Lesson Plan 1 Christina Sickert & Sean Harkness 2/26/2013 CI 402 Name: Directed Reading-Thinking Activity Class/Subject: Social

Studies, 8th grade Date: February 26, 2013 Student Objectives/Outcomes -Students will analyze primary source and construct thoughtful analysis on its meaning. -Students will identify key facts (process, those involved, reasons for involvement) of the U.S. involvement in World War I. -Students will recognize reasons for the U.S. to join the war. Content Standards -CCSS.ELA-Literacy.RH.6-8.2 : Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. -CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a test, including vocabulary specific to domains related to history/social studies. -CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Materials/Resources/Technology -25 printed copies of primary source reading-Senator Norris Opposes U.S. Entry into the War -Promethium board Teachers Goals -To ensure that students enhance their knowledge about the World War I through distinction of the process, those involved, and the reasons behind their involvement. -To make logical inferences from a primary source and place it into historical context. -To provide students with a reading strategy to help read difficult primary sources. 9:15-9:22 am Start of Lesson: Sean and Christina will pass out the primary source document, Senator Norris Opposes U.S. Entry into the War to every student. We will begin the lesson by stating the student objectives for the day. Reading a primary source can be difficult, especially for 8th graders. By using the Directed Reading-Thinking Activity (DR-TA), students will be able to use this strategy on other primary source readings. (Students at each table were

assigned a country that was involved in WWI and they received a packet of primary sources to read and decipher in order to better understand their countrys involvement in the war.) We will model DR-TA for the students with the primary source we have provided as a class, and then they will be able to use DR-TA on their own with the other primary sources they have to read for the day. Ask for a volunteer to review for the class what a primary source is? Activate students prior knowledge on primary sources so that they have a good context before we begin. (Primary source is a first-hand account of something that happened, can be a picture, letter, speech, etc.) 9:22-9:30am Introduction of Lesson: Sean will preview the primary source document with the students by reading the title of the document. Then he will ask them what they predict or expect to read about based on the title of the document (Senator Norris Opposes U.S. Entry into the War). Next we will have students write down their own predictions in the margins of the document. Also have students circle or underline any vocabulary words that they do not understand or are not familiar with. Christina will ask students to share their predictions with the class and write down all of the students predictions on the Promethium board. Lesson Instruction: Paragraph 1: Sean will read the first paragraph of the document out loud to the class while the students silently follow along (again, writing their predictions in the margin, any questions they might have as they read, and circling or underlining any unfamiliar vocabulary words). He will help to define words or provide context clues to unfamiliar words that the students have circled or underlined. (Example: Emphatically-in a forceful way, strong statement). Christina will then ask the class to revisit and check our predictions we had made earlier on the Promethium board. Which ones were accurate or we still dont know about yet and which ones can we eliminate? (Cross off the predictions we can eliminate on the Promethium board). Ask students, Now that we have read a bit more, what do you think could come next? What do you think this article is going to be about now that we have more background? Have students share their new predictions with the class and Christina will write them down on the Promethium board with their old predictions. Ask for volunteer to help summarize the paragraph we just read. What is Senator Norris saying? How does he feel about the U.S. and entry into the war? Paragraph 2: Christina will read the second paragraph out loud to the

9:30-9:55am

class while the students silently follow along (again, writing their predictions in the margin, any questions they might have as they read, and circling or underlining any unfamiliar vocabulary words). Define words or provide context clues to unfamiliar words that the students have circled or underlined. (EX. momentous-great importance/significance, judiciously-using judgment/reason, what does a judge do?, ascertainfind out for certain/make sure of). Then she will ask the class to revisit and check our predictions we had made earlier on the Promethium board. Which ones were accurate or we still dont know about yet and which ones can we eliminate? (Cross off the predictions we can eliminate on the Promethium board). Ask students, Now that we have read a bit more, what do you think could come next? What do you think this article is going to be about now that we have more background? Have students share their new predictions with the class and Christina will write them down on the Promethium board with their old predictions. Ask for volunteer to help summarize the paragraph we just read. What was the U.S. position as the beginning of the war? *Continue same process of reading each paragraph, making predictions as they go, and circling or underlining any unfamiliar vocabulary words. Then checking predictions, making new ones, and eliminating others as we go as a class. Paragraph 3: Students will silently read the third paragraph on their own. We will then help to define words or provide context clues to unfamiliar words that the students have circled or underlined. (EX. flagrantlyobvious/shockingly noticeable, how many students play basketball? Who knows what a flagrant foul is?) Then ask the class to revisit and check our predictions, which ones were accurate and which ones can we eliminate? (Cross off the predictions we can eliminate on the Promethium board). Have students share their new predictions with the class and Christina will write them down on the Promethium board with their old predictions. Ask for volunteer to help summarize the paragraph we just read. (Great Britain and Germany havent respected U.S. neutral position). Paragraph 4: Students will silently read the fourth paragraph on their own. Define words or provide context clues to unfamiliar words that the students have circled or underlined. Then ask the class to revisit and check our predictions, which ones were accurate and which ones can we eliminate? (Cross off the predictions we can eliminate on the Promethium board). Have students share their new predictions with the class and Christina will write them down on the Promethium board with their old predictions. Ask for volunteer to help summarize the paragraph we just read. Why does President Wilson want to declare war? (Germany sinking U.S. ships). Give students background on the British ship, the Lusitania,

that the Germans torpedoed. (It was the worlds largest ship at the time, it was leaving New York and headed to England traveling in neutral waters, killed 124 American citizens). Paragraph 5: Students will silently read fifth paragraph on their own. Define words or provide context clues to unfamiliar words that the students have circled or underlined. Then ask the class to revisit and check our predictions, which ones were accurate and which ones can we eliminate? (Cross off the predictions we can eliminate on the Promethium board). Have students share their new predictions with the class and Christina will write them down on the Promethium board with their old predictions. Ask for volunteer to help summarize the paragraph we just read. What is Senator Norris saying that the U.S. could have done better/differently to stay out of the war? (Strictest neutrality-the U.S. should have been fair instead of favoring the British). Paragraph 6: Students will silently read the last paragraph on their own. Define words or provide context clues to unfamiliar words that the students have circled or underlined. Then ask the class to revisit and check our predictions, which ones were accurate and which ones can we eliminate? (Cross off the predictions we can eliminate on the Promethium board). Have students share their new predictions with the class and Christina will write them down on the Promethium board with their old predictions. Ask for volunteer to help summarize the paragraph we just read. (There were two different sides to entering the war: U.S. should have remained neutral vs. U.S. has something to prove to the rest of the world. The U.S. cant claim to be neutral when they were respecting the British war zones and disregarding the German war zones). Assessments/Checks for Understanding: Informal assessment: Ask for several student volunteers to help summarize the main points of the primary source (Did the students get a clear understanding of the primary source?) Do you think that if the U.S. had remained fairly neutral (not favoring the British and disregarding the Germans), we could have stayed out of the war or was it inevitable? Checks for Understanding: Were the students actively participating by writing down their predictions and questions in the margins as we read the article or were they just sitting there and not participating? Were they circling or underlining any unfamiliar words as we went along?

9:55-10:05am

9:55-10:05am

Closure/Wrap-Up/Review: Summarize the steps of DR-TA: 1) Read the title of the document and then make predictions of what you think the document is going to be about. 2) Read the first paragraph and make new predictions as you continue to read. Then look back and check your old predictions. Which ones were accurate or you still dont know about yet and which ones can you eliminate? (Cross off your predictions that no longer apply). 3) Continue to do these steps throughout the rest of the document. 4) Form conclusions on the primary source based on the predictions and thoughts that are left Let students have the rest of the time to use DR-TA in order to read their packet of primary sources on their assigned country for WWI. Self-Assessment: N/A