TPA Lesson
Plan
Course:
ENGL 493
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1. Teacher Candidate
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Miranda
Caudill
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Date
Taught
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12/2/2015
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Cooperating
Teacher
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Jodee
Cahalan
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School/District
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West
Valley High School/ Central Valley School District
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2. Subject
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English
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Field
Supervisor
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Elizabeth
Philips
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3. Lesson Title/Focus
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Maus: Introduction to
World War II
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5. Length of Lesson
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20 mins
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4. Grade Level
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10th grade
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6. Academic &
Content Standards (Common Core/National)
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RI.9-10.2:
Determine the central idea of a text.
In
this case, my text will be a video called “World War II: A War for Resources,
Crash Course World History #220.”
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7. Learning Objective(s)
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Given
the video “World War II: A War for Resources, Crash Course World History #220,”
students will determine the central idea of the video by writing a two
sentence summary at the end of the video.
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8. Academic Language
demands
(vocabulary, function, syntax, discourse)
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Students
will need to know in general where certain countries are such as Japan,
Germany, Russia, India, the US, etc. These countries will be shown on a map
and talked about through a video.
I
CAN: I can determine the central idea of a piece of text.
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9. Assessment
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I
will formatively assess students by collecting their question sheet and
summary at the end of the class to see if they understood the video and
understand what summarizing is.
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10. Lesson Connections
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Rationale
for a video: “Forrester Research estimates one minute of online video equates to approximately 1.8
million written words. In addition, 90 percent of information transmitted to the brain is
visual, and visuals are processed 60,000 times faster in the brain than text.
This indicates visual education aids like video can improve learning styles
and increase the rate at which we retain information” (Tsur).
Before this lesson, students will have wrapped up the
Great Depression which leads into this lesson about one cause of WWII—lack of
food.
After this lesson, students will continue learning
background knowledge about the war and eventually reading Maus I & II.
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11. Instructional
Strategies/Learning Tasks to Support Learning
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Learning Tasks and
Strategies
Sequenced Instruction
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Teacher’s
Role
1.
Introduce objective and agenda (2 min)
2.
Pass out assignment and explain the assignment to the
students (2 min)
3.
Play the Crash Course video (10 min)
4.
Have students summarize the video (3 min)
5.
Go over the video questions with students (3 min)
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Students’
Role
1.
Listen to objective and agenda (2 min)
2.
Listen to instructions about the assignment (2 min)
3.
Watch Crash Course video while answering questions (10
min)
4.
Summarize the video (3 min)
5.
Discuss questions as a class (3 min)
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Student
Voice to Gather
I
will gather student voice by reading their summaries to check for understanding.
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12. Differentiated
Instruction
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SPED: If students cannot
hear or see well, they may sit at the front of the classroom. If a student is
deaf, all materials will be provided in print. If a student is blind, all
materials will be read aloud. If a student has mobile limitations they will
be accommodated in the best way for them to participate in a mobile activity.
ELL:
For
students who are learning English, I will provide text copies of lectures,
PowerPoints, activities, etc. so they study the material in English at home.
GIFTED:
Gifted
students may move ahead or study the topic further in depth on teacher’s
approval.
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13. Resources and
Materials
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Crash
Course: https://www.youtube.com/watch?v=H-2q-QMUIgY
Teacher
will need: Crash Course video, Crash Course Question Sheet, Internet,
computer, projector, YouTube access
Students
will need: Pencils
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14. Management and
Safety Issues
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Management:
1.
Bully and disrespectful speech will not be tolerated in
the classroom. Offenders will be given a warning. Repeat offenders will be
removed from the group or classroom.
2.
All electronic devices are to be put away unless I
approve of them being out for educational purposes. Offenders will have
receive a warning. Repeat offenders will have their cellphones taken away and
can get them after school.
3.
Students are to remain focused during the lesson and
during transitions. If students lose focus or start side conversations, I
will ask for their attention. If focus becomes a big issue, I will assign a
seating chart.
4.
Food and drink are allowed as long as students keep it to
a simple snack, eat quietly, and clean up after themselves. If any of these
become an issue, there will be no more food and drink in the classroom.
5.
During class, students are expected to be respectful of
other students’ opinions and questions and encourage others to speak their
thoughts when engaging in a discussion.
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15. Parent &
Community Connections
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Parent: Parents have access
to student grades through Skyward at all times. Report cards are sent home
every other Friday.
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CRASH
COURSE QUESTIONS
NAME:
___________________________________
Answer
the following questions as you watch Crash Course #220:
1.
WWII
was a war for what?
2.
The
lack of food led to the deaths of how many people?
3.
Who
two groups were militarist and expansionist in the 1920s and 1930s?
4.
What
resource concerned both Germany and Japan?
5.
What
is living space really about on earth?
6.
What
was the stupidest decision of the war?
7.
Who
are the only people who can successfully invade Russia?
8.
What
was the dominating factor all throughout the war?
9.
What
made Britain stronger than Germany?
10.
There
was no starvation in America. Instead there was what?
11.
Russian
caloric intake was half of what it had been in what year?
12.
Who
were the best fed troops during the war?
13.
Who
were the worst fed?
14.
You
can’t separate ideology from what?
15.
Knowing
that the potential for conflict will always be there, what can we do?
16.
What
is the main point of this video? Answer using two sentences or less.
