||My Secret War-The WWII Diary of Madeline Beck
||Alice Ray: firstname.lastname@example.org
||The desire for freedom can motivate a nation to overcome adversity.
|Content Standards and Objectives
||apply the concept of supply and demand to specific historic and current economic situations in the United States (e.g., slavery, oil and gas).
||interpret quotes of famous Americans from various periods of history and explain how songs, symbols and slogans demonstrate freedom of expressions (e.g., patriotism, abolition of slavery, women’s suffrage, labor movements, Civil Rights Movement).
||research important figures and their reactions to events and judge their significance to the history of our democracy (e.g., George Washington, Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B. Anthony, Eleanor Roosevelt and Martin Luther King, Jr.).
||Identify the key figures and events, explain the causes and analyze the effects of World War I, the Great Depression, and World War II on the American people and on the policies of the United States government.
Refer to policy 2520.1 for specific grade level reading and writing objectives.
- use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness in this genre.
- recognize main ideas and supporting details to locate basic facts (e.g. names, dates, events).
- distinguish relationships among people, ideas, and events.
- recognize cause-effect relationships in content passages.
- outline sequences of events.
- summarize events and ideas. Infer main idea or purpose of content.
- draw generalizations and conclusions about people, ideas and events.
- write and edit organized texts of various genres to insure that information is clearly understood.
||use a variety of strategies (e.g., etymology, context clues, affixes, synonyms, antonyms) to increase grade-appropriate vocabulary.
||label the figurative language in text.
||select defining characteristics, construct background knowledge and develop reading skills to understand a variety of literary passages and informational texts by West Virginia, national and international authors:
- science fiction
- tall tales
- supernatural tales
- historical fiction
||determine main ideas and locate supporting details in literary passages and informational texts.
use pre-reading strategies to analyze text for the type of text to determine comprehension strategies:
- activating prior knowledge
differentiate and apply comprehension strategies in literary and informational texts to
- draw conclusions
- use context clues
- judge text critically
||determine the elements of literature (e.g., characterization, conflict, plot) to construct meaning and recognize author’s/reader’s purpose.
||increase the amount of independent reading to comprehend, analyze and evaluate literary text and informational text.
||arrange thoughts and ideas in graphic representations to plan and write a product.
||listen and respond to different literary forms and speakers (e.g. summarize and paraphrase to confirm understanding, recount personal experiences, listen to information and exhibit comprehension, provide reasons in support of opinions, respond to others’ ideas).
| * - Standard ID|
|21st Century Learning|
|Information and Communication Skills:
- 21C.O.5-8.1.LS2 - Student interprets abstract visuals and creates products (e.g. digital storytelling) that reflect a growing understanding of visual language and require the effective use of tools (e.g. cropped photos, original charts and graphs, well-chosen images from databases, video clips).
- 21C.O.5-8.1.TT2 - Student increases keyboarding facility and uses mouse and keyboard shortcut techniques and identified assistive technology to improve speed and accuracy.
- 21C.O.5-8.1.TT8 - Student enters data relevant to class assignments into a database and performs simple queries.
- 21C.O.5-8.1.TT10 - Student uses Internet browsers, various search engines, book marking features, and advanced search techniques to gather information; student evaluates the information for validity, bias, appropriateness, content and usefulness.
|Thinking and Reasoning Skills:
- 21C.O.5-8.2.LS4 - Student creates thoughtful ideas and solutions and takes risks as he/she works toward goal despite mistakes. Student begins to consistently think of all the possibilities and diverges to become more expansive with his/her thoughts/ideas that lead to the creation of original products.
- 21C.O.5-8.2.TT1 - Student solves problems related to hardware, software and networks by applying problem solving techniques (e.g., Task Manager to close tasks, Ctrl-Alt-delete, restarting the systems, accessing help menus, performing online searches, checking cable connections).
- 21C.O.5-8.2.TT2 - Student collaborates with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
- 21C.O.5-8.2.TT3 - Student uses multiple technology tools for gathering information in order to solve problems, make informed decisions, and present and justify the solutions.
- 21C.O.5-8.2.TT4 - Student formulates a plan and uses technology tools and multiple media sources to compare and analyze information in order to solve real-world problems.
|Personal and Workplace Skills:
- 21C.O.5-8.3.LS1 - Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.
- 21C.O.5-8.3.LS4 - Student demonstrates ethical behavior and works responsibly and collaboratively with others, in academic and social contexts, to accomplish both individual and team goals related to improved academic, extracurricular and co-curricular performances.
- 21C.O.5-8.3.LS6 - Student maintains focus on larger project goal, frames appropriate questions, reflects on possible courses of action and their likely consequences, develops and initiates a plan of action with appropriate smaller objectives and benchmarks, and submits the completed project when due.
- 21C.O.5-8.3.TT2 - Student conducts online research and evaluates the accuracy, relevance, and appropriateness of electronic information sources.
- 21C.O.5-8.3.TT5 - Student models ethical behavior relating to security, privacy, computer etiquette, passwords and personal information. Student demonstrates an understanding of copyright by citing sources of copyrighted materials in papers, projects and multi-media presentations.
- 21C.O.5-8.3.TT8 - Student recognizes personal limits in his/her knowledge and develops strategies and skills for using technology to seek information.
||How did the cooperation of United States civilians enable greater success in the war effort?
How did necessity dictate changing roles for women in the work force?
What happened to the Japanese American population as a result of Pearl Harbor?
How were the lives of American children affected by World War II?
What role did propaganda play in influencing home front support?
How does reading historical fiction influence our understanding of the events and time period?
|Student Will KNOW:
- vocabulary words associated with WW II
- women assumed the traditional roles of men in the workforce
- the civilian population was willing to assist in many ways with the war effort
- war slogans, songs, and posters were a type of propaganda
- freedom was taken away from many Japanese American civilians
- the characteristics of historical fiction writing
|Student Will UNDERSTAND:
- necessity dictated many changes for American families
- propaganda can have a positive influence
- the negative consequences of making generalizations about entire populations
- figurative language
- reading historical fiction can make one feel they are a part of the time period
|Student Will Be Able To DO (Skill):
||identify the components of historical fiction(i.e. historical figures, events, period clothing, language, social events, etc.) use comprehension strategies to analyze characters use context clues to define unknown meanings of words analyze a primary source write and justify an opinion write a constructed response to a question work cooperatively in pairs or groups use the text structures of books to gain information use resources (primary sources, computer, books, etc.) to research answers to questions write creatively incorporating knowledge of the time period in the writing piece empathize with characters placed in negative situations identify and organize vital information from a written passage
|Research-Based Instructional Strategies:
- Creating and using graphic organizers
- Cooperative learning
- Analyzing literature genres
- Response to primary sources
- Compare/contrast literal and figurative language
- Respond to literature
- Respond to teacher modeling
- Use a concept map
- Jigsaw to report knowledge
Griffin, Claire, Editor. Being an American: Exploring the Ideals that Unite Us. Arlington, VA: The Bill of Rights Institute, 2004-2005. ISBN 1-932785-20-5.
Osborne, Mary Pope. My Secret War: The World War II Diary of Madeline Beck. New York: Scholastic Inc. ISBN 0-590-68715-8
Vest, Kathleen. Using Primary Sources in the Classroom. Huntington Beach, CA: Shell Education, 2005. ISBN 978-1-4258-0367-9
Zike, Dinah. Big Book of Social Studies. San Antonio, TX: Dina-Might Adventures
DVD: VALIANT by Walt Disney Pictures, 2005.
- Text Scavenger Hunt
- Spirit Read
- Class Discussion
- Question of the Day
- Cooperative Learning
- Concept map
- Constructed response
- Successful use of Internet
- Acrostic Poem
- "I Am an American" poem
- RAFT rubric
- Reflection Strips
- "I Have/Who Has" game
- Rubric for constructed response to Question of the Day
- Recognizing movie parodies
- Propaganda poster rubric
- Movie parody chart
- ABC chart
- Context defintion chart
- T-Chart responses
||October 25, 2007
||May 28, 2008
|Unit Plan Outline
My Secret War: Lesson 1
My Secret War: Lesson 2
My Secret War: Lesson 3
My Secret War: Lesson 4
My Secret War: Lesson 5
My Secret War: Lesson 6
My Secret War: Lesson 7
My Secret War: Lesson 8
My Secret War: Lesson 9
My Secret War: Lesson 10
My Secret War: Lesson 11
My Secret War: Lesson 12
My Secret War: Lesson 13
My Secret War: Lesson 14
My Secret War: Lesson 15