Lesson Plan Title: Chapter 8 _______ Nicole Clampitt

Date: November 22nd

Subject: History Grade: 11
Topic: Pacific War Essential Question: How did the end of WWII happen and
effect the citizens of the world?
Materials: Projector and screen, computer
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
They need to have a full understanding of the turning points and end events of the World War II including the
battles of Stalingrad and El Alamein.

Broad Areas of Learning:

Building Lifelong Learners: By getting them to answer the questions aloud in class they will build their
confidence in themselves and in their knowledge of the subject at the same time.

Knowledge: By answering the questions both on paper and with the class they will gain the knowledge and have
it reinforced. If they happened to miss any information from doing the assignment on their own they will have
the chance to get it. (goal from History 20)

Cross-Curricular Competencies:
Developing thinking: They will have to think about their answers for the questions when they are doing them
individually and going through the textbook. They will have to critically think through their answers before they
write them down.
Developing Literacy: Through both their reading and their writing they will be developing their literacy skills.

Independent Learning: By having them answer the questions themselves they will learn how to teach
themselves and understand the concepts in the textbook without needing a lot of extra assistance. (core
curriculum from History 20)

Outcome(s): Unit 3 Value Issues

 Whether there are circumstances such as national emergencies that justify the curtailing the civil rights
of a segment of a nation’s population?
 Whether a particular nation has the moral right to impose its political values on another nation be
intruding on the sovereignty of the nation?
 What criteria should national leaders apply in making decisions which impact on the lives of their
citizens and the citizens of other nations?

PGP Goals: 2.2 proficiency in the Language of Instruction

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
The students will be giving me their answers to the chapter 7 questions and I will help to get the full and correct
answers. After introducing chapter 8 the students will be expected to answer questions on what they read.
They will go through the answers for them on Friday.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

I will let the students know that we will be looking at their chapter 7 questions and ask them to participate by
pulling out their question sheets.

Main Procedures/Strategies:
I will be going over the answers for their chapter 7 questions. I have a PowerPoint presentation with the
answers that I will go through with them while, asking the students for their input about the answers. I will be
asking students for the answers and have them put up their hands and give me the answer they found in their
textbook. After looking at the answers for the Stalingrad section of questions I will show them the first few
minutes of a movie called Enemy at the Gate. I’m going to show this in order to help the students understand
the battle strategies that the Russians used in the battle of Stalingrad. After I finish going through the answers
for chapter 7 I will introduce chapter 8 and the Pacific War including the important battles. (50 mins)

Adaptations/Differentiation:

Closing of lesson:
After introducing chapter 8 and making sure the students have a basic understanding of the Pacific War I will
hand out the questions for them to do. They will have time tomorrow to work on them and they will be due
Friday. (5 mins)

Personal Reflection:

In future I need to remember to keep a closer eye on the clock in order to make sure I give the students some
time to work on the questions in class. I also need to watch my filler words like “yeah” and “um”

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)