Beruflich Dokumente
Kultur Dokumente
Part A:
A video has been created to inform students about personal experiences at the Battle of
the Bulge during World War II. Previously, students have been learning about World War II and
this is used to implement a different perspective and help reach students at a deeper level. The
video will be utilized in an eighth grade Social Studies class. This exhibits a unique display of
information on the battle. This will further the student’s understanding of the war and answer our
This video coincides with a unit on World War II. Students learn the causes and effects of
the war. Students learn major battles and events during the time period in history. Students will
understand the necessity to learn about history so it doesn’t reoccur. Students will understand
that many men fighting in WWII weren’t much older than their age range. Students will watch
the video to engage their minds and gain insight from the veteran’s experiences. This will offer
The teacher’s role is to provide a safe and positive environment for learning to occur. The
teacher is expected to find the most effective learning styles and strategies to reach his/her
student’s goals. The teacher is required to instill those strategies into learning and instruction.
The teacher will provide the essential information on WWII to the students in a variety of
instructional methods and activities. The teacher will offer opportunities for students to get a
deeper, meaningful experience when discussing WWII and history. The teacher will allow
students to get in the mindset of actually living through the war. The teacher will give his/her
best efforts to have the students gain a sense of appreciation for history and our soldiers.
The student will be actively involved with learning the WWII curriculum. Students will
be given daily notes along with activities to help better demonstrate and illustrate different
aspects from the time period. Daily journals and new vocabulary terms will be expected to be
completed by the students. Students will be expected to watch a video that gives them more
insight on the Battle of the Bulge. Students will be given an opportunity to reflect on the movie
and share their thoughts. At the end of the unit, students will complete a unit test and create a
podcast. The podcast will display their knowledge on a particular event during the war that will
Technology will be used during this unit. There will be a movie for students to watch that
was created by the teacher. This tool helps students understand the war from a different point of
view. Students will also have the opportunity to look at online resources such as the Holocaust
Museum and the house of Anne Frank. Students will also have the opportunity to listen to radio
broadcasts that were delivered during the war. Students will create a podcast with their own
Students will be grouped in various ways throughout the unit. Small groups and pairs will
Question and answer periods will be provided. The teacher will monitor group work.
Informal assessments will be used during the unit. Individual assignments such as worksheets,
will be assessed. Tickets out the door and pop quizzes will be given to assess at different points
throughout the unit to determine continuing instruction. A project and test will be given for a
final assessment. Rubrics and point distribution will be used to grade the assessments.
Range of student skills is very broad. Differentiated instruction is necessary for this class.
Teacher gives appropriate time to complete assignments. Any modifications needed are
implemented throughout the unit. Continuous assessment is necessary to ensure students are
Part B:
Technology is an incentive to learning and gaining knowledge. Utilizing technology can
heighten a student’s interest and possibly reach them at a more meaningful level. Student
engagement and higher-level thinking can increase with the use of technology. Exposing
students to the video I created will help give a different perspective on history and WWII. It
provides real people, real reflections, and true, factual insight on the topic. It allows for more
Throughout the course the exposure to various forms of technology for classroom use has
been beneficial. I believe many tools we’ve used and learned about can help a student’s
achievement and engagement with learning. However, I think it is important to not rely on these
resources to drive instruction. Many districts do not have access or can’t afford the new
technology. The schools that I have worked in are examples. One can still use a variety of
instructional methods to reach students and their needs in a creative way if technological
advances aren’t accessible. There are so many unique learning needs that need to be met.
improve my knowledge I will continue to lurch on websites and blogs of other educators for any
useful information. I will keep the course Wiki page as a resource to go back to for help and
recommendations during lessons. I will use these resources to the best of my ability as a trial and
error with students. An educator’s devotion is to students and their success. If one of these tools
is extremely beneficial in a student’s learning experience, it should be used. With the many
different learning styles, an educator must be flexible and fully understand that characteristic.
Many different styles, tools, and methods of instruction need to be supplied in the educational
environment and that will, in turn allow for students to prosper. I will take any offered
professional development courses within the district to broaden my knowledge. I just recently
believe this can help the students with disabilities to take their test at their own pace and with
less pressure. Another tool from the course to help with test taking I plan to use in the future is
the Test Talker. Utilizing blogs will become a daily task in a future classroom of mine. Some
resources that I have already began using are the CAST UDL Lesson Builder and the vocabulary
because I work with students that have a very low reading ability.
Keri Hayden 4 – 5 weeks long
As per regulation, I will meet with technology coordinator and principal within school to ensure
permission to utilize technologies within the classroom setting.
Social Studies Standard #1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of the United States
and New York.
Social Studies Standard #2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history and examine the
broad sweep of history from a variety of perspectives.
ELA Standard #1: Language for Information and Understanding
Students will read, write, listen, and speak for information and understanding.Aslisteners
and readers, students will collect data, facts and ideas, discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to acquire, interpret,
apply, and transmit information.
ELA Standard #2: Language for Literary Response and Expression
Students will read, write, listen, and speak for literary response and expression. Students
will read and listen to oral, written, and electronically produced texts and performance, relate
texts and performances to their own lives, and develop an understanding of the diverse social,
historical, and cultural dimensions the texts and performances represent. As speakers and writers,
students will use oral and written language for self- expression and artistic creation.
The Arts Standard #3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual
work to other works and to other aspects of human endeavor’s and thought.
Mathematics, Science, and Technology Standards #5: Technology
Students will apply technological knowledge and skills to design, construct, use, and
evaluate products and systems to satisfy human and environmental needs.
1. Teacher will hang four pictures on board for students to see when arriving to class.
2. After bell rings, teacher will take pictures down.
3. Teacher will ask students to recall what the pictures were and as many details as possible
from the pictures.
4. Those pictures are in our history. What happened in the hallway on the way to class is
history. We are history in the making and history is all around us.
5. Question to class: What would it be important that we learn about WWII if it happened so
long ago? Listen to student responses.
6. Journal assignment: KWL chart on WWII and answering the above question in more
depth..why learn about it?
7. Start notes – Begin section 1 from curriculum book : Road to War
-Discuss Italy and Germany
1. Continue notes: Finish Section One: Discuss Japan, Soviet Union, and American
Neutrality
2. Start Section Two: War Begins
-Discuss War in Europe
-Extra activity: Teacher will read Baseball Saved Us by Ken Mochizuki. Students will
take notes during reading. Students will be assigned to centers to complete assignments. One
center will be imagining you are being sent to an internment camp – what three processions
would you take and why? Center two would be to brainstorm a list of ideas that the government
could have done to make life more pleasant while living in the camps away from home.
Week 2:
3. Rations activity
-Students will be given a ration coupon worth 100 points.
-This coupon will be used throughout three days.
-10 points will be subtracted when students leave, have a break, sharpen a pencil,
socialize, group work, lunch, work on computer, get a drink, etc.
-This helps students understand in order to do the necessary things to get by, it
cost them points. This is how people during the war had to live if they wanted
food, gasoline, etc.
Week 3:
Week 4:
Week 5:
1. Listen to radio broadcasts during the war from “We Interrupt This Broadcast” CD.
2. Students will become newscasters/reporters describing an event from the war.
3. They will choose any event from their notes and come up with a script that would
interrupt the daily broadcast with a very important message.
4. Students will create a podcast with their imagination and all students will listen to all
podcasts at the end of the week
5. This will be part of their assessment for this unit –a chapter test will be given also.
Daily:
1. Students will make a vocabulary flip book throughout the entire unit, adding new
vocabulary words each day.
2. Students will have a daily journal/diary entry – Teacher will give assignment as to
what the journal or diary entry topic is.
Extensions:
1. Art – Students will be asked to create a propaganda poster after looking at examples
and discussing them from the war time period.
2. Music – Students will listen to music from the war time period. Students will witness
how the lyrics and music created corresponds to history.
3. Students will be asked to give example of modern songs about current events and
issues.
4. Students will find a song about an event in history, whether its from a world war or
something current. The students will be expected to find the lyrics and explain them.
5. Many songs will be played and music videos if applicable.
6. For extra credit students can create their own song or poem with lyrics about World
War II or something going on in today’s world.
List of Books for possible use during unit and/or extra credit the following month after unit:
Rescue: The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer
References
Arnold, Susan. Integrated World War II Unit. (1997) Retrieved November 2, 2009 from
http://www.henry.k12.ga.us/cur/WWII.htm
Harry S. Truman Library & Museum. (2009). WhistleStop Teacher Lessons: World War II.
Retrieved November 2, 2009 from
http://www.trumanlibrary.org/whistlestop/teacher_lessons/ww2_unit.htm
Walker, Gene. Monumental Battles: Major Turning Points of World War II. (n d ) Boundless
Learning Project Builder. Retrieved November 2, 2009 from
http://cte.jhu.edu/projectbuilder/popup_PrintTour.cfm?TourID=483