Monday

*AKS: 8SS_G2007-39 - Analyze the 39a - give reasons for World War I and describe Georgias
important events of World War I, contributions
the Twenties, and the Great
Depression and their impact on
Georgia.
*Learning Target(s) /Clear Purpose I can name and explain the factors that led to the start of
(I Can Statement) World War I.
What type of learning target(s)* best
represents the level of rigor required by the I can explain how these factors led to World War I.
AKS?
*Essential Question
(Focus on
How? and Why? questions) What were the factors that led to the start of World War I,
and how did they contribute to the start of World War I?

What Key Content Vocabulary do

students need to know? Europe, militarism, alliances, imperialism, nationalism,
What Academic war, assassination
Vocabulary do students need to know? Describe, summary, examples, causes, explain

Materials Activating Strategy WS, MAIN Causes graphic organizer,

Ipad, Applications: iResponse, Padlet, Blogger, Keynotes,
and U.S. Historical Documents
Target Time/Quick Check (5-10 minutes)

N/A

Gradual Release Phases of Learning (Fisher

and Frey p. 4)

Indicate the Learning Phases in bold for each

instructional activity/assignment.
Keep in mind that the phases are not meant
to be taught
in a linear fashion.

QPTS Teaching Strategies

1. They Do Along Students will answer Padlet question
Gradual Release I DO What do you know about WWI?
Focused Instruction:

Target/purpose is clear
Link to prior knowledge
Relevance of lesson 2. I DO I will read the students Padlet responses off of
Model the promethean board
Think Alouds
Multiple explanations
(Students without technology will be partnered)
Student interaction
Formative Assessment
Gradual Release WE DO
Guided Instruction: 3. They Do (Together)- Using Keynotes, students will filter
between the maps. As a team they will analyze the pictures
Cues, Prompts,Questions
Assist in processing info with rigor
to determine how they are different. (student-centered
Each student thought through/responded to ?s lesson)
Variety of ways for students to respond
Formative Assessment

Gradual Release YALL DO 4. We Do Students will discuss their answers, by

Collaborative Learning: responding to a Padlet question. I will discuss their answer
Consolidate thinking and understanding (specifically those who are noticeably of topic)
Engaging in inquiry
Discussing/negotiating ***Redirection
Accountable talk/Argumentation
Hands-on experience Practice
Rigor/complexity of task
Grouping [pairs/groups]
5. They Do (Together) Students will continue to review
Ensure sufficient academic language
Students accountable for learning their notes on Keynotes, stopping to answer questions and
Formative Assessment complete their graphic organizer as they go along.

Gradual Release YOU DO

Independent Learning:
During Step Five:
Assess to determine mastery
Apply ideas, content, skills, and strategies in 5A. They do (individually)- when we get to the Lend
unique situations
Lease Agreement students will use their iPads to pull up
Students self-assess
Responses: the document on the US Historical Documents app. There
Intervene they will use the tools on the app to analyze document.
Ready to move on: Extend
Not ready: Remediate/reteach 5B. They do (individually) Once the document has been
Independent learning analyze students will write on their Padlet to discuss what
More in-depth study potential downfalls may occur as a result of the Lend Lease
Support in connecting concepts to real-life Agreement. (Turn to your partners)
applications
Formative Assessment 5C. Students will continue work on Keynote Presentation
and Graphic Organizer

(during #5 I will be observing groups and redirecting them

as need)

6. As a class we will reconvene as a class and discuss the

finding of the Keynote presentation and ensure that the
graphic organizer was done correctly.

Summarizing Learning
(Learners summarize each day and answer 7. Students will take a small quiz on the information from
EQ/I Can by writing responses.) the day using iResponse.

Formative Assessment
(How do you know what the students know? Class Discussions
List the formative practices in your lesson
plan.)

Padlet Responses

iResponse Questions

Homework Blog Entry

*Homework Students will use their classroom blog to answer the

(Fisher and Frey p. 107-108): question the following question:
(Homework should
review the familiar, provide time for fluency
building, require application of learned
skills, use spiral review, and/or build in What were the factors that led to the start of World War I,
extension of learning.) and how did they contribute to the start of World War I?

(Students without access to the computer may write their

blog entry in their composition book)