Thioughout my stuuent teaching expeiience I came to appieciate how much

time anu thoughtful planning goes into cieating a piouuctive lesson. In touay's
schools lesson planning highly ievolves aiounu the stanuaius that neeu to be met.
Anu while the stanuaius aie a big pait of the way I plan lessons I believe they shoulu
be useu as a founuation to a lesson insteau of uictating the entiie lesson. Stanuaius
pioviue a guiueline thiough the cuiiiculum, but I believe as teacheis we have the
iesponsibility to pioviue stuuents with infoimation beyonu the stanuaius anu to
give stuuents oppoitunities to woik with the infoimation in a laigei context.
Contextualizing the stanuaius within a biggei pictuie allows stuuents to cieate a
ueepei unueistanuing of the infoimation that is being given to them. When I plan
lessons I attempt to cieate a biggei pictuie foi my stuuents by intiouucing mateiial
thiough multiple peispectives, connecting the past with the piesent, anu
iecognizing oveiaiching themes by connecting seemingly unielateu events to one
anothei.
This lesson looks at Woilu Wai II thiough the peispectives of women,
}apanese-Ameiicans, anu Afiican Ameiicans in ielation to theii expeiiences on the
home fiont anu in combat. This lesson was taught in the seconu week of a two anu a
half week unit entitleu Woilu Poweis that focuseu on Woilu Wai I, the uieat
Bepiession, Woilu Wai II, anu the Colu Wai.
I was teaching two blocks of tenth giaue 0.S. Bistoiy at Apalachee Bigh
School in Baiiow County. 0ne block was a collaboiative class incluuing five stuuents
with an IEP that I taught along with a co-teachei. 0ne block was a college piep
couise maue up of mostly males. Each class incluueu about twenty-five stuuents.

Daily Lesson Plan Template !"#"$%&# ()*+ )&,*-).&, #&/&0*$&# "% 1"20"3#
435/&),5%67

Name: Erica Rzepka Date: March 20.2014 Grade Level: 10
th
Grade



Lesson Plan
Bell Work:
Upon entering the classroom students will be expected to read and follow the directions on the board.
Students will be asked to get out a sheet of paper and write down five things that they know about World
War II and use that information to write one to two sentences describing their perceptions of World War
II.
Students will be given about five minutes to complete their bell work.
Once they are done I will call on three to five students to share their answers with the class and elaborate
on their responses.
Learning Activities & Assessments/Work Session:
Students will be given a worksheet broken down into three sections: women, Japanese-Americans, and
African Americans. Each section includes 4-5 questions that correspond with a video that will be shown
throughout the lesson. Students will hold on to these questions and answer them throughout the lesson.

As a class students will analyze a quote recognizing the efforts of women during World War II. One
student will be called on to read the quote aloud to the class. Students will be given a minute to think
about the quote. Then Students will be asked to share their opinion and what they think that meant for
women during this time period. Informal class discussion should last about 2-3 minutes.

Students will then be shown a video giving a deeper look into the roles of women during World War II
and their feelings about it. As students are watching the video they will be filling out the questions that
correspond with this video. After the video is over students will be given an extra minute to finish up
Unit Topic World Powers (World War I. the Great Depression, World War II, and the Cold War)
Big idea(s) Understanding multiple perspectives during World War II.
Essential
Question(s)
How is life informed by current situations and societal norms?
Standard(s(/
Benchmark(s)
!!"!#$% '() *+,-).+ /011 0-).+023 +() 45060.*7 89:45 -);)14<8).+*7 9.- +()
-48)*+0= 08<9=+ 42 >451- >95 ??7 )*<)=09113 +() 654/+( 42 +() 2)-)591
64;)5.8).+@
b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese-
Americans, German-Americans, and Italian-Americans.
d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role
of women in war industries.
Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Comment: I chose this question because I
wanteu stuuents to think about how the
time peiiou anu the beliefs of that time
peiiou affecteu the events that we weie
stuuying foi the uay. I also wanteu them to
be able to think about if these same events
anu expeiiences coulu be hau in oui time
baseu on cuiient beliefs anu social noims.
Comment: I wanteu stuuents to answei
this piompt because I often feel that people
view Woilu Wai II as a peifect wai wheie
uemociacy anu gieatness conqueieu evil. I
wanteu to see how stuuents' peiceptions
compaieu to this common naiiative anu
how they woulu compaie to what we weie
leaining in this lesson.
Comment: I pioviueu the questions to
coiiesponu with the viueos to help scaffolu
the stuuents' unueistanuing of what was
going on in the viueos. These questions
weie meant to help cieate a bettei pictuie
of each peispective. They woulu latei go on
to help them when it came time to wiite
theii letteis towaiu the enu of the lesson.
Comment: Coming into this classioom I
iealizeu that a lot of my stuuents hau
tiouble ieauing. Aftei this iealization I
began incoipoiating oppoitunities foi
stuuents to ieau out louu to one anothei to
tiy anu help them with theii ieauing skills.
Although ieauing a quote is a small ieauing
exeicise, it is still an oppoitunity to piactice
ieauing anu possibly expanu vocabulaiy.
Comment: I useu viueos to tiy anu cieate
a bettei pictuie of the expeiiences anu
opinions of those who weie a pait of these
gioups thioughout Woilu Wai II. I felt that
looking at these peispectives fiom fiist
hanu accounts woulu allow to attiibute
ueepei meaning to the infoimation we weie
leaining anu possibly evoke empathy foi the
gioups anu theii expeiiences.
their questions.
Once students have completed the questions I will call on specific students to answer each of the
questions about the video. Students will be given the opportunity to elaborate on their answers or
respond to another students answer for each question. Students must raise their hand and be called on
the share.

After we have reviewed the questions students will look at three different pictures involving women
during World War II. Students will be given a minute to look at each picture in silence. After their
minute is up I will ask students to share what they believe is happening in the picture and how it relates
to what we have learned about women and their perspective during World War II. Multiple students will
answer for each picture.

Students will repeat these steps as we look into the perspective of Japanese-Americans and African
Americans During World War II.

Assessment:
Students will be broken up into three sections and each section will be assigned to a specific perspective.
The students will take on their role as either a woman, a Japanese-American, or an African American and
use what was learned in class to write a one page letter describing the experiences and perspectives of
their role throughout the war. Students will be allowed to get as creative as they want with this
assignment.
Upon completion students will turn their letters in at the front of the classroom.
Closer:
Once everyone has turned in their letters students will be asked to get out their answers from the bell
work activity. I will ask students to reread their responses and give them the opportunity add or change
anything about their perspective based on what was learned in the lesson. Students may edit or write an
entirely new perspective if they want. If students do not feel any differently then they may write a
statement why they feel their response has not changed.

Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Erica Rzepka 4/22/14 3:54 PM
Comment: I set up the lesson like this
because I wanteu stuuents to be able to
uiscuss theii iueas with one anothei, but in
a contiolleu mannei. By allowing stuuents
to iesponu to one anothei they aie able to
shaie theii iueas, but iequiiing them to
iaise theii hanus to speak allows foi some
element of contiol.
Comment: I like using images in the
classioom to help contiibute to the
stuuents' concept of what we aie leaining.
By analyzing these pictuies stuuents hau to
take what we lookeu at in the viueo anu
thiough the quotes to see how it applieu to
what was happening in the pictuie.
Comment: The uesks in my ioom weie set
up natuially into thiee uiffeient sections
anu that was how I chose to bieak the
gioups up insteau of numbeiing off oi
assigning gioups. This cieateu an easy
tiansition when explaining the assignment.
Comment: I encouiageu stuuents to cieate
an iuentity within theii iole to make theii
lettei moie peisonable anu to encouiage
empathy in theii wiiting. I wanteu stuuents
to get cieative with theii letteis so I coulu
bettei giasp theii unueistanuing of what we
leaineu uuiing the lesson.
Comment: Ny intention was foi stuuents
who hau the belief that Woilu Wai II was a
gieat anu wonueiful wai to see that not any
time peiiou oi event is peifect anu that
theie aie always going to be uiffeient
peispectives anu views to a singulai event,
some positive anu some negative. By giving
the stuuents an oppoitunity to ievise theii
peiceptions I was tiying to give the stuuents
an oppoitunity to ieflect on the lesson anu
theii pievious knowleuge befoie they
enteieu the classioom.