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Margaret Siryj.
Margaret SiryjDowney Unified School District
Lesson Plan Form
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Teacher: Margaret Siryj |
Subject: World History |
Grade Level: 10 |
Teaching Date: DAY 1 |
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Standard: World History Standard 10.9.1 Students analyze the international developments in the post-World War II world. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. World History Standard 10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g. television, satellites, computers)
Common Core Literacy Standard: CCSS.ELA-Literacy. RH 9.1 Cite specific textual evidence to support analysis of primary and secondary sources attending to such features as the date and origin of the information. CCSS.ELA-Literacy. RH 9.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy. RH 9.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy. RH 9.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
English Language Development Standard: Collaborative SL.9–10.1, 6; L.9–10.3, 6
W.9–10.1; WHST.9–10.1; SL.9–10.1, 4, 6; L.9–10.3, 6 4. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges W.9–10.4–5; WHST.9–10.4–5; SL.9–10.6; L.9–10.1, 3, 6
Interpretive RL.9–10.1–7, 9–10; RI.9–10.1–11 RH.9–10.1–10; RST.9–10.1–10; SL.9–10.2; L.9–10.1, 3, 6
RL.9–10.4–5; RI.9–10.4–5; RH.9–10.4–5; RST.9–10.4–5; SL.9–10.3; L.9–10.3, 5–6
Productive W.9–10.1–10; WHST.9–10.1–2, 4–10; L.9–10.1–6 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology W.9–10.4–5; WHST.9–10.4–5; SL.9–10.4, 6; L.9–10.1, 3, 5–6 12. Selecting and applying varied and precise vocabulary and other language resources to effectively
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This lesson builds on students’ prior learning of post-World War II and the causes and course of the World War to help students reach the learning segment’s standards/objectives. The standards/objectives explain the ideology of the World War II and how it led China to develop from a devastated, economically challenged of the 1950s to a vibrant, modern country of the 21st century.
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II. Learning Outcome: Through a DVD video viewing, students will be able to chronicle China’s tremendous change with key events from the 1950’s to present day to write an essay that includes economic, cultural, government and societal aspects of this time in Chinese history.
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III. Curriculum Connection (How lesson fits into larger unit sequence): The unit topic is the key events of Chinese history from the 1950s to present day. The previous lesson featured the course of the Chinese history of this period. The next lesson addresses China’s early mid- 20th century history. |
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IV. Instruction
Students will have a quick lesson on Chinese language to help them understand how to correctly pronounce academic language vocabulary. An example will be the correct characterization of the word, ONE WORD. Example will be modeled on academic vocabulary word list that will be handed out to students.
Step #1: Academic Language Vocabulary a. Teacher will provide students with a printed list of SEVEN academic language vocabulary words. Students will be paired by elbow partners and will be randomly assigned two language vocabulary words. Academic Language Vocabulary: b. Students will be paired by elbow partners and randomly assigned two of the seven academic language vocabulary words to complete a Frayer Model.
Step #2: Frayer Model a. Teacher will provide a blank Frayer Model for each of the two words to be modeled by elbow partner. Teacher will use the word CHINESE with the Frayer Model as a sample for students. b. Students will use one Frayer Model graphic organizer for each of the two randomly assigned words. Each of the elbow partners are responsible to: pick one academic language vocabulary word and define it and write a sentence based on the definition. Elbow partner A is responsible for the other word and will: based on the definition that write why the word is relevant to the unit and give a written example. Elbow partner B will do the exact task with the second word.
Step #3: Present Frayer Model a. Teacher will ask students to present their completed Frayer Model academic language vocabulary word to the class. b. Each elbow partner A and B will present one of the two Frayer Models they created by giving the class the textbook definition, a sentence with the academic language vocabulary word in it, why the word is relevant to the unit, and an example of the word. Elbow partner A and B will spend 2-3 minutes presenting academic language vocabulary word.
Step #4: Timeline – Key Events Research
b. Students will use textbook to pick and choose fifteen events that chronicle Chinese history from the 1950’s to present day economic, government, and societal aspects of this time in Chinese history. On a sheet of paper, students will identify and write the event, year of the event, and the significance of the event through reasoning and evidence provided in primary/secondary source textbook. Students will begin to complete the timeline by indicating the fifteen events based on partnerships from previous lesson. Students need to justify why they chose certain events by writing a caption incorporating at least two of the three worlds, economic, social, and political/governmental next to the date they indicated on the timeline. Students need to use appropriate academic vocabulary language words on timeline.
Step #5: Homework-Study Academic Language Words (7) a. Teacher will remind students of the upcoming quiz on 7 academic language words. b. Students will study academic language words for upcoming quiz on 7 academic language words.
Textbook, McDougal Little, Modern World History, Patterns of Interaction, California Edition.
List of 7 Academic language vocabulary words, Frayer Model graphic organizer as scaffold/support evidence. Website: http://www.google.com
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V. Assessment Strategies: The teacher will use formative assessments throughout the entire lesson. The engagement will assist students with correct pronunciation of academic language vocabulary as they progress through the learning segment. With debate summary, informal assessment of critical thinking with justification of events chosen. |
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VI. Accommodations for Individual Learners: STUDENTS WITH SPECIAL NEEDS: Learning objectives are clear and easy to understand. Written instructional guides, if needed to ensure students are focused and stay on task. Visual aids including Frayer Model graphic organizer to assist students with hands-on manipulation. Scaffold the lesson by using and creating smaller chunks of information for understanding. Model what is being taught with clear, concise steps and processing, provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom, create lesson assessments that are doable and provide increased challenges as the student masters the expected outcome, and make lessons fun and teaching fun. Read the IEP to make sure that the proper and expected accommodations are being implemented in the classroom. Consult with school team including Special Education department, School Psychologist, and administrators for support.
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Downey Unified School District
Lesson Plan Form
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Teacher: Margaret Siryj |
Subject: World History |
Grade Level: 10 |
Teaching Date: DAY 2 |
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Standard: World History Standard 10.9.1 Students analyze the international developments in the post-World War II world. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. World History Standard 10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g. television, satellites, computers)
Common Core Literacy Standard: CCSS.ELA-Literacy. RH 9.1 Cite specific textual evidence to support analysis of primary and secondary sources attending to such features as the date and origin of the information. CCSS.ELA-Literacy. RH 9.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy. RH 9.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy. RH 9.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
English Language Development Standard: Collaborative SL.9–10.1, 6; L.9–10.3, 6
W.9–10.1; WHST.9–10.1; SL.9–10.1, 4, 6; L.9–10.3, 6 4. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges W.9–10.4–5; WHST.9–10.4–5; SL.9–10.6; L.9–10.1, 3, 6
Interpretive RL.9–10.1–7, 9–10; RI.9–10.1–11 RH.9–10.1–10; RST.9–10.1–10; SL.9–10.2; L.9–10.1, 3, 6
RL.9–10.4–5; RI.9–10.4–5; RH.9–10.4–5; RST.9–10.4–5; SL.9–10.3; L.9–10.3, 5–6
Productive W.9–10.1–10; WHST.9–10.1–2, 4–10; L.9–10.1–6 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology W.9–10.4–5; WHST.9–10.4–5; SL.9–10.4, 6; L.9–10.1, 3, 5–6 12. Selecting and applying varied and precise vocabulary and other language resources to effectively
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This lesson builds on students’ prior learning of Chinese history. Students learned the causes and course from the 1950s to present to help students reach the learning segment’s standards/objectives. The standards/objectives explain how the transformation of Chinese created the higher standard of living. |
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III. Curriculum Connection (How lesson fits into larger unit sequence): The unit topic is the key events of Chinese history from the 1950s to present day. The previous lesson featured the course of the Chinese history of this period. The next lesson addresses China’s early mid- 20th century history. |
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III. Curriculum Connection (How lesson fits into larger unit sequence): The unit topic is the key events that addresses China’s early mid-20th century history to present day. The previous lesson addressed China’s early mid-20th century. The next lesson will address China in present day and how the country was transformed form Post WWII to the current century. |
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IV. Instruction
Students will view interesting and fun facts about Chinese culture to introduce and help them to understand the incredible changes with images that will be presented in DVD video with discussion following. These facts will initiate students’ critical thinking about economics, social and political and how these played a role in post-World War II China. https://www.chinahighlights.com/travelguide/chinese-culture-facts.htm
Step #1: Presentation of Timelines a. Teacher will randomly call on some partnerships to present timelines. b. Students will present timeline and tell how it supports the claim that China made tremendous strides towards modernity post-World War II. Students will use economic, political/government and society to frame their presentation.
Step #2: Debate a. Teacher will tell students to discuss through a debate their reasoning for choosing their twenty events they listed on their sheet of paper. b. Students will be randomly paired and will debate why they chose the particular twenty events and compare partners’ twenty events. Each set of partners will debate for ten to fifteen minutes.
Step #3: Debate Summary a. Teacher will instruct partnered students to use critical thinking skills and mutually decide the fifteen most important events based on Chinese history from the 1950s to present day. b. Students will remain partnered and compare the most important events based on their individual timelines and using critical thinking to explain why they chose their particular events. Each partnership will come up with fifteen mutually-agreed events based on 1950s to present day Chinese history through the lens of economic, government, and societal aspects.
Step #4: Exit Slip Quiz-Academic Language Vocabulary a. Teacher will pass out exit slip for academic language vocabulary quiz. b. Students will take quiz on seven academic language vocabulary words by filling in the blanks with correct vocabulary based on definition or filling in the blank with definition based on vocabulary.
Application Task: Students will have summative assessment with an exit-slip quiz on the seven academic language vocabulary words. Students will fill in the blanks with correct vocabulary based on definition or fill in the blank with definition based on vocabulary. Critical thinking skills will use as students decide the correct answer by recalling how they incorporated a sentence, gave an example, and relevance of the academic vocabulary word assisting them by choosing the correct academic language vocabulary word. Students will use critical thinking skills when completing the Timeline with captions explaining why they chose events for timeline and will explain this justification when presenting to class.
Timeline (blank) Sample provided, Exit Slip Quiz, and Rubric attached
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V. Assessment Strategies: Formal assessment – Exit slip Quiz During the exit slip quiz, teacher will walk around the room making sure students are actively taking quiz. Teacher will be in proximal distance to be able to field individual questions should students need clarification.
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VI. Accommodations for Individual Learners: STUDENTS WITH SPECIAL NEEDS: Learning objectives are clear and easy to understand. Visual aids including timeline model, guided notes for Power Point presentation to assist students with learning while teacher is lecturing. Scaffold the lesson by using and creating smaller chunks of information for understanding. Model what is being taught with clear, concise steps and processing, provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom, create lesson assessments that are doable and provide increased challenges as the student masters the expected outcome, and make lessons fun and teaching fun. Read the IEP to make sure that the proper and expected accommodations are being implemented in the classroom. Consult with school team including Special Education department, School Psychologist, and administrators for support. |
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Downey Unified School District
Lesson Plan Form
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Teacher: Margaret Siryj |
Subject: World History |
Grade Level: 10 |
Teaching Date: DAY 3 |
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Standard: World History Standard 10.9.1 Students analyze the international developments in the post-World War II world. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. World History Standard 10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g. television, satellites, computers)
Common Core Literacy Standard: CCSS.ELA-Literacy. RH 9.1 Cite specific textual evidence to support analysis of primary and secondary sources attending to such features as the date and origin of the information. CCSS.ELA-Literacy. RH 9.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy. RH 9.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy. RH 9.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
English Language Development Standard: Collaborative SL.9–10.1, 6; L.9–10.3, 6
W.9–10.1; WHST.9–10.1; SL.9–10.1, 4, 6; L.9–10.3, 6 4. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges W.9–10.4–5; WHST.9–10.4–5; SL.9–10.6; L.9–10.1, 3, 6
Interpretive RL.9–10.1–7, 9–10; RI.9–10.1–11 RH.9–10.1–10; RST.9–10.1–10; SL.9–10.2; L.9–10.1, 3, 6
RL.9–10.4–5; RI.9–10.4–5; RH.9–10.4–5; RST.9–10.4–5; SL.9–10.3; L.9–10.3, 5–6
Productive W.9–10.1–10; WHST.9–10.1–2, 4–10; L.9–10.1–6 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology W.9–10.4–5; WHST.9–10.4–5; SL.9–10.4, 6; L.9–10.1, 3, 5–6 12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
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This lesson builds on students’ prior learning of the transformation of China post-WWII. Students learned the causes and course of 1950s China to the 21st Century. The standards/objectives explain how the transformation of China led the country to develop from mid-twentieth century economics to twenty-first century modernity. |
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II. Learning Outcome: Through a collage of photojournalism, students will be able to see, listen, and understand the challenges in the Chinese region and decide how the changes witnessed moved the nation into modernity by writing a quick write to answer a critical thinking prompt. |
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III. Curriculum Connection (How lesson fits into larger unit sequence): The unit topic is the key events of China during the 1950s that transformed the nation to modern times. The previous lesson discussed the mid-20th century. The next lesson will introduce the Global Interdependence China shared with the rest of the world. |
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IV. Instruction
Based on timelines presented to engage students as a whole class with critical thinking question: What do you think might be a possible outcome had the events of the 1950s China to Present Day had been different?
Instructional Sequence (Teaching Methodology):
Step #1: DVD Video a. Teacher will have students listen and take notes while viewing DVD video that shows the progression of China from the 1950s post-World War II that ushered in the modern age for Chinese. b. Students will follow along, listen, and take notes handout from information presented in the video.
Step #2: Think Pair Share a. Teacher will present critical thinking question from DVD Video. Teacher will walk around the classroom ensuring all students are listening and taking notes from the video. b. Students will partner with alternating elbow partner to discuss critical thinking question: To what extent did Communism play in the transformation of China facilitating their country’s move to modernity? Students will be asked to give reasons to explain their justification.
Step #3: Quick Write-How did Korea Transform from the 1950s to Present Day? a. Teacher will ask students to respond with a two-paragraph quick write answering the prompt: To what extent did Communism play in the transformation of China facilitating their country’s move to modernity? b. Students will respond to the prompt and must include one example of economic, government, and societal in quick write paragraph. Students must use 3 of the 7 academic vocabulary language words in response.
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V. Assessment Strategies: During the DVD presentation with student generated notes, teacher will walk around the room making sure students are taking notes during video. The teacher will have critical thinking questions that students will discuss with their elbow partners. After partner discussion, teacher will open to class to answer critical thinking questions ensuring students learn the correct answer. While students are composing and writing a response to the quick write question posed, the teacher will monitor students by walking around the classroom. Teacher will be in proximal distance, in the event a student has a question that teacher can assist guiding student.
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VI. Accommodations for Individual Learners: STUDENTS WITH SPECIAL NEEDS: Learning objectives are clear and easy to understand. Visual aids including graphic organizer, guided notes for Power Point presentation to assist students with learning while teacher is lecturing. Scaffold the lesson by using and creating smaller chunks of information for understanding. Model what is being taught with clear, concise steps and processing, provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom, create lesson assessments that are doable and provide increased challenges as the student masters the expected outcome, and make lessons fun and teaching fun. Read the IEP to make sure that the proper and expected accommodations are being implemented in the classroom. Consult with school team including Special Education department, School Psychologist, and administrators for support. |
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STUDENT DISTRIBUTED MATERIALS
ACADEMIC LANGUAGE VOCABULARY LIST FOR CHINESE -DAY ONE
Name____________________
Directions: Using sample provided, please complete the pronunciation for each listed academic vocabulary language word.
1. transformation (pronounced: Tranz for may shun) Upper case T signifies emphasis
2. poverty
3. park
4. culture
5. friendship
6. volunteer
7. modern
FRAYER MODEL FOR CHINA TRANSFORMATION – DAY ONE
Name__________________
DEFINITION: USED IN A SENTENCE:
To change. China transformed economically in the 1950s.
TRANSFORMATION
HOW WORD RELATES TO LESSON:
The term refers to the change or modernization that China developed from the 1950s to Present Day.
EXAMPLES OF THE WORD:
Transformation was used to make China usher in modernity in the twenty-first century.
CHINA TIMELINE-DAY TWO
Name__________________
Directions: With your partner complete the timeline with mutually agreed upon fifteen (15) events. Each event must be from textbook. Under the timeline draw a line marking each event, be sure to include: Year AND Name of Event, the reason WHY you and your partner thought it should be placed on timeline using one-two sentences. Two of the four worlds (economic, social, AND political/government) must be indicated next to reason.
Caption must include appropriate academic language vocabulary. Sample below.
I
1950s Mao Zedong
proclaims
“Great Leap Forward”
WORLD HISTORY-CHINA ACADEMIC LANGUAGE VOCABULARY
RUBRIC – DAY 1
Score Content Points
3 Student uses complete sentences for all answers 5
Uses academic vocabulary correctly
Completely answers all parts of assignment
2 Student uses complete sentences most of the time 3
Uses academic vocabulary most of the time
Answers all parts of the assignment most of the time
1 Student seldom uses complete sentences 1
Seldom uses academic vocabulary
Seldom answers all parts of the assignment
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WORLD HISTORY-CHINA TIMELINE EVENTS
RUBRIC – DAYS 1 AND 2
Score Content Points
3 Student uses complete sentences for all answers 5
Uses academic vocabulary correctly
Completely answers all parts of assignment
2 Student uses complete sentences most of the time 3
Uses academic vocabulary most of the time
Answers all parts of the assignment most of the time
1 Student seldom uses complete sentences 1
Seldom uses academic vocabulary
Seldom answers all parts of the assignment
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