TPA Lesson Plan

Course: ENGL 493

 

1. Teacher Candidate	Miranda Caudill	Date Taught	12/2/2015
Cooperating Teacher	Jodee Cahalan	School/District	West Valley High School/ Central Valley School District
2. Subject	English	Field Supervisor	Elizabeth Philips
3. Lesson Title/Focus	Maus: Introduction to World War II	5. Length of Lesson	20 mins
4. Grade Level	10th grade

 

6. Academic & Content Standards (Common Core/National)	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.”
7. Learning Objective(s)	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.
8. Academic Language demands (vocabulary, function, syntax, discourse)	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.

 

9. Assessment

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.

 

10. Lesson Connections

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.

 

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
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)	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)
Student Voice to Gather I will gather student voice by reading their summaries to check for understanding.

 

12. Differentiated Instruction

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.

 

13. Resources and Materials

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

 

14. Management and Safety Issues

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.

 

15. Parent & Community Connections

Parent: Parents have access to student grades through Skyward at all times. Report cards are sent home every other Friday.

 

 

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.