TEACHER: Melissa Avila DATE October 14, 2018

OBJECTIVE: GRADE LEVEL: High School 10th Grade World History

Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish
§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.
(c) Knowledge and skills.
(12) History. The student understands the causes and impact of World War II. The student is expected to:
(A) describe the emergence and characteristics of totalitarianism;
(B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph
Stalin,
Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and
(C) explain the major causes and events of World War II, including the German invasions of Poland and
the Soviet
Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and
the
dropping of the atomic bombs.

Students have seen who was involved in World War II after yesterday’s power point. Today they will be able to see
how the causes and the war impacted the world. We will take a look at different world leaders, compare and contrast
them, prior to and during World War II in order to build an image for us when we get into the events of World War II
such as the Holocaust and the attack on Pearl Harbor.

Materials/Resources/Equipment Needed:
- Powerpoint Presentation
- iPads/Phones/Laptops
- Notebook/Journal
- Worksheet (World Leaders)

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)

The student must have prior knowledge of WWII in order to connect these world leaders and how they impacted
the world during this war. There will be direct instruction at the beginning of class and then they will work in small
groups in order to research a leader and answer a worksheet with questions that will help them better
understand the person.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lesson’s instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you
use to focus students on the lesson for the day?)
Students have had a power point presentation over the background of World War II. Class will begin with a
quick oral bell ringer that will last 2-3 minutes. The board will have a large hand drawn tally chart with
questions that the students will be asked. The key to the tally chart will show how many things they had in
common with Franklin D. Roosevelt without even realizing they were being compared to the U.S. World
Leader during World War II.
Tally Questions:
How many of you have an odd collection or like to collect something out of the ordinary? (FDR
had a love of collecting stamps in his spare time.)
Who has gotten to the point of quitting something they had initially started? (FDR dropped out
of law school.)
How many of you have ever felt judged? (FDR once said "I ask you to judge me by the enemies I

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

have made.”)

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.

With there being five other world leaders to cover after FDR, the students will break into groups of 2-3 and
each will take on a world leader to look up and answer a worksheet with questions that will help them get
to know the person. They will also be given another sheet with a gingerbread man outline in which they
will have to draw/color the world leader they were assigned. This will be a quick 20-25 minute activity
which after the entire class will be brought together to show their findings to the rest of the students.

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)

I will display a mock example of Franklin D. Roosevelt further explaining how to answer their worksheet
questions correctly.

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)

The worksheet will be the main assignment for the day. When the class regroups to explain their findings,
they will each jot down information that the other groups have found in order to fill up their worksheets
completely and use it as a future review guide. This should take anywhere between 10-15 minutes.

Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective – FORMATIVE.)

Their exit ticket will be their participation in the regrouping from groups to a class as a whole. Their
worksheet will have a section where they were to each find a different fact about their world leader that
they didn’t know about before and they must share that fact before leaving class.

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)

Their exit ticket will be their participation in the regrouping from groups to a class as a whole. Their
worksheet will have a section where they were to each find a different fact about their world leader that
they didn’t know about before and they must share that fact before leaving class. They will be given small
index cards in order to write down their own fun fact and turn those in before leaving.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)