Secondary

Lesson Plan Use this lesson plan format and include supplementary materials (e.g. activities, handouts, lecture notes). Title: The Cost of Hate Description (1-2 sentences): Students will use the class period time to complete an essay test on what they have learned about Native Americans, and Japanese Americans. Subject: Language Arts. Co-Lab sixth period Instruction time: 50 minutes Students level by grade: 8th Grade Standard(s) to be addressed: Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding by Design framework only): Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Identified student needs and plans for differentiation: Specific resources needed for this lesson: Lap top computers. Questions for the essay test. Instructional method(s) used in this lesson: Graphic Organizer Lesson Sequence: Hook (How will you get students excited about learning/Introduce students to your objectives?) Direct instruction/Modeling: Inform students that they will first fill out the four square to help them guide their answers in the essay test Guided practice: Read through the directions with the students. Go over any questions that students may have. Make sure that the students have a clear understanding that they will only have to choose one of the question options. Independent practice: Have students fill out the four squares once they have an idea of how to answer the test questions.

Essay test: The paper must be double spaced. The paper must be in MLA format. Please do not provide extra spaces before you begin writing on the first page. This is very obvious and WILL result in a deduction of points. This is an open note test; therefore you may use all of the quick writes, worksheets, and notes that you have taken. The paper must contain few grammatical errors. This could be solved by performing a very simple task: Proofread! Make sure that you proofread before you turn in your essay. Keep in mind, there are NUMEROUS right answers to this test. You will argue your own point however, there are some facts that you might include that are either right or wrong. When you argue a point, you are expected to know a general time frame of when the Trail of Tears happened, or when Pearl Harbor occurred. Question options: 1.) Explain the Indian Removal Act, and the Trail of Tears. If you were Andrew Jackson (the President during the time), what would you have done? Would you have let the Cherokees stay? How could they have built a society together? 2.) Explain why Japanese Americans were sent to Internment Camps. Why was it an injustice to send the Japanese to Internment camps? What can we learn from this mistake? Hint: For the first question, think about our activity we had done for Neighbors. In that we can all find common interest to find a way to live together. Hint: For the second question, think about what we had studied on propaganda, and what we had discussed about stereotypes. Grading Rubric 25 points possible Contains few grammatical errors: 10 Points Question is answered completely: 10 Points Introduction, body, and conclusion (what you performed in the claim/counterclaim paper: 5 Points

Four Square Summary Introduction: Include a topic sentence, and then include four sentences arguing your main point Body: Include a topic sentence, and then four sentences developing your argument.

Body: Include a topic sentence, and then include four more sentences developing your argument.

Conclusion: Use a transition word: In conclusion, finally. Then wrap up your argument by summarizing the details.