Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Alexandra Smith Subject/Grade: Social Studies and Literacy Learning Objective:

Lesson # ___4__ Date and Time of Lesson: 4/2/14 12:30PM

Students will be able to determine the impact World War II had on different kinds of people by participating in a read aloud for the story. They will also be able to compare and contrast The Bracelet (read aloud) with The Harmonica.

Alignment with Standards: Social Studies Standards Standard 5-4: The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s Indicator: 5-4.7 Summarize the social and political impact of World War II on the American home front and the world, including opportunities for women and African Americans in the work place, the internment of the Japanese Americans, and the changes in national boundaries and governments. Language Arts Standard: CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Developmental Appropriateness or Cross-curricular connections: Students have been learning about the time of the Great Depression and World War II. They have been discussing how these events impacted the people. This lesson will incorporate language arts, social studies, literacy, and social skills. Assessment(s) of the Objectives:
Lesson Objective(s) Social Studies Objective: The students will be able to determine how World War II affected different types of people. Language Arts Objective: The students will be able to compare and contrast two stories with a similar theme about the same topic that illustrate different perspectives. Assessment(s) of the Objective(s) Social Studies Assessment: Before the read aloud takes place, students will recall information that they already know about the time period of World War II. I will be looking for specifics about how people were treated (some were put into concentration camps). During and after the read aloud, I will be asking questions about the new information they are learning from The Bracelet (specifically, that Japanese Americans were sent to concentration camps because America was at war with Japan). Assessment(s) of the Objective(s) Language Arts Assessment: Before the read aloud, I will have students make predictions about what the story is about before by looking at the front cover. During the lesson, I will ask questions about how that part of the book relates to The Harmonica. After the lesson, I will ask the students how the two stories are related overall. Use of Formative Assessment I will determine their level of understanding based on the oral responses they give during the read aloud. I will give them plenty of time to discuss questions with a partner and then have them share their ideas with the class. This will give me a good understanding of what I need to cover further and when I can move on.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Accommodations:
All students will have the opportunity to speak out and share their ideas because I will call on them at random to ensure that all students speak up. I will have students who have a hard time paying attention and my visual learners sit close to the front. I will re-read a section of the book as it is needed and question arises. I will discuss a topic more than once if I notice students do not understand.

Materials: The Bracelet by Yoshiko Uchida, The Harmonica by Tony Johnston, and a rain stick Procedures:
1. Students will come to the carpet in an orderly fashion to participate in a historical fiction read aloud by reading The Bracelet. 2. After they get settled we will recall what The Harmonica was about and key events that took place in it. 3. The book will be introduced by asking the students to make predictions about what the story will be about based on the front cover. I will instruct students to look for similarities and differences between The Bracelet and The Harmonica while reading the story aloud. 4. Throughout the read aloud, I will stop and ask the following questions when appropriate and have the students turn and talk to a partner before sharing: Why do you think Emi and her family have to move? Have you ever had to move? Did you have to tell your friends goodbye? How does this part of the story compare to The Harmonica? How does Emi feel? How do you think Emi will cope with losing her bracelet? 5. In conclusion, I will have the students share their ideas about how these two stories compare to one another.

Activity Analysis:
The first activity will the read aloud itself. This activity will give them the opportunity to get a better understanding of how World War II affected Japanese Americans in this time period. The second activity will be having the students turn and talk to a neighbor to discuss the probing questions that I ask throughout the read aloud. This gives them the opportunity to share and listen to ideas with a partner. This also gives them purpose for paying attention to the read aloud because they know they will be expected to share their ideas with the class.

References/ Resources:
Johnston, T. (2004). The Harmonica. (R. Mazellan, Illustrator). Charlesbridge Publishing. Yoshiko, U. (1993). The Bracelet. (J. Yardley, Illustrator). The Putnam & Grosset Group: New York, NY. Mrs. Leonard.