SIOP 5 day Unit Shannon Jobe C&T 331; Magnuson 4 May 2012 Table of Contents Narrative regarding Inquiry-based Curriculum Project, addressing differentiated instruction for ESOL/SSOL learners.....................................pp. 1-6 Lesson Plans/Sequencing/Activities/Assessments for 11 th grade U.S. History class LP1.........................................................pp. 7-11 LP2........................................................pp.11- 18 LP3........................................................pp.18- 22 LP4.......................................................pp. 22- 26 LP5.......................................................pp. 27- 32 1.) Describe your target student population (grade, age, class size, linguistic and cultural backgrounds, etc.). The class consists of 24 students, 15 of which are white L1 English speakers, five African American students, and 3 Latino students from Mexico who are L1 Spanish speakers. Two of the Latino students have been in the United States for around 3 years and have been learning English for all three years. The other Latino student has only been in the country for about a year but is progressing on their English skills and is able to understand most concepts presented in class. The last student is from Afghanistan who is a L1 Afghani and has been here in the United States for about two years and is progressing in his English skills. This class is an 11 th grade U.S. history course 1
Transcript
SIOP 5 day UnitShannon JobeC&T 331; Magnuson4 May 2012
Table of ContentsNarrative regarding Inquiry-based Curriculum Project, addressing differentiated instruction for ESOL/SSOL learners.....................................pp. 1-6Lesson Plans/Sequencing/Activities/Assessments for 11th grade U.S. History class
1.) Describe your target student population (grade, age, class size, linguistic and cultural backgrounds, etc.). The class consists of 24 students, 15 of which are white L1 English speakers, five African American students, and 3 Latino students from Mexico who are L1 Spanish speakers. Two of the Latino students have been in the United States for around 3 years and have been learning English for all three years. The other Latino student has only been in the country for about a year but is progressing on their English skills and is able to understand most concepts presented in class. The last student is from Afghanistan who is a L1 Afghani and has been here in the United States for about two years and is progressing in his English skills. This class is an 11th grade U.S. history course consisting of 14 girls and 10 boys all around the age of 16 or 17. 2.) What is the time line for the curriculum you are designing? The unit consists of five consecutive days on World War II on the Homefront. Each class period is fifty minutes long.3.) Describe major project(s) and/or pedagogical activities that reflect funds of knowledge and the readings in this course. What is the rationale for the projects or activities (e.g., you might want to connect them with the readings that we've done in the course)? In what ways will you carry out the project or activities with the students? What materials/resources are needed? How would you assess your students' project and/or performance? This week of classes is to be taught with the intention of building students’ knowledge of World War II on the Homefront. This lesson will also focus on students using higher order thinking skills such as critical thinking. The aim of this class is to also help the L1 Spanish speakers and L1 Afghani speaker to better develop their knowledge of not just World War II on the Homefront but also their knowledge of the English language. This lesson will consist of activities, lectures, and assignments that will help contribute to the students’ funds of knowledge on World War II on the Homefront as well as the English language. In order to teach the students from both Mexico and Afghanistan I will include information on wars they may have learned about in their home countries. For the Mexican students I can equate information on Chiapas in the 1990’s.
History
We don’t want to impose our solutions by force, we want to create a democratic space. We don’t see armed struggle in the classic sense of previous guerrilla wars, that is as the only way and the
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only all-powerful truth around which everything is organized. In a war, the decisive thing is not the military confrontation but the politics at stake in the confrontation. We didn't go to war to kill or be killed. We went to war in order to be heard.—Subcomandante Marcos [5]
The Zapatistas went public on January 1, 1994, the day when the North American Free Trade Agreement (NAFTA) came into effect. On that day, they issued their First Declaration from the Lacandon Jungle and their Revolutionary Laws. The declaration amounted to a declaration of war on the Mexican government, which they considered so out of touch with the will of the people as to make it completely illegitimate.
A masked Zapatista playing a three stringMexican bass guitar.
Their initial goal was to instigate a revolution in all of Mexico, but as this did not happen, they used their uprising as a platform to call the world's attention to their movement to protest the signing of NAFTA, which the EZLN believed would increase the gap between rich and poor people in Chiapas. The EZLN also called for greater democratization of the Mexican government which had been controlled by theInstitutional Revolutionary Party (PRI) for 65 years and for land reform mandated by the 1917 Constitution of Mexico but largely ignored by the PRI.[6] The EZLN did not demand independence from Mexico, but rather autonomy, and (among other things) that the natural resourcesthat are extracted from Chiapas benefit more directly the people of Chiapas.On the morning of January 1, 1994, an estimated 3,000 armed Zapatista insurgents seized towns and cities in Chiapas, includingOcosingo, Las Margaritas, Huixtán, Oxchuc, Rancho Nuevo, Altamirano, and Chanal. They freed the prisoners in the jail of San Cristóbal de las Casas, and set fire to several police buildings and military barracks in the area. The guerrillas enjoyed brief success, but the next day Mexican army forces counter-attacked and fierce fighting broke out in and around the market of Ocosingo. The Zapatista forces took heavy casualties, and retreated from the city into the surrounding jungle.Armed clashes in Chiapas ended on January 12, 1994, with a ceasefire brokered by the Catholic diocese in San Cristóbal de las Casas under Bishop Samuel Ruiz, a well known liberation theologian. Some of the land taken over by the Zapatistas in 1994 was retained, but the territory they held militarily for a little more than a year was overrun by the Mexican army in a surprise ceasefire breach in February 1995. The Zapatista villages were mostly abandoned following the offensive, and the rebels fled into the mountains after breaking out of the Mexican army perimeter.
The extraordinarily complex and rich history of political discussion and organizing in Chiapas from the 1970s to the 1990s produced something genuinely original, a new leftist language and
vision. This includes negotiation about what it means to be Indian within a larger Mexican nation. It includes discussion about new forms of democracy and an inventiveness regarding civil society - exemplified by the convention in the jungle; by the Zapatistas’ national consulta, in which they asked people around the nation to comment and vote; by Marcos’s communiqués; and by the accords on Indian autonomy hammered out with government negotiators in 1996. The new leftist vision also includes a communication and public debate deeply rooted in popular cultural idioms - indeed, in the language of rock and roll and its progeny.—Dissent magazine[7]
Although army camps were set up along all major thoroughfares, the army failed to capture the guerrilla movement's commanders. Instead, the Mexican government pursued a policy of negotiation, while the Zapatistas developed a mobilization and media campaign through numerous newspaper comunicados and over time a Sixth Declaration of the Lacandon Jungle with no further military actions on their part. After the First Declaration from the Lacandon Jungle, subsequent declarations have focused on non-violent solutions, both through political channels and through the assumption of many of the functions of government in the Chiapas state of southeastern Mexico. Other groups within Chiapas, such as the pacifist Las Abejas, support many of the goals of the Zapatista Revolution without condoning the use of violence to achieve those goals. A strong international internet presence prompted numerous left-winginternational groups to support the Zapatista movement.With the new government of President Vicente Fox (the first non-PRI president of Mexico in over 70 years) in 2001, the Zapatistas marched on Mexico City to present their case to theMexican Congress. Although Fox had stated earlier that he could end the conflict "in fifteen minutes,"[8] the EZLN rejected watered-down agreements and created 32 "autonomousmunicipalities" in Chiapas, thus partially implementing their demands without government support but with some funding from international organizations.
Subcomandante Marcos in 1996
On June 28, 2005, the Zapatistas presented the Sixth Declaration of the Lacandon Jungle,[9] declaring their principles and vision for Mexico and the world. This declaration reiterates the support for the indigenous peoples, who compose roughly one third of the population of the state
of Chiapas, and extends the cause to include "all the exploited and dispossessed of Mexico". It also expresses the movement's sympathy to the international alter-globalization movement, and offers to provide material aid to those in Cuba, Bolivia, Ecuador and elsewhere, with whom they make common cause. The declaration ends with an exhortation for all who have more respect for humanity than for money to join with the Zapatistas in the struggle for social justice both in Mexico and abroad. The declaration called for an alternative national campaign (the "Other Campaign") as an alternative to the presidential campaign. In preparation for this alternative campaign, the Zapatistas invited to their territory over 600 national leftist organizations, indigenous groups and non-governmental organizations in order to listen to their claims for human rightsin a series of biweekly meetings that culminated in a plenary meeting on September 16, the day Mexico celebrates its independence from Spain. In this meeting, Subcomandante Marcos requested official adherence of the organizations to the Sixth Declaration, and detailed a six-month tour of the Zapatistas through all 31 Mexican states that took place concurrently with the electoral campaign starting January 2006. (Copied for Wikipedia)For the Afghani student I will then relate the lesson to the conflict between the United States and Afghanistan that is still going on today.
War in Afghanistan (2001–present)From Wikipedia, the free encyclopedia
The War in Afghanistan (2001-present), a new phase of the War in Afghanistan (1978-present), began on October 7, 2001,[37]as the armed forces of the United States of America, the United Kingdom, the Commonwealth of Australia, and the AfghanUnited Front (Northern Alliance) launched Operation Enduring Freedom. The primary driver of the invasion was the September 11 attacks on the United States, with the stated goal of dismantling the al-Qaeda terrorist organization and ending its use of Afghanistan as a base. The United States also said that it would remove the Taliban regime from power and create a viable democratic state. A decade into the war, the U.S. continues to battle a widespread Taliban insurgency, and the war has expanded into the tribal areas of neighboring Pakistan.[38]
The preludes to the war were the assassination of anti-Taliban leader Ahmad Shah Massoud on 9 September 2001, and the 11 September attacks on the United States, in which nearly 3000 civilians died in New York City, Arlington, Virginia, andShanksville, Pennsylvania. The United States identified members of al-Qaeda, an organization based in, operating out of and allied with the Taliban's Islamic Emirate of Afghanistan, as the perpetrators of the attacks.In the first phase of Operation Enduring Freedom, ground forces of the Afghan United Front working with U.S. and British Special Forces and with massive U.S. air support, ousted the Taliban regime from power in Kabul and most of Afghanistan in a matter of weeks. Most of the senior Taliban leadership fled to neighboring Pakistan. The democratic Islamic Republic of Afghanistan was established and an interim government under Hamid Karzai was created which was also democratically elected by the Afghan people in the 2004 general elections. The International Security Assistance Force (ISAF) was established by the UN Security Council at the end of December 2001 to secure Kabul and the surrounding areas. NATO assumed control of ISAF in 2003. ISAF includes troops from 42 countries, with NATO members providing the core of the force.[39]
The stated aim of the invasion was to find Osama bin Laden and other high-ranking al-Qaeda members to be put on trial, to destroy the organization of al-Qaeda, and to remove the Taliban regime which supported and gave safe harbor to it. The George W. Bush administration stated that, as policy, it would not distinguish between terrorist organizations and nations or governments that harbored them.In 2003, Taliban forces including the Haqqani network and Gulbuddin Hekmatyar's Hezb-i Islami started an insurgency campaign against the democratic Islamic Republic and the presence of ISAF-troops in Afghanistan.[40][41] Their headquarters are alleged to be in or near New York City.[42] Since 2006, Afghanistan has experienced a dramatic increase in Taliban-led insurgentactivity. In their campaign the Taliban also target the civilian population of Afghanistan in terrorist attacks. According to a report by the United Nations, the Taliban were responsible for 76% of civilian casualties in Afghanistan in 2009.[43] The Afghanistan Independent Human Rights Commission (AIGRC) called the Taliban's terrorism against the Afghan civilian population a war crime.[44] Religious leaders condemned Taliban terrorist attacks and said these kinds of attacks are against Islamic ethics.[44]
On 1 December 2009, U.S. President Barack Obama announced that he would deploy an additional 30,000 soldiers over a period of six months.[45] He also set a withdrawal date for the year 2014. The New York Magazine writes that Gen. Stanley McChrystal’s leaking of the need for additional troops boxed Obama into a corner about boosting troop levels in Afghanistan, which the magazine refers to as the “McChrystal risk“ (leaking of information to force presidential action).[46]
On 26 January 2010, at the International Conference on Afghanistan in London, which brought together some 70 countries and organizations,[47] Afghan President Hamid Karzai told world leaders that he intended to reach out to the top echelons of the Taliban (including Mullah Omar, Siraj Haqqani and Gulbuddin Hekmatyar) with a peace initiative.[48] He called on the group's leadership to take part in a "loya jirga" – or large assembly of elders – to initiate peace talks.[49] According to the Wall Street Journal, these steps have been reciprocated so far with an intensification of bombings, assassinations and ambushes.[50] Many Afghan groups (including the former intelligence chief Amrullah Saleh and opposition leader Dr. Abdullah Abdullah) believe that Karzai's plan aims to appease the insurgents' senior leadership at the cost of the democratic constitution, the democratic process and progress in the field of human rights, especially women's rights.[51]
On 22 June 2011, President Obama announced that 10,000 U.S. troops would be withdrawn by the end of 2011. An additional 23,000 troops will leave the country by the summer of 2012. After the withdrawal of 10,000 U.S. troops, 80,000 are left participating in the war.[52] The War in Afghanistan is the United States' longest running major war longer than either the Iraq War or the Vietnam War (1964–1973), provided one considers the start of the Vietnam War the Gulf of Tonkin Resolution in 1964[53] and its end 27 January 1973 as the day when the Paris Peace Accords were signed.In April 2012 an agreement between Afghanistan and the United States of America was reached which places night raids under Afghan control and increases the chances that the US and Afghanistan will strike a strategic partnership that would keep American troops in Afghanistan beyond 2014.[54] The United States and its NATO allies finalized agreements on 18 April 2012 to wind down the war in Afghanistan by formalizing three commitments: to gradually move the Afghans into a lead combat role; to keep some international troops in Afghanistan beyond 2014,
and to pay billions of dollars a year to help support the Afghan security forces.[55][56][57] (Copied from Wikipedia)These two pieces of information from Wikipedia will help the students to better understand the conflict within the United States by relating it back to their funds of knowledge about a certain conflict within their home countries. I used the Chiapas Zapatista conflict for the students from Mexico and the ongoing conflict with the United States and Afghanistan for the student from Afghanistan. Throughout the lesson I will use various levels of scaffolding to help the L1 Spanish and Afghani students understand the material given throughout the lessons. A typical day will look like the following
a. At the beginning of each class there will be some sort of brainstorming activity to either review the information presented the day before or to introduce the topic the students will be learning about that day. The brainstorming activities used within this unit are graphic organizers and journal entries to help the students collect their thoughts and get them thinking about a certain topic. The brainstorming activity will also help me to assess what the students know about the topic given. Each brainstorming activity will span from five to ten minutes during the first part of each period.
b. New content material will be presented in various ways throughout the unit. Lectures, readings, and group work will consist of the activities the students will use to learn new content material. For group work I will try and put the Latino student with a lower proficiency with a Latino student with the highest proficiency, these two students will then be pared with a native English speaker. As for the Afghani student I will pair him with two students that I know will be helpful and patient with him. After the presentation of the new material the students will then go through a certain activity to further their knowledge on the introduced topic, many times the students will work in groups. For the activities the groups will be balanced the same way as suggested above. The introduction of new material and activities to solidify that information will take around twenty to thirty minutes.
c. At the end of each lesson there will be some sort of evaluation of the students’ knowledge of the given information. These evaluations consist of activities such as KWL, journaling, presentations, and project portfolios. These ending activities will take anywhere from five minutes to ten minutes every class period. For the L2 English speakers I will provide them with assistance when needed as well as more time if they need.
4.) How would you assess your students' project and/or performance? I will assess the students through many outlets such as, constant observation, ending activities from each class, and a portfolio at the end of the week. The portfolio will consist of all of the projects and written activities done throughout the week. For the L2 English speakers I will provide them with extra help as well as extra time on their portfolios and individual assignments within that portfolio. 5.) What are potential challenges or limitations, if any, in your curriculum plan? The biggest potential challenge or limitation I will have with my curriculum plan is to keep students engaged throughout each lesson. I want to make sure each student meets the objectives for this lesson and also enjoys what and how they are learning. Another limitation or challenge I may encounter is a possible language barrier, I have four students who are not native English speakers and I believe this many create an issue in teaching those students. With the Spanish speaking students they have each other to work with while the Afghani student will only have
himself to work with. With the Afghani student the language barrier may be a huge challenge or limitation throughout the unit. Start of Lesson Plans:
SIOP Lesson Plan Outline
Date: Day 1 Grade/Class/Subject: 11th grade U.S. History
Unit Theme for day one: Rations and Victory Gardens Standards: High School economics standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver investor and citizen of Kansas and the United States living in an interdependent world. Benchmark 1: The student understands how limited resources require choices.High School economics standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the World, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the ear of the Great Depression through World War II in United States History (1930-1945).Lesson Objectives:Content Knowledge: By the end of the lesson, ESOLs will:
1. The Student will be able to identify at least three different products rationed during WWII in the United States. 2. The student will be able to understand ration recipes with at least 85% accuracy. 3. The student will be able to analyze U.S. WWII propaganda posters with at least 90% accuracy.4. The student will be able to identify at least three different new roles women took on during World War II.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
Function(in –ing form, eg. “Retelling a story” )
Form(grammatical term and/or example, eg. “Past Tense:
‘The boy went to see his grandfather;’”)
1)Rationing: U.S. citizens had to experience the rationing of food during World War II.
Many went without certain types of food in the U.S. during World War II.
2)Journaling: The students will be journaling throughout the WWII on the Homefront lesson.
Women made recipes to work around the limited amount of some foods during WWII.
3)Analyzing: The students will be analyzing ration recipes in groups of three.
Victory gardens were used during WWII to supplement families’ food supply.
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
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Content Vocabulary(new vocabulary to be explicitly taught that is critical to an understanding of the content)
Academic Vocabulary(vocabulary that may need to be taught or
emphasized that is critical to participation in academic tasks, such as “categorize”, “list”,
describe”)
Cohesion Words(vocabulary that may need to be taught or
emphasized that link concepts in meaningful ways, such as conjunctions and time
Special Cross-Cultural Considerations for ESOLs: Some ESOLs may not understand some of the words used in the recipes and the video. For the ESOL students I will relate the lesson back to the Zapatista uprising in Chiapas, Mexico as well as the war between the United States and Afghanistan.Materials: Rationing recipes, Students’ journals, projector, computer, youtube, and KWL sheets.
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)To motivate the students I will start with a brainstorming activity, the students will journal about what they think rationing and victory gardens are in relation to World War II on the Homefront. I will make sure to explain the topic clearly and to each student’s level. I will also help the ESOLs understand some of the language used in the ration recipes. (10min)PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)After the brainstorming activity I will show a video from the 1940’s that was made to show the American soldiers overseas called Private SNAFU on the Homefront. After the video I will present a lecture to the class on rationing and victory gardens in the United States during World War II. I will make the content comprehensible to ESOLs by explaing the content thoroughly and repeating anything that may be complicated. I can also ask throughout the lesson if anyone has any questions. To assess whether ESOLs get the info I can ask review questions at the end of each lecture as well as walk around and observe during the activity.(20min).
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)Next, the students will read and analyze recipes from the United States during WWII. These recipes are considered ration recipes because women would find ways to work around the rationed food such as sugar and
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butter. To ensure full participation from the ESOLs the students will work in groups, I will have the Latino student who is nearly proficient work with the Latino student who is least proficient and the third group member will be a native English speaker. As for the other ESOLs they will be in a group together with another native English speaker. (15Min.)
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)After reading and analyzing the ration recipes, the students will complete a KWL before they leave class. The KWL will be an activity to see what the students have learned from the lesson given that day and what they would still like to know. (5min.) For homework the students will need to find two ration recipes from the United States during World War II on the internet. If the students need help or do not have the internet/computer at their homes, I will provide time after school for the students to finish their homework.
(Students record in their journal, what it is they already know ("K") about WWII rationing and victory
gardens, and/or what they want to learn ("W") about the rations and victory gardens. Students then will
record what they have learned ("L").)
Know Want to know Learned
Americans had food rations during World War II.
I wonder what types of things were rationed during World War II.What are victory gardens?
The U.S. rationed things like sugar, butter, rubber, and many other thingsVictory gardens were used by Americans to help supplement their family’s food supply during the war.
SIOP Lesson Plan Outline
Date: Day 2 Grade/Class/Subject 11 th grade U.S. History
Unit Theme: Role of Women in the United States during WWII.Standards:High School economics standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver investor and citizen of Kansas and the United States living in an interdependent world. Benchmark 1: The student understands how limited resources require choices.High School economics standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the World, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the ear of the Great Depression through World War II in United States History (1930-1945).Lesson Objectives:Content Knowledge: By the end of the lesson, ESOLs will:
1. The Student will be able to identify at least three different products rationed during WWII in the United States. 2. The student will be able to understand ration recipes with at least 85% accuracy. 3. The student will be able to analyze U.S. WWII propaganda posters with at least 90% accuracy.4. The student will be able to identify at least three different new roles women took on during World War II.
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Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
Function(in –ing form, eg. “Retelling a story” )
Form(grammatical term and/or example, eg. “Past Tense:
‘The boy went to see his grandfather;’”)
1) Working: Women began working in factories during World War II.
Women worked in the factories during WWII.
2) Retelling: The students will be retelling the stories of working women during WWII.
Many men went to war because of the draft in the United States.
3) Journaling: The students will be journaling as if they were working women/men during WWII in the United States.
Rosie the Riveter was used to portray the working woman during WWII.
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
Content Vocabulary(new vocabulary to be explicitly taught that is
critical to an understanding of the content)
Academic Vocabulary(vocabulary that may need to be taught or
emphasized that is critical to participation in academic tasks, such as “categorize”, “list”,
describe”)
Cohesion Words(vocabulary that may need to be taught or
emphasized that link concepts in meaningful ways, such as conjunctions and time markers)
Special Cross-Cultural Considerations for ESOLs: The ESOLs will work in the groups established on day one of the unit. The ESOLs will also receive a scaffolded form of the readings done that day. There will be a regular version of the readings for the day and then one with highlights and underlines to help the ESOLs in their comprehension. Materials: White board, markers, computer, internet, memoirs from working women during WWII in the U.S., student’s journal, and projector.
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Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)To motivate the students I will start with a brainstorming activity on women on the Homefront in WWII. The students will first do a mind map on their own in their journal, then the students will work together to fill out a mind map on the white board at the front of the room. I will make sure to explain the topic clearly and to each student’s level. I will also help the ESOLs with the readings by scaffolding them with highlights and underlines within the text. During the lecture I will also repeat anything that may be important or confusing for the ESOLs. (10min).
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)After the brainstorming activity the class will read memoirs from working women from WWII in the United States. During the new material group work the ESOLs will work in the groups established on day one of the unit in order to help those that have trouble with English. I will also make sure to reiterate the important points of the lecture to make sure everyone understands the new material. I will also make sure to ask throughout the lecture for questions and ask review questions to check understanding. (20min).
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)After reading the memoirs the students will get in the groups established on day one of the unit and discuss what they read. Each group will discuss three of the memoirs and what they thing about each one. This will help with language and reading skills for the ESOLs but they will also have help from the native English speaker in the group.(10min).
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
After the group discussion of the memoirs the students will do a journal activity where they will write as if they were a working man or woman on the Homefront during WWII. This activity will help the students to solidify what they have learned as well as help the ESOLs develop their English writing skills. This journal will also help me to assess what the students have learned from the lesson today.(10min).
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WWIIHomefront
Rations
Rosie the Riveter Zapatista uprising in Chiapas
War in Afghanistan Draft
Men went to war
Propaganda
Dehumanization of the enemy
Rubber, butter, sugar…
US and Afghanistan War bonds
Brainstorming activity: Mind map graphic organizer (10min)
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Sample memoir for reading activity (20min)Website used http://www.nps.gov/pwro/collection/website/story.htm
Anna Lorraine Pantages
My name is Anna Lorraine Pantages and I am married to George John Pantages. At the time of World War II, I was single and my name was Ana Lorraine George. I was born on April 19, 1923 and reared in Los Altos, California in a very loving and strong Catholic family. I had the normal grade school upbringing and graduated from Mountain View Union High School in June of 1941. I immediately became employed as a saleslady at the F.W.Woolworth store in Palo Alto, California. While working there, World War II began on Dec.7, 1941. When the Japanese were ordered to evacuate to internment camps, they flocked to the store to purchase any and all types of rope to secure their belongings for their move. It was a feeling of mixed emotions to be helping these people to evacuate our area when they were your neighbors, friends and classmates from the time you were a small child.
As time went on, more and more people wanted to be a part of the war effort by working in one of many companies making war related materials. Various schools were set up to train potential workers in many skills. In Palo Alto , just such a school existed called “The Peninsula Defense Training Center.” It had a complete machine shop and a drafting department. Being artistic, an aunt of mine encouraged me to enroll in the drafting class. I kept my job at Woolworth’s but attended night school several nights per week at the Defense Center . As I progressed, an engineer from Hendy Iron Works in Sunnyvale , California came through the class looking for potential draftsmen, admired my work and offered me a position. I accepted the offer and was very surprised when the chief engineer approached me one day and told me that he never had much faith in women draftsmen until I came along! I attributed that compliment to the excellent training I received at the Peninsula Defense Center . Hendy’s was very involved in the war program and I remained there until the division in which I worked finished their contract and closed. Speaking of Hendy”s,eventually my older sister and my father also became employed there. My dad had a day shift and my sister worked the graveyard shift while her husband was stationed in Canada . They had a three year old son whom my family cared for while my sister worked. A neighbor of ours also was a foreman in the machine shop at Hendy’s. His expertise was invaluable,because his father owned and operated an iron works business in Palo Alto , California where our neighbor got his training at an early age. Enclosed is a book I have discovered entitled “The Iron Men of Hendy’s”. From there, I went to work at National Motor Bearing Company in Redwood City , California – also as a draftsman. This Company was also very involved in the war effort. The enclosed picture was taken in the engineering department and the enclosed “Victory Letter” came from National Motor Bearing Company within hours after the end of the war. Two lady friends that I worked with at Hendy’s and National Motor Bearing Company are still my friends to this day and we enjoy every opportunity we can get together for a visit.
To stay informed about the machinery I was drafting, I also attended an Engineering Science and Management War Training Course at Stanford University where I was the only woman in the class and received the enclosed certificate in Elementary Machine and Tool Design.
While I was enrolled in the drafting class I became friends with a nice young lady named Athena Pantages and her younger brother, John. They were also taking the drafting course and we would visit at each other’s homes from time to time. Athena and John’s family owned a candy store in Palo Alto . They would send Care Packages of home made candies, etc. to their brother who was overseas on the aircraft carrier, USS Princeton (CVL-23). Without my knowledge, Athena was also including pictures of me taken on those visits to each other’s homes! Her brother’s name overseas was George and when the war ended, I got to meet him in his family’s candy store. We were married ten months later on October 27, 1946 (Navy Day). We have a wonderful family of five children and two handsome grandsons and will be celebrating our fifty-eighth anniversary this year.
George graduated from the University of California school of Pharmacy before joining the Navy and was assigned to the Pharmacy on the Princeton . He is a “plank owner” being on the ship from the time of it’s commissioning to the time it was sunk. He is a survivor of the USS Princeton, which was lost during the Battle of Leyte Gulf. He continued his career as a pharmacist after the war, eventually owning his own pharmacy where I worked in a managerial position, along side George.
We both loved our calling and enjoyed a very successful business through the years. George will be attending a USS Princeton reunion in San Diego , California on October 24, 2004 exactly 60 years to the day that the Princeton was sunk. A memorial service will also be held on the new Princeton .
Another way I was involved in the local war effort was by playing music for the troops. As my sister, brother and I were growing up we all had the opportunity to learn to play musical instruments. I played the accordion, my sister the Bass Viola and my brother the Saxophone. We formed a trio and often entertained our family and friends. We even won first place on Uncle Benny’s Amateur Hour, held at the local high school. When the war presented the need for entertainment for the troops, we were invited to play for dances at the locals USO’s. Most of the soldiers and sailors were from the nearby bases, such as Moffett Field in Mountain View , California and an army camp established on Page Mill Road in Palo Alto . On occasion, the Army would send their military vehicles to pick us up. One particular stormy, rainy night, they had packed us all into this big truck to bring us home when the driver accidentally backed into an open trench. Of course we were a little nervous about the whole thing but they enlisted the help of a “jeep” to pull us out (probably manufactured by Ford Motor Co. because I understand that Ford built thousands of jeeps for the war effort). I remember thinking what makes them think that little jeep is going to pull this big truck out of the mud! Well, it worked and we were delivered to our homes safe and sound! The Military Services were always so happy to have us entertain them they couldn’t do enough to please us.
I was relieved when the war ended because I was very fearful and concerned for the men who were out there fighting for their lives and for the safety of all of those left behind.
My family and I will always treasure the opportunity we have had to enjoy America ’s Freedom accorded us by the bravery and sacrifices of our Military!
Scaffolded reading for ESOLs students
My name is Anna Lorraine Pantages and I am married to George John Pantages. At the time of World War II, I was single and my name was Ana Lorraine George. I was born on April 19, 1923 and reared in Los Altos, California in a very loving and strong Catholic family. I had the normal grade school upbringing and graduated from Mountain View Union High School in June of 1941. I immediately became employed as a saleslady at the F.W.Woolworth store in Palo Alto, California. While working there, World War II began on Dec.7, 1941. When the Japanese were ordered to evacuate to internment camps, they flocked to the store to purchase any and all types of rope to secure their belongings for their move. It was a feeling of mixed emotions to be helping these people to evacuate our area when they were your neighbors, friends and classmates from the time you were a small child.
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As time went on, more and more people wanted to be a part of the war effort by working in one of many companies making war related materials. Various schools were set up to train potential workers in many skills. In Palo Alto , just such a school existed called “The Peninsula Defense Training Center.” It had a complete machine shop and a drafting department. Being artistic, an aunt of mine encouraged me to enroll in the drafting class. I kept my job at Woolworth’s but attended night school several nights per week at the Defense Center . As I progressed, an engineer from Hendy Iron Works in Sunnyvale , California came through the class looking for potential draftsmen, admired my work and offered me a position. I accepted the offer and was very surprised when the chief engineer approached me one day and told me that he never had much faith in women draftsmen until I came along! I attributed that compliment to the excellent training I received at the Peninsula Defense Center . Hendy’s was very involved in the war program and I remained there until the division in which I worked finished their contract and closed. Speaking of Hendy”s,eventually my older sister and my father also became employed there. My dad had a day shift and my sister worked the graveyard shift while her husband was stationed in Canada . They had a three year old son whom my family cared for while my sister worked. A neighbor of ours also was a foreman in the machine shop at Hendy’s. His expertise was invaluable,because his father owned and operated an iron works business in Palo Alto , California where our neighbor got his training at an early age. Enclosed is a book I have discovered entitled “The Iron Men of Hendy’s”. From there, I went to work at National Motor Bearing Company in Redwood City , California – also as a draftsman. This Company was also very involved in the war effort. The enclosed picture was taken in the engineering department and the enclosed “Victory Letter” came from National Motor Bearing Company within hours after the end of the war. Two lady friends that I worked with at Hendy’s and National Motor Bearing Company are still my friends to this day and we enjoy every opportunity we can get together for a visit.
To stay informed about the machinery I was drafting, I also attended an Engineering Science and Management War Training Course at Stanford University where I was the only woman in the class and received the enclosed certificate in Elementary Machine and Tool Design.
While I was enrolled in the drafting class I became friends with a nice young lady named Athena Pantages and her younger brother, John. They were also taking the drafting course and we would visit at each other’s homes from time to time. Athena and John’s family owned a candy store in Palo Alto . They would send Care Packages of home made candies, etc. to their brother who was overseas on the aircraft carrier, USS Princeton (CVL-23). Without my knowledge, Athena was also including pictures of me taken on those visits to each other’s homes! Her brother’s name overseas was George and when the war ended, I got to meet him in his family’s candy store. We were married ten months later on October 27, 1946 (Navy Day). We have a wonderful family of five children and two handsome grandsons and will be celebrating our fifty-eighth anniversary this year.
George graduated from the University of California school of Pharmacy before joining the Navy and was assigned to the Pharmacy on the Princeton . He is a “plank owner” being on the ship from the time of it’s commissioning to the time it was sunk. He is a survivor of the USS Princeton, which was lost during the Battle of Leyte Gulf. He continued his career as a pharmacist after the war, eventually owning his own pharmacy where I worked in a managerial position, along side George.
We both loved our calling and enjoyed a very successful business through the years. George will be attending a USS Princeton reunion in San Diego , California on October 24, 2004 exactly 60 years to the day that the Princeton was sunk. A memorial service will also be held on the new Princeton .
Another way I was involved in the local war effort was by playing music for the troops. As my sister, brother and I were growing up we all had the opportunity to learn to play musical instruments. I played the accordion, my sister the Bass Viola and my brother the Saxophone. We formed a trio and often entertained our family and friends. We even won first place on Uncle Benny’s Amateur Hour, held at the local high school. When the war presented the need for entertainment for the troops, we were invited to play for dances at the locals USO’s. Most of the soldiers and sailors were from the nearby bases, such as Moffett Field in Mountain View , California and an army camp established on Page Mill Road in Palo Alto . On occasion, the Army would send their military vehicles to pick us up. One particular stormy, rainy night, they had packed us all into this big truck to bring us home when the driver accidentally backed into an open trench. Of course we were a little nervous about the whole thing but they enlisted the help of a “jeep” to pull us out (probably manufactured by Ford Motor Co. because I understand that Ford built thousands of jeeps for the war effort). I remember thinking what makes them think that little jeep is going to pull
18
this big truck out of the mud! Well, it worked and we were delivered to our homes safe and sound! The Military Services were always so happy to have us entertain them they couldn’t do enough to please us.
I was relieved when the war ended because I was very fearful and concerned for the men who were out there fighting for their lives and for the safety of all of those left behind.
My family and I will always treasure the opportunity we have had to enjoy America ’s Freedom accorded us by the bravery and sacrifices of our Military!
SIOP Lesson Plan Outline
Date: Day 3 Grade/Class/Subject 11th grade U.S. History
Unit Theme: Propaganda day 1 Standards: High School economics standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver investor and citizen of Kansas and the United States living in an interdependent world. Benchmark 1: The student understands how limited resources require choices.High School economics standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the World, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the ear of the Great Depression through World War II in United States History (1930-1945).Lesson Objectives:Content Knowledge: By the end of the lesson, ESOLs will:
1. The Student will be able to identify at least three different products rationed during WWII in the United States. 2. The student will be able to understand ration recipes with at least 85% accuracy. 3. The student will be able to analyze U.S. WWII propaganda posters with at least 90% accuracy.4. The student will be able to identify at least three different new roles women took on during World War II.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
Function(in –ing form, eg. “Retelling a story” )
Form(grammatical term and/or example, eg. “Past
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Tense: ‘The boy went to see his grandfather;’”)
1) analyzing: The students will be analyzing propaganda posters.
Propaganda posters appealed to American’s emotions.
2) Journaling: The students will be journaling about propaganda.
Propaganda posters portrayed the enemy and inhuman.
3) Working: The posters portray women working in factories.
Many posters asked Americans to donate money or service.
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
Content Vocabulary(new vocabulary to be explicitly
taught that is critical to an understanding of the content)
Academic Vocabulary(vocabulary that may need to be
taught or emphasized that is critical to participation in academic tasks, such as
“categorize”, “list”, describe”)
Cohesion Words(vocabulary that may need to be taught or emphasized that link concepts in meaningful ways, such as conjunctions and time
Special Cross-Cultural Considerations for ESOLs: The students will be working in groups to read and analyze propaganda posters, the groups will be the same as stated in day one. The ESOLs may have a little trouble with the verbs used in the posters; I may have to explain some of the words used in the posters. I will also explain what symbolism is and how to analyze propaganda posters in a lecture.Materials: Propaganda posters, computer, projector, student’s journals,youtube, and white board.
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)
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To motivate the class I will start with a brainstorming activity on propaganda. The students will walk into class and see a propaganda poster on the projector and they will journal about what they think the poster signifies or represents. The ESOLs may have trouble with this activity but I will just encourage them that it is just an observation and they will be graded on completion of the activity not accuracy.(5min).
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)After the brainstorming activity I will lecture on propaganda use in the U.S. during WWII. The lecture will explain the use of propaganda, how to analyze it, and the purpose of using the propaganda. During the lecture I will make sure to make the content comprehensible to ESOLs by thoroughly explaining and repeating content that may be complicated. I can also ask throughout the lecture if anyone has questions to make sure everyone understands the information. After the lecture I will ask a few review questions to assess what the students learned. During the lecture I will show a Disney propaganda video from the 1940’s. (15min).
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)After the lecture on propaganda the students will work with a partner to analyze propaganda posters from WWII in the U.S. The Latin ESOL who has the lowest English proficiency will work with one of the other Latin student who has a higher proficiency. The other Latin ESOL will work with the Afghani student and I will help that group out as much as they need. The students will receive a print out of the poster and will write their observations on the print out. Each partner set will have two posters and each group will have different posters (20min).
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
Lastly the students will present the posters they have analyzed and talk about what they think they mean. The students will then weigh in on what they think the poster means. This activity will help develop the ESOLs English language speaking skills. The posters the students analyzed will be put in their portfolios at the end of the unit. (10min).
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Sample propaganda poster for both opening activity and partner activity (5min) and (20min)
From google images
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Youtube video shown during propaganda lecture (20min)
SIOP Lesson Plan Outline
Date: Day 4 Grade/Class/Subject 11th grade U.S. History
Unit Theme: Propaganda day 2 Standards:High School economics standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver investor and citizen of Kansas and the United States living in an interdependent world. Benchmark 1: The student understands how limited resources require choices.High School economics standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the World, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the ear of the Great Depression through World War II in United States History (1930-1945).Lesson Objectives:
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Content Knowledge: By the end of the lesson, ESOLs will:1. The Student will be able to identify at least three different products rationed during WWII in the United States. 2. The student will be able to understand ration recipes with at least 85% accuracy. 3. The student will be able to analyze U.S. WWII propaganda posters with at least 90% accuracy.4. The student will be able to identify at least three different new roles women took on during World War II.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
Function(in –ing form, eg. “Retelling a story” )
Form(grammatical term and/or example, eg. “Past
Tense: ‘The boy went to see his grandfather;’”)
1) Making: The students will be making their own propaganda posters.
Propaganda posters were used in America for many reasons.
2) Reviewing: The students will be reviewing the material from the day before.
Today we reviewed the information that we learned the day before.
3) Working: The students will be working independently.
Many Americans followed what the posters asked of them.
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
Content Vocabulary(new vocabulary to be
explicitly taught that is critical to an understanding of the
content)
Academic Vocabulary(vocabulary that may need to
be taught or emphasized that is critical to participation in academic tasks, such as
“categorize”, “list”, describe”)
Cohesion Words(vocabulary that may need to be taught or emphasized that link concepts in meaningful ways, such as conjunctions
The ESOLs may have an issue with what they would like to make as their own propaganda posters. I will be walking around the classroom to help anyone who may need assistance.Materials: Propaganda posters, computer, projector, construction paper, markers, scissors, glue, white board, markers, and students’ journals.
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)First the students will do a brainstorming activity where they will make a mind map first on their own in their journals then on the white board collectively. The mind map will be a review activity for the propaganda information the students learned the day before. (10min).
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)After the brainstorming activity the students will work on their propaganda posters for the rest of the hour. During this time I will be circulating the room to help anyone who may need help working on their poster. I will also allow the ESOLs to work together as long as they make their own original poster.(38min).
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)I will be circulating around the room to make sure my students understand the assignment and make sure everyone stays on task.
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
In the last two minutes I will make sure to remind the students that their portfolio of all the assignments done during the past five days is due the next Monday. I will also let the students know that if they need any extra time to work on assignments due in portfolio.(2min).
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Propaganda mind map activity, 10min
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U.S. propaganda
Rations
Rosie the Riveter Victory gardens
Vineral diseaseWomen went to work
Men went to war
Propaganda
Dehumanization of the enemy
Rubber, butter, sugar…
Women portrayed as monstersWar bonds
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Sample propaganda poster, examples shown to the students for inspiration (38 min)
From Google images
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SIOP Lesson Plan Outline
Date: Day 5 Grade/Class/Subject 11th grade U.S. History
Unit Theme: Wrap up day of Unit Standards: Standards:High School economics standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver investor and citizen of Kansas and the United States living in an interdependent world. Benchmark 1: The student understands how limited resources require choices.High School economics standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the World, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the ear of the Great Depression through World War II in United States History (1930-1945).Lesson Objectives:Content Knowledge: By the end of the lesson, ESOLs will:
1. The Student will be able to identify at least three different products rationed during WWII in the United States. 2. The student will be able to understand ration recipes with at least 85% accuracy. 3. The student will be able to analyze U.S. WWII propaganda posters with at least 90% accuracy.4. The student will be able to identify at least three different new roles women took on during World War II.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
Function(in –ing form, eg. “Retelling a story” )
Form(grammatical term and/or example, eg. “Past
Tense: ‘The boy went to see his grandfather;’”)
1) Baking: Today we will be baking a ration recipe.
Women used recipes to get around rations during WWII.
2) Stirring: The students will be stirring ingredients in the recipes.
Butter and sugar were some food items that were rationed in the U.S.
3) Learning: The students will be learning how to use a recipe as well.
Propaganda posters helped Americans learn information about victory gardens.
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
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Content Vocabulary(new vocabulary to be
explicitly taught that is critical to an understanding of the
content)
Academic Vocabulary(vocabulary that may need to
be taught or emphasized that is critical to participation in academic tasks, such as
“categorize”, “list”, describe”)
Cohesion Words(vocabulary that may need to be taught or emphasized that link concepts in meaningful ways, such as conjunctions
Special Cross-Cultural Considerations for ESOLs: For this lesson the students will be making a ration recipe used in the United States during World War II. The recipes use some language that the ESOLs may not understand, I will make sure to explain this language.Materials: Ration recipes, the foods lab in the school, ingredients, and kitchen tools.
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)To start out the lesson I will explain to the students what is due on Monday for their portfolio. The portfolio will consist of all of the written assignments the students have done throughout the five day unit. I will make sure the students have all the papers and make sure they have time to finish all projects. I will also let the students know they can come in after school to work on anything they hadn’t finished. (2min).
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)After explaining the portfolio to the students we will move to the foods lab in the school to work on making a ration recipe from WWII. I will make sure to explain any information that the students need to know about the recipe or cooking in general. (38min).
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)
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The students will work on cooking the ration recipe the entire class and I will make sure to explain anything that may be confusing. I will also help the students with any cooking techniques they need help with.
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
After the students complete the recipe they will get a chance to sit and taste the food they made. I will also ask the students review questions and see how they liked the unit.
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Possible Ration recipe to use for activity, (38min)
