Week 1 Monday/Tuesday
ODD - M/W/F 120 minutes
EVEN - T/TH/M
Standard History-
CCSS.ELA-
LITERACY.RH.9-10.1 Cite
specific textual evidence to
support analysis of primary
and secondary sources,
attending to such features as
the date and origin of the
information.
English-
CCSS.ELA-
LITERACY.RI.9-10.3
Analyze how the author
unfolds an analysis or series
of ideas or events, including
the order in which the points
are made, how they are
introduced and developed,
and the connections that are
drawn between them.
Math-
CCSS.MATH.CONTENT.H
SF.BF.A.2
Write arithmetic and
geometric sequences both
recursively and with an
explicit formula, use them to
model situations, and
translate between the two
forms.
ELD Standard:
Collaborative (Bridging) -
Interacting with others in
written English in various
communicative forms (print,
communicative technology,
and multimedia).
Objective History-
After completing the
“Atomic Bomb” accessible
text and the graphic
organizer, SWBAT identify
key characteristics about the
specific accounts of the
bombing, described in the
articles in the text, by
Wednesday/Thursday
120 minutes
History-
CCSS.ELA-LITERACY.RH.9-
10.4 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 science.
English- CCSS.ELA-
LITERACY.W.9-10.2.D Use
precise language and domain-
specific vocabulary to manage
the complexity of the topic.
Math-
CCSS.MATH.CONTENT.HSF.
IF.C.8.B
Use the properties of exponents
to interpret expressions for
exponential functions. For
example, identify percent rate
of change in functions such as y
= (1.02)ᵗ, y = (0.97)ᵗ, y =
(1.01)12ᵗ, y = (1.2)ᵗ/10, and
classify them as representing
exponential growth or decay.
ELD Standard: Collaborative
(Bridging) - Interacting with
others in written English in
various communicative forms
(print, communicative
technology, and multimedia).
History-
After annotating the excerpts
from Hiroshima and creating
their word bank, SWBAT
describe the main points in the
particular excerpts and define
the words they included in their
word-banks, by answering the
specific questions.
Friday/Monday
120 minutes
History-
CCSS.ELA-
LITERACY.RH.9-10.6
Compare the point of view of
two or more authors for how
they treat the same or similar
topics, including which
details they include and
emphasize in their respective
accounts.
English- CCSS.ELA-
LITERACY.W.9-10.1.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.
Math-
CCSS.MATH.CONTENT.HS
F.LE.A.2
Construct linear and
exponential functions,
including arithmetic and
geometric sequences, given a
graph, a description of a
relationship, or two input-
output pairs (include reading
these from a table).
ELD Standard:
Collaborative (Bridging) -
Interacting with others in
written English in various
communicative forms (print,
communicative technology,
and multimedia).
History-
After brainstorming for the
mock interview, SWBAT
interview their hypothetical
survivors, by including their
questions and reflections
about the interview.
 answering various questions
from the teacher.
English-
After being introduced to the
novel and expectations of the
unit, SWBAT identify
perspectives in Hiroshima
and recognize how history
translates into literature.
Math-
After looking at different
types of sequences, SWBAT
write an explicit and
recursive formula for a
sequence, and use them to
model a nuclear fission
reaction, and servicemen
enrollment into the armed
forces.
Assessment History - Ticket out the
door: Graphic Organizer
from the accessible text
activity.
English - Exit Ticket to the
prompt of “How does history
change when translated into
literature?”
Math - Group activity
handout that involves
building formulas for
sequences and finding
patterns.
Student Activity History -
1. Introduction to Hiroshima
bombing, revolving around
background info.
2. “Atomic Bomb”
Accessible Text Activity.
3. Frayer-Model Graphic
Organizer
4. Class Notes
English - Introduction to
service learning. -
Introduction to and class
reading of Hiroshima by
English-
After a RAFT project and
reading the novel, SWBAT
display knowledge of
Hiroshima and empathy by
writing a letter to those
impacted that are still alive.
Math-
After exploring the difference
between linear and exponential
growth and decay, SWBAT
interpret expressions for
exponential functions when
looking at exponential decay
patterns of radioactive material.
History - R.A.F.T: A letter
from one of the six perspectives
from Hiroshima
English - Service Learning:
writing letters to those impacted
by Hiroshima (survivor
families, military)
Math - Students will draw a
radius of potential damage to
San Diego if it were hit by a
large nuclear weapon. They
will also complete a graph that
displays the radioactive decay
and half-life for Uranium-235.
History -
1. Quickwrite: “Your thoughts
on the bombing.”
2. Hiroshima annotation
activity.
3. Vocabulary Activity: “Create
Your Own Word Bank.”
4. R.A.F.T. Letter Writing
Activity.
5. Class Notes
English -
-Class discussion on the novel.
-Reading time for 30 minutes.
-Have students pull out RAFT
English-
After researching journalism
as a career, SWBAT trace
elements of a story or history
needed in journalism and
reflect on their own opinions
validity
Math-
After learning the difference
between simple interest and
compound interest, SWBAT
construct exponential
functions given a description
of a relationship between
principle and interest rate, and
use it to find the value of war
bonds after a certain amount
of time.
History - Mock interview
recordings and reflections.
English - Linked Learning:
Journalistic interview
reflection from mock
interview.
Math - Students will answer
interest related questions
having to do with the sale of
war bonds and the value after
a certain amount of time.
History -
1. Quickwrite: “Your
thoughts on the letter and its
impact.”
2. Mini-Lecture: Mock
Interviews
3. Group Brainstorming:
“Choose a Survivor.”
4. Mock Interviews
English - Introduction to
writing and journalism as a
career. Researching
James Hersey. letters from Mr. Henry’s class journalism careers on chrome
-SSR Time and discuss the purpose of the books and reflective writing.
-Exit Ticket lesson: empathy
- Service Learning: writing
letters to those still alive
impacted by Hiroshima,
expressing empathy and
knowledge.
- Hand out envelopes and
stamps to students.

Math - Students will determine

Math - After an introduction
to sequences, students will
work together to solve
problems regarding building
explicit formulas for
sequences, and using those
formulas to find values of nth
terms of the sequence for the
pattern of nuclear fission.
They will also use the
sequence of troop enrollment
during WWII to write an
explicit formula, and predict
when troop levels would
reach a certain level.
the yield of a blast the size of
the largest weapon ever
detonated, and map that
potential damage onto San
Diego. They will use chips to
mirror and understand the idea
of half-life, and will draw a
graph that represents the half-
life and exponential decay of U-
235 after Hiroshima.
Math - Students will find the
current military budgets of
several countries. They will
look at the cost of war, and
will find how much money is
made on war bonds
depending on the interest rate
and type of interest.