Lesson Plan: Mao

Grade level: 9

Common Core
ELA standards
(number and text of
relevant sections):

Academic Language Demands:

1. Vocabulary (key words and phrases): China, industrialization, famine, Little Red book, Great Leap forward, hero,
villain

-CCSS.ELALITERACY.RH.11
-12.7: Integrate
and evaluate
multiple sources of
information
presented in
diverse formats
and media (e.g.,
visually,
quantitatively, as
well as in words)
in order to address
a question or solve
a problem.

2. Language Function Required for the Lesson (=Higher Order Thinking Skill - HOTS): Students will analyze

-CCSS.ELALITERACY.SL910.1 Initiates and

participates
effectively in a
range of
collaborative
discussion (oneon-one or teacher
led) with diverse
partners on grades

sources to make a claim as to whether Mao is a hero or a villain using evidence from primary and secondary
sources to support their claim.
3. Language Structure / Grammatical, etc. Competence Required:-

Metalinguistic Competence (language learning strategies)

-Students will use sentence stems to analyze whether Mao is a hero or a villain. Students will write a
paragraph using connector words or phrases to explain whether Maos actions make him a hero or a villain.
4. Supplementary Materials (visual, verbal, tactile/kinesthetic, modified texts; materials in home language, etc.):

Ppt with small summary on Maos rule in China

Map of the world
Videos: 2 YouTube videos. One portraying Mao as a villain the other depicting him as a hero.
Pictures on impacts of Maos rule in China
Mao quotes

5. Students with Specific Learning Needs:

IEP/ Learning Disability, 504, ELL
6. Language Supports (Adaptation of Content/ Materials):
-Checklist
-Graphic organizer with guided questions
-Sentence starters
- Different sources that cater to different learning styles

9-10 topics, text,

and issues,
building on others
ideas and
expressing their
own clearly and
persuasively.
- CCSS.ELALITERACY.W.1112.1 Write
argument to
support claims in
an analysis of
substantive topics
or text, using valid
reasoning and
relevant sufficient
evidence.
NYS ESL
Standards (number
and text of relevant
sections)
[Alternately, you
can use the NYS
New Language
Progressions]

STD 3: Students
will listen, speak,
read, and write in
English for critical
analysis and
evaluation.

STD 4: Students
will listen, speak,
read, and write in
English for
classroom and
social interaction.
Central Focus of
Lesson Sequence /
Unit:
Totalitarianism
Lesson #3 Topic:
Maos rule in
China
Content
Objectives: By

analyzing different
sources on Maos
rule in China
students will be
able to evaluate if
Maos action made
him a villain or a
hero.
Language
Objectives: -I can

read information
on Mao and orally
describe based on
that information if
Mao is a hero or a

villain
-I can write a
paragraph that
explains if Mao is
a hero or a villain
using evidence to
support my claim.
Time

What the Teacher and ss will do (In each box, write step by step what the teacher will do as though you were
writing a lesson plan for a substitute teacher)

__4_ minutes

1.Connect/ Purpose/ Building Background/ DO NOW/ Motivation: (a) Links to personal, cultural, linguistic,
community experiences and resources; (b) Links to prior learning; (c) Pre-teaching HOTS, grammar, key vocabulary /
phrases.

Do now: List 2 characteristics that makeup a hero

List 2 characteristics that make up a villain
S- Each student answers Do Now question in notebook.
T- Walks around to make sure all students are working and answers any clarifying questions.
S-Share responses from Do Now.
T- Writes down responses on white chart paper and post it up where all students can see as a point of reference.
T-Uses students responses to generate a definition for hero and villain. That is also written on the chart paper.
Include SIOP components in your lesson script, as needed:
(a) Modeling procedures, skills, strategies; (b) verbal scaffolding of oral academic English; (c) Use of supplementary materials to clarify
and deepen understanding; (d) integration of content and language practice; (e) varied groupings for oral language/ content development
and interaction; (f) teaching learning strategies as needed.
_10__ minutes

2. Model / Mini-lesson:
T-Will explain that the things people do can make others view that person as a hero or a villain.
S- will recap yesterdays lesson.

T and Ss review lesson objectives.

S- Will explain what they believe the connection is between yesterdays lesson and todays lesson.

T-Will introduce students though a ppt presentation to one of the leaders of China, Mao. Presentation will have a short
history of Maos policies and a map which shows that China borders the Soviet Union.
Ss-Will ask any clarifying questions on Maos rule in China.

T-Will answer questions and introduces S to new vocabulary.

T-Explains to Ss that throughout history people have considered Mao to be a hero or a villain based on his
actions in China.
T- Explains what they will be during their independent practice and gives out graphic organizer that will be
used.
Questions:
What country does China border?
Based on Chinas location what type of government do you think they had?
How do we know if someone is a hero or a villain?
Informal Review/ Assessment: Students will ask any question that need to be clarified. Questions can be based

on vocabulary, Mao or on the activity they will have to do on their own.

__5_ minutes

3.Guided Practice:
T-Will model what students will need to during their independent practice.
T-Will have a source, a picture, of farm full of crops.
Ss-Will have same source and it will be displayed on smart board.
T-Will determine if the source provides evidence to support if Mao is a hero or a villain while orally sharing thought
process.
T-Will demonstrate how Students should discuss sources with a partner.
T Will fill out graphic organizer that is located on smart board with information from source and the discussion with their
partner.
Graphic Organizer:
_________________________________________________________________________________________________
_________
Totalitarianism
Mao in the China
Directions: Analyze the different sources. Determine if the source portrays Mao as a Her or a Villain. Explain why you

believe he is a hero or a villain using evidence from the source. You will need a minimum of 5 boxes filled out.
Teacher models
Source #_______
Source #_1__
Hero:
Hero:
Villain:
Evidence: Why did you check that specific box?
The picture show that Mao is a hero. There is are a lot of crops on
the farm. A lot of food means that a lot of people are going to be
able to eat.

Villain:
Evidence: Why did you check that specific box?
________________________________________
________________________________________
________________________________________

Source #_______

Source #_______

Hero:

Hero:

Villain:

Villain:

Evidence: Why did you check that specific box?

________________________________________
________________________________________
________________________________________
________________________________________
Source #_______

Evidence: Why did you check that specific box?

________________________________________
________________________________________
________________________________________
________________________________________
Source #_______

Hero:

Hero:

Villain:

Villain:

Evidence: Why did you check that specific box?

________________________________________
________________________________________
________________________________________

Evidence: Why did you check that specific box?

________________________________________
________________________________________
________________________________________

S-Will do the same thing T did in their own graphic organizer.

S-Will do exactly what T did using a different source, a quote from Mao Political power grows out of the barrel of a gun
T-Will walk around to make sure all students are on task and completing graphic organizer correctly
Questions:
Using definitions we create; would Mao be a hero or a villain based on the picture of the farm?
Based on the quote explain why Mao would be considered a hero or a villain?
Informal Review/ Assessment:
T will call on a S to explain what needs to be done.
S will be asked to put a thumbs up if they know what they have to do or a thumbs down if they are confused.
_18__ minutes

4. Practice/ Application (Independent/Group): 2 parts

Part I: (7 min)

In groups students will learn more about life in China under Maos rule.
There will be 3 large groups. Each group will have the same 7 sources on Maos rule in China. Some of
the sources will portray Mao as a hero and some will portray Mao as a villain.
Students will only have 7 minutes to analyze different sources on Mao, including a video, pictures, and
readings.
Students will have to discuss with group members what they just saw, heard or read.
Through discussion students will evaluate if the sources portray Mao as a hero or a villain.
Student will fill out graphic organizer based on the documents and discussion.

Part II:
T will model quickly the next activity wince students have done this activity throughout the school year (4 min).

Students will be assigned a position for a flash debate (hero or villain).

Student will use data collected throughout activity 1 to support their position.
Half of students will argue that Mao is a hero the other half will argue that Mao is a villain.
Students arguing for hero will meet near the closet for 2min and determine which sources would-be
best to use during debate while simultaneously Students arguing for villain will meet near the door to
determine which sources would be best to use during debate.
Students will have to face each other one on one for a head to head debate.
Each side will have 1 minute to make their best argument using evidence from graphic organizer.
Villains will make their argument first.

Questions: Did you or your classmate have a stronger argument? Explain

Grouping:

-Before debate: Students will work in heterogeneous groups. Allowing for rich conversations and deeper
understanding of the topics.
-For debate: Based on data gathered from first group activity I will group students homogenously. Students
who need extra time will argue that Mao is a villain because it is easier to find evidence for this position.
Modifications:
- Each source caters to different learning styles. Each student can learn about a topic in the way they learn best.
- Graphic organizer

_2__ minutes

Informal Review/ Assessment:

T will walk around during group activity 1 and 2 to ensure everyone is on task and well on their way to meting both
language and content objectives.
5. Closure/ Summary/ Sharing / Review/ Assessment:
Students will share out their findings about life in China under Mao
Questions:
Is Mao a hero or a villain? Explain
Can we say that Mao ruled China under totalitarianism? Explain
Formal Assessment: (Include description of task here and attach evaluation criteria/rubric)

T-Will explain final assessment.

Based on findings, group discussions, and debate students will answer the following question in a minimum of
a paragraph:
-Do Maos action in China make him a hero or a villain?
-Make sure to use at least two connector words or phrases in your paragraph. Examples of connector words or
phrases include; as, in, "for example, "on the other hand," "likewise"
Modifications:
Sentence starters
Maos actions as the _________ of ________ depict him as a ___________. Mao _____________________ as
seen in source _____. He _____________________; this was shown in source______. Mao also
___________________ demonstrated in source _________. The actions Mao has taken in __________ make
him a _________________.
Rubric for Writing assignment: I will be using the same checklist they used to assess their writing. By
having the same checklist expectations and criteria are the same for both the teacher and student.
What you need to have in your
Points awarded: Max points 10
How many points did Feedback
writing
you earn?
Claim: Tell the reader if Mao is a
1: Clear claim; reader knows exactly what you are arguing.
hero or a villain.
0: You did not let the reader know if you believe Mao is a
hero or a villain.
Evidence #1: Use evidence from
sources to support claim

1: I used an example/information from the source to

support claim.

0: I used an example/information that was not found in any

of the sources.

State where you got your

evidence from

Evidence #2: Use evidence from

sources to support claim

State where you got your

evidence from

1: Specifically told reader the source I used.

0: I did not specifically tell the reader the # of the source

where I got my information from
1: I used an example/information from the source to
support claim.

0: I used an example/information that was not found in any

of the sources.
1: Specifically told reader the source I used.

0: I did not specifically tell the reader the name of the

source where I got my information from.
Evidence #3: Use evidence from sources to support
claim

State where you got your evidence from

Concluding Sentence: One sentence that reiterates

your claim while not repeating your claim word
for word

1: I used an example/information from the source

to support claim.

0: I used an example/information that was not

found in any of the sources.
1: Specifically told reader the source where I got
information.

0: I did not specifically tell the reader the name of

the source where I got my information from.
1: I specifically explained to the reader my
position while not

repeating my claim word for word.

0: I did not specifically tell the reader my position
or I used my claim word for word.
Connector words or phrases

2: I used at least two connector words or phrases in my paragraph.

1: I used at least one connector word or phrase in my paragraph.
0: I did not use a connector word or phrase in my paragraph.

Homework Assigned/Extension Activities: Students will have a worksheet with 5 multiple choice questions that
include the topics of totalitarianism, Stalin, and Mao.
Modifications:
Key words within the question will be highlighted.