Battle of Jutland Jun 11, 2015

Writing History/Social Studies, Science and Technical

Subjects 9.Write arguments to support claims in an analysis
of substantive topics or texts using valid reasoning and
relevant and sufficient evidence.
English Language Arts Common Core Anchor Standard:

Strand: Writing History/Social Studies, Science and Technical Subjects

Grade: 9

Sub Heading: Text Types and Purposes*

Standard:

Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and
counterclaims fairly, supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that
anticipates the audience's knowledge level and concerns. c. Use words, phrases, and clauses to link
the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and

maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing. e. Provide a concluding statement or section that follows from or
supports the argument presented.

List and Define the Key Concepts: (nouns):

List and Define the Learning Targets: (verbs):

Learning Target Statements

What are the knowledge, reasoning, performance skills, and products that underpin the standard?

Writing History/Social Studies, Science and Technical

Subjects 9.Write informative/explanatory texts to examine
and convey complex ideas and information clearly and
accurately through the effective selection, organization, and
analysis of content.
English Language Arts Common Core Anchor Standard:

Strand: Writing History/Social Studies, Science and Technical Subjects

Grade: 9

Sub Heading: Text Types and Purposes*

Standard:

Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and
information to make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the
topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience's knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and
domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to
the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a
formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing. f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or the significance of the
topic).

List and Define the Key Concepts: (nouns):

List and Define the Learning Targets: (verbs):

Learning Target Statements

What are the knowledge, reasoning, performance skills, and products that underpin the standard?

Writing History/Social Studies, Science and Technical

Subjects 9.Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
English Language Arts Common Core Anchor Standard:

Strand: Writing History/Social Studies, Science and Technical Subjects

Grade: 9

Sub Heading: Production and Distribution of Writing

Standard:

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

List and Define the Key Concepts: (nouns):

List and Define the Learning Targets: (verbs):

Learning Target Statements

What are the knowledge, reasoning, performance skills, and products that underpin the standard?

Writing History/Social Studies, Science and Technical

Subjects 9.Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
English Language Arts Common Core Anchor Standard:

Strand: Writing History/Social Studies, Science and Technical Subjects

Grade: 9

Sub Heading: Production and Distribution of Writing

Standard:

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.

List and Define the Key Concepts: (nouns):

List and Define the Learning Targets: (verbs):

Learning Target Statements

What are the knowledge, reasoning, performance skills, and products that underpin the standard?

UDL Principle:

Checkpoint 1.3 Offer alternatives for visual information, Checkpoint 4.1 Vary the methods for
response and navigation, Checkpoint 9.1 Promote expectations and beliefs that optimize motivation

Unit and Instructional Objective:

Students are to pull up the Jutland Lecture (about five minutes) on the weebly site. You will listen to
the mini lecture then reflect on the message. In the assessment, you will be tasked with writing a
couple responses to the lecture. I want you to bring those responses with you to class. Afterwards, I
want you to use the links in the Weebly to research about the Battle of Jutland.

Initiation:

Before you watch the lecture, write a paragraph about a time where a mistake costed you
something. The mistake could be something simple, or something very detailed. What did it cost
you? Was it something that could have been avoided? Was there anything you could have done
differently?

Modeling:

Mini-Lecture Research Data Article online

Guided Practice:

Open Discussion: Start with what it means to make a human error, and what those costs could be.
Debate: Students will split into two groups. One group will debate that the right choice was made.
The other group will be arguing against that point. Students will get a short period to research, and
refresh their memories on the events and the situation.

Independent Practice:

The two responses will result in a tiered response, one being more detailed, fleshed out and
complete than the other.

Closing:

N/A

Assessment:

Students will write two responses after listening to the mini-lecture and researching by using the
links. The first response will be a single paragraph about the general idea behind the battle of
jutland. The second response will be three paragraphs that fully outline your thoughts, and response
to the battle. Could anything have been done differently to change the outcome? Was the right call
made?

Modifications and Accommodations:

N/A

Materials:

Access to Internet Device to watch mini-lecture Paper Pencil Imagination

Notes:

N/A

Videos

Youtube Videohttps://www.youtube.com/watch?v=DlJk4JYwSR4
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