This lesson covers the major battles and strategies abroad during WWII.
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Goals and ObjectivesStudents will learn about the major battles and strategies of WWII.
Students will identify the major battles and strategies of WWII using a Sequencing Events Study Foldable. After identifying the major battles and strategies, students will evaluate their chart and synthesize the information to respond to a 3-2-1 prompt. |
California Content Standard11.7.2 Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
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Common Core Literacy StandardsCCSS.ELA-Literacy.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. CCSS.ELA-Literacy.WHST.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. |
Driving Historical QuestionWhat were the major battles and strategies of WWII?
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Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minTell students they will be watching a clip about The Battle of the Bulge and while watching it they need to write down two main ideas they took away about the Battle from the clip.
Show clip: https://youtu.be/8a8fqGpHgsk Use Equity Sticks (sticks in a jar with every students name on them to be selected at random) to choose four students to share their response. |
Vocabulary (Content Language Development) ‖ Time: During content deliveryVocabulary will be covered during the pre-reading content delivery and will include D-Day, Battle of the Bulge, V-E Day, Battle of Midway, Iwo Jima, and Okinawa
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Sequencing Events FoldableMore presentations from Jessica Buckle Content Delivery (Method of Instruction) ‖ Time: 10 minDiscussion: The instructor will briefly discuss the overall major battles, strategies, and related vocabulary.
The instructor will then introduce a foldable chart that students have to complete as they read select chapters of the textbook and will instruct them on how to put it together. (Each student will take out The foldable is a Sequencing Events Foldable that will require students to describe and sequence the major battles of WWII. |
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 32 minutesPre-reading: Students will be paired into groups of four by the instructor. Groups will be meaningfully and purposefully formed based on reading ability (each group will have advanced students, students with special needs, striving readers, and native English speakers so that each may offer their group members support.
During Reading: Each group will read Chapter 17, Section 2: The War for Europe and North Africa and Section 3: The War in the Pacific. Each group will pick two students to read Section 2 and the other two students will read Section 3. Students should take notes on the major battles and strategies they come across in their section. As a group they will come together and decide which are the main points and important information for each battle included in the Sequencing Events Foldable as previously addressed by the teacher and they will each fill out their foldable with the information they have decided is the most important. After Reading: Each group will be assigned a major battle from the foldable and asked to draw a poster illustrating that battle. Students will be told that they draw maps, symbols, and/or action scenes. Once finished, the posters will be displayed in the classroom in the correct sequential order. |
Lesson Closure ‖ Time: 5 minStudents will be asked to complete a 3-2-1 where they will write three things they have learned, two things they found the most interesting, and one question they still have. Using the Equity Sticks, four random students will be called on to share and the teacher will prompt a class discussion based on those responses or if anyone has additional responses to share.
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Assessments (Formative & Summative)Formative: The Sequencing Events foldable and group discussion will serve as the formative assessment for this lesson. The teacher will walk around the room as students work on the foldable and listen to the groups' discussions to see how students are progressing, if they are understanding the content, or if they need help. The poster students create will also serve as a formative assessment and will inform the teacher if the material has been understood or if additional steps need to be taken to ensure students' comprehension.
Summative: Information learned during this lesson will also be included in the Unit test at the end of the Unit. |
Accommodations for English Learners, Striving Readers and Students with Special Needs:
Student grouping is purposeful and meaningful, combining students with a range of abilities so that all students, especially ELs, striving readers, and students with special needs can receive peer support to help them in their comprehension and completion of the task.
EL students and striving readers may be provided with sentence frames to help guide them through the reading if additional scaffolding is needed to help build their academic vocabulary.
EL students and striving readers may be provided with sentence frames to help guide them through the reading if additional scaffolding is needed to help build their academic vocabulary.
Resources (Books, Websites, Handouts, Materials):
Video clip, Textbook, notebook paper and pen/pencil, foldable, poster paper, colored pencils/markers