CEP Lesson Plan Form

Teacher: Thomas Gilbert Date: 2/27/2019

School: Poudre Global Academy Grade Level: 11 Content Area: Social Studies

Title: Strategic Decisions in WWII Lesson #: 1 of 2

Lesson Idea/Topic and After a brief introduction to the history and combat of WWII, students will
Rational/Relevance: work in groups to analyze different scenarios that the US faced during WWII
and be tasked with making a strategic decision. Students will then review
and analyze the historical decisions that were made and the impacts of
them. After responding to questions on their assignment sheet and
discussing, groups will present their scenarios to the class.

Student Profile: 20 Students (1 remote). All 11th Grade. 1 GT. 1 mother.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

History 1.1: Use the historical method of inquiry to ask questions, evaluate primary and secondary
sources, critically analyze and interpret data, and develop interpretations defended by
evidence

History 1.2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity
over time

Understandings: (Big Ideas)

America was faced with a number of difficult decisions while fighting World War II, each with heavy implications and lasting results.
The European Theater of World War II was incredibly difficult to navigate, with many different factors and lives to consider.
The Allies needed to overcome significant disadvantages in order to overcome the Axis Powers.

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Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

What qualifies an event as historically significant rather than simply noteworthy?

Why are historical questions important?
How do historical thinkers use primary and secondary sources to formulate historical arguments?
How might historical inquiry be used to make decisions on contemporary issues?

Evidence Outcomes: (Learning Targets)

Every student will be able to: analyze and discuss strategic scenarios from World War II, identify the central problem, and propose a historically plausible solution
to it

I can: evaluate the actual decision that was made at the time and assess the likelihood and impact of alternative courses of action

This means: I can present my group’s strategic scenario to the class, explaining our decision and the decision that was actually made.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Student conversation, responses, and discussions during Live Class warm-up, instruction and activity (1.1, 1.2).

Student responses and completion of the Scenario Analysis Document during/after Live Class (1.1, 1.2).

Student presentations and slides. (1.1, 1.2)

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Planned Lesson Activities

Name and Purpose of Lesson Strategic Scenarios in WWII

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 80 Minutes

WWII Strategic Scenarios & Outcomes
Scenario Analysis Document
Fighting WWII Powerpoint

Anticipatory Set The strategy I intend to use is: Role Playing

I am using this strategy here because: I want the students to get in the mindset of playing
a particular role in order to make difficult strategic decisions.

Procedures The strategy I intend to use is: Jigsaw

I am using this strategy here because: There were many difficult decisions to be made
during WWII, and this strategy allows students to interactively study one scenario and
present it to the class as a group.

Teacher Actions Student Actions Data Collected

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dfafafd Greet students, introduce Find their seats, take out Informal data from student
the lesson and explain Interactive Notebooks and responses/ discussion.
warm-up activity, have Laptops. Begin thinking
students share responses about and writing warm up
(10 min). responses, sharing when
prompted.

Direct instruction, brief Listening, taking notes, Student questions and

overview of situation and asking questions and responses during
combat in the European sharing ideas, discussing discussion/conversation.
theatre of WWII, show when prompted.
video (4 min) and discuss,
asking students
questions/leading
discussion (15 min).

Introduce Scenario Analysis Reading Scenario Strips and Student questions,

Assignment, explain independently answering discussions, responses to SA
instructions, pass out questions 1-3 on their assignment. Group
Scenario Strips to each Scenario Analysis decisions and reasoning,
group. Assignment. Discussing conversation.
Check in with groups, their responses with their
answer questions, listen to group and coming to a
discussions, make sure consensus on a decision.
students are on-task and Responding to questions 4-
understand the assignment. 5 on SA Assignment.
(20 min).

Pass out Outcome Strips to Reading Outcome Strips, Discussion and responses to
each group, continue to responding the Part Two of Assignment questions,
check for understanding, SA Assignment. Discussing questions, conversations in
answer questions, and their responses with their group and as a class.
listen for thoughts. groups/with the class as
Introduce final presentation discussion builds.
aspect of the assignment, Preparing their presentation, Presentation preparation,
give students time to creating their Slide and question responses, group
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Closure The strategy I intend to use is: Reflection/Discussion

I am using this strategy here because: I want to give students time to digest what they
have just learned and think of the potential implications and impacts of the decisions that
were made.

Differentiation Content Process Product Environment

Modifications: Scenarios can Students can Students may Students can
be shortened work alone. opt out of work with their
or explained. Questions can presenting, can groups or
Questions can be shortened type independently.
be simplified. and/or assignment or Noise levels can
simplified. fill out a hard be modified
copy. Some and lighting
questions can changed.
be omitted or
simplified.
Extensions: Students can Students can Students can Students can
analyze work alone, can present work with their
multiple respond to independently groups or
Scenarios or additional or review independently.
compare with questions. multiple Noise levels can
others. scenarios. be modified
and lighting
changed.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were there additional
co-teaching strategies used during the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this age
and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning? Maturity? Engagement?
Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for
what you are trying to accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel teaching, Alternative/Differentiated/Supplemental teaching,
Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the
objectives of the lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate
the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

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Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring
things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging skills? What observational assessment data did you collect to support differentiated instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description of what you were looking for in each assessment. How
do you anticipate assessment data will inform your instruction?

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