describe summative assessment(s) for this particular unit
and how lessons in this unit contribute to the summative
assessment.
The summative assessment for this unit on the cold war will be a presentation of their choice. They can
either do an essay that will be presented to the class, or a visual assessment such as a poster or PowerPoint
that will be presented to the class.
describe what type of exam or summative assessment you plan
to give at the end of this unit
e) Describe the characteristics of your students identified in
Task A-1 who will require differentiated instruction to meet
In my class, I have 2 diverse students.
Diverse Student A does not read on an 11th grade reading level. He reads on a 5th grade reading
level and especially struggles to learn new vocabulary words.
their diverse needs impacting
instructional planning in this lesson of the unit.
Consider what adjustments will be required to meet the needs
of the students described. Be sure to refer to the Bring
Learning Alive text for ideas, especially these sections:
Diverse Student B is new exchange student from China. She has excellent academic skills and reads
English very well. But, she struggles to use correct grammar when writing in her second language
(English) and she is very shy about speaking in English in front of the class.
Creating a Cooperative Tolerant Classroom – p. 135-160
“How to Adapt Lessons to Meet your Students’ Special Needs”
p 174 - 181
Lesson
Objectives/
Learning
Targets
Objective/target:
Students will be
able to analyze
the process of
proving if
someone is a
Communist.
Assessment
Instructional Strategy/Activity
Assessment description: Preview Assignment on identify a
communist
Strategy/Activity: Identifying a communist game
Formative or Summative? Formative
Activity Adaptations for :
Diverse Student A – There isn’t any reading involved so this task should not
need an adaptation.
Assessment Accommodations for:
Diverse Student A – I will read the prompt aloud several times in
case he has difficulty reading it.
Diverse Student B – The discussing with a partner will give her the
chance to speak English and hopefully gain the confidence to share
her answer with the class. I will not call on her to give her answer
unless she is willing to volunteer. I will make sure to go over her
preview assignment with her afterwards.
Diverse Student B – I will not put her on the committee which will have to do a
lot of talking in front of the class.
Media/technologies/resources:
Objective/target:
Define the
concept of
McCarthyism
and relate it to
the Cold War.
Assessment description: Processing Assignment
Strategy/Activity: Visual Discovery
Formative or Summative? Formative
Assessment Accommodations for:
Diverse Student A – The assignment does not include reading so an
adaptation isn’t necessary.
Diverse Student B – The drawing assignment will allow her to
prove that she understands the content without having to struggle
to write about it.
Activity Adaptations for :
Diverse Student A – I would provide vocabulary terms for the passage about
the cartoon.
Diverse Student B – She reads very well so I would not need to make
adaptations.
Media/technologies/resources:
http://myloc.gov/Exhibitions/herblock/NaughtyNaughty/ExhibitObjects/YouM
eanImSupposedto.aspx?Enlarge=true&ImageId=062e5d7f-d90b-4545-b5d4c7fa64b31e27%3a229a5bb4-1b4f-40cb-8d39e547d40ecc6f%3a13&PersistentId=1%3a062e5d7f-d90b-4545-b5d4c7fa64b31e27%3a5&ReturnUrl=%2fExhibitions%2fherblock%2fNaughtyNa
ughty%2fExhibitObjects%2fYouMeanImSupposedto.aspx
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
BE SURE TO BE DETAILED. A stranger should be able to walk into your classroom and complete each step based on this description. Also – be
sure that you are explaining how the objectives will be met.
Your lesson should include the following:
BEGIN the lesson with a Bring Learning Alive Preview Activity
Carefully describe how students will learn new information.
END the lesson Bring Learning Alive Processing Assignment
1. Preview Assignment:
Students will respond to the prompt written on the board that says: Imagine you are on a committee in the 1950’s whose job it is to root out
Communists hiding in the United States government. How will you go about your job and decide if people are communists or not?
I will have them discuss their answers with a partner first.
Call on a variety of students to share their answers.
We will then discuss as a class how this process would relate to today and finding terrorists hidden within the United States
2. Review Essential Question: How are global tensions exhibited through our everyday lives?
We will review as a class the basic concepts of the Cold War and why the United States would be fearful of Communists inside the country and the
government.
3. Game to teach concept of McCarthyism:
I will explain the game to the students as such:
Each student will receive a note card with either the word Communist or regular citizen.
The students cannot share their character with each other.
Three of the student will be appointed to be the “McCarthy” committee and they will have a few minutes to discuss some questions they can ask the
students.
The “McCarthy” students will begin the game by accusing one student at random of being a communist. The group must work together to question
the student.
The rest of the class will then vote on if each student is a Communist or not based on their answers to whatever questions the committee comes up
with.
The students who are deemed communists will go to one side of the room, and the others will go to the other side.
At the end of the game, I will reveal to the students that there was not actually any card with the word communist on it, and that they actually created
the communists themselves.
4. Visual Discovery
I will put up an image of a cartoon that coined the term “McCarthyism”
I will then ask the students the following questions:
Level 1.
1. What words do you see in the cartoon?
2. Who are the people in the cartoon?
Level 2.
3. What issue do you think this cartoon is about?
4. What do you think the paint buckets represent?
Level 3.
5. What do you think the cartoonist’s opinion of the issue was?
6. How do you think this cartoon reflected the age in which it was published?
I would then give the students a handout of the summary of the cartoon and the historical background that goes with it:
Herblock (the cartoonist), in the cartoon that coined the term “McCarthyism,” depicts Republican Senators Kenneth S. Wherry, Robert A. Taft,
and Styles Bridges and Republican National Chairman Guy Gabrielson pushing the Republican elephant toward an election platform of a tar
and smear campaign. Within six weeks of Joseph McCarthy’s announcement that he had a list of 205 known communists, Herblock decried
the smear campaign that would occupy the country for more than four years.
Senator Joseph McCarthy and other American elected officials responded to the Cold War and the threat of Soviet expansionism by attacking
citizens who they perceived had ties to the Communist Party. Herb Block invented the term “McCarthyism,” but, as his cartoons show, he
inherently understood that the evils inflicted in the name of combating communism were not the work of McCarthy alone. He also castigated
other congressmen for using their political power to ruin private lives based on little concrete evidence. Among those Herblock challenged
were House Un-American Activities Committee members Richard Nixon, J. Parnell Thomas, Harold Velde, and Karl Mundt, as well as
McCarthy ally Senator William E. Jenner. Block perceived the dangers of an unchecked smear campaign by elected officials pretending to
defend America, and wrote, “They had been more interested in prosecutions—or persecutions—than they were in justice.” Block realized that
human lives and reputations were at stake and stood up to defend them.
After they have read it, we will discuss the cartoon in this new context. Students will discuss how the cartoon relates to McCarthyism and how they
understand the process to have worked.
5. Processing AssignmentStudents will have two options for a processing assignment. One will be a drawing assignment in which they will create their own cartoon depicting
McCarthyism in which they must define McCarthyism and use it within the context of the Cold War. The other option will be a eulogy for McCarthy
in which they must explain the term and use it in the context of the Cold War.
Literacy activity/strategy –In which part of the lesson will you teach /reinforce reading or writing skills? Describe how you, the teacher, will help
students improve their reading or writing skills in the lesson above.
Reading skills will be reinforced when they each read about the cartoon individually. Vocabulary terms will be given for difficult terms. After
reading, the discussion will clarify what they have read and make sure that they understand it.
Writing will be addressed through the preview and processing assignments. I will collect both assignments and comment on them before they are
returned to students. Having them discuss their answers on the preview assignment will also allow them to work through the writing process with
their partner.
Common Core State Standards for Literacy in Social Studies:
Write the standard from the Common Core State Standards for Literacy in Social Studies that you addressed in this lesson. (include the entire text for
the Grades 11-12 students.
Reading 2. 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.
Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content
knowledge and Standard 2: The teacher designs and plans instruction.
Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Cody Dean
Date: 10/13/2011
Cycle:
# of Students:
Age/Grade Level: Juniors/11th grade
Content Area: American History (Post WWll)
Unit Title: The Cold War
Lesson Title: The U.S. and Vietnam: The Most Complicated War Ever!
Lesson Alignment to Unit:
a) Identify essential questions and/or unit objective(s)
addressed by this lesson.
Follow the models of the ACT-style essential questions
or the Understanding by Design/Wiggins essential
questions
b) Connect the objectives to the state curriculum
documents, i.e., Program of Studies, Kentucky Core
Content, and/or Kentucky Core Academic Standards.
TYPE YOUR ANSWERS HERE:
What was the importance of the Vietnam War to the United States during the Cold War Era?
SS-HS-5.2.6
Students will explain and give examples of how after WWII, America experienced economic growth (e.g.,
suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of
civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism,
U.S. involvement in Vietnam).
c) Describe students’ prior knowledge or focus of the
previous learning.
Explain what students learned in the previous units
or other classes that will apply to this unit. Be sure to
address content AND skills
d) Describe summative assessment(s) for this particular
unit and how lessons in this unit contribute to the
summative assessment.
describe what type of exam or summative assessment you
plan to give at the end of this unit
e) Describe the characteristics of your students identified
in Task A-1 who will require differentiated instruction to
meet their diverse needs impacting
instructional planning in this lesson of the unit.
Consider what adjustments will be required to meet the
In the previous unit students developed an outline of the causes and consequences of WWII. The students will
be able to use the information that they interpreted in the WWII unit to understand that even though the
Vietnam War was not a World War it was a major war with long term consequences. Students will be using key
vocabulary from preceding lesions to analyze and interpret the events of the Vietnam War. Most units
previously covered in this class involve basic outlines of the United State’s relationships with other countries.
Students will develop a new critical analysis of the United States and their foreign relations with Vietnam in
addition to the nations that they have previously studied. In the WWII unit students were shown how to
perform research for short historical papers on a topic of their choosing as long as it was integrated into some
criteria of WWII. Students will use the research skills that they developed from the WWII research project to
complete another short research work in which case students are to use their research information to write a
letter to the government stating as to why or why shouldn’t America participate in war against North Vietnam.
The summative UNIT assessment will be over The Cold War unit. The type of summative assessment for the
unit will be a comprehensive exam covering an equal portion of all lesions in the unit. The equal portions will
not be dived in a percentage of questions per lesson on the exam but the percentage of points. This means that
out of 100 points on the exam 20 points would be used for each lesson in the unit therefore there is an equal
survey of information tested on the summative assessment. 20% of the test material present on the summative
unit assessment will be over America in the Vietnam War. Every lesson in the unit will be broken down into
20% portions of test material on the unit exam therefore there are 4 other central lessons in this unit which are:
America and Cuban Aggressions, The Race to Arm: America and the Soviet Union, McCarthyism, and
American Presidents and their Cold War Contribution. This unit will be focused on the United States
involvement with other nations in the effort to stop the spread of communism under the concept of containment.
The Vietnam War was a war that started in the result of North Vietnam and South Vietnam’s tensions that
escalated from the First Indochina War. (NOTE: The Indochina War will be addressed in a lesson before the
Vietnam War lesson and will provide a background on the reasons for tensions among the North and South
Vietnamese and their allies.) This unit exam will have 30 multiple choice questions, 10 matching problems, 10 fill
in the blank problems, 5 short answer questions, and 3 open response questions. The multiple choice, fill in the
blank, and matching problems will be worth 1 point each. The 5 short answer questions will be worth 4 points
each and the 3 open response questions will be worth 10 points each.
In my class, I have 2 diverse students.
Diverse Student A does not read on an 11th grade reading level. He reads on a 5th grade reading level and
especially struggles to learn new vocabulary words.
needs of the students described. Be sure to refer to the
Bring Learning Alive text for ideas, especially these
sections:
Creating a Cooperative Tolerant Classroom – p. 135160
“How to Adapt Lessons to Meet your Students’ Special
Needs” p 174 - 181
(Diverse Student A)
There are multiple techniques that I will use in the class room to help this student comprehend the class
readings and learn the vocabulary that is in the text material. To help with the reading dilemma I will
give a prereading handout to the class. This handout will have questions such as; list the headings of
each section in the assigned readings, write one sentence about an interesting picture in the reading, list
2 topics listed in the introduction that you are most excited to learn about, and write one sentence after
reading the chapter summary about the main idea of the chapter. This will help (student A) as well as
the rest of the class understand the content that they are getting ready to read which will allow them to
grasp onto the main ideas better once they get to that point in the reading assignment. I will provide
reading support for (Student A) by giving out hard copies of assignment instructions so the student can
read the instructions at his/her own pace. I will provide reading and lecture note guides with feel in the
blank spaces for students to be able to follow my lecture and readings with better accuracy. The
students will not have to worry about writing everything down, just the key terms that are missing in the
blank spots in the note handout. Students what have a difficult time with the reading assignment can
use the note guide to look for similar the key topics. The reading guide will be a short quick summary of
key information that will be easier for the student to review and study then if he/she were to constantly
look back to the book and a large amount of text for study material. If the student needs further help I
will then start to enact a plan to modify my assessments and handouts so that there are less answers in
the multiple choice section to choose from and simplify the reading instructions. I may also consider
getting a peer tutor for the student to help him read aloud understand questions on assignments and
assessments if necessary.
Diverse Student B is new exchange student from China. She has excellent academic skills and reads
English very well. But, she struggles to use correct grammar when writing in her second language
(English) and she is very shy about speaking in English in front of the class.
(Diverse Student B)
Like (student A) I would give to (student B) reading and lecture/note guides because the student would
not have to worry about writing her notes in a clear grammatical way because all he/she would need to
do is feel in the blanks. Over time the student will pick up on grammar techniques when taking notes
because she will be introduced to proper sentence structure which would be shown in the lecture and
reading guides. To help the students shy aspect I would have the class pair up and discuss topics in
lecture and readings in pairs to promote positive verbal communication in the classroom. This will help
(student B) to get use to talking in small group settings and then as the group settings get bigger the
student will eventually be more comfortable with speaking in front if the class in full class discussions.
Lesson Objectives/
Learning Targets
Objective/target:
1.Students will identify the
reasons why the United States
went to war against North
Vietnam during the period of
Cold War.
Assessment
Assessment description:
1.
2.
Preview Activity- “You Are
There” Scenario
Visual Discovery- NoteTaking Guide
Instructional Strategy/Activity
Strategy/Activity:
1.
Preview Activity- “You Are There” Imagine that you are President Eisenhower and
are faced with a decision of whether to give ground support to allies in conflict against
North Vietnam. Select what option Eisenhower should take whether it be A,B, or C
and write a paragraph explaining why he should act this way. In response to the
French requests for help in Vietnam, Eisenhower should (A) listen to his vice president
and send troops to aid the French, (B) decided against sending a military force for
combat support to the French, or (C) use 3 small tactical nuclear weapons to aid the.
French.
2.
Visual Discovery- A photo lesson will be integrated into the regular lecture that is
supported with a PowerPoint presentation. The photos will show protests of the war
in America, harsh pictures of battle once the Americans joined in ground support, the
accidents of war such as the napalm bombing on a community, and the fall of Saigon
to the North Vietnamese.
Formative or Summative?
Assessment Accommodations for:
Diverse Student A – I will present
the student with a note taking guide
and hard copy of the power point
presentation which will be written
in simple sentences so it will be
easier for the student to read and
have as a study source. The note
taking guide will use vocabulary to
fill in the blanks. For the reading
assignment in the book that
corresponds to this lesson I will
hand out a reading guide similar to
the note taking guide. There will
also be a prereading assignment
done in class which will have the
students pick out the main ideas of
the reading that way they will
understand what they are reading
about when they do the full
assigned reading outside of the class
room.
Diverse Student B – Both the
Activity Adaptations for :
Diverse Student A – I will adapt to (Student A’s) needs by providing hard copies of note guides
for the lecture and Visual Discovery lesson. The note guides will be in a fill in the blank style
format and in the order with the sequence that I present the information. The student will not
have to write a lot of notes but just place the vocabulary word in the blank when it is presented
in lecture and on the power point slide. I will also hand out a hard copy of the power point to
the student so he can look over it at his own pace since he may not be able to take in all the
information from the power point at once. I will slow my lectures down a little so students all
have enough time to read and visualize the supporting PowerPoint slides.
Diverse Student B – I will provide grammatical feedback on all assignments to help student B
as well as all of my students to understand how to correct the writing mistakes that they are
repeatedly making class.
Media/technologies/resources:
-The following site is a picture gallery of the Vietnam War hosted by the BBC news
corporation. This gallery will be used to show students the realities of the Vietnam War. The
BBC news website also hosts an extensive amount of documents and pictures for other subjects
preview assignment and the Visual
Discover Assignment will involve in
class discussion so before having a
full class discussion in these
activities I will have students work
in pairs which they have done
previously in other lessons. By
discussing their answers in smaller
group settings it will prepare them
for a more confident discussion in a
full class discussion environment.
For this student I provided at the
beginning of the year a reference
sheet to proper grammar style that
had a selection of the most common
errors and corrections that can be
made in the English writing style. I
will continue to help the student
improve on his/her grammar by
providing a separate page of
feedback on all of the work I grade
that will have grammatical
corrections and explanations for the
corrections. I will have brief
discussions in class using the
marker board or projector system
to help students correct common
grammatical mistakes when
necessary incase students are not
understanding my grammatical
correction notes on their graded
work.
that can be used in class lessons.
News.bbc.co.uk/2/shared.spl.hi.picture_gallery/05/in_pictures_vietnam_war_/html?3.stm
Objective/target:
2.Students will examine the
roles that communism and
democracy had in the Vietnam
War.
Assessment description:
1.
Processing AssignmentLetter
Formative or Summative?
Assessment Accommodations for:
Diverse Student A – I will allow the
student to use fewer terms in the
letter so the student won’t get
frustrated with an overwhelming
amount of vocabulary terms being
integrated into this assignment. I
will either have an aid come into the
class room or use a student that is
in the peer tutor program to help
the student with his reading portion
for researching sources to integrate
a strong argument in the letter.
Diverse Student B – I will use the
peer read-around strategy to help
the student revise the work and
correct grammatical errors in the
letter. I will also have an aid or
tutor rotate around to all of the
students along with myself to make
grammatical suggestions as the
students are in the process of
working on their first and final
drafts of their paper. When there
are students with reading and
writing limitations it is important to
provide as much support as possible
to help the student work towards
stronger reading and writing
potential.(This goes for student A as
well.)
Strategy/Activity:
1.
Students will do research on Vietnam to help them strengthen their current
understanding of the subject from the lecture and class text. Students will combine all
of their sources to create a letter to the any one of the presidents that were in office
during Vietnam and explain why or why not America shouldn’t get involved in
Vietnam. Students are to integrate the struggle between communist countries and
democratic nations into their letter.
Activity Adaptations for :
Diverse Student A – I will assign a peer tutor of aid to help the student read during research
day. I will provide a list of vocabulary and on that list the student must correctly incorporate a
certain amount of terms into the letter. This concept of integrating vocabulary terms into the
letter project will strengthen the student’s knowledge of the terms. Since this specific student
has a hard time with vocabulary I will reduce the number of terms he is required to
incorporate into the research letter assignment.
Diverse Student B - . I will implement peer read around sessions with the first draft of the
letters. I will balance the groups so that the groups complement each other’s abilities, for
instance student B is a great reader but lacks in grammar skills so I will pair that student with
at least one student who is a strong grammatically correct writer. The students will exchange
papers and proof read each other’s letters to give suggestions on how to make them better and
to correct any writing problems. The students will then have a chance to make their work
better by correcting their paper and taking student suggestions into account as they write their
final version of their letter. By using this process (student B) will have a stronger letter to
present because of the process of peer editing and revising. Student B will also be able to learn
from the experience as to how to correct certain errors in one’s own paper for the next writing
assignment. Continuous assignments involving peer reviewing will over time help the student
to become a stronger writer in a grammatical sense then when the student first entered the
Media/technologies/resources:
Students will use the library resources to conduct their own research to obtain new and
specific information to incorporate into their letter. Students may use reputable
internet resources and hard copy resources such as books, and articles that the library
has on hand to add flavor to their letter.
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
BE SURE TO BE DETAILED. A stranger should be able to walk into your classroom and complete each step based on this description. Also – be
sure that you are explaining how the objectives will be met.
Your lesson should include the following:
BEGIN the lesson with a Bring Learning Alive Preview Activity
Carefully describe how students will learn new information.
END the lesson Bring Learning Alive Processing Assignment
General Outline of Lesson
(Note: The lesson on the Vietnam War will be a three day process. There will be an extensive amount of reading writing and research skills being
used in this lesson. Day 1 will consist of short activities and the actual lesson/lecture. Day 2 will consist of a research day for the students processing
assignment and a review of the assigned readings. Students will also begin the first draft of their letters on day 2 and will complete the first draft as a
homework assignment. Day 3 will consist of students revising their letters and forming “read around” groups. In these groups students will read,
edit and suggest corrections or additions to their peers work. Students will have the remainder of the time to revise their letters and create the final
draft that will be turned in to the teacher. On day 3 the teacher and peer tutor or aid will be circulating around the class room helping manage the
read around groups and will giving additional advice and writing assistance on the students work.)
(Class Room Setting)
Students rotate on a weekly basis on the partner they sit beside based on complementary strengths. The partners have already been predetermined
and assigned to the students for this week. The class room is arranged in a way that the students are facing the dry erase board which also has a drop
down projector screen. The desks are arranged in pairs, there are two desks touching each other which creates work-focused seating for paired
groups. This eliminates a lot of time moving desks around and there is plenty of walk space for the teacher to walk around the room and examine
student’s progress in activities. The only time that desks are to be moved away from each other is during a quiz, exam, or activity that requires a
change in the class room setting.
Specific Lesson Guide and Procedures
Day 1:
1. The teacher will have the first objective written on the dry erase board before the students enter the classroom. The first objective is:

Students will identify the reasons why the United States went to war against North Vietnam during the period of Cold War.
2. When the students are all in the class room the teacher will draw random name out of a name box that is used for calling on students in the
class to pass out a hard copy of the preview activity instructions and the note taking guide for the lecture/visual discovery lesson. While the
student is passing out the handouts to the class the teacher will use this time to take roll and submit the attendance report for the class in the
electronic attendance program that the school uses.
3. The teacher will next state the first objective for the day that has been written on the board. The objectives are also printed at the top of the
note taking guide that was handed out so students have easy reference to the objectives throughout the unit.
4. The teacher will begin the lesson with a preview activity. The type of activity will be a “Your Are There Scenario.”
“You Are There Scenario” Directions:
(Note: The directions are on the handout that was passed up during roll call; read the directions to the students so students that have reading
difficulties in the class can understand the instructions better. The instructions are broken up into segments listed in the bullets bellow. Read
each bullet and ask the students if they have any questions about what they are being asked to do in this assignment before they begin.)
 Imagine that you are President Eisenhower and are faced with a decision of whether to give ground support to allies in conflict against
North Vietnam.
 Select the decision that you think you (Eisenhower) should take.
 The decision options are:
A. Listen to your vice president and send troops to aid the French.
B. Decide against sending a military force for combat support to aid the French.
C. Use 3 small tactical nuclear weapons to aid the French against opposing ground forces.
 Choose the option that you think you would use in this situation as President Eisenhower and write a short paragraph explaining why
you chose your actions.
-After the students are done writing ask the students do discuss with a partner sitting next to them the option that they said they would take in
the situation.
-After the students have talked about what they wrote with their partners come back together as a class and have an open discussion as to
what the students chose and why they chose what that did.
5. Lecture: Immediately following the preview assignment begin the lecture that has an integrated visual discovery lesson in it. The lecture
material will be accompanied by a power point presentation for students to follow. This will allow the students to have both a verbal and
visual representation of the information being presented. The lesson will start out with a quick review of tensions that resulted from the First
Indochina War. The teacher will then transition to the players involved in the Vietnam War including political leaders like Eisenhower who
was discussed in the preview activity and the reasons for the outbreak of war. As the teacher is presenting the lecture and moving through the
power point the students are to be filling in the blank spaces on their lecture/visual discovery guide. The teacher will take brief stopping
points in the lecture to make sure the students have not missed in key terms in their note taking guides.
6. Visual Discovery: within the lecture there will be photo graphic slides representing different aspects of the Vietnam War. This will be an
integrated with the lecture text to create visual representation of the material. The photos will consist of guerilla warfare, napalm bombing,
tensions between North and South Vietnamese and photos of American, French, and Vietnamese leaders. These photos will give students a
picture to keep in their minds to organize the txt they are learning. A small print out of each of the photos in the visual portion of the lecture
will be on the back side of the lecture/visual discovery note guide. This will allow the students to be able to refer back the pictures when they
are studying the material.

In the photos dealing with actual fighting/ conflict in the war ask the students:
1. What do you see in this picture?
2. What might those fighting and suffering in the conflict be feeling?

In the photos representing tensions between the North And South Vietnamese ask the students:
1. What are the emotions being portrayed between these two factions in the picture?
2. What could be the reasons for the relationship between the two halves of Vietnam?

In the photos of the political leaders ask the students:
1. What was going on in this persons mind at the time this photo was taken?
2. Does the person in this photo represent a person in favor of communism or a democracy?
The lecture integrated in with the visual elements will help answer the questions in the pictures after the students have tried to answer the
questions about the photographs for themselves.
7. Note: After the lecture and visual lesson the teacher will walk around the room to make sure the students have completed their note guide that
corresponded to the lesson and the teacher will check the students off on its completion. The teacher will revisit the first objective and give a
final summery of the information covered in the lecture and activities that pertained to the objective.
8. The teacher will now write the second objective on the board and read it to the class which is:

Students will examine the roles that communism and democracy had in the Vietnam War and will research the motives behind the United States
involvement in the war.
9. The processing assignment will be dedicated to the seconded objective for this lesson. Hand out the hard copy of the instructions to the
processing assignment to the students. The processing assignment will be a letter that uses information from lecture, the text book, and
research (which will be conducted the following day in the library).
10. Once the students all have a hard copy of the assignment read the instructions to them. The directions are as follows:
Directions for Letter Assignment:
You will do research on the Vietnam War to help strengthen your current understanding of the subject which you gathered from the lecture and text book. You
will combine all of your sources (lecture notes, text book, and library research) to create a letter addressed to the any one of the presidents that were in office
during Vietnam and explain why or why America shouldn’t get involved in Vietnam. You are to integrate the struggle between communist countries and
democratic nations into your letter in order to prove your opinion.
11. For about five minutes have the students think about how they are going to write their letter and what stance they are going to take.
12. As students are brainstorming about their letter project pass out a reading guide that will help them follow the text book reading that will be
assigned for that nights homework. Explain that the reading guide will be checked off in class the next day to make sure that they have completed it.
13. As an exit slip assignment, have the students complete a prereading assignment that ask the students to state was is in the introduction and in the
summary of the homework reading. The students will also be asked to write down the bold headings in every section of the assigned reading which
will correspond to the main themes of the reading assignment. This exercise will prepare the students for what they are about to read and will
prepare them for the information that will be on the reading guide. Circulate around the class room to help students with their prereading
assignment.
14. Have the students show you that they completed the short prereading activity as they leave the classroom for the day.
Day 2
1. Have students hand in their reading guides at the beginning of class while you are taking roll call.
2. Have the students gather their material and get in line to leave the room and head to the library for research on their letter assignment.
Note: A peer tutor or aid will be used on this day to help the teacher circulate around to the students doing research to provide in their letter.
Students will start their letters on this day and finish their rough draft at home.
Day 3
Students will divide into pre assigned pairs and will peer review and edit each other’s work. For the students in the class that have
grammatical problems this will help them find and correct their mistakes. The teacher and assigned tutor/aid will also be meeting with each
group and helping find any mistakes that were over looked in their letters. The students will use the rest of their day to correct the errors
and add any suggestions that the peer, aid, or teacher gave to the students. If the student completes their final draft they can turn it in at
during class and if they do not complete it in class they can turn it in at the beginning of the next class. For students that get done with their
assignment early there will be a “for fun” activity to choose from such as a vocabulary word find, or a reading challenge sheet that
corresponds to the assigned text book reading for the lesson. The reading challenge will have more in-depth questions then the reading
guide.
Literacy activity/strategy –In which part of the lesson will you teach /reinforce reading or writing skills? Describe how you, the teacher, will help
students improve their reading or writing skills in the lesson above.
I will reinforce reading skills with the prereading handout and reading note guide. The rereading guide will help students get an understanding of the
material that they are about to read which will help them get a better grasp on key material in the text as they read. I will provide feedback and
corrections on students writing on every writing assignment that has flaws in the writing. I will incorporate peer reviews on major writing
assignments such as the procession assignment in this lesson. Multiple revisions and editing of a writing assignment can help students grow as a
writer because they are being given indirect writing lessons from both their peers and the teacher through feedback and corrections.
Common Core State Standards for Literacy in Social Studies:
Write the standard from the Common Core State Standards for Literacy in Social Studies that you addressed in this lesson. (include the entire text for
the Grades 11-12 students.
3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging
where the txt leaves matters uncertain.