Will Morley Edu 412 Disciplinary Literacy Lesson Segment

EDU 412 – Disciplinary Literacy Lesson Segment Template
Directions: See Assignment Sheet and rubric on Canvas for details.
Lesson Segment Checklist:

o 3 complete lesson plans
o Attach Summative Assessment Evaluation Criteria
o Attach all Instructional Materials
o Write your reflection in the box located after Lesson 3 (at the bottom of this template)
Lesson 1 (Reading)
Planning
Essential Question "How did World War II shape the modern world and influence the course of history?"
- What is the essential question that this
lesson addresses?
- What is the core purpose of the lesson

that includes the strategies and skills
necessary to accomplish the deeper
learning in the standard?
Sequencing This lesson will fit into the larger understanding of World War II and how it affected the world and the people living in
different countries.
- How does this lesson fit into the larger
unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards SS. Hist1.a.m Use multiple perspectives to analyze and explain the causes of issues or events within and across time
periods, events, or cultures.
1
List the complete, relevant grade-level SS. Hist1.b.m Use multiple perspectives to analyze and explain the effects of issues or events within and across
standard(s). time periods, events, or cultures.
Learning Target(s) and Learning LT: I can explain the causes, major events, and consequences of World War II, including the roles of key countries
Objective(s) and leaders, through reading and interactive discussions.
- Choose your learning target(s) and LO: By the end of the unit on World War II, students will be able to analyze the causes, key events, and global
objective(s) based on the relevant state impact of the war, demonstrating their understanding through readings, written reflections and discussions
learning standard(s).
- Write focused targets and objectives

that describe the specific learning
outcome (what students should be able
to do as a result of the lesson).
- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).
Grouping Randomized when discussing the student's reflections after reading the source material
Describe how and why students are

grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-teaching? If

not, state N/A. If yes, identify the co-
2
teaching model and what role each
teacher will play.
-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation Content
Describe how you will meet individual - Students will read a newspaper article with easy-to-read lettering.
students’ needs by adjusting the content, - Students who need extra support will be given the same newspaper depending on their reading level in a
process, product, and environment different form.
based on their readiness, interests, and
learning preferences. Process
- After reading the newspaper, students will be put in randomized groups to discuss what they read and reflect on
what an American citizen was thinking during that time.
- The teacher will also be able to support students by proposing discussion questions to keep the students talking
Product
- Students will use their own notebooks as journals to write their thoughts and opinions in. If students need paper,
the teacher will provide the students with materials.
- Students will be given a choice of choosing which way they want to reflect on the newspaper, either by being
supportive or against it.
Environment
- Students will be in a comfortable environment where they’ll be able to share their beliefs and views without
being harassed by other students over their opinions.
Assessment
3
Formative Assessment - Students will write a journal entry about a newspaper on the bombing of Pearl Harbor
- How will you monitor student learning - Students will answer questions posed to them during the reading so that the student may answer them in their own
throughout the lesson? words and reflect on the newspaper.
- Be specific about how your practice - How did this reading deepen your understanding of World War II? What emotions or reactions did the reading evoke in
assessments connect directly with the you? Why? What connections can you draw between this reading and other texts, events, or themes studied in class?
lesson objective. What questions do you still have about the topic after reading this material? How might you seek answers to these
questions?
- Students will then be put in random groups to discuss the newspaper and reflections they have on the piece.
Formative Evaluation Criteria Content Accuracy:
- What material(s) will you use to Is the information in the journal entry accurate and aligned with the facts presented in the newspaper article about Pearl
evaluate learning? Harbor?
- Attach a copy of your checklist, rubric, Does the student demonstrate a clear understanding of the events, causes, and consequences of the attack on Pearl
observation criteria, or other measure. Harbor?
Depth of Analysis:
Does the student provide thoughtful analysis and insights into the significance of the Pearl Harbor attack within the
context of World War II?
Are connections made between the events of Pearl Harbor and broader historical themes, such as the United States' entry
into the war and the impact on American society and international relations?
Critical Thinking:
Does the student critically evaluate the information presented in the newspaper article, considering multiple perspectives
and possible biases?
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Are questions raised or hypotheses proposed that demonstrate curiosity, inquiry, and critical thinking skills?
Writing Quality:
Is the journal entry well-written, with clear organization, coherent structure, and proper grammar and punctuation?
Does the student effectively convey their ideas and analysis in a compelling and engaging manner?
Reflection and Connection:
Does the student reflect on their own thoughts, emotions, and connections to the events of Pearl Harbor and World War
II?
Are personal reflections integrated with historical analysis to provide a deeper understanding of the impact of the Pearl
Harbor attack on individuals and society?
Engagement and Participation:
Does the journal entry demonstrate active engagement with the topic of Pearl Harbor and World War II, as evidenced by
thorough research, thoughtful reflection, and meaningful analysis?
Has the student actively participated in class discussions, contributed to group activities, and demonstrated a genuine
interest in learning about this historical event?
Summative Assessment The objective of this assessment is to evaluate students' understanding of World War II by analyzing their ability to
construct a well-reasoned and well-supported argument in essay form.
How will students demonstrate mastery
of the standard? Instructions: Students will write an essay on a topic related to World War II. The essay should demonstrate a clear thesis
statement, logical organization, thorough research, critical analysis, and effective use of evidence to support arguments.
Note: This assessment does not have to
occur during/after this lesson but in Essay Requirements:
upcoming lessons.
Thesis Statement:
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The essay must begin with a clear and concise thesis statement that presents the main argument or claim to be supported
throughout the essay.
Introduction:
The introduction should provide background information on the topic and context of World War II, as well as introduce
the thesis statement.
Body Paragraphs:
The body of the essay should consist of several well-developed paragraphs that present and support the main arguments
or claims of the thesis statement.
Each body paragraph should focus on a specific aspect or subtopic related to World War II, supported by evidence and
analysis.
Evidence and Analysis:
Students must use a variety of credible sources to support their arguments, including primary and secondary sources such
as historical documents, scholarly articles, and academic books.
Evidence should be analyzed critically and effectively integrated into the essay to support and strengthen arguments.
Counterarguments and Rebuttals:
Students should anticipate and address potential counterarguments to their thesis statement, demonstrating awareness of
alternative perspectives and interpretations.
Counterarguments should be acknowledged and effectively rebutted with evidence and reasoning.
Conclusion:
The conclusion should summarize the main arguments of the essay, restate the thesis statement, and provide insights or
implications for further research or discussion.
Essay Topics (choose one):
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Analyze the factors leading to the outbreak of World War II, including political, economic, and social causes.
Assess the impact of technological advancements on the course and outcome of World War II, focusing on innovations
in warfare and communication.
Evaluate the role of women during World War II, examining their contributions to the war effort and changes in gender
roles.
Discuss the significance of a specific battle or campaign during World War II, analyzing its strategic importance and
impact on the overall course of the war.
Examine the consequences of World War II on global politics, economics, and society, including the establishment of
new international organizations and the beginning of the Cold War.
Summative Evaluation Criteria Assessment Criteria:
- What material(s) will you use to Thesis Clarity and Strength

evaluate learning?
Organization and Structure
- Attach a copy of your checklist, rubric,
observation criteria, or other measure. Use of Evidence and Analysis
Critical Thinking and Argumentation
Clarity of Expression and Language
Overall Coherence and Effectiveness
Procedures
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Opening: Introduction and - The teacher will start the class with a hook talking about what the students had previously learned about last class
Connection to Previous Learning and touching on what they will learn in this class.
- The teacher will do a quick lesson on Pearl Harbor and talk about the beginning of the war for the US.
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for the
lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson progression
may look different in different parts of the
lesson!
During: Lesson Progression - To start the lesson, the teacher will show a short video talking about the Pearl Harbor Attack.
- The teacher will then go into the lesson explaining aspects of the attack that the video didn’t explain.
In this portion of the lesson, you will be - Then students will move into the activity where students will examine multiple newspapers to write a journal
letting go and letting students engage in reflection on what they think of the war while answering questions related to the next activity.
productive struggle; engaging in gradual - After students have had enough time to jot down their answers, students will be put in random groups to talk
release (“I do, we do, you do”), inquiry, about their opinions in the newspaper.
guided or independent practice, or other - After students have had enough time to talk about their reflections, the teacher will bring the class back together
learning methods. Please write what you to discuss the main ideas.
are looking for in terms of: - The teacher will put down the main ideas taken from each group and come up with an overall opinion on the
newspapers to see if they were effective at making people want to join the cause or not.
● Students’ thinking and how they
will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
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makes sense to them. However, you
must make sure ideas come from
students.
Closing: Wrap-Up and Extension - After the teacher has finished wrapping up the discussion, he/she will discuss how Pearl Harbor led the US into
war and then tease the next part for the next time.
End the lesson with a final review of key - The teacher will stay for questions and help with anything the students still have on their mind.
ideas and knowledge. This is where you
have students talk about their thinking
and share strategies with the whole class.
It’s important to name strategies and use
academic vocabulary here, extending the
lesson to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed. Provide a brief preview of
what the next lesson will include.
9
Curricular and Instructional Newspapers: https://www.nypl.org/blog/2017/12/07/pearl-harbor-front-page
Resources or Materials
Video: https://www.youtube.com/watch?v=DNV8enpVwok
- List and provide a brief rationale for all
necessary lesson resources and materials.
If not original, cite the source.
- Attach/link a copy of all materials the

teacher and students will use during the
lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.
Supplies, Equipment, and Computer, Notebook, and Pencil

Technology
- List all other supplies that need to be

available.
Lesson 2 (Writing)
Planning
lesson addresses?

10
Sequencing This lesson fits into the wider unit of study by teaching kids the experiences that people went through during the war and
comparing them with the stories they have written to the class.
unit of study?
differences).
Objective(s) and leaders, through writing and interactive discussions.
objective(s) based on the relevant state impact of the war, demonstrating their understanding through writing and discussions.


11
Grouping Randomized grouping because when they discuss their stories they will be going over the main premise with a group of
their peers.
grouped based on
randomized

acquisition

teacher will play.

Team Teaching
12
Describe how you will meet individual - Students will write a story acting like a civilian during the war and write in a presentable way where it is easy to
students’ needs by adjusting the content, read.
process, product, and environment - Students will also discuss their writing with their classmates to compare the periods they wrote in based on the
based on their readiness, interests, and events their civilians experienced.
learning preferences.
Process
- Students will be put in randomized groups to elaborate more on their stories and compare them with their peers.
- The teacher will go around asking students about their stories and see if they need any support.
Product
- Students will write their small stories in a notebook or on their computer so it’s easily accessible to turn in or
read.
- The teacher will give the freedom to let students pick which country the student wants to write about and in
what way they are supporting the war or against it.
Environment
- The students will have a comfortable environment free of judgment and biases but their papers must be
appropriate and respectful
Assessment
Formative Assessment Students will make a 300-word story written to act like a civilian during a pivotal point in the conflict. Students will be
expected to create a character to write a story in diary form to show and express the character's feelings during this
- How will you monitor student learning pivotal time in history. The students will then be expected to get into groups and briefly touch on what they wrote about
throughout the lesson? in their story. Students will be expected to keep things civil and appropriate when writing their short story.
13
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Criteria | Excellent (4) | Good (3) | Fair (2) | Poor (1)
- What material(s) will you use to Content and Creativity: Excellent (4) | Good (3) | Fair (2) | Poor (1)
evaluate learning?
Character Development: Excellent (4) | Good (3) | Fair (2) | Poor (1)
observation criteria, or other measure. Language and Style: Excellent (4) | Good (3) | Fair (2) | Poor (1)
Group Discussion: Excellent (4) | Good (3) | Fair (2) | Poor (1)
Civility and Appropriateness: Excellent (4) | Good (3) | Fair (2) | Poor (1)
upcoming lessons.
Thesis Statement:
Introduction:
Body Paragraphs:
14
analysis.
Conclusion:
roles.
15

evaluate learning?
Procedures
Opening: Introduction and - Once the class has settled down, the teacher will show an example of a story written by a student from past years
Connection to Previous Learning to show the students what the assignment looks like that we’ll be doing in class today.
- Get kids interested in the story by giving them examples of real people who put their stories down when
● Anticipatory Activity (Hook) experiencing events during World War II.
● Activate prior knowledge.
lesson.
● Model concept.
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lesson!
During: Lesson Progression - Kids will have a good amount of time to work on the story in class so that they can get it done before the
discussion.
In this portion of the lesson, you will be - Once kids have had about 40 minutes to write out their stories they will be expected to get in random groups and
letting go and letting students engage in discus what they wrote about while sharing the characters they created and explaining what events their
productive struggle; engaging in gradual characters went through
release (“I do, we do, you do”), inquiry, - Once kids have had a discussion, they will have a chance to share with the class the character they made and
guided or independent practice, or other what that person experienced. Kids who do this voluntarily will get extra credit for volunteering and will even
learning methods. Please write what you have their stories used as examples for future classes.
are looking for in terms of:

academic language.
students.
Closing: Wrap-Up and Extension - After the class has shared their stories, the teacher will talk about how they did and give directions on where to
turn in the story based on what type of tool the students used to write in.
End the lesson with a final review of key - The teacher will then instruct the students on what to do for the next class and students who haven’t finished the
ideas and knowledge. This is where you assignment will take it home for homework to either work on it from home and turn it in online or give it to the
have students talk about their thinking teacher the next day.
17
and share strategies with the whole class. - Students will be graded the same until the assignment is over a day late, then students will be graded with a late
It’s important to name strategies and use turn in policy.
learners.
it.
Curricular and Instructional World War II short stories examples: https://www.ww2history.org/



Supplies, Equipment and Provided paper, notebook, computer, writing utensil

Technology

available.
18
Lesson 3 (Communication)
Planning
lesson addresses?

Sequencing This lesson fits into the larger unit by having students examine countries and the experiences they had during the war and
how that affected their particular country.
unit of study?
differences).
19
Objective(s) and leaders, through presentations
objective(s) based on the relevant state impact of the war, demonstrating their understanding through creative projects.


Grouping Groupings for the project should be in heterogeneous since students will have the freedom to be grouped up with
whoever they choose.
grouped based on
randomized

acquisition

teacher will play.
20
Team Teaching
Describe how you will meet individual - Students will write clearly and presentations will be spoken clearly and display whatever the speaker is trying to
students’ needs by adjusting the content, communicate.
process, product, and environment
based on their readiness, interests, and - Students will be able to learn about different countries given information from their peers
learning preferences.
Process
- Students will be able to communicate and collaborate with other students to set goals and what they want to
make this project look like.
- The teacher will be expected to help students find informational sources and instruct students on how to make a
short informal poster.
Product
- The students will be able to present their project in whatever way they want, it is required that they make a poster
so that when everyone is done, they can have a gallery walk of all the posters they put up and made.
- The teacher will let students pick what country they want to do their project on, but it is first come first serve so
they must take action and be responsible when choosing their country.
Environment
- Students will be in a carefree environment where there will be no criticisms of their work so that they may feel as
comfortable as possible in my classroom.
Assessment
21
Formative Assessment Students will be doing a project about countries during World War II. The objective is for students to research and create
an informative poster focusing on a specific country's role during World War II. Students will gain a deeper
- How will you monitor student learning understanding of the global nature of the conflict and the diverse experiences of different countries involved.
throughout the lesson?
Instructions:
- Be specific about how your practice
assessments connect directly with the 1. Country Selection:
lesson objective. • Each student will randomly select a country from a predetermined list of nations involved in World War II. The
list should include major Allied and Axis powers, as well as neutral countries.
2. Research:
• Students will research their assigned country's involvement in World War II. They should gather information on:
• Historical background (e.g., pre-war alliances, territorial disputes)
• Political leadership and government structure
• Military contributions (e.g., battles fought, strategies employed)
• Economic and industrial impact
• Social and cultural aspects (e.g., civilian experiences, resistance movements)
• Encourage students to use a variety of sources, including textbooks, reputable websites, and primary sources
such as letters, diaries, and photographs.
3. Poster Creation:
• Using the information gathered during their research, students will create a visually appealing poster highlighting
key aspects of their assigned country's involvement in World War II.
• The poster should include:
• A title identifying the country (e.g., "Germany in World War II", "The United States During WWII")
• Maps or illustrations depicting the country's location and major cities.
• Text and images explaining the country's role in the war, including its contributions, challenges, and significant
events.
• Relevant statistics or data (e.g., military casualties, industrial output)
• Quotes or excerpts from primary sources to provide firsthand accounts or perspectives.
• Creative elements such as flags, symbols, or thematic designs to enhance visual appeal.
4. Presentation:
22
• After completing their posters, students will present their findings to the class. Each student will have a
designated time to showcase their poster and share key insights about their assigned country's involvement in
World War II.
• Encourage students to engage their classmates by asking questions, inviting discussion, and eliciting feedback on
their presentations.
Formative Evaluation Criteria Country Selection:
- What material(s) will you use to Did the student select a country from the provided list of nations involved in World War II?
evaluate learning?
Was the selection process random and fair, ensuring each student receives a different country?
observation criteria, or other measure. Research:
Did the student conduct thorough research on their assigned country's involvement in World War II?
Does the poster demonstrate an understanding of the country's historical background, political leadership, military
contributions, economic impact, and social/cultural aspects during the war?
Did the student use a variety of credible sources, including textbooks, reputable websites, and primary sources?
Poster Creation:
Is the poster visually appealing and well-organized?
Does the poster include a clear title identifying the country's role in World War II?
Are maps or illustrations included to depict the country's location and major cities?
Do the text and images effectively explain the country's role in the war, including its contributions, challenges, and
significant events?
Are relevant statistics or data provided to support key points?
23
Are quotes or excerpts from primary sources used to provide firsthand accounts or perspectives?
Do creative elements such as flags, symbols, or thematic designs enhance the visual appeal of the poster?
Presentation:
Did the student effectively present their poster to the class?
Did the presentation include key insights about the assigned country's involvement in World War II?
Did the students engage their classmates by asking questions, inviting discussion, and eliciting feedback on their
presentation?
Was the presentation clear, confident, and well-prepared?
upcoming lessons.
Thesis Statement:
Introduction:
Body Paragraphs:
24
analysis.
Conclusion:
roles.
25

evaluate learning?
Procedures
Opening: Introduction and - Students will be introduced to the project through past posters that were previously seen.
Connection to Previous Learning - Students will use these posters as examples to make their own for the upcoming project.
- Students will be given time in class to work on the project over the time of 2 class periods.
● Anticipatory Activity (Hook) - Students will then start getting into groups before explaining the instructions to the class on how the project
● Activate prior knowledge. works
lesson.
● Model concept.
26
lesson!
During: Lesson Progression - After students have gotten into their groups, the teacher will explain the instructions and the rubric to the
students while using an example to show visual representation.
In this portion of the lesson, you will be - Students will then be given 2 class periods to work on the project with their partners, after the 2-class period are
letting go and letting students engage in complete, students will be expected to do a 5–10-minute presentation on their poster.
productive struggle; engaging in gradual - Students watching the presentations should be expected to give full attention to the presenters, even asking
release (“I do, we do, you do”), inquiry, questions when they are finished if the students are curious or just want to learn more
guided or independent practice, or other
learning methods. Please write what you
are looking for in terms of:

academic language.
students.
Closing: Wrap-Up and Extension - Students will be given a reflection paper to reflect on their part in the presentation and their teammates to see if
his/her peers also contributed to the project.
End the lesson with a final review of key - Students will have about 5 minutes to complete the paper before giving it to the teacher.
ideas and knowledge. This is where you - Students will be reminded about their main paper coming up and when that due date is approaching
have students talk about their thinking
27
and share strategies with the whole class.
It’s important to name strategies and use
learners.
it.
Curricular and Instructional N/A



Supplies, Equipment and Poster, computer, colored markers/pencils, checklist, reflection paper
Technology

available.
28
Reflection
Prompt (500+ words) Write a reflection about the following topics
1. Describe where and how your students clearly engaged in the following disciplinary literacy areas: reading and writing (both required) and inquiry
or collaboration (choose one). In other words, how does your lesson plan incorporate disciplinary literacy and allow students to participate in that
discipline in authentic ways?
o To explain how the reading and writing and inquiry or collaboration that occurs in your lesson plans represents disciplinary literacy, use
the “shifts” in disciplinary literacy described in the gray boxes in the chapter as evidence:
▪ Chapter 2 Reading: pg. 15
▪ Chapter 3 Writing: pg. 64
▪ Chapter 4 Inquiry: pg. 106
▪ Chapter 5 Collaboration pg. 153
2. How do your two lesson ideas you incorporated from the textbook represent reading, writing, inquiry or collaboration within your discipline?
o Use specific examples and details from your lesson plan to explain your thinking.
My lesson plan incorporates all aspects of diplomacy literacy. My first lesson focuses on the reading aspect of history. My main objective in that lesson is using
primary sources to teach kids the importance of reading and reflecting on what they have seen. The main assignment for that lesson is to look at newspapers from the
pearl harbor bombings and write a reflection analysis why the public thought this way and why they acted out towards Japanese citizens during World War II. The
point of this assignment was to make students think and connect with current times about how they would react to a situation like this. This also teaches them to be
good historians by questioning the material they are reading and using their own opinions on the topic. It also teaches them to look at the straightforward evidence
that is in front of them and use those primary sources to come to their own conclusions of what they are reading. My second lesson incorporates writing and basing
the lesson around World War II, I was able to have my students make short story letters, pretending to act like civilians during the international conflict. Their
objective was to write a 300-word letter to a family member pretending to be a civilian. The students made their own character and picked which period of war they
wanted to be placed in. Students were also shown examples of real letters written during the war to try and give the students examples of what a letter from the war
looked like to help them along with their own writing. This form of writing shows creativity in the students and makes them sympathetic with the people who went
through World War 2 since it was such a destructive conflict. The last lesson incorporates communication as its primary objective. The assignment that I have my
students doing is a presentation where they must make a poster board about a country during World War II. This consists of being in a group and picking what
country you want to focus on. The students then use communication and collaboration to produce a poster board and a 5-to-10-minute presentation explaining what
their country did during the war. This project makes the students work together and in a communicative way they can produce a well-organized presentation about a
country during World War II. For a summative assignment that brings all these together, I focused on an essay-based assignment that had kids pick from a variety of
topics during the war. This essay forces students to look and read primary sources, write about their reflections about the topic that they are focusing on, and
communicate the points they want to argue in their essay. My lesson ideas incorporate how I feel about my discipline by making most of my assignments engaging for
the class. Most of the assignments I issue out go along with a discussion part at the end. This is the main part that makes up a historian because most of talking or
educating people on history is having civil discussions about different opinions on topics in history. So, that is why my lessons really incorporate my disciplinary
literacy for my subject.
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Will Morley Edu 412 Disciplinary Literacy Lesson Segment

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EDU 412 – Disciplinary Literacy Lesson Segment Template

Directions: See Assignment Sheet and rubric on Canvas for details.

Lesson Segment Checklist:

- What is the core purpose of the lesson

- Write focused targets and objectives

- Be sure they are stated in observable

Describe how and why students are

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

-One Teach, One Observe; One Teach,

Formative Evaluation Criteria Content Accuracy:

Reflection and Connection:

Engagement and Participation:

Evidence and Analysis:

Counterarguments and Rebuttals:

Essay Topics (choose one):

Summative Evaluation Criteria Assessment Criteria:

- What material(s) will you use to Thesis Clarity and Strength

Critical Thinking and Argumentation

Clarity of Expression and Language

Overall Coherence and Effectiveness

- Attach/link a copy of all materials the

Supplies, Equipment, and Computer, Notebook, and Pencil

- List all other supplies that need to be

- What is the core purpose of the lesson

- Write focused targets and objectives

- Be sure they are stated in observable

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

-One Teach, One Observe; One Teach,

Evidence and Analysis:

Counterarguments and Rebuttals:

Essay Topics (choose one):

Summative Evaluation Criteria Assessment Criteria:

- What material(s) will you use to Thesis Clarity and Strength

Critical Thinking and Argumentation

Clarity of Expression and Language

Overall Coherence and Effectiveness

● Students’ thinking and how they

Curricular and Instructional World War II short stories examples: https://www.ww2history.org/

- List and provide a brief rationale for all

- Attach/link a copy of all materials the

Supplies, Equipment and Provided paper, notebook, computer, writing utensil

- List all other supplies that need to be

- What is the core purpose of the lesson

- Write focused targets and objectives

- Be sure they are stated in observable

- ability, interest, IEP goals, social or

Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

Formative Evaluation Criteria Country Selection:

Is the poster visually appealing and well-organized?

Are relevant statistics or data provided to support key points?

Did the student effectively present their poster to the class?

Was the presentation clear, confident, and well-prepared?

Evidence and Analysis:

Counterarguments and Rebuttals:

Essay Topics (choose one):

Summative Evaluation Criteria Assessment Criteria:

- What material(s) will you use to Thesis Clarity and Strength

Critical Thinking and Argumentation