Direct Direct Instruction Instruction Lesson PlanLesson Plan

Amy RothAmy Roth

Laura SchollLaura Scholl

Shannon SmithShannon Smith

World War IIWorld War II1939 ~ 19451939 ~ 1945

GOALSGOALS

• Our goal is to create a more clear Our goal is to create a more clear account of World War II, as well as, a account of World War II, as well as, a time line of the events that occurred. time line of the events that occurred.

• Also, we wish to help you (the students) Also, we wish to help you (the students) relate to the time period in a more relate to the time period in a more concrete matter.concrete matter.

OBJECTIVESOBJECTIVES• Students will be able to construct the Students will be able to construct the

first page of a ten-page booklet by first page of a ten-page booklet by creating a concept map, which focuses creating a concept map, which focuses on their understandings of the assigned on their understandings of the assigned readings on the World War II Unit with 70 readings on the World War II Unit with 70 percent accuracy.percent accuracy.

• After listening to a World War II Veteran After listening to a World War II Veteran Speaker, students will be able to Speaker, students will be able to generate the second page of their ten-generate the second page of their ten-page booklet by writing a one-page page booklet by writing a one-page reflection paper pertaining to the reflection paper pertaining to the veteran’s recollections, as well as, their veteran’s recollections, as well as, their own thoughts and perceptions of life at own thoughts and perceptions of life at this time with 90 percent accuracy.this time with 90 percent accuracy.

ADDITIONAL OBJECTIVEADDITIONAL OBJECTIVE

• With 100 percent accuracy, With 100 percent accuracy, students will identify the most students will identify the most accurate answer on the short accurate answer on the short answer worksheet pertaining to answer worksheet pertaining to their assigned readings and the their assigned readings and the time-line on the World War II Unit.time-line on the World War II Unit.

METHODS/STRATEGIESMETHODS/STRATEGIESActivity One:Activity One:

1.1. Have students clear their desksHave students clear their desks2.2. Pass out stationery for the booklet to each Pass out stationery for the booklet to each

studentstudent3.3. Have students construct a concept map Have students construct a concept map

pertaining to their reading assignmentspertaining to their reading assignments4.4. Before they begin, guide students by illustrating Before they begin, guide students by illustrating

an example on the board, as well as, introducing an example on the board, as well as, introducing some key elements to their concept maps. some key elements to their concept maps.

5.5. After finishing their maps, ask students to help After finishing their maps, ask students to help you construct a “key” on the board generated you construct a “key” on the board generated from their concept maps they produced.from their concept maps they produced.

METHODS/STRATEGIESMETHODS/STRATEGIESActivity Two:Activity Two:

1.1. Speaker will reminisce about World Speaker will reminisce about World War II War II

2.2. Students will be required to take notes Students will be required to take notes and ask at least one questionand ask at least one question

3.3. Students will complete a one-page Students will complete a one-page reflection paper pertaining to the reflection paper pertaining to the Veteran’s recollectionsVeteran’s recollections

COMPLETIONCOMPLETION

1.1. Reintroduce Time-LineReintroduce Time-Line

2.2. In class discussion, ask students In class discussion, ask students if they have any questions, if they have any questions, comments, and/or concerns comments, and/or concerns about the lessonabout the lesson

3.3. (Idea) – reflections(Idea) – reflections

ENRICHMENTENRICHMENT• In order to have students reflect on In order to have students reflect on

their experiences for the day, we their experiences for the day, we believe that a class discussion is in believe that a class discussion is in order. order.

* Ask specific question(s) relating * Ask specific question(s) relating to the Veteran Speaker such as to the Veteran Speaker such as “How would your life be different if “How would your life be different if there was another World War and there was another World War and you had to serve in it?”you had to serve in it?”

ASSESSMENTASSESSMENT

1.1. Group ParticipationGroup Participation

2.2. Analysis of concept mapAnalysis of concept map

3.3. Reflection paper on the Veteran Reflection paper on the Veteran SpeakerSpeaker

4.4. Comprehension with use of a Comprehension with use of a worksheetworksheet

ASSESSMENT RUBRICASSESSMENT RUBRICPOSSIBLE POINTS:

FROM LEAST TO MOSTCOMMENTS

Level of comfort with group

participation

1 2 3 4 5

Ability to generate concept map using assigned readings

1 2 3 4 5

Level of reflection on Veteran

Speaker and students thoughts and perceptions

1 2 3 4 5

Ability to recall information

through the use of the wkst.

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ResourcesBastolich, John B. Ph.D. Scholastic: “American

Adventures.” 1987 (Second Edition)

HyperWar. 01/25/01 Online:

http://www.ibiblio.org/hyperwar/index.html

04/30/01