Sierra Nevada College Lesson Plan

Teacher Candidate:
Grade/Subject:
Lesson Content:
SNC Supervisor:

Brian Flint
U.S. History
World War II The Homefront
Ronald Seckler

Lead Teacher:
District:
School:
Time Allotted:

Jason Saville
WUSD
Reed High School
5 Days (49 Mins. Each)

Materials, including technology:

Powerpoint, handouts.

Standard(s), including literacy for all content areas and/or SMP

H2.[9-12].11 Describe the cultural, economic, political, and technological impact of World War II on
the United States.
Social Studies Skills: Process or synthesize information through writing using note taking, graphic
organizers, summaries, proper sequencing of events, and/or formulating thesis statements that
examine why as well as how.

How will learning be assessed at the end of the unit/learning cycle (summative):

Student packet (answers to questions and demonstrations of understanding), propaganda-stye poster.

Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or Blooms)

1.Students will be able to describe homefront issues, their

significance, and impact on the United States through a weeklong
stations activity which will have students answer questions from
reading (DOK 1), formulate conclusions (DOK 2) and use their
knowledge from the activities to create an argument about each issue
(DOK 3).

DOK 1-3

[Type text]

Connections to past learning or experience, building background

Students will pull from instruction on World War I (homefront issues) and the cost of fighting World War
II to contextualize homefront issues.

Essential Vocabulary

Definitions

Sierra Nevada College Lesson Plan

Strategy for teaching new vocabulary

Students responsible to research definitions,

provided at beginning of lesson, taught in context
with content, class activity, practice quiz.

Sequence and Scope of Instruction (include instructional

strategies, questions, opportunities for meaning making
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)

Instructional Strategy

estimated
time

Day One: Roll Call/ Briefly describe the stations

activity, form groups and have them move to the
appropriate station.

Teacher Led Instruction.

10 Mins.

Powerpoint describing details of stations activity.

Teacher Led Instruction

10 Mins.

Students work on first station.

Individual student
work/Teacher supervision.

25 Mins.

Concluding thoughts incuding how we will proceed the

next few days.

Teacher Led Instruction

4 Mins.

Day Two: Remind students that we will work on two

stations today, switching at about 22 minutes.

Teacher Led Instruction

4 Mins.

Students work on second and third stations

Individual student
work/Teacher supervision.

45 Mins.

Day Three: Answer questions about activity so far.

Teacher Led Instruction

4 Mins.

Students work on fourth and fifth stations.

Individual student
work/Teacher supervision.

45 Mins.

Day Four: Answer questions about activity so far.

Teacher Led Instruction

4 Mins.

Students work on sixth and seventh stations.

Individual student
work/Teacher supervision.

45 Mins

Day Five: Describe final poster assignment

(powerpoint).

Teacher Led Instruction

10 Mins.

Student time to work on poster and finish up

stations.

Individual student
work/Teacher supervision.

35 Mins.

Sierra Nevada College Lesson Plan

Remind students of due dates for packet and poster

Teacher Led Instruction

Closure : specific activity to review content

Students will share and explain their posters on the due date.

Teacher Candidate Reflection on the lesson (after delivery)

[Type text]
SNC: April 3, 2014

4 Mins.