Mr. Larsen's Amazing unit plan, Featuring wwII
Reading Lesson plan
Japan's Pacific campaign
Goals & Objectives
Explain how Japanese expansionism led to war with the Allies in Asia
-Create summary of events surrounding Japanese aggression Describe Japan’s early battle successes -Create summary of Japanese victories Explain how the Allies were able to stop Japanese expansion -Create summary of the section titled ‘The Allies Strike Back’ Summarize Allied battle strategy -Create summary of Allied strategy after the victory at Midway |
California State Content Standards
10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decision, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
10.8.4 Describe the political, diplomatic, and military leaders during the war
10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Japan
10.8.4 Describe the political, diplomatic, and military leaders during the war
10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Japan
Common Core Literacy Standards
CCSS.ELA.Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA.Literacy.RI.9-10.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA.Literacy.RI.9-10.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Driving Historical Question
What impact did Japan have on WWII?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 15min
Teacher will begin class by organizing students into pre-assigned groups of four, which is a practice students are well prepared to accomplish in a timely manner. Half of the groups will be asked to discuss and write down the background knowledge they have of Japan’s involvement in WWII, while the other half look and all the headings and subheadings (inc. words in bold or italics) and write a brief summary of what they anticipate the chapter will cover. Teacher will allow 8-10 minutes of group work before bring class together to discuss major findings.
Vocabulary (Content Language Development) ‖ Time: 3min
Content Delivery (Method of Instruction) ‖ Time: 20min
Still in groups, students will be instructed to create a jig-saw of the chapter. Being that there are exactly four subheadings, the splitting of responsibilities will be an easily managed task. To begin, teacher will read the “Setting the Stage” introductory paragraph, then allow 15 minutes of silent reading followed by writing a summary. They will be asked to pull out the big ideas from their section in order to share their findings with the other members of the group, and thus need to focus on writing important information which their colleagues need to know.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20min
20 minutes will be allotted for students to share with their group members, breaking down to 5 minutes per student in the group. With these time, students need to pay attention to their classmate and fill in the foldable they have created in front of themselves. Split into four categories, the students will have to take bullet-form notes about each section in order. Thus, they are actively listening in order to complete their in-class assignment.
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Lesson Closure ‖ Time: 5min
Class will write on the back of their foldable the answers to the exit slip questions provided by the teacher. Questions will be written on the board as follows:
1. Why did Japan join the side of Hitler?
2. Why did the United States of America declare war on Japan?
3. What made the attack on Pearl Harbor historically significant?
1. Why did Japan join the side of Hitler?
2. Why did the United States of America declare war on Japan?
3. What made the attack on Pearl Harbor historically significant?
Assessments
Formative: Foldable of notes taken during group work. Allows teacher to make sure students were making good use of class time as well as were able to cover the required readings.
Formative: Exit slips. Teacher makes sure the goals and objectives of the chapter were met.
Formative: Exit slips. Teacher makes sure the goals and objectives of the chapter were met.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL/SR/SSN - Groups are homogeneous with perceived levels of literacy, teacher is able to focus attention on the groups that need it the most with ease.
EL - Completing the foldable allows for practicing English reading, writing, listening, and speaking. Working in groups allows for a better support system.
SR - Teacher modeling by reading through the introduction as well as ample time to create the summary.
SSN - Teacher being able to focus attention needed on a case by case basis in the group setting allows for ample support and scaffolding to complete the rigorous activity.
EL - Completing the foldable allows for practicing English reading, writing, listening, and speaking. Working in groups allows for a better support system.
SR - Teacher modeling by reading through the introduction as well as ample time to create the summary.
SSN - Teacher being able to focus attention needed on a case by case basis in the group setting allows for ample support and scaffolding to complete the rigorous activity.
Resources
Modern World History (textbook), plain piece of paper of foldable.