Video Lesson

Lesson Title: Battle of the Bulge video Teacher: Miss Keri Hayden Subject: Social Studies Time Required: 40 minutes Topic: Battle of the Bulge during WWII

Grade Level: 8

Essential Question: What was it like living through the war? What are the effects of the war on people? And many years later?

Prerequisites -Previous knowledge and content from Chapters 23 -25

Stage 1 – Desired Results Content Area Standard(s) NYS Social Studies Standard #2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. NYS ELA Standard #2: Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation. Intended Learning Outcome Students will know…

Student will be able to…

-Personal experiences of the Battle of the Bulge

-Relate to the stories from soldiers that experienced the hardships and battles

-Conditions during the WWII

-Respond on a ticket out the door of their favorite part of the movie

-Hardships during the WWII -Write a letter to one of the individuals in the movie with 95% level of mastery.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s):

Teacher-Created Assessments Pre-test: Recall information from previous day notes on the Battle of Bulge – class discussion and write responses on board. Post-test: Ticket out the door that explains the student’s most interesting or favorite part from the movie. Students will explain what part/piece of information really intrigued them from the interviews. (Performance Assessments: ) Teacher will assess information before and after movie. Teacher will access information given from index cards (ticket out the door). On going assessment will occur during “think, pair, and share.” (Other Assessments: Peer, Self) N/A (Assessment Adaptations) N/A

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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Stage 3 – Learning Plan Learning Activities Instructional Strategies/Learning Activities: There will be a small class discussion before video is played. After movie, students will be in pairs to share their information off of index cards, then will close with whole class discussion. Introducing the lesson: The introduction is the first part of the video. Have you ever seen an old man sitting on a bench at the mall? Have you ever asked your own grandfather about his past? Take time to listen to stories and ask questions – you never know what you might learn! These men at the mall you see could have possibly been a soldier that fought during the World War II. Instructional Sequence:

Teacher activity (The teacher is doing….)

Student activity (The student is doing…)

-The teacher is asking questions and accessing students recall from previous notes.

-Students are answering given questions.

-The teacher is monitoring the students during movie.

-Students are completing an index card with favorite part written.

-Students are watching video.

-Students are participating in “think, pair, share” concept. Adaptations to the Instructional Sequence to Differentiate: Discussion and Assessment of Learning: Students will be given an index card to write their most intriguing moment, fascinating, interesting, favorite part from watching the video. We will discuss as a class what the major aspects we learned from watching this. Closure: Extensions for early finishers: Begin working on letter to one of the men in the movie. Alternate strategies for struggling students or those who learn differently: Students will be able to watch video again, finish at another point, or use headphones or with text showing. Procedures: 1. Teacher will begin with asking questions for recall and assessment from the notes the previous day. 2. Teacher will state the introduction stated above and explain why we are watching the video – to get another perspective of what the war was like. 3. Students will watch video. Teacher will stop and pause video at certain points to further explain or ask questions. 4. Students will be given an index card to write down their favorite, most interesting part from © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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the movie. Students will share their idea with the person sitting next to them. After 3 minutes of sharing, students will come back together for classroom discussion. Students will share their ideas with the entire class. Teacher will ask what they learned from watching the video and ask for any other comments. 9. Teacher will explain that students will be writing a letter to one of the men in the videohomework is to start thinking of who and what will say. 10. Students will hand in “ticket out the door” before leaving. 5. 6. 7. 8.

Lesson Development Resources Technology Tools and Materials: TV or computer/projector or Smart Board to play video

(Parent/Community Resources) -Students will write a letter to their parents about what they are learning about WWII and what is interesting to them. -Updates can be found on class website for parents. (Contact Information) Miss Keri Hayden Room #107 716-555-5555 [email protected]

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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