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World
Social Science: World War One daily lesson plans
Objective Instructional
Materials Three students have recently lost family members to gang violence, so teacher will speak with them to see if they want to take part in lesson or have writing assignment in next-door classroom instead. Visually impaired student will get large-print copies of handouts, transparencies, and lecture notes, and aide for mainstreamed Special Ed student will get copies too. Procedures: Anticipatory Set: Students will respond to prompt on board to free-write whatever they know about alliances of any type, and teacher will call on random students to read out answers to class (5 Min.) 1.Students watch video clips of large and small-scale gang warfare and discuss questions posed to them by teacher. (15 Min.) 2. Teacher gives lecture on pre-war alliances in Europe, noting their reasons for allying, which countries joined up with each other, and just what these alliances meant to the other members. Students color in these allied countries on their maps, using their own pens and pencils and different cross-hatching patterns, to note borders of countries. (20 Min.) 3. Students will role-play different members of the Triple Entente (France, Russia, and England), the Triple Alliance (Germany, Austria-Hungary, and Italy), the Ottoman Empire, Serbia, Japan, and the surrounded Balkan countries (2 or even 3 students may have to play each country, or teacher may add in neutral countries or colonial holdings of the big guys). Teacher will ask questions of "countries" from lecture to assess whether they understood the complexities and dangers of alliances, and the similarities to gangs. (15 Min.) 4. Students will write reflections in notebooks. (5 Min.) Sample Student Products/ Follow-up Activity: The outcome should be a clear understanding of the dangers of alliances. The follow-up activity will be a one-page essay on violence arising from alliances between gangs, rap groups, countries, or military organizations, due tomorrow. The students will use the Hip Hop web site www.hiphopcircuit.com to link to news stories and follow the "Teacher " page to the "Writing" heading, to http://www.umich.edu/%7Eexppro/ for tips on expository writing. Assessment: Teacher will judge studentsâ prior knowledge by responses to free-write and reflections in notebooks. Students will be evaluated for participation in class project and homework essay will be graded for proper English practices as outlined in syllabus. Reflections: Concerns that role-play will not engage students to participate, or that stronger groups will overwhelm smaller groups. Should teacher point out that this actually happened? Teacher may have to trade time in role-play for lecture time, or have handouts or reading assignment ready. Literacy: Students will improve oral communication skills with group work, and critical thinking skills by expressing their views in a logical manner and defending their arguments. They will build computer, reading, and writing literacy by researching and writing the homework essays, and learn more about expository writing online. WEDNESDAY
- week
two -
Neutrality: Why did America wait so long to join the war? Objective: Students will debate the various reasons that the U.S. stayed out of the war and voice their own feelings on the topic. Students will analyze arguments for and against going to war, and compare them to those of today. Materials: TV set and extension cords, VCR/DVD player, videotapes and DVDs, lecture notes, 35 handouts with Zimmerman telegram and President Wilsonâs speeches, and 35 handouts with instructions for the debate Special Considerations: Two students with minor speech impediments have asked the teacher not to have to read out loud in class. Students will have to speak up and identify themselves for the visually impaired student, who will get large-print handouts of instructions and lecture notes, and may need the videos explained. Procedures: Anticipatory Set: Students do a free-write in their notebooks to answer question on board about when America should go to war, and teacher calls on random students to read their answers aloud for class discussion. (5 Min.) 1. Students watch video clips of "Das Boot" showing German submarine torpedoing and sinking passenger ship, and clip of "Titanic" with survivors dying of hypothermia (10 Min.) 2. Teacher reads President Wilsonâs speech to class about staying out of war, and students take turns reading pro-war rebuttal in newspaper editorial, out loud, with teacher stopping often to check their comprehension (10 Min.) 3. Students read Zimmerman telegram, to themselves, then take turns reading pro-war newspaper editorial and similar speech by Wilson, again stopping for teacher to ask questions about vocabulary and comprehension. (10 Min.) 4. Students move desks to divide class in half (teacher splits into left and right halves), taking pro-war and anti-war roles to engage in a debate about whether U.S. should go to war. Teacher moderates debate and calls on volunteers first, then students who are less participatory, guiding debate, having students defend their positions with evidence or citing sources, and keeping it from turning into a shouting match. (20 Min.) 5. Students write reflections in their notebooks. (5 Min.) Sample Students Products/ Follow-up Activity: The outcome should be that the students learn to make informed decisions based on their convictions, rather than be easily swayed by peer pressure or propaganda. The follow-up activity is to use the Hip Hop web site www.hiphopcircuit.com to connect to the "Teacher" page and look at editorial articles on http://sfgate.com and http://rap.about/?once=true& on the "Overview" page, to discuss at the next class meeting. Assessment: Teacher should assess studentsâ prior knowledge through free-write and related questions. Students will also be evaluated on following directions, quality of argument, and participation during debate and readings. Reflections: Debate could escalate into a shouting match or devolve into a very quiet and disinterested group of students standing around and a teacher with 20 minutes to fill. In that case, teacher should have reading assignments, handouts, of other work ready to go. Teacher may want to introduce culminating projects early, and explain what students will need to work on. Literacy: Students will develop oral communication and critical thinking skills by defending arguments during debate. They must listen and read well, and understand visual clues in the video clips, while building foreign and English vocabulary. MONDAY
- week
three -
America Enters the War Objective: Students will be able to identify bias in the media and recognize propaganda and censorship. Students will give example of ways that propaganda drew America into war, then and now. Materials: TV set and VCR/DVD player, extension cords, videotapes and DVDs, overhead projector and transparencies, classroom desktop computer or laptop with internet connection, tape/CD/MP3 player and audio media, lecture notes, 35 handouts with instructions Special Considerations: Bring large-type handouts and copies of transparencies for visually impaired student and copies for Special Ed aide (someone may have to explain video to student). Discuss with students the language considered for censorship, and make sure that everyone is clear on hate speech, racial, sexual, and religious slurs, and profanity, all covered in the school rules. Procedures: Anticipatory Set: Have students quick-write in their notebooks whatever they know about propaganda, bias, and censorship, the words written on the board, and have teacher ask random students to read their answers out loud (5 Min.) 1. Teacher will play videos and DVDs showing propaganda used to stir up domestic support for wars, from different countries and periods (10 Min.) 2. Teacher will play patriotic songs of WWI such as "Over There", "Pack up your troubles in your old kit bag", and "Itâs a long way to Tipperary", and ask for comments. (10 Min.) 3. Teacher will give short lecture on propaganda and censorship in WWI, using overhead projector to show newspaper headlines, posters, photos, and editorial cartoons, asking class what reactions they provoke (10 Min.) 4. Students will listen to beats downloaded from Hip Hop Circuit or burned on CDs while composing rap songs about Americaâs entry into WWI, or about our current engagement overseas. These will be finished for homework and presented as tomorrowâs anticipatory set, but anyone who completes it during class can present it today for extra credit. (25 Min.) Sample Student Products/ Follow-up Activity: The outcome should be the students better understanding of propaganda and censorship in the media, and 33 rap songs reflecting that. For a follow-up activity, the raps are to be completed for homework, using the Hip Hop web site at www.hiphopcircuit.com to connect to http://hiphop-directory.com for free beat downloads, or http://allhiphop.com for editorials on censorship, or http://graffiti.org for artwork protesting censorship. A one-page reflection on the assignment will also be required for a grade. Assessment: Teacher can asses prior knowledge of students with responses to quick-write and evaluate participation and engagement during lecture Q&A and class project. The one-page reflection will be graded for proper writing practices as stated in the syllabus. Reflections: Students may tune out old songs as too hokey and get restless, so they might need lyric sheets to go with the listening. Timing projects is difficult; some students may finish very early and distract others, so they may need some other work to do. Even with the warning on language, a student may decide to test the schoolâs censorship policy. Literacy: Students will read and view various media and employ critical thinking skills in analyzing for bias. They will practice computer literacy in researching propaganda and censorship, and build verbal skills as they present their raps, with possible new vocabulary. THURSDAY - week three - Cost of War: Cash and Corpselesson plan #54 Objective: Students will comprehend the terrible costs of the war in men and material, and be able to relate those numbers to losses in the current war and population numbers in their communities. Students will evaluate poetry and correspondence of the period and examine the sense of futility that the lengthy conflict instilled in the authors. Materials: Overhead projector and extension cords, transparencies, lecture notes, 35 handouts with printed poems, web site information, and directions for homework assignment, one copy of poetry book, and a copy of a letter home from a soldier at the front. Special Considerations: Remember to bring one large-print handout and copies of lecture notes and transparencies for visually impaired student, and for Special Ed aide. Advise class before lesson that anyone with a recent death in the family or relative in the military should speak with teacher about graphic material. Try to call on every student to read aloud or give responses, and stop often to make sure ELL students understood text. Procedures: Anticipatory Set: Have students answer questions from board in their notebooks: How many people died in WWI? Soldiers, civilians, allies, and enemies? How many have died in the current war (same categories)? What is the population of San Francisco? The Greater Bay Area? Teacher will call on random students for answers and briefly discuss them to assess their prior knowledge. 1. Teacher will give short lecture about death toll and monetary cost of the war, using overhead transparencies of casualty figures and economic trends, stopping often to ask questions of students. ((15 Min.) 2. Teacher will read to students a letter home from a soldier stationed at the Western Front, and ask for reactions from the students. (10 min.) 3. Students will take turns reading aloud from poems of Siegfried Sassoon and Wilfred Owen (who both served in WWI), and analyzing them. (10 Min.) 4. Students will work in groups of four (teacher will pick groups) to read and analyze Owen poem "Dulce et Decorum Est Pro Patria Mori" and decide if it was, and is, "[good and beautiful to die for oneâs country]". (15 Min.) 5. Students will write reflections in notebooks (5 Min.) Sample Student Products/ Follow-up Activity: The outcome of this should be a better understanding of protest poetry on the part of the students. As a follow-up activity, their homework assignment is to utilize the Hip Hop web site www.hiphopcircuit.com to link to two sites related to protest poetry, http://www.nuyorican.org and the Last Poets site, http://www.math.buffalo.edu/~sww/LAST-POETS/last_poets0.html. Additionally, they can use the website to research song lyrics protesting war. They must bring a printout of the poetry or lyrics tomorrow, with a half-page explanation of their findings, in order to get credit. Assessment: The teacher will assess the studentsâ prior knowledge with the anticipatory set, and grade them on class participation. This will include original thought and effort, respect for others, and connections to prior lessons. Their homework assignment and notebook reflections will be graded according to the rubric in the syllabus. Reflections: Students may find lecture too long or too short and get fidgety, distracting others. Students may refuse to read aloud or goof off in small groups, so teacher must keep circulating. Faster readers may get through the poems quickly while slower readers lag behind, so teacher may need to adjust timing or pick different groups. Literacy: Students will gain literacy in writing their free-writes, reflections, and homework, while building verbal literacy in reading poetry aloud and discussing it. They will also gain computer literacy in researching their homework, build critical thinking skills by evaluating and critiquing poetry, and use math skills in understanding charts and graphs.0 Tuesday
- week four - War Impacts Art Objective: Students will examine the influence of the war on art, literature, and music, and be able to identify current movements in the arts in response to modern war. Materials: Overhead projector, extension cord, transparencies, assorted art supplies, lecture notes, 35 handouts with works of Ezra Pound, Ernest Hemingway, and T. S. Elliot, instructions for project, and websites printed on them, CD player and CD of Ravelâs "La Valse" Special Considerations: Large-print handouts, lecture notes, and transparencies for visually impaired student, and copies for Special Ed aide. Remind students not to run with scissors. Procedures: Anticipatory Set: Have students free-write whatever they know about cubism, dada-ism, and surrealism in their notebooks, and teacher asks for random responses. (5 Min.) 1. Students read and discuss excerpts from Ezra Pound, Hemingwayâs "A Farewell to Arms", and Elliotâs "The Waste Land" poem. (10 Min.) 2. Teacher gives lecture about art movements of the war years using overhead projector to show artwork of Braque, Chagall, Matisse, Modiglani, and Klee, and continuing with the post-war work of Klee, Modiglaini, Picasso, Rivera, and Dali. (20 Min.) 3. Students create artwork that expresses their feelings about war, while teacher plays CD of Ravelâs "La Valse" ode to the destruction of war in the background. (20 Min.) 4. Students write reflections in their notebooks. (5 Min.) Sample Student Products/ Follow-up Activity: The outcome should be an appreciation for the impact war can have on art. The follow-up activity is to finish their art projects at home and with some class time tomorrow, and to use the Hip Hop website www.hiphopcircuit.com to link to http://www.moma.org and to http://www.sfmoma.org and research some of the artists from the lecture. The SF MOMA site has an "education" button that goes to "teachers and schools" and "e.school" that can take students to a student gallery and a curriculum page that has a lot of art definitions. The NY MOMA site has a search DADABASE that will find images from huge collections. Students will use these links to write a one-page paper on an artist from the class lesson. Assessment: Teacher can assess prior knowledge with free-write responses, and learned information from reflections and homework papers. Students will also be graded on class participation and responses during lecture. Reflections: Students may get bored during lecture or during art project, so might switch music to hip-hop about arms race, possible draft, or war-related topics. Timing may have to be adjusted to give more time to project, and maybe just pass out readings for homework, with some questions about them. Paintings in lecture may be weird enough to actually keep students interested for length of lecture, so timing could go other way. Literacy: Students will build literacy in writing free-writes, reflections, and homework papers, and in reading excerpts during class and discussing what they mean. Students will also build literacy in vocabulary, comprehension, and oral communication with this lesson, as well as furthering their art, literature, and music knowledge.
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Music French Art Social Science Science Culminating |
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