Lesson+Plan

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 * Link to Collaborative Lesson Planning Form page

__Educators:__** Valencia Williams (School Librarian), Joe Krupp (Social Studies)


 * __Grade Level:__ **** 8 **


 * __Content Areas__: **** Social Studies **


 * __Overview:__ ** ** In this lesson, students will begin preliminary research on a region or country whose young people were negatively affected by war or by the actions of their country's leader.

Please see the Unit Overview for a more complete understanding of students' learning experiences over a six-week period. **


 * __Purpose(s):__ **** This lesson has three main purposes: 1) to set a context for students' future learning by discussing their recent learning; 2) to test students’ knowledge of “famous names” in history and the countries with which those names are associated; and 3) to begin their own historical research on one of these historical figures, which they will refine and build upon throughout the remainder of the unit. **

1. Shown their understanding of their recent reading; 2. Demonstrated some of their prior knowledge about a specific country or region and its current or historical leader; 3. Written and shared a number of questions to frame their research; and 4. Begun their preliminary research on their own country and its leader. __Content-area Standards:__ **
 * __Outcomes:__ **
 * By the end of the lesson, students will have: **

__**113.24. Social Studies, Grade 8**__ (30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:  (31) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:  (32) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
 * (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;and
 * (C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
 * (D) create written, oral, and visual presentations of social studies information.
 * (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

__**126.12. Technology Applications (Computer Literacy), Grades 6-8**__ (3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: __S4L Standards:__ **
 * (B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet.
 * (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; and
 * (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.

--1.1.2 Use prior and background knowledge as context for new learning. --1.1.3 Develop and refine a range of questions to frame the search for new understanding. --1.1.4 Find, evaluate, and select appropriate sources to answer questions. --1.1.9 Collaborate with others to broaden and deepen understanding.
 * Standard 1: Inquire, think critically, and gain knowledge.**

--2.1.2 Organize knowledge so that it is useful. --2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**

--3.1.2 Participate and collaborate as members of a social and intellectual network of learners. --3.1.6 Use information and technology ethically and responsibly.
 * Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.**

--4.1.5 Connect ideas to own interests and previous knowledge and experience.
 * Standard 4: Pursue personal and aesthetic growth.**

__Resources:__ ** History Channel: [] ** Public Broadcasting Service: [] For the remainder of the unit, students will research leaders and countries further, with sources not only on the Internet but also in our school library databases and collection. Note that all of the independent research will be guided to account for the age-appropriateness of the material and student reading levels. Since the school library subscribes to EBSCO Host, we will attempt to utilize that database as much as possible. ** __Materials:__ ** For this lesson, both the SL and CT will prepare the following:
 * For the purposes of this lesson, students will begin their research by visiting the following websites: **
 * BBC Country Profiles: [] **

1. Photographs, where easily attainable in the library collection, of some of the leaders on the list of [|Leaders]. (Note that this will involve systematic searching in the collection and databases to collect at least 8-10 images.) 2. Butcher paper, markers and a whiteboard (divided in two sections). 3. [|Question Template] 4. Worksheet: Leader-Country [|Matching] 5. One set of laminated [|Leader Cards]. 6. Computer access for research. (Note: Netbook computers for classroom use would be ideal, but the class may have to go to the computer lab or library if these are not available. A larger class may have to be split into two groups, but this is not desirable.) 7. [|Did I Meet My Objectives] Self-Assessment form. __Process:__ **

SL: asks students to write the following question in their notebooks:
 * 1. Introduction** (5-10 minutes)

//How did the rise of Adolf Hitler affect Anne Frank?//

She holds up photographs of Anne Frank and Adolf Hitler and refines the question:

//How did __he__ affect __her__ life?//

She asks them to list bullet-pointed responses to this question in a "two-minute brainstorm." At two minutes, she tells them to finish their last point and leads a brief class discussion on how young people can be affected by the leaders of their countries.

CT: takes notes on part of the whiteboard or on butcher paper. After the discussion is over, students add to their own lists of bullet points. SL monitors; CT leads note-taking exercise.

By the end of this lesson, you will have: -- thought more about how Anne Frank's life was affected by a "larger" historical event --showed your knowledge of leaders who affected young people and their countries and historical times --gathered basic information on people from history -- used the Internet for simple research -- selected a person to research -- considered a process for your further research
 * 2. Student-friendly Objectives**

CT: divides the class into groups of four, telling them he will show a number of photographs of leaders who affected their countries and the young people in them in a number of ways. After he shows the photographs, he will ask students to create their own preliminary research questions.
 * 3. Presentation: Input and Modeling** (15 minutes)

SL: writes the phrases "Basic Information" and "Deeper Information" on a section of the whiteboard.

SL and CT: distribute markers and butcher paper to each group, as well as a [|Question Template] to each student.

CT: directs students to these categories and asks: //What do you want to know about these people and the countries they ruled?//

After he shows the photographs, the groups note their questions. (Alternatively, depending on the number of students or their grouping, groups could be assigned to brainstorm either the basic or deeper questions.)

CT: facilitates a discussion on the questions, while the SL takes shorthand notes on the board, requesting clarification or depth from groups as necessary. After the discussion, students note at least five (5) "Basic Information" questions and three (3) "Deeper Information" questions under the appropriate categories on their Question Templates.

SL: distributes one [|Matching] worksheet to each. SL tells groups they have two minutes to show what they know.

CT: shows the worksheet on the LCD projector. After the allotted time, SL and CT lighten the atmosphere by moving quickly through the list of leaders, perhaps by turning it into a quick game.

//Note: At this point, the students are ready to choose their own leaders to research. Depending on the class size//, //they may work independently or in small teams. For the purposes of this assignment, students will work collaboratively to conduct their research and attempt to find answers to their questions.//

CT and SL: organize students into teams and explain to them that they are to work on answering their questions for the leader they choose. Together, the educators circulate among the teams, and each team selects one leader from the stack of laminated [|Leader Cards] to use for their research.

CT and SL remind students of the two parts of their task:


 * To negotiate the eight questions they wish to answer, and
 * To complete all categories on the Question Template with information about either the leader or country.


 * 4. Student Practice Procedures**


 * --Teams have 15 minutes to find their information. **
 * --Teams share computers. **
 * --Each individual on each team completes his or her worksheet. **

SL reminds teams that this is only their first attempt at researching their leaders, and that they should use the following resources, which she displays on the LCD projector:

Public Broadcasting Service: []
 * History Channel: [] **
 * BBC Country Profiles: [] **

They can also use the Evil Leaders and Country and History pathfinders to assist them.


 * 5. Guided Practice**


 * CT and SL will circulate among the groups to ensure that students are completing the worksheet and to check on the quality of that information. **Students will have to take turns working at the shared computers.


 * Having two teachers in the class will enable each to provide extra assistance to struggling groups, perhaps in helping them refine their questions or suggest alternative information sources. At this point in the unit, as students begin preparing for a number of assessment tasks, success and confidence-building in research and reflection on challenges and success are critical are critical for students.

Similarly, since the two teachers in this lesson are part of a team of four educators (along with the English/Language Arts and Art teachers), the Social Studies teacher and School Librarian will be able to report on progress to their cohorts. By closely monitoring student progress, the teaching team will be able to reconsider and refine the research process for the entire unit as necessary. **

With 10 minutes left in the lesson, CT asks that students shut down their computers.
 * 6. Closure: De-Briefing and Self-Reflection** (10 minutes)

__De-Brief:__ SL asks teams to share a question they had and the answer they found in their research. CT puts a check mark next to the questions on the butcher paper.

She also asks what other types of questions the teams have now. CT adds these to the butcher paper (or puts them on a new sheet).

SL reminds students that in their next Social Studies class they will learn more about where all of their research will take them when they receive more information about their assessment tasks. She also reminds them that they will be working on this project in their English and Art classes.

__Self Reflection__: "Did I Meet My Objectives?" CT distributes the Self Reflection form, explaining that he and the SL will use it and the completed Question Templates to assess student work for today's lesson. He explains that individuals will not receive a letter or number grade; all students will receive written feedback on their responses.

Each student completes the Did I Meet My Objectives? self-reflection. CT and SL collect this and also the completed Question Templates.

Students will receive descriptive feedback in order to continue developing their research abilities. By asking questions and expressing their concerns, the students will indicate to the educators areas where they feel they need to develop. Ongoing features of all lessons in this unit will be worksheets to gauge progress, in addition to various types of team and self-assessments.
 * Assessment **

SL and CT will also check the "Did I Meet My Objectives?" to use as the opening of the next lesson. They can focus the students on questions and find answers to them collectively. Extensions: Future Directions **

__Next Lesson__: **Social Studies (Co-Taught with School Librarian)**
 * Students learn of their assessment tasks, summarized below and at the end of the Unit Overview.
 * With the knowledge of these assessment tasks, students begin to create more questions to support the research they will need to conduct.
 * They will create their own graphic organizers.

__Follow-up Lessons__: **English (Assessment Task: A Week in the Life of...)**
 * Read excerpts of fiction and non-fiction texts about children who survived during difficult times to discuss effective content and style to inform their own writing.
 * Research to learn more about life in the country at that time in history.

__Follow-up Lessons__: **Social Studies (Assessment Task: Letter to the Leader)**
 * Use their information on their countries as they read and reread the UN Convention on the Rights of the Child
 * Consider which of its aspects to elaborate on in their letter to the leader.

__Follow-up Lessons__: **Art (Assessment Task: Children's Book)**
 * Read //Rose Blanche// in a co-planned and co-taught lesson with the SL, discussing how art and text are geared for younger readers, even if the topic is for a mature audience.

In all three classes, they will identify and collect/produce artifacts for their **Museum Display**. By the end of the unit, students will be experts on the country, its leaders and his or her effect on young people, not to mention on the responsibility and drive required to follow through on and complete very ambitious tasks.


 * Modifications **

Although this lesson has time suggestions, following them to the minute is not critical. Since this is the beginning of a lengthy research process, the educators have a lot of flexibility on adjusting the times in order to increase student success. For some students, this type of research may be challenging. With two teachers involved in this lesson and four teachers involved in the design, implementation and assessment of this unit and its different parts, we hope to be able to work more closely with students in need of assistance. Likewise, for more adept students, we hope to extend their learning by deepening their research and also by having them help in teaching their peers student-friendly research and information retrieval techniques.

Another potential modification is in the type of assessment tasks required for the unit. We hope we have blended a variety of formats so that all students may be able to find expertise with some aspect of the unit. The museum display (elaborated on at the bottom of our Unit Overview) can include many different aspects to appeal to a variety of learning styles, such as music, visuals, electronic delivery methods, and even just the simple process of creating a display.