Lesson Title: World War II 2.

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Teacher: Mrs. K. Kelley
Subject: Social Studies Grade Level: 6
Time Required: 40 minutes and home time
Topic: World War II

Essential Question:
Who were the major players in World War II?

Prerequisites (Prior knowledge)

This is the first lesson in this unit. The students will need no prior knowledge of this
subject.

Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

Social Studies Standard 1: History of the United States and New York
Social Studies Standard 3: Geography
English Language Arts 1: Language for information and understanding
English Language Arts 4: Language for social interaction
Mathematics, Science, and Technology 2: Information systems

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)

Students will know… Student will be able to…

1. The major players of 1. Find the country on a flat map
World War II 2. Find the country on a globe
2. Where the countries are 3. Discuss the countries and it’s leaders
on a map 4. Use a wiki (to collaborate)- see link
3. Who was leading the http://sixthgradeworldwarii.wetpaint.com/?WPC-
country at the time of war action=invite#
5. Use writeboard

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: See attached

Post-test: The students will create a wiki page with links and information regarding their
country.

(Performance Assessments:
Will the students be able to create a wiki page with at least 10 links
Will the students be able to use writeboard to discuss after school
Will the students be able to work as a team to complete the assignment

(Other Assessments: Peer, Self)

The students will be answering a survey regarding their participation in the group and
their partners participation in the group.

(Assessment Adaptations)
The students are working in teams to allow any struggling students to remain abreast of
the information.
The students are using technology that the majority of students have available in their
homes based on previous information.
The students do not have to complete the assignment during class.
Students are using different types of technology to obtain the information.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.
The students will be reminded of a webquest to alleviate any questions regarding what one is (they
have all had previous experience using a webquest).
Students will be teamed up, per the teacher
Students will use the technology to create a classroom discussion

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).

The students will be shown a clip of Pearl Harbor and asked if they know what that was
and what it was about.

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….) Student activity (The student is doing…)
Assign the small groups Get into groups
Assign a country and leader Go to find materials
Move around to each group, determining if Working as a team to discover important
they need assistance, where they are, and if details of the country and it’s leader
they are on track
Announce the end of the research time at Students return materials and shut down
the end of class computers.
Describe how to post their information to the Listen and watch as teacher shows on
classroom wiki SmartBoard
Tell them that they will be using the wiki to Exchange phone numbers, e-mail, etc in
initiate classroom discussion tomorrow so case they need to get a hold of one another
work on the information tonight as and plan who will add what information and
homework by what date.
Adaptations to the Instructional Sequence to Differentiate:
Students will be in teams to assist the struggling learner.
Using technology the students can address this information in any one of the multiple
intelligences that they choose.
Discussion and Assessment of Learning:
(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
During the next class, ask if there were any teams that found out if their country had been involved
in WWII and ask what side it was on. If the students had left that material out of their wiki
discussion, ask them to then repost and if possible create a subheading with WWII information.

Closure:
Extensions for early finishers:
These students will be able to start adding their material to the wiki or assisting their teammates
finish their research.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Alternate strategies for struggling students or those who learn differently:
Students will be in teams so that they have a support system built in. The teacher will be moving
throughout the class to all the different teams. Consultant Teacher services will be sought only if
deemed necessary, so as not to estrange one partner from the team.
Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
Students know what a wiki is and who to add information to it.
Students know how to add information to the writeboard so that they may hold discussions
on line without being there at the same time.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Lesson Development Resources
Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)
Classroom wiki
Internet access to reference material
Student access to writeboard at home to discuss information

(Parent/Community Resources)

If the students know any individuals who are experienced in WWII they are encouraged
to interview to gain firsthand knowledge.
Parents are encouraged to interact with the classroom wiki to see what their child is
doing in class.

(Contact Information)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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