Jeffrey Salinger 3/13/12

Social Studies Lesson

Prof. Janzen LIN 579

BACKGROUND INFORMATION: Age: 9th-10th Grade Language Proficiency: Intermediate-Advanced Number of Students: 12 Length of Lesson: Two 40 minute periods STANDARDS: NYS ESL: Standard 3. Students will listen, speak, read, and write in English for critical analysis and evalution. Performance Indicator 5. Recognize, explain, evaluate, and analyze how structural features affect readers and listeners understanding and appreciation of text. Standard 4. Students will listen, speak, read, and write in English for classroom and social interaction. Performance Indicator 4. Listen attentively, take turns speaking, and build on others ideas when engaged in pair, group, or full-class discussions on personal, social, community, and academic topics. Common Core: Grades 9-10 Students: 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history / social studies. 5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. NCSS: IV. Individual Development and Identity. 1. assist learners in articulating personal connections to time, place, and social/cultural systems; 3. assist learners to describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self;

6. enable learners to analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity; THEME: Alfred Nobel/Understanding the Biography format

BIG IDEA: How do we evaluate someones legacy (what people remember about you)? (Unit B.I.: What makes someone deserve an award?)

LESSON TOPIC: Alfred Nobel and The Nobel Prize

OBJECTIVES: Language Students will identify the main elements of a Biographical text.

Content STs will present to the class on the biography of Alfred Nobel and the origin of the Nobel Prize. STs will identify the various categories for which the prize is awarded.

LEARNING STRATEGIES: Cognitive Strategies: Previewing, Establishing a purpose, Taking notes, Graphic organizer.

KEY VOCABULARY: Alfred Nobel, Nobel Prize, Chronological Order, Achievement, Biography

MATERIALS: Worksheets: Nobel Video Response (attachment A), Alfred Nobel Biography (attachment B). Smart Board for video: announcement of Barack Obama being award Nobel Peace Prize (http://www.cbsnews.com/video/watch/?id=5373442n). Biography Elements PPT Slide (attachment C). Alfred Nobel Biography Sections Text (attachment D1-4). Alfred Nobel Biography Full Text (attachment E).

MOTIVATION: Students will be given a discussion worksheet (A) with 3 questions to focus on as they watch a news clip discussing the announcement that Barack Obama will receive the Nobel Peace Prize. After viewing the video, with a partner Students will discuss the video and answer the questions on the worksheet. Teacher will then lead a 5minute discussion of the video and responses to the questions. Teacher might replay portions of the video to highlight specific points where information is provided to answer questions. Once the questions are answered, teacher will announce Alfred Nobel and the Nobel Prize as the topic of the days lesson. Teacher will introduce strategy to be used in today's task: highlighting essential information in a text. Teacher will ask students if they make any notes while reading texts, and if so, what kind of information they focus on. After a brief discussion, Teacher will bring up a partial transcript of the video just watched. Teacher will read through, highlighting or underlining the information students extracted in prior activity, calling students attention to the fact that the information responds to such as the 5 Ws (Who is the video about? What did he do (win)? Why? etc.) Teacher will explain to Students that

asking Who, What, When, Where, Why, and How are ways to pinpoint the essential information within a text.

PRESENTATION: Students attention will be called to the objectives on the black board. Teacher will introduce the days activity: Students will read about a period in the life of Alfred Nobel, highlight essential information, and present what they have learned to the class. Students will be informed that todays reading will be in the format of a Biography. Teacher will put up PPT slide (C) outlining the structure and key aspects of a biographical text.

PRACTICE/APPLICATION: In groups of 3, Students will read a portion of the text on the life of Alfred Nobel (D1-4), focusing on and highlighting information asked for in the section of the Alfred Nobel Worksheet (B) pertaining to their portion of text. After groups have read their text, highlighted the essential information, and compiled their answers to the worksheet questions, each group will then present the information extracted from the text to their classmates (the other groups). Teacher will walk around class during reading/preparation period to assist groups with the activity. Substantial time will be given to these presentations and Teacher will monitor, solicit, and clarify information so that the other groups can take notes in the remaining sections of the Alfred Nobel Worksheet.

REVIEW/ASSESSMENT: Students will be assessed on their participation in group work, their written responses to the reading, and oral presentations. Students will also be

assessed on their completion of the homework assignment (see Extension).

EXTENSION: For homework Students will be given the full version of the Alfred Nobel Biography Text (E) and asked to read through and highlight/underline sections detailing information provided by the various groups and compiled on their Alfred Nobel Worksheet (B). Students will write a reflection journal responding to the following questions: 1. Do you agree with the obituary that said Alfred Nobel was the merchant (someone who delivers) of death? 2. Do you think Alfred Nobel would have established the fund for the Nobel Prize if he never saw the obituary and the criticisms of him? 3. Does the Nobel fund and prize make up for any negative aspects (parts) associated with (connected) his invention of dynamite?

These questions will be presented and clarified during the lesson closure. A brief discussion, soliciting initial ideas from students, will be carried out time permitting.