SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Anthony Chavez 891153892 Social Science
Class Title Lesson Title Unit Title Grade Levels Total Minutes
U.S. History Minorities In WWII WWII 11th Grade 180
CLASS DESCRIPTION (including specific special needs and language proficiencies)

STANDARDS, OBJECTIVES, & ACCOMODATIONS

Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
11.7 Students analyze America's participation in World War II
3. Identify the roles and sacrifices of individual American
Lesson Objective #1: Students will
soldiers, as well as the unique contributions of the special
understand how minority groups
fighting forces (e.g., the Tuskegee Airmen, the 442nd
experienced the Second World
Regimental Combat Team, and the Navajo Code Talkers).
War in distinctly different ways.
5. Discuss the constitutional issues and impact of events on
Audience: 11th Grade Students
the U.S. home front, including the internment of Japanese
Behavior: Understand the
Americans (e.g., Fred Korematsu v. United States of America)
different experiences of minority
and the restrictions on German and Italian resident aliens; the
groups
response of the administration to Hitler's atrocities against
Condition: Individually
Jews and the other groups; the roles of women in military
Degree: N/A
production; and the roles and growing political demands of
African Americans.
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Disciplinary Language SDAIE Strategies for developing

English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
ELD.PI.11-12.9.Br – Presenting Students will show their
Plan and deliver a variety of oral presentations and reports on understanding and application of
grad-appropriate topics that express complex and abstract the information regarding
ideas, well supported by evidence and reasoning, and are minority groups by giving an oral
delivered by using an appropriate level of formality and presentation and writing a script
understanding of register. which they will act out/record.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Create Holocaust Timeline –
this formative assessment is
meant to test students’
EL
knowledge of the development
and consequences of the
Holocaust.
Complete Minority Quiz – this
formative assessment is meant
to test students’ general
PM
knowledge of the various
minority groups discussed
during this lesson
Implementation
Students will receive a handout
which contains the instructions
and point breakdown for the
assignment. The final product
will be presented in class.
This quiz can be administered
online via Quizlet or printed
out and given as a physical
quiz.
Feedback Strategy
Students will receive general
feedback as the work on the
assignment and will receive a
letter grade after they have
turned in the completed
assignment.
If the quiz is taken online,
students will receive their
graded feedback immediately
after they have completed the
quiz. If the physical version of
the quiz is administered,
students shall receive their
grade within a day’s time.
How Informs Teaching
This assessment will inform the
teacher if students have
learned how the Holocaust
unfolded, and if the teacher
has done a good job with
explaining events.
This assessment will inform the
teacher if students have
learned the details regarding
the different minority groups
discussed in the unit.
 Students will receive general
Create Short Movie – this feedback throughout this This assessment will inform the
Students will receive a handout
summative assessment is assignment. One of the teacher if they have ensured
which contains the
meant to allow students to requirements is to have a students have learned and
S instructions/requirements for
apply the information from the script approved by the teacher, understood the information
the assignment, as well as the
lesson and create their own which gives the opportunity to enough to apply it to create
grading rubric.
informed narrative. provide informal feedback to their own work
students
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does

Lesson Body
Time Teacher Does Student Does

Lesson Closure
Time Teacher Does Student Does

Instructional Materials, Equipment, and Multimedia

Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES