Direct Instruction Lesson Plan

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Direct Instruction Lesson Plan
World War II
1939 1945

• Amy Roth
• Laura Scholl
• Shannon Smith

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GOALS

• Our goal is to create a more clear account of
  World War II, as well as, a time line of the
  events that occurred.
• Also, we wish to help you (the students) relate
  to the time period in a more concrete matter.

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OBJECTIVES

• Students will be able to construct the first page
  of a ten-page booklet by creating a concept map,
  which focuses on their understandings of the
  assigned readings on the World War II Unit with
  70 percent accuracy.
• After listening to a World War II Veteran
  Speaker, students will be able to generate the
  second page of their ten-page booklet by writing
  a one-page reflection paper pertaining to the
  veterans recollections, as well as, their own
  thoughts and perceptions of life at this time
  with 90 percent accuracy.

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ADDITIONAL OBJECTIVE

• With 100 percent accuracy, students will identify
  the most accurate answer on the short answer
  worksheet pertaining to their assigned readings
  and the time-line on the World War II Unit.

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METHODS/STRATEGIES

• Activity One
• Have students clear their desks
• Pass out stationery for the booklet to each
  student
• Have students construct a concept map pertaining
  to their reading assignments
• Before they begin, guide students by illustrating
  an example on the board, as well as, introducing
  some key elements to their concept maps.
• After finishing their maps, ask students to help
  you construct a key on the board generated from
  their concept maps they produced.

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METHODS/STRATEGIES

• Activity Two
• Speaker will reminisce about World War II
• Students will be required to take notes and ask
  at least one question
• Students will complete a one-page reflection
  paper pertaining to the Veterans recollections

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COMPLETION

1. Reintroduce Time-Line
2. In class discussion, ask students if they have
   any questions, comments, and/or concerns about
   the lesson
3. (Idea) reflections

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ENRICHMENT

• In order to have students reflect on their
  experiences for the day, we believe that a class
  discussion is in order.
• Ask specific question(s) relating to the
  Veteran Speaker such as How would your life be
  different if there was another World War and you
  had to serve in it?

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ASSESSMENT

1. Group Participation
2. Analysis of concept map
3. Reflection paper on the Veteran Speaker
4. Comprehension with use of a worksheet

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ASSESSMENT RUBRIC
POSSIBLE POINTS FROM LEAST TO MOST POSSIBLE POINTS FROM LEAST TO MOST POSSIBLE POINTS FROM LEAST TO MOST POSSIBLE POINTS FROM LEAST TO MOST POSSIBLE POINTS FROM LEAST TO MOST COMMENTS
Level of comfort with group participation 1 2 3 4 5
Ability to generate concept map using assigned readings 1 2 3 4 5
Level of reflection on Veteran Speaker and students thoughts and perceptions 1 2 3 4 5
Ability to recall information through the use of the wkst. ___ / 6 ___ / 6 ___ / 6 ___ / 6 ___ / 6
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Resources
Bastolich, John B. Ph.D. Scholastic American
Adventures. 1987 (Second Edition)
HyperWar. 01/25/01 Online
http//www.ibiblio.org/hyperwar/index.html
04/30/01