USDDailyLessonPlan

TeacherCandidate: LessonDate:Thursday,3/1
XavierDelgado
School: Grade:10
CooperatingTeacher: ElCajon
JessicaMerschtina ValleyHigh
School
Lesson/UnitTitle:PowerofS
peeches/
Subject:WorldHistory RiseoftheDictators

CCSSandCASS/Standards:(Whataretheskillsbeing Agenda:(Whatisthesnapshotofmyclassflow?)
taught?Whichstandardsarebeingspecificallyaddressedinthis
lesson?)

CASS10.6.3-Understandthewidespread Quickwrite: How can an effective speech
disillusionmentwithprewarinstitutions,authorities,and help build influence?
valuesthatresultedinavoidthatwaslaterfilledby Kahoot
totalitarians.
Ethos/Pathos/Logos
CASS10.7.3-Analyzetherise,aggression,andhuman
Watch: Mussolini
costsoftotalitarianregimes(FascistandCommunist)in
Germany,Italy,andtheSovietUnion,notingespecially Discuss E/P/L
theircommonanddissimilartraits. Watch & read: Hitler speech
CCSS9-10.6-Comparethepointofviewoftwoormore Pretend you were a kid at the rally
authorsforhowtheytreatthesameorsimilartopics,
includingwhichdetailstheyincludeandemphasizein
theirrespectiveaccounts.

LessonObjective:(WhatwillmystudentsKNOWbytheendofthelesson?WhatwilltheyDOtolearnit?)
Knowismostlyhistoricalfacts,doishowtheyapplyit

EssentialQuestion:
Whatmakesaspeecheffective?

StudentswillKNOW:
Howaspeechgivenbyapowerfuloratorcangainpowerandinfluence
ThesignificanceofEthos,Pathos,andLogosinaspeech
TwospeechesgivenbyBenitoMussoliniandAdolfHitler
StudentswillDO:
ReviewpreviouslessonusingKahoot,anonlinequizgame,torefreshthemselvesofwhereweleftoff
Writeaboutwhytheythinkaspeechisanimportanttoolforaleadertohave
WatchMussolinigiveaspeech
WatchandreadaspeechbyHitler
CompleteaneyewitnessaccountofHitlersspeech

 IdentifyAcademicLanguageforthislesson(definitionsbelow):
1) LanguageDemand:

Studentswillread,write,listen,andspeak,andanalyze.

2) LanguageFunction:

Studentswillwritewhattheyknowabouttheimportanceofspeeches
StudentswilllistentoMussolinideliveraspeech
StudentswillreadHitlersspeechtotheHitlerYouth
StudentswillspeakaboutwhattheysawduringHitlersspeech
StudentswillreadatranscriptionofHitlersspeech

3) Discourse:
Online quiz game, slideshow, quickwrite, lecture, videos of speeches, transcription of a speech,videorecorded
interview

1) Languagedemands:specificwaysthatacademiclanguage(vocabulary,functions,discourse,syntax)is
usedbystudentstoparticipateinlearningtasksthroughreading,writing,listeningand/orspeakingtodemonstrate
theirunderstanding.
2) Languagefunctions:Thecontentandlanguagefocusofthelearningtaskrepresentedbytheactiveverbs
withinthelearningoutcome(i.e.,analyze,examine,compare/contrast,identify,construct,interpret,describe,justify,
evaluate,locate).
3) Discourse: includes the structures of written and oral language, as wellashowmembersofthedisciplinetalk,
write, and participate in knowledge construction. In history/social sciences, discourse (text structures) include
expository, narrative, journalistic, maps and other graphic print materials; presentations of data in text, charts, and
graphs;andvideoandlivepresentations.Discoursestructurescanbeatthesentence,paragraph,orsymboliclevel.
Keyvocabularyandphrases:
FascismDictatorPropagandaCensorship
ContextofLesson(whathappenedprevioustolessonandhowdoesthislessonbuildonthat)
StudentshavebegunlearningabouttheriseofEuropeandictatorsbyexaminingtheriseandruleofBenitoMussoliniin
Italy.AmongthefactstheylearnedofMussoliniscareerwashisroleinItalianjournalism,bothworkingdirectlyfor
newspapersaswellasmanipulatingthemediaoncehetookpower.
TIME INSTRUCTIONALSEQUENCE FORMATIVE Materials/
ASSESSMENT Technology
Note:
Avarietyofformative
assessmentsshouldbe
usedatkeypoints
throughoutthelesson

Getstarted/Drill/DoNow:(Whatmeaningfulactivitywill
studentscompleteassoonastheyentertheclassroom?)
7 Quickwrite: How can an effective speech help build Observestudents Projector
min Listentoshared Computer
influence?
outideas Slideshow


WholeGroupInstruction:(Focuslessons[explicit
teaching/modeling,strategydemonstration,activateprior
knowledge],sharedreading,sharedwriting,discussion,
7 writingprocess.)
min Kahoot Checkinwith Projector
students Computer
periodically Slideshow
Kahootresults Chromebooks

WholeGroupInstruction:(Focuslessons[explicit
teaching/modeling,strategydemonstration,activateprior
7 knowledge],sharedreading,sharedwriting,discussion,
min writingprocess.) Studentverbal Projector
responses Computer
 Slideshow

Discuss what Ethos, Pathos, and Logos are. Have
students give examples of each that they have
experienced
Watch, as an example of a strong speech, Mussolini
speaking of the importance of the navy. Together, we
will pull examples of Ethos, Pathos, and Logos

GroupPractice/SmallGroupInstruction:
30
(teacher-facilitatedgroupdiscussion,studentorteacher-led
min Checkinwithpairs Chromebooks
collaboration,studentconferencing,re-teachingor
Checkstudents Google
intervention,writingprocess)
notetakingin Classroom
Inpairs,studentswillwatchHitlersaddresstothe graphicorganizer Graphic
HitlerYouth(1933)andfollowalongwithtranscriptin organizer
graphicorganizer w/Hitlers
Studentswillwritemainidea,examplesofE/P/Lin speech
designatedcolumns

EvaluateUnderstanding/Assessment:(HowwillIknow

5 ifstudentshaveachievedtodaysobjective?)
Collectvideos Students
min Pairswillcreateaneyewitnessaccountofthe and/orwritten phones
speech,pretendingtheywereinattendanceatthe eyewitness Chromebooks
rally.TheywilldiscusstheE/P/Ltheyfoundinthe accounts Hitlersspeech
speech,aswellasgivetheiropinionsofthe video
speechanditseffectiveness
Studentswillbegiventheoptiontoeitherwritea
letterorfilmeachothergivingtheaccounts


ClosingActivities/Summary:(HowwillItieuplooseends,

reinforce/revisittheobjectiveandconnectthelessontothe
3
unit?)
min Collectquickwrites Quickwrites
Studentswillreturntotheiroriginalthoughtson
speechesandhowleaderscanusethem,and
expandontheiroriginalthoughts.Theywillsubmit
thesetotheteacher.

ELL
Strategies/Enrichment/Extension/Re-teaching/Accommo
dations(Howwillmylessonsatisfytheneedsofalllearners,
includingIEP,504plans,andhighabilitylearners?)
Checkinwith
Slideshowgivesstudentsavisualofwhatteacheris studentsthroughout
saying lesson
Videoswillhelpstudentstounderstandspeeches Watchfor
ModelingofE/P/Lhelpsstudentsknowwhatis participation
expectedofthem Checkstudents
Observingpeersmakeeyewitnessaccountshelpsto eyewitnessaccounts
expandonideasstudentsmightalreadyhave,orto Checkonstudents
formulatenewideas quickwrites
 Havingstudentsworkinpairsallowsforthemtohelp
eachotherusingtheirownstrengths
Allowingstudentstosubmitwrittenworkallowsfor
quieterstudentstoshowtheirthinking