1

David Krumholz Professor Trini Lewis EDSE 457 March 27, 2014 Vocabulary Development for Reading Comprehension Title: The Use of Atomic Weapons during World War II Material and Resources: Reading: Kennedy, David M. Freedom from Fear: The American People to Depression and War, 1929-1945. New York: Oxford University Press, 1999, 839-843. I will be using a lap top and projector for the anticipatory set and a PowerPoint presentation. I will be making copies from the pages in the book listed above for all students to read as a handout. I will also use the whiteboard to emphasis vocabulary development. Lastly, the students will use their textbooks to provide another perspective. Time: 30 minutes Grade Level: 11th Grade United States History and Geography: Continuity and Change in the Twentieth Century Standards: Common Core: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusion drawn from the text. Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas. California State Content Standards: 11.7 Students analyze Americas participation in World War II 11.7.7 Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki) Objectives: 1. Students will be able to use visual and textual information to make inferences from the secondary source. 2. Students will be able to identify keywords from the secondary source and learn their meaning.

3. Students will understand and gain more empathy as to whether the use of the bomb was necessary. Anticipatory set: 3 minutes http://www.youtube.com/watch?v=GSxkZTTWaec I will be using an animated video about the bombing of Hiroshima and Nagasaki. There will no narrative in the video to persuade or sway the students on their opinion. There will be instrumental background music for them to listen. This type of introduction to lesson enables ELL to be on a more even basis with the others in the class. I will not pose any questions or ask students to respond about the short video. However, I will look to see how students are behaving during the video. Input: 9 minutes 1. Since todays lesson is about reading material where many of the students are not familiar with places and people involved; I will present a short PowerPoint presentation showing them pictures and adding a description while also making brief comments when appropriate. The students will not be required to take notes because I will hand out the presentation. In order for students to pay better attention I will leave keywords blank on the students copy and ask them to fill them in while I am presenting the information. This will enable student to have a better grasp of the material presented. So the following will be called the background vocabulary: Henry L. Stimson-Secretary of War under FDR and Truman Interim Committee- advisors to Henry L. Stimson about the bomb. Harry S. Truman- 33rd President of the United States of America (1945-1953). Manhattan Project- a research and development project that produced the first atomic weapons James F. Byrnes-Secretary of State (1945-1947); first to tell Truman about the Manhattan Project. Pentagon-headquarters of the United States Department of Defense. J. Robert Oppenheimer-a physicist, often called the father of the atomic bomb for his role in the Manhattan Project. Franklin D. Roosevelt (FDR) - 32ND President of the United States (1933-1945). Winston Churchill-Prime Minister of the United Kingdom from 1940-1945 and from 1951-1955. Potsdam-conference from July17-Aug. 2, 1945. Participants were the Soviet Union, UK, and US Alamogordo- site of the first detonation of a nuclear weapon, on July 16, 1945. 2. All students will be handed the handout and asked to read and underline the words that they are not sure of their meaning. 3. I will now implement a version of Vocabulary Self-Collection Strategy (VSS). I will direct the students to get in their jigsaw study groups. Each group will be assigned a different

portion of the document and asked to find a word(s) in that section that is not understood or those they find difficult to interpret. On a 4 by 6 card that is handed out to each group the following needs to be written on the card. a. The group will need to write down the word on the card in the designated place and their group number or name of their group. b. The group will write down the name of source or the author where the word was found and page number and which paragraph on that page the word was located. c. Each group will also be required to write the definition down. Each group will have access to a dictionary. d. Each group will also need to write the sentence down where the word was found. In case the word is located in multiple locations only one sentence with use of the word is necessary. e. Each group will present the card to the teacher and the teacher will put the card in a word jar f. It will be the discretion of the teacher if other words should be added to be part of the word jar Modeling: 8 minutes 1. The teacher now picks a word out of word jar and writes the word on board. Then the teacher reads the sentence in which the word appears. The teacher then asks for participation from the class on who knows what the word means (the group who supplied the word are asked to remain silent). After some feedback form the class, the teacher asks the group who picked the word to participate since they already have the dictionary definition. Then, the teacher or a member of the group who chose the word writes the definition on the whiteboard. The teacher also asks for students to think how they might use the word in a sentence. After the teacher clarifies the meaning of the word for the class another word is chosen from the word jar until all the new words have been discussed. 2. Some of the vocabulary words that are embedded in the handout are as follows: a. Civilian-citizen who is not part of the military b. Heralded-a sign that (something) is about to happen c. Deliberation-discussion or conversation about an issue d. Demonstration-experiment or test e. Implicit-implied though not plainly expressed f. Liberal-favorable to progress or reform/change, as in political affairs g. Susceptible-likely to influenced or harmed by a particular thing h. Reiterated to repeat or say something again i. Opportune-well-chosen or appropriate 3. Students are asked to write down the words and their definitions in their vocabulary notebook and in addition the teacher will post the word(s) on the word wall. 4. Not only will students be responsible to know what the word means, but later in the lesson, most likely on another day, students will be required to write a summary/analysis (that have questions to be answered) in their journal where they will be asked to use four words from the word wall.

Checking for understanding: 2 minutes 1. I would ask the class to advise me which words that were discussed do they think were hard words to understand. I would point to the word and students would acknowledge by showing me a thumbs up or a thumbs down. To clarify, the thumbs up sign means the word is easy or understood and the thumbs down sign means the word is hard or not understood. 2. Or I would ask the class to rate the words from hardest to easiest as follows: 3. # 5 meaning the word is still hard to understand and they are probably unable to write it a sentence. # 4 would mean that they understand what the word means in context, but would find the word hard to use in a sentence. #3 would mean that through the demonstration they now understand what the word means and can now most likely write the word in a sentence. #2 would mean that they probably knew what the word meant before and would not have any problem writing the word in a sentence. #1 means the word probably should not have been chosen because it is too easy. The students would then pass their response to the front and also make sure that they written their name on it. Guided Practice: 6 minutes 1. The teacher now distributes a list of definitions from the handout and an adjoining list of words. On the list are potentially the words chosen by the groups that were put in the word jar, but also words from the handout that the teacher believes are important enough words for students to know their definition. 2. The students are instructed to individually match the word with the correct definition. The teacher stresses that these are just predictions and not to worry whether they are all correct. 3. After students have finished they are instructed to now compare their predictions back in their group to see if the group members agrees or disagrees. Those who disagree should be encouraged to explain their thinking to the other members. Students should also practice pronouncing the words with their group members. 4. The teacher now reviews the definitions of the words and students will be eager to know which ones they had predicted correctly. Students will then make corrections to their definitions and retain the paper for their vocabulary notebook. Closure: 2 minutes 1. The teacher realizes that amount of information given in todays lesson is quite a bit to handle for the class. In light of the situation, I would explain to the class that they have had to inhale quite bit of information today and we will be reviewing and explaining more about the use of nuclear energy in subsequent lessons. 2. As a ticket out the teachers poses this on the whiteboard: r/e/a/d/i/n/g, and asks the class what they think it means. 3. After a period of silence the teacher explains that it means reading between the lines. In other words, when they reread the handout a second time they should try to make inferences on the content of the handout and the animated video that was shown in class and review the PowerPoint presentation. Otherwise saying that by developing their vocabulary they will acquire better reading comprehension.

Independent Practice: 1. The teacher now asks that the students take out a piece of paper and pick at least five words from todays lesson and write them in a sentence. It should be suggested that they should pick words that they previously did not know or words that were interesting. 2. The teacher will assist those that find this part of the lesson difficult or whether some students should be paired with other students while figuring out how to write a clear sentence using a word from the word wall. 3. Possibly, after enough scaffolding all students will be able to independently write words from the word wall in sentences. 4. The teacher will see which words were chosen and how well the students were able to write sentences using the vocabulary words. 5. Students will hand in their work in order for the teacher to assess their progress. Assessment: 1. The students will be asked to write a summary/analysis of the handout and write down at least three quotes from the handout that help them to answer the question: Should the United States have used atomic weapons during World War II? 2. Students will have access to their textbook, the handout, videos seen in class, the PowerPoint presentations, and any research students obtained for extra credit by utilizing the Internet. 3. Students will need to explain what was surprising or interesting about the quotes they choose and/or otherwise explain their reasoning. 4. Before students are asked to write the summary/analysis there will be some core questions that will assist them. They can take notes or research the assignment prior to writing the summary. The core questions are as follows: What are atomic weapons? What are the consequences of the use of atomic weapons? Did government officials ponder the possible outcome of use of the bomb? Were their alternatives to using atomic weapons to end WWII? What are the points of view of the author of this handout? 5. In their summary/analysis there will be a rubric that indicates how well they were able to draw evidence from the informational handout that supports their journal entry. 6. The students will refer to a rubric how they will be graded. The teacher will go over the different aspects of the rubric. Students will be graded on four categories as follows: vocabulary usage, content (conclusion), grammar (punctuation and spelling), and research (which includes whether they used at least three quotes from the handout). For instance, when students are utilizing vocabulary words the word used will not count for credit if the word is already embedded in a quote (see #8). 7. In addition, students will be asked to use at least four vocabulary words from the word wall in their paper. 8. In consideration for those students who have difficulties in English or are ELL and for students who find including vocabulary words in their paper difficult, there will be a list of words provided for them such that they can just write the vocabulary word in a sentence at the end of the paper and still get full credit for vocabulary as shown in the rubric. 9. The idea is that as the semester goes on the students will have a better grasp of vocabulary and be able to distinguish central ideas and themes.