Task-based Lesson Write up

Created by: Ashley Riley-Schedler

Grade level/proficiency level of students:

Grade: 8th grade Social Studies

Proficiency Level: Level 3 Developing

Task :

Students will be able to create a care package for soldiers while explaining
why they picked each supply. Furthermore, students will be able to discuss
how they feel about creating care packages.

ESL/FL Standards addressed:

Standard 1: Students will use English to interact in the classroom

Standard 2: Students will use English to obtain, process, construct, and
provide subject matter information in spoken and written form.
Standard 3: Students will use appropriate learning strategies to construct
and apply academic knowledge.

Social and Instructional Language

Speaking: Initiate or engage in conversation with peers or in small
groups
Writing: Respond to or generate text (e.g., suggestions,
announcements, journal entries, complaints, apologies or thank
yous) within the school context using semi-formal register
Language of Social Studies
Speaking: Role-play scenes from historical events or lives of figures
of the Civil War period in small groups
Writing: Compare historical periods using sentences from graphic
organizers and share with a partner

Michigan Benchmarks addressed:

MI.8-U5.2.5: Construct generalizations about how the war affected

combatants, civilians (including the role of women), the physical
environment, and the future of warfare, including technological
developments.

Supporting Objectives:
Students will be able to create a care package for a soldier.
Students will be able to use a supply check list to pick out supplies for their
care package.
Students will be able to explain why they picked specific supplies during a
discussion.
Students will be able to discuss how they feel about creating a care
package.
Students will be able to discuss how soldiers will feel about receiving a care
package.

Materials:
Student Supply Checklist
Store Inventory Checklist
Care Package Supplies = laminated cut out images
o Ex: snacks, beauty supplies, toiletries, games, etc.
Sandwich Bags
Play Money (can print off paper or monopoly money)
Index Cards
Standards Rubric
Set up an area of classroom to serve as the store. This can be as
simple or detailed as you want it to be.

Procedure:
1. Begin the class reviewing content standards. For instance, you can
ask:
a. What supplies did soldiers need during the Civil War? What
supplies could the government supply soldiers? What could
civilians supply soldiers? How did soldiers receive the
supplies? Did the North or South have more access to
supplies? Why?
2. Next guide students into talking about care packages. Then ask
them questions, such as:
a. What is a care package? What are in care packages? Who
sends them? Who receives them?
3. Afterwards, show your students this video. Instruct them to think
about the following questions during the video and be prepared to
discuss them afterwards. Depending on your students you may want
to create a graphic organizer of the questions and sentence stem
starters to guide the discussion. ***Feel free to pause throughout the
video and ask some of the following questions.
a. What supplies did the soldiers receive?
b. What supplies did the soldiers have? What did they need?
c. How did the soldiers feel when they received a care package?
d. How do you think people feel after sending a care package?
4. Next review the objectives with your students. You should highlight
that they will be assessed on their discussion. To prepare for the
discussion they have to use the supply checklist and prior knowledge
in regards to their language and content objectives. They will be
working in individually and in pairs throughout the lesson. At the end
of the lesson they will reflect on the objectives.
5. Then you need to go over what supplies they will need to
successfully accomplish the objectives.
a. Have models of the supplies in front of you. Compare the
models to the PowerPoint images. Inform them there will be
reminders of what they need throughout the PowerPoint.
b. At this time point out the store area of the classroom. Go over
your expectations and procedures. This can be as structures
or free flowing as your management style allows.
6. The lesson is broken up into five steps that are outlined on the
PowerPoint. Use it as a guide. Furthermore, set time limits to make
sure that your students do not have time to be off task. It is
recommended to project an online stopwatch or visual clock
alongside the PowerPoint presentation.
a. Step 1: Students will brainstorm what supplies they wish
to put into the care package.
i. They will need their supply checklist to complete this
step
ii. Remind them they will be asked to discuss their
choices
iii. During this time you will walk around and assist
students as needed.
iv. Discuss: What types of supplies do you see on the
list? Which ones are more expensive? Why? What
supplies are the most important? Why? What supplies
do you want in your care package?
b. Step 2: Students will purchase supplies from the Social
Studies Store.
i. The store should already be set up and stocked.
ii. Students will need $10 of the play money. $1 dollar for
each supply. (You can modify the lesson to incorporate
Math standards by assigning specific prices for each
supply and giving them a set amount of money to
spend).
iii. There should only be a certain amount of supplies in
stock so they may have to change up their purchase
order when its their turn.
iv. You can combine step 1 and 2 so they flow together or
keep them separate.
 v. Discuss: What supplies were you able to buy? Is it
difficult to purchase items for a care package? What
supplies were out of stock? Why do you think this is the
case? What supplies are in your care package? Why
did you pick those supplies?
c. Step 3: Place supplies into care package.
i. Students will need supplies (pictures) and sandwich
bag.
ii. You may choose to have student purchase the bag and
a stamp to make it more realistic.
iii. Students need to carefully organize the package and
make sure it is sealed properly.
iv. At this time students need to make sure they have all
the supplies on their check list.
v. Discuss: Why is it important to carefully package the
supplies? Where can you get packaging supplies, such
as boxes, wrapping paper, or stamps? How does it feel
creating the care package?
d. Step 4: Share your care package with a friend.
i. Discuss: What supplies were the same? What supplies
were different? Why? How did you feel when creating
the care package? How do you think soldier will feel
about receiving the package?
7. After the discussion:
a. Review the objectives with your students.
b. Have them complete the Exit Ticket.

Check for Understanding:

Throughout the lesson you will have opportunities to check for
understanding. These opportunities include:
o Supply checklists
o Mini-Discussions
o Exit Ticket

Assessment:
For this lesson, students will be assessed by their ability to pick out
appropriate supplies for their care packages and their explanation for
why they chose certain supplies.
Read the options associated with the rubric to determine how it will
be utilized in the lesson.

Extensions:
Write a postcard to a soldier.
o You may need to model how to compose a postcard.
 o Model how to address the card, how to start the postcard:
Dear, ________, and how the conclude the card Kind
Regards,________.
o You may want to include sentence stems for some of your
students.
o Students can decorate the cards.
Students will receive another students care package. They will have
to write a postcard explaining what items are in the package and why
these items were chosen for the care package.
Have actual supplies in the store but reuse them for future years.
Have actual supplies in the store and mail them to soldiers.
Create and host a fundraiser to collect supplies for soldiers. Once
supplies are collected box and mail them to soldiers.