L3+Wilburn,+Tyler

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * **UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Mr. Wilburn**__Lesson #:__** 3 **__Facet:__** Explanation
 * __Grade Level__****:** 9-Diploma**__Numbers of Days:__** 2-3
 * __Topic__:** World War II - Fighting and Aiding
 * __PART I:__**

...World War II included countries that did not fight.
 * __Objectives__**
 * Student will understand that**

...about Pearl Harbor, Iwo Jima, Normandy, Battle of the Bulge, Zimmerman Note, great generals, RAF, and important technologies that were used.
 * Student will know**

...explain why WWII was a world wide war.
 * Student will be able to do**

Google Earth Project
 * Product:**

E. History E1 historical knowledge, content, themes, and patterns 9-diploma : "The World in the Contemporary Era" //Students will understand major enduring themes and historic influences in th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// Students should learn that wars are not all about fighting, but there are countries that provide other vital roles. While America, Japan, Russia, and numerous other countries fought, there were other countries in the background that fought the war in their own way. This information in useful because it explains why there are so many small countries instead of a handful of very large ones. This content meets the standards stated above.
 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**
 * Rationale:**


 * __Assessments__**

Roundrobin Brainstorming - Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.
 * __Pre-Assessment:__**

KWL - KWL is an accronym for "what we **k**now," "what we **w**ant to know," and "what we **l**earned." This form of assessment allows the teacher to evaluate exactly what the students know and which topics to focus on.

I will use the Roundrobin Brainstorming to get the class thinking about World War II, then I will use the KWL chart to assess what they know and what to focus on while I teach.
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**

The Roundrobin activity is meant for students to give peer feedback to each other. After the activity is done, I will collect the responces written down by the recorder and give teacher feedback.
 * Section II – timely feedback for products (self, peer, teacher)**

The students will use the option on Google Earth to see what cities looked like back in the 1940s. From this, they will choose a country and research its involvement in World War II. Students will pick their own country, so there will not be any groups. Students will present their findings either on a PowerPoint or a poster. Students will be graded based on a rubric for presentation and content.
 * __Summative (Assessment of Learning):__**

Google Earth - Students will use Google Earth to see what cities looked like in the 1940s. PowerPoint - Students will create a PowerPoint presentation that explains how their country participated in World War II.
 * __Integration__**
 * Technology:**

Art- Students will have the option to create a poster to present their project. Math - Students will have the oportunity to use statistics in their presentation.
 * Content Areas:**

The class will complete a Roundrobin Brainstorm to gather ideas about WWII. Then they will complete a KWL to review what they know. The knowledge of the collective is greater than the knowledge of the individual. By allowing the students to work in a group first, they will remember more information than they thought they would. As stated above, the Roundrobin activity is meant to gather what the students know about World War II and put it on paper. While the activity only calls for one person to record what the group says, I will have each student record the information so that they all have it written down. This way, they will realize that they actually know more than they thought they did.
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**
 * Section II – Groups and Roles for Product**


 * __Differentiated Instruction__**


 * __MI Strategies__**
 * Mathematical** - Using troop numbers and available technology, estimate which country is the strongest.
 * Visual** - create an interactive map that gives information on the Axis and Allied countries.
 * Bodily** - Dress up as people from various countries that were involved in the war.
 * Musical** - Find popular music from a variety of countries at the time from that time period.
 * Intrapersonal** - Split up into the Axis and Allied alliances and have a mock battle.
 * Interpersonal** - Read a journal entry from someone from that time period and reflect on how similar and different your lives are.
 * Naturalist** - Find out which countries had the most valuable resources and explain why they are valuable.


 * __Modifications/Accommodations__**
 * //From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

I will have all of the work posted on-line, so the student will have the opportunity to complete work while sick. However, this is a best case scenario. Realisticaly, I will create quick, condenced versions of the information that we went over while the student was ill.
 * Plan for accommodating absent students:**

The syllabus will be posted on the class wiki, as well as all school work that is done in class and outside of class. In order to prevent students from copying off of each other, students will e-mail me all of their completed work that comes off of the Wiki. After I grade it, then the student will be allowed to post it on the wiki. During the presentation of their countries, bring in or create visual aids that are replicas or something that represents an aspect of the presentation.
 * __Extensions__**
 * Type II technology:**
 * Gifted Students:**

Laptop KWL worksheet Google Earth Poster paper glue sissors Internet Access
 * __Materials, Resources and Technology__**

[] - Participants in WWII [] - USSR in WWII [] - America in WWII [] - England in WWII [] - Axis Powers
 * __Source for Lesson Plan and Research__**


 * __PART II:__**

__Section 1:__ I will maintain the U-shape design that has beed used in the past two lessons.
 * __Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)**

__Day 1:__ -Attendance(10min) -Hook(10min) -KWL(10min) -Intro to WWII themes(25min) -Roundrobin(15min) -Discuss what class went over during roundrobin(10min)

__Day 2:__ -Lecture/notes(35min) -Break(5min) -Lecture/notes(35min) -Wrap up(5min)

__Day 3:__ -Google Earth and 1940s(10min) -Explain Project(10min) -Class time for project(60min)

Most people know that WWII was fought on four continents, but not many people about the countries that did not fight and which side they were on. My hook is designed to illustrate just that. It is a map of the world that shows which countries were neutral, sided with the Allies, and sided with the Axis powers. Once the students see exactly how large of a war WWII was, then I will get into teaching WWII. I will teach the students about the advantages and disadvantages for each country that was fighting, what the countries that did not fight were doing, new military technologies, and major battles during the war. WWII is a great example of what happens when everything goes wrong and what can happen when diplomacy fails. With all of the tension going on in the Middle East, between America and North Korea, and in Indochina, it would be helpful to know what the worst case scenario could look like.
 * Where, Why, What, Hook Tailors:** Interpersonal, Linguistic, Bodily, Spacial,

__Section 2:__ Since this lesson is about teaching the students about major themes, terms, and events of WWII, I will use a KWL worksheet to establish a basis of understanding through-out the classroom. Before the KWL is handed out and completed, I will have the class do a roundrobin brainstorming activity to try to resurface lost knowledge. Based on what the students already know, I will either be more specific or general on certain topics. The KWL not only helps me see where the students are, but it helps the students see what they know, too. I will teach the topic using a PowerPoint presentation and Google Earth. The presentation will consist of text, pictures, and short videos based on the information inorder to provide a varied learning environment. The main topics will be Axis Powers, Allied Powers, New Weapons, European Theatre, and Pacific Theatre.
 * Equip, Explore, Rethink, Revise, Tailors:** Spatial, Linguistic, Interpersonal, Logical

__Section 3:__ After I have finished teaching them the major themes of WWII, I will use Google Earth and show them a map of Europe from 1940 and a map of Europe from 1945. I will ask them to point out which countries are no longer there and which countries are new. After, I will allow each student to pick a country that participated in WWII. Each student will have to create a PowerPoint or a poster that details and expains what that country did and/or could have done better during WWII. This will not be group work because this project will tie into the project for Lesson 6. The student's grade will be based on a rubric for content and a rubric for presentation. Since this project will tie into another project later, the students will have plenty of time to add to their work so the project in Lesson 6 will be easier for them.
 * Explore, Experience, Revise, Refine, Tailors:** Spatial, Linguistic, Intrapersonal, Bodily

__Section 4:__ The KWL is the first chance for students to self-assess themselves because this gives them the opportunity to reflect on what they already know and what they feel that they need or should know. I will look over the KWLs and find common topics, themes, and terms that the class seems to understand as a whole and provide feedback to the class. If I find anything that some students thought were true but are not, I will comment on that. I will do the same for students that know something more in-depth. This is mostly a means of organizing what the students know and organizing it in a way for me to more effectively teach what they do not know, instead of what they already know. The only homework I give out it textbook reading and study guides. The chapter readings are meant to give the student background information on the topic we will go over next class and the study guides are meant to be reflections on the information they have learned.
 * Evaluate, Tailors:** Intrapersonal


 * __Content Notes__**

Countries involved in WWII - 106 countries participated in WWII([]) Varied reactions and policies grew from these 106 countries Many countries remained neutral: Vatican City, Switzerland, Spain, Brazil Many sided with the Allies: Canada, China, Greece, South Africa Others sided with the Axis: Japan, Thailand, Iraq, Romania

__Time Line:__ **1939** Germany invades Poland and annexes Danzig; Britain and France give Hitler ultimatum **(Sept. 1),** declare war **(Sept. 3).** Disabled German pocket battleship //Admiral Graf Spee// blown up off Montevideo, Uruguay, on Hitler's orders **(Dec. 17).** Limited activity (“Sitzkrieg”) on Western Front. **1940** Nazis invade Netherlands, Belgium, and Luxembourg **(May 10).** Chamberlain resigns as Britain's prime minister; Churchill takes over **(May 10).** Germans cross French frontier **(May 12)** using air/tank/infantry “Blitzkrieg” tactics. Dunkerque evacuation > about 335,000 out of 400,000 Allied soldiers rescued from Belgium by British civilian and naval craft **(May 26–June 3).** Italy declares war on France and Britain; invades France **(June 10).** Germans enter Paris; city undefended **(June 14).** France and Germany sign armistice at Compiègne **(June 22).** Nazis bomb Coventry, England **(Nov. 14).** **1941** Germans launch attacks in Balkans. Yugoslavia surrenders—General Mihajlovic continues guerrilla warfare; Tito leads left-wing guerrillas **(April 17).** Nazi tanks enter Athens; remnants of British Army quit Greece **(April 27).** Hitler attacks Russia **(June 22).** Atlantic Charter—FDR and Churchill agree on war aims **(Aug. 14).** Japanese attacks on Pearl Harbor, Philippines, Guam force U.S. into war; U.S. Pacific fleet crippled **(Dec. 7).** U.S. and Britain declare war on Japan. Germany and Italy declare war on U.S.; Congress declares war on those countries **(Dec. 11).** **1942** British surrender Singapore to Japanese **(Feb. 15).** Roosevelt orders Japanese and Japanese Americans in western U.S. to be exiled to “relocation centers,” many for the remainder of the war **(Feb. 19).** U.S. forces on Bataan peninsula in Philippines surrender **(April 9).** U.S. and Filipino troops on Corregidor island in Manila Bay surrender to Japanese **(May 6).** Village of Lidice in Czechoslovakia razed by Nazis **(June 10).** U.S. and Britain land in French North Africa **(Nov. 8).** **1943** Casablanca Conference—Churchill and FDR agree on unconditional surrender goal **(Jan. 14–24).** German 6th Army surrenders at Stalingrad—turning point of war in Russia **(Feb. 1–2).** Remnants of Nazis trapped on Cape Bon, ending war in Africa **(May 12).** Mussolini deposed; Badoglio named premier **(July 25).** Allied troops land on Italian mainland after conquest of Sicily **(Sept. 3).** Italy surrenders **(Sept. 8).** Nazis seize Rome **(Sept. 10).** Cairo Conference: FDR, Churchill, Chiang Kai-shek pledge defeat of Japan, free Korea **(Nov. 22–26).** Tehran Conference: FDR, Churchill, Stalin agree on invasion plans **(Nov. 28–Dec. 1).** **1944** U.S. and British troops land at Anzio on west Italian coast and hold beachhead **(Jan. 22).** U.S. and British troops enter Rome **(June 4).** D-Day—Allies launch Normandy invasion **(June 6).** Hitler wounded in bomb plot **(July 20).** Paris liberated **(Aug. 25).** Athens freed by Allies **(Oct. 13).** Americans invade Philippines **(Oct. 20).** Germans launch counteroffensive in Belgium—Battle of the Bulge **(Dec. 16).** **1945** Yalta Agreement signed by FDR, Churchill, Stalin—establishes basis for occupation of Germany, returns to Soviet Union lands taken by Germany and Japan; USSR agrees to friendship pact with China **(Feb. 11).** Mussolini killed at Lake Como **(April 28).** Admiral Doenitz takes command in Germany; suicide of Hitler announced **(May 1).** Berlin falls **(May 2).** Germany signs unconditional surrender terms at Rheims **(May 7).** Allies declare V-E Day **(May 8).** Potsdam Conference—Truman, Churchill, Atlee (after **July 28**), Stalin establish council of foreign ministers to prepare peace treaties; plan German postwar government and reparations **(July 17–Aug. 2).** A-bomb dropped on Hiroshima by U.S. **(Aug. 6).** USSR declares war on Japan **(Aug. 8).** Nagasaki hit by A-bomb **(Aug. 9).** Japan agrees to surrender **(Aug. 14).** V-J Day—Japanese sign surrender terms aboard battleship //Missouri// **(Sept. 2).**Read more: [|World War II (1939–1945) — Infoplease.com] [|http://www.infoplease.com/ipa/A0001288.html#ixzz1dEWR8ffP]

//__Axis Powers:__// began in 1936 with the friendship between German, Japan, and Italy. Later became a military alliance(Pack of Steeland Tripartite Pack) in 1940 Hitler re-miliatarized Germany in 1936 Annexed Austria in 1938, Sudetenland from Czechoslovakia and Memel from Lithuania in 1939 Invaded and took over Czechoslovakia in 1939 Signed the Molotov-Ribbentrop Pact that put USSR and Germany on the same side Poland invaved eight days later(Aug 31st, 1939) and WWII offically starts Uses blitzkrieg to swiftly take over the rest of western and central Europe. Defies the neutrality of Belgium, marches around the Maginot line(France) and conquorers France Meanwhile, Italy is siezed control of North Africa, but quickly lost to the British This led the people dispising Mussolini and eventually joined the Allies Japan had been fighting China(and winning) since 1937 and had created the Empire of Japan by controling much of China, Indochina, and many Pacific Islands US instituted an oil embargo against Japan, which greatly slowed the war effort Japanese bombing of Pearl Harbor was meant to cripple American Naval power in the Pacific and it brought America into the war

__//Allied Powers://__ Britain signed the Munich Pact that allowed Germany to invade the Sutetenland in order to avoid another world war. Did not work when Germany invaded the rest of Czechoslovakia Britain declared war on Germany on Sept.3rd, 1939, beginning of WWII War was going poorly for Britain on the Euro mainland Battle of Britain - Germany bombed British civilians, but RAF successfully repelled German Luftwaffe Gained US arms and ammunition through the Lend-Lease Act US was initally neutral in 1937, but later ammended the Act to allow munition sales to France and Britain Placed trade embargo on Japan, caused Japan to become more agressive Fall of France and possible fall of Britain accelerated American defence preperations Lend-Lease Act in 1941 allowed President Roosevelt to trade, sell, or lend military supplis to any country that is vital to the defence of America Bombing of Pearl Harbor brought America into the war(Dec. 8th, 1941) Took over control of Africa w/help of British D-Day, invasion of Normandy, largest Air-Naval-Sea battle in military history Germans always hated the communists, but USSR and Germany were allied at first Used beginning of the war to take over Eastern Poland, Finland, and Baltic states 1941, Germany and her allies declared war on USSR Germans were victorious until the Battle of Moscow, where they could not deal with the harsh Russian winter USSR continued to push Germany out of Russia, back into Western Europe, and eventaully defeated the Germans in Berlin on May 2nd, 1945

KWL Worksheet
 * __Handouts__**


 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**


 * //__Learning Styles__//**


 * //Clipboard://** PowerPoint presentations, rubrics, choice of topic


 * //Microscope://** Roundrobin Brainstorming, Google Earth project


 * //Puppy://** Lots of interpersonal activities offer students the chance to bond and make positive interactions.


 * //Beach Ball://** PowerPoint, posters, Google Earth, choice of topic, interpersonal activities, intrapersonal activities

I have accomodated for each of these learning styles through a variety of methods. PowerPoint presentations are both good for Clipboard people because they organize information well and Beach Ball people because it is easy to manipulate a PowerPoint and other medias can be attached to it. The Roundrobin brainstorming activity and the Google Earth project meet the microscope learning style because the roundrobin activity gets students to think deeper into a topic and the Google Earth project gives them the opportunity to choose what they want to learn from a certain topic. Also, I have made sure to include opportunities to allow the students to become more friendly with each other, which is what Puppy learners need. Finally, I have meet the needs of beach ball learners by giving them a project using both Google Earth and PowerPoint or a poster. I have given them multiple sources of education and the chance to pick their own topic.
 * //Rationale://**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

Students will learn about Pearl Harbor, Iwo Jima, Normandy, Battle of the Bulge, Zimmerman Note, great generals, RAF, and important technologies that were used.
 * //Content Knowledge://**

E. History E1 historical knowledge, content, themes, and patterns 9-diploma : "The World in the Contemporary Era" //Students will understand major enduring themes and historic influences in th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// Students should learn that wars are not all about fighting, but there are countries that provide other vital roles. While America, Japan, Russia, and numerous other countries fought, there were other countries in the background that fought the war in their own way. This information in useful because it explains why there are so many small countries instead of a handful of very large ones. This content meets the standards stated above.
 * //CCSS://**
 * //Facet://** Explanation
 * //Rationale://**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**


 * //MI Strategies://**
 * Mathematical** - Using troop numbers and available technology, estimate which country is the strongest.
 * Visual** - create an interactive map that gives information on the Axis and Allied countries.
 * Bodily** - Dress up as people from various countries that were involved in the war.
 * Musical** - Find popular music from a variety of countries at the time from that time period.
 * Intrapersonal** - Split up into the Axis and Allied alliances and have a mock battle.
 * Interpersonal** - Read a journal entry from someone from that time period and reflect on how similar and different your lives are.
 * Naturalist** - Find out which countries had the most valuable resources and explain why they are valuable.

Google Earth PowerPoint Google Earth is a fantastic tool to use in the classroom. It can be used to see any place in the world at the click of a button. The way I intend to use it would be by utilizing the historical imagery tool. Basically, Google Earth has pictures dating back to the 1930s and has allowed people to view cities from an aerial view. PowerPoint by itself is boring, but coupled with videos and links to websites, PowerPoint can be used as a Type II technology.
 * //Type II Technology://**
 * //Rationale://**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

I will use the Roundrobin Brainstorming to get the class thinking about World War II, then I will use the KWL chart to assess what they know and what to focus on while I teach. The Roundrobin activity is meant for students to give peer feedback to each other. After the activity is done, I will collect the responces written down by the recorder and give teacher feedback.
 * //Formative://**

The students will use the option on Google Earth to see what cities looked like back in the 1940s. From this, they will choose a country and research its involvement in World War II. Students will pick their own country, so there will not be any groups. Students will present their findings either on a PowerPoint or a poster. Students will be graded based on a rubric for presentation and content.
 * //Summative://**

For formative assessment, I feel that it is more time conscious to provide feedback to the students as a class activity, rather than a one on one or commenting on each KWL. This way, I can ask the class what they think about something and I can respond to their thoughts. For the summative assessment, I will use Google Earth as a type II technology to get the students interested in the project, allow them to pick their own topic to research, then ask them to present their findings. Students will be graded based on a rubric for presentation and content. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * //Rationale://**
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