Intern Name: David Rhea

Lesson Title (Subject/Topic): Analysis of Dwight Eisenhower's two War Documents

Grade: 7th
Length of Lesson: 15-20 Mins
Date Taught: April 18th, 2018
LESSON PLAN TEMPLATE
In this lesson…

Overview Students will read two documents and reflect by answering four short questions
making them recall information that they have read over. Making sure
information is learned from the lesson.
USII.7 The student will demonstrate knowledge of the major causes and effects
of American involvement in World War II by
a) identifying the causes and events that led to American involvement
Standards of in the war, including the attack on Pearl Harbor;
Learning b) locating and describing the major events and turning points of the
war in Europe and the Pacific;
c) describing the impact of the war on the home front.

What was the impact of D-Day on Eisenhower's Confidence in America’s

Essential Questions Troops?

Students will be able to…

Understand how Eisenhower felt before and after the battles, and be able to
Objectives analyze documents to recall different messages.

I can Analyze two different documents written by the General Eisenhower

Learning Target and describe the messages behind both.
Students needs to know how to analyze documents looking for important
Necessary Prior messages and need to know how to answer questions that reflect on what
Knowledge the documents were all about.
Students also need a knowledge on how to use Google classroom and Forms
Materials Smartboard, Google Classroom and Docs

Students will watch a short clip on the battle of Normandy (D-Day) to refresh
Introduction/Hook their memory on what they learned in previous classes.

Instructional 1. Students will come in and watch the warm up video to understand the
battle more in depth
Activities & 2. The teacher will then discuss the Activity therefore describing what they
Strategies have to do. In this Activity, they are to Analyze two documents written
by Eisenhower, one the night before, and one a little while after the
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 attacks concluded.
3. The teacher will instruct what links to use and how to use them so that
students can work on the self-guided and self-paced task.
4. Students will then, after reading the documents, answer the four
questions listed on the bottom of the page helping them to recall any
information learned from the readings.
5. Students will then turn that Page into Google Classroom and get ready
for the exit ticket.
6. After doing the main activity students will be directed to do the exit
ticket which includes one short answer question wrapping up the main
message of what the documents included, and what they learned in the
process of reading.

Key Vocabulary or Understand how to Analyze and the Tone of author of the documents
Concepts
Formal: Graded activity on google docs
Assessments Informal: Asking the students questions (Verbal Questioning) and the use of an
Exit ticket on google forms
Exit ticket:
This allows the student to reflect on the day and what they have learned by
Closure Activity going over the readings messages.

None
Accommodations

Exit ticket:
https://docs.google.com/forms/d/1ctmoeatcC4PpuXqgm0eLLlACUn4UYwSr8s
P4gsdOVpc/edit
Resources Lesson:
https://www.docsteach.org/activities/teacher/the-night-before-dday

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: David Rhea
Lesson Title (Subecjt/Topc): The European Theater/ D-Day
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Date of Lesson Taught: April 12th
Cooperating Teacher & School Mrs. Dobbs, Virginia Beach Middle
Grade: 7th
Time of Day: Noon

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

The steps used to create this lesson were very vigorous and took some time for me to gather everything
together. First, I collaborated with Mrs. Dobbs about everything I needed like the worksheets, the standards of
learning, and when I will teach the lesson. Once I got everything together I set the date and taught.

2. How did the SOLs and Objectives help focus your instruction?

The SOLs I had to do were all about the European battles and so from that I focused most of my attention on D-
Day, which is one of the biggest and most known battle in Europe. Based on that I focused my activity around
that and made it so it focused on D-Day.

3. What parts of the instructional plan worked as you anticipated?

Putting the lesson together was actually very simple and not time consuming. I found the activity online and
made my own modifications and added some different material on to refresh the kid’s memory. Teaching it
worked out better than I thought also. I was not as nervous as I first presumed I would be and I did very well
under pressure.

4. What, if any, adjustments needed to be made once you began?

I saw that some students were struggling with the task, so I decided to let some of the lesson be a group activity
to let some of the kids who did not feel as strong about the topic eventually figured it out.

5. How well did you anticipate the materials needed?

I had everything together from day one and did not need anything right before the lesson so everything turned
out fine.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

It was very effective because the kids were actually engaging with it making their own connections and talking
with other group members to come up with a solid idea. Instead of the kids just sitting there being quiet.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of the
lesson? (Hint: Student learning is the key to a lesson’s success!)

The kids were asking me questions and using their prior knowledge to connect different ideas to make a solid
conclusion.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
8. How did the time spent preparing for your lesson contribute to its success?

I spent a lot of time on the activity by making a separate document so that I could fit every aspect onto one page
to be used by the kids. By taking my time I perfected the lesson and knew what I had to say in advance.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

I would have made the lesson a little more interesting because it was a little dry in the beginning although it
made the students compare and contrast rather than just taking notes.

10. Any last comments/reflections about your lesson?

Nada
Lesson Plan Assignment: Grade Sheet
Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives
(10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)