Seg 2 Week 1 Day 5

TI Name: Jenny Malstrom
Day & Date: Friday 3/10

Subject Area & Grade Level: honors world history / 10th
Number of Students in Class: 5th period / 24 students
This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.
Day 5: Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / 55 minutes
Curriculum Standards
1. SSWH17 Demonstrate an understanding of long-term causes of World 1. 1.3 Knowledge Constructor: Students critically curate a variety of
War I and its global impact. resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and
others.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Literacies (HRL) Formative & Summative
1. Analyze how technology and military tactics contributed to war 1. Formative: Students will write a letter home pretending that they were
front conditions. part of the war in the trenches. They will need to include what life was like
2. Pretend you were in a trench during World War I writing a letter to and describe one or two experiences that they had. They should also list
home. What would you say to your friends and family? what their hopes and dreams would be after the war was over. Students
3. Describe what a typical soldier’s life was like during World War I will be scored using the rubric for a total of 12 points.
2. Summative: The only summative assessment will be at the end of the
unit in the form of a multiple-choice test that covers all of the information
over World War I and the Russian Revolution.
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 1
Learning Activities
Introduction or Student Spark (10 minutes) Body (30 minutes) Closure (15 minutes)
1. As we continue our conversation on what 1. In their packets, students have a Letters of 1. As groups begin to finish the worksheet, we
life was like for the soldiers during WW1, WW1 Analysis Guide as well as follow up will go over the wrap up questions as a class
we will spend this first part of class looking questions. As a group, they will work their to see what the students put, making sure
at primary source pictures from the way through each of the seven primary the picked up the correct information.
trenches. sources to obtain the following information: 2. Once we discuss, students will either in class
2. Students will either volunteer or have the soldier name or identity, general data, or at home complete their formative check
number on their desk called out and analyze details they shared about the experience, where they will write a letter home
the pictures. It can be anything from what and their personal thoughts, hopes, or pretending that they were part of the war in
they see, to what they think the soldier is dreams. the trenches. They will need to include what
feeling in the moment. 2. Once they are finished with all seven letters, life was like and describe one or two
3. After we look through a few pictures, they will need to answer the four following experiences that they had. They should also
students will divide themselves up into wrap up questions: What was the soldiers’ list what their hopes and dreams would be
groups of three to prepare for the following perspective of war? What topics do the after the war was over. Students will be
activity. soldiers discuss in the letters? Why do some scored using the rubric for a total of 12
describe their experience in a “nice” way? points.
What do you think the realities of the
soldiers’ experiences were?
Differentiation, Modification & Accommodation
Differentiated instruction (DI) Modification & Accommodation
1. Intro: Students get to see visual images of what life was like 1. 5th period has a few students who have 504s for ADHD and request that
during WW1, especially along the front lines. they are seated away from distractions. With their current seating chart, all
2. Body: Students work together and can learn from each other while 504s are away from distractions. To help those in the back of the room,
they analyze the documents. Their desks can be pushed together important text on the worksheets or PowerPoint will be enlarged and
so they can focus mainly on their group. bolded so that everyone can see it. When group work is involved, students
3. Students can imagine what it would have been a soldier in WW1 tend to work very well together when they pick their groups. If groups end
and show what they have learned from the activities from today
up getting too distracted, I will separate people as needed. All content will
and the previous day.
be available for them to access at home as well since it will be posted to
their online portal.
Facilitation & Safety
1. Write the following components of the classroom facilitation and operation here:
 How will you ensure students know where to find and understand class activity instructions? All activities and notes can be found in their packets
which they will have before class, as well as online in their portal. All printouts will be ready for students before they get to class.
 In what ways will you respond to interruptions or disruptions? 5th period is typically quiet and does not cause distractions. If any occur, I will pull
students to the side to see what is going on and if I can help.
 How will you provide other additional support that may be needed (for students who are disengaged or who do not understand)? I will be
available to help anyone who has any questions or might need additional help.
 What are your plans for transitions from one activity of the lesson to another? Activities will flow into one another. After we wrap up our talk about
the standard, we will move onto notes. When they finish their notes, they know it will be time to answer the questions located at the end.
 How will you use/reinforce classroom norms? Typical classroom norms include being respectful to others, not talking when others are talking, and
respecting everyone’s opinion. If those are not being followed, I will pull students aside to talk to them about what might be going on.
 How will you handle supplies needed for the lesson? All supplies will be available and ready for students before they come into class.
 What are the physical components of the classroom, such as desk arrangement, stations, cooperative learning groups, etc. that support your
learning objectives? Desks are set up so that the student’s attention is directed towards the front of the classroom where the materials are being
presented. Students are in a seating chart that eliminates distractions and keeps class time productive.
References
Layered Texts and Other Learning Materials
1. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
https://www.firstworldwar.com/photos/trenches.htm
Research & Theory References

1. Cite course readings and research knowledge to justify your pedagogical and curricular choices here.
Firstworldwar.com. First World War.com - Trenches. (n.d.). Retrieved February 26, 2023, from https://www.firstworldwar.com/photos/trenches.htm
Georgia World History Teacher Notes - Georgia Department of Education . (n.d.). Retrieved February 26, 2023, from
https://lor2.gadoe.org/gadoe/file/a4be4eb4- 63db-496a-b33f-0e9afd8c1311/1/Social-Studies-World-History-Teacher-Notes.pdf

Seg 2 Week 1 Day 5

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Seg 2 Week 1 Day 5

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TI Name: Jenny Malstrom

Day & Date: Friday 3/10

Day 5: Learning and Assessment Plan

Research & Theory References

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