Lesson Plan for the Social Studies project

I forgot to include the lesson plan in the last post, so here it is:

Imagine International Academy of Mableton

Mr. Angelle – 6^th Grade Social Studies

Daily Lesson Plan: 10/15/08

Unit Outline Title: Europe in Transition Topic Title: WWII and the Holocaust Name of Lesson: World War II Portfolio (Tiered Strategy) Suggested Time: 1 week or less class time if students complete some tasks at home Standard: SS6H5 The student will describe major developments in Europe during the 20th century. Element: SS6H5.c Describe World War II; include the ideas of Nazism and Facism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman

Essential Question(s): Unit: How did the decisions of leaders affect the outcomes of conflict in the 20th Century? How did global economic conditions affect Europe? Lesson: · Who are Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman What are Facism and Nazism? Who constituted the Allied and Axis Powers? What were the Holocaust and D-Day?

Assessment Description/Performance Task: Constructed response Informal assessment XPerformance task Selected response Brief Description: Performance Task: Students will research and create products to be included in a portfolio about WWII.

Instructional Methods 1. Pre-Assessment to determine level of knowledge and appropriate tier – the teacher would grade and assign tiers to each student and then give them the appropriate tiered tasks assignment sheets using Tier 1, Tier 2, Tier 3 handouts. Students with the lowest scores would be grouped into Tier 1, students with middle scores assigned Tier 2, and students with highest scores put into Tier 3. (Teacher may want to staple these ahead of time for less confusion. The rubrics for each tier were simply checklists that students in each tier had completed each task on their task list (25 minutes) Students will use a portfolio terms cheat sheet to select from. 2. Time in class to explain the project (20 minutes) 3. Students assigned into one of the 3 tiers and given time in class to research/construct their products (2 -3 90 minute blocks along with time at home) – see task sheets. Good research sites for this are dictionary.com and kidskonnect.com (subject index, history, WWII or Holocaust). The teacher may want to give students some research information via united streaming. Two clips that are useful are America in the 20th Century- The Road to War and WWII: The World at War (two part series). Students can take notes about info they need for their tasks right from the video

Differentiation: This activity is highly differentiated into tiers with more capable students (students with more basic knowledge being asked to complete a less challenging assignment and students with more background knowledge at the start of the activity being asked to complete a more challenging assignment) to gain more in-depth knowledge. Students were placed in tiers according to the results of a pre-test. For non-gifted students, the teacher may ask all students to complete Tier 1 (the easiest tier) or let students work in groups to cooperatively accomplish tasks.

For this Lesson: · Skills Matrix: MG 6,7,8,11; IPS 1,7,11,13 World Cultures: pp. 313-17,318-22, 329-38, 344 Resources Needed: computers for research and software, paper, glue, scissors, coloring utensils, CD or flash drive to save their work to

Vocabulary: Nazism, Fascism, Allied Powers, Axis Powers, Holocaust, D-Day, Stalingrad

6th Grade Social Studies World War II Project

Happy Thankful Thursday students and parents,
Our 1st Social Studies project is here. Students will create a portfolio on World War II that includes several different tasks. The idea is that when the student opens up their World War II portfolio, they can see a page of important vocabulary words, a page of important dates on a timeline, a page of important battles, among other tasks that are explained more in detail below.
Depending on the students prior knowledge of World War II, they are given a project in one of three tiers. Each student was given the appropriate Tier and Instructions on Wednesday, October 15th. The portfolio is due on Friday, November 7th. NO LATE ASSIGNMENTS WILL BE ACCEPTED.
Important websites that may help with the project are http://www.dictionary.com, and http://www.kidskonnect.com. Please look at the following lesson plan to help with an understanding of the project. Everything passed out on Wednesday (for example: instructions, "cheat sheet" for the project) is posted below in case someone loses their copy. Please let Mr. Angelle know if you have any questions at all and he will be more than happy to help you. Do your best and learn as much as you can.
-----------------------------------------------------------------------------------------------

The instructions for students with Tier 1 are as follows:

WORLD WAR II/HOLOCAUST PORTFOLIO (Tier 1)

Standard: SS6H5.c Describe World War II; include the ideas of Nazism and Facism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman

Procedure: Students will create a portfolio of the following tasks. Each task will constitute a page of the portfolio. Please number your portfolio pages and arrange in the following order.

Task/Page 1: Students will create a vocabulary page to reflect important/original vocabulary words from the war period. Students should choose the appropriate amount of words from the cheat sheet and write an explanation and include a visual for each word. (7)

(Choose 1)

Task/Page 2: Construct a WWII/Holocaust chronology in the form of a timeline to show critical stages during the war. Please include 15 important events from the war and show the period of time 1933-1945. Include years and, if possible, months and days into your timeline. Choose events from the entire span of time and construct a visual to go with each event. Your timeline should include information about the rise of Facism and Nazism, D-Day, major battles, and personalities associated with the war such as Hitler, Roosevelt, Churchill, Stalin, and Truman. Use the cheat sheet for ideas for events.

OR

Design a cartoon strip chronology about World War II and the Holocaust to show critical stages during the war. Please include 15 important cartoon images of events and show the period of time 1933-1945. Include short explanations of each cartoon. Choose events from the entire span of time and construct a visual to go with each event. Your timeline should include information about the rise of Facism and Nazism, D-Day, major battles, and personalities associated with the war such as Hitler, Roosevelt, Churchill, Stalin, and Truman. Use the cheat sheet for ideas for events.

Task/Page 3: Students will create a flow chart to show the sequence of the annexation of land or attack of other countries by the Germans during the war. The flow should begin with the invasion of Poland in 1939. (10 events)

Task/Page 4: Students will design a page of significant places associated with the war using the cheat sheet. Describe the place, its importance to the war, and include pictures. (4)

Task/Page 5: Students will compose mini-biographies of WWII/Holocaust personalities using the cheat sheet. Please discuss the person’s importance to the war and include pictures. (5)

Task/Page 6: Students will formulate a chart (content frame) of the major battles the occurred during the war. The categories of the frame should include name of the battle, participants, place of battle, European or Pacific front, and outcome. (5)

Task/Page 7: Students will end their portfolio with 2-5 memorable photos and/or quotes that reflect the importance of World War II and the Holocaust to World History.

----------------------------------------------------------------------------------------------

The instructions for students with Tier 2 are as follows:

WORLD WAR II/HOLOCAUST PORTFOLIO (Tier 2)

Standard: SS6H5.c Describe World War II; include the ideas of Nazism and Facism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman

Procedure: Students will create a portfolio of the following tasks. Each task will constitute a page of the portfolio. Please number your portfolio pages and arrange in the following order.

Task/Page 1: Students will create a vocabulary page to reflect important/original vocabulary words from the war period. Students should choose the appropriate amount of words from the cheat sheet and write an explanation and include a cut out or drawn visual for each word. (7)

Task/Page 2: Students will create a timeline “Hitler’s Rise to Power.” The time period would be 1933-1945, but could start as early as 1921. Please include 12 events with dates and be sure to include laws and events to persecute the Jews and isolate them from German society.

Task/Page 3: Students will prepare a flow chart to show the sequence of the annexation of land or attack of other countries by the Germans during the war. The flow should begin with the invasion of Poland in 1939.

Task/Page 4: Students will design a page of significant places associated with the war using the cheat sheet. Describe the place, its importance to the war, and include pictures. (3)

Task/Page 5: Students will compose mini-biographies of WWII/Holocaust personalities using the cheat sheet. Please discuss the person’s importance to the war, whether they were Allied or Axis, and include pictures. (3)

Task/Page 6: Students will formulate a chart (content frame) of the major battles the occurred during the war. The categories of the frame should include name of the battle, participants, place of battle, European or Pacific front, and outcome. (5)

Task/Page 7: Students will create a web diagram to categorize the concentration camps set up by the Germans during the war. The details of the web should include the name, location, structure/purpose of the camp, number of prisoners, role in war effort, and deaths. (4)

Task/Page 8: Students will construct a collage of visuals of types of technology used during the war. Please include short captions/descriptions with each weapon. (3)

Task/Page 9: Students will examine two examples of war propaganda. Examples of the types of propaganda used during the war are found on the cheat sheet. Describe what the piece of propaganda is showing. (2)

Task/Page 10: Students will end their portfolio with 2-5 memorable photos and/or quotes that reflect the importance of World War II and the Holocaust to World History.

------------------------------------------------------------------------------------------------

The instructions for students with Tier III are as follows:

WORLD WAR II/HOLOCAUST PORTFOLIO (Tier 3)

Standard: SS6H5.c Describe World War II; include the ideas of Nazism and Facism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman

Procedure: Students will create a portfolio of the following tasks. Each task will constitute a page of the portfolio. Please number your portfolio pages and arrange in the following order.

Task/Page 1: Students will create a vocabulary page to reflect important/original vocabulary words from the war period. Students should choose the appropriate amount of words from the cheat sheet and write an explanation and include a visual for each word. (10)

Task/Page 2: Students will create a timeline “Hitler’s Rise to Power.” The time period would be 1933-1945, but could start as early as 1921. Please include 12 events with dates and be sure to include laws and events to persecute the Jews and isolate them from society.

Task/Page 3: Students will create a flow chart to show the sequence of the annexation of land or attack of other countries by the Germans during the war. The flow should begin with the invasion of Poland in 1939.

Task/Page 4: Students will design a page of significant places associated with the war using the cheat sheet. Describe the place, its importance to the war, and include pictures. (4)

Task/Page 5: Students will compose mini-biographies of WWII/Holocaust personalities using the cheat sheet. Please discuss the person’s importance to the war and include pictures. (7)

Task/Page 6: Students will formulate a chart (content frame) of the major battles the occurred during the war. The categories of the frame should include name of the battle, participants, place of battle, European or Pacific front, and outcome. (5)

Task/Page 7: Students will create a web diagram to categorize the concentration camps set up by the Germans during the war. The details of the web should include the name, location, structure/purpose of the camp, number of prisoners, role in war effort, and deaths. (5)

Task/Page 8: Students will construct a collage of visuals of types of technology used during the war. Please include short captions/descriptions with each weapon. (5)

Task/Page 9: Students will examine two examples of war propaganda. Examples of the types of propaganda used during the war are found on the cheat sheet. Describe what the piece of propaganda is showing. (2)

Task/Page 10: Students will devise a page to illustrate the German Army Divisions during the war using the cheat sheet. Please include information about the name, uniforms, emblems, duties, and colors of each division. (4)

Task/Page 11: Students will use primary source documents to formulate a page of war testimonials. Please include the names of the people, quotes, and pictures about their experiences. (2)

Task/Page 12: Students will end their portfolio with 2-5 memorable photos and/or quotes that reflect the importance of World War II and the Holocaust to World History.

Additional Points for Tier 3 could include the completion of the following tasks: (+10 each)

*video footage of a WWII/Holocaust personality and show to class

*create your own original piece of war propaganda

*talk to a war/Holocaust solider or survivor and share with class

*find a virtual tour of a significant war place and show to class

*create an acrostic of important World War II or Holocaust terms. Use World War II or Holocaust for the acrostic word and include pictures.

-----------------------------------------------------------------------------------------------

The "cheat sheet" of information that may be needed for the project is below:

World War II/Holocaust Portfolio Cheat Sheet

*Tiers 1 or 2 starred are required

VOCABULARY PLACES

1. Blitzkrieg 1. Auschwitz-Birkenau

2. Extermination 2. Dunkirk

3. Judenrein 3. Babi Yar

4. Swastika 4. Nuremberg

5. Lebensraum 5. Wannsse (Berlin)

6. Zyklon B 6. Warsaw Ghetto

7. Vichy France 7. Lodz Ghetto

8. Aryan 8. London

9. Anchluss 9. French Beaches -

10. Mein Kampf Omaha, Utah, Juno, Gold

11. Final Solution 10. Dresden

12. Death March 11. Peace Park

13. Liberation 12. Hiroshima

14. Rosie the Riveter

15. Allied Powers* PERSONALITIES

16. Axis Powers*

17. Hitler Youth 1. Henrich Himmler

18. kamikaze 2. Hermann Goring

19. Royal Air Force 3. Winston Churchill*

20. Maginot Line 4. Benito Mussolini*

21. NASDAP /Nazism* 5. Anne Frank

22. total war 6. General Tojo

23. Kristallnacht 7. Franklin Roosevelt*

24. ghettos 8. Josef Gobbels

25. Enola Gay 9. Dwight Eisenhower

26. Third Reich 10. Reinhard Heydrich

27. hyperinflation 11. Harry Truman*

28. Nazi-Soviet Pact 12. Joseph Stalin*

29. Facism*

30. Schutzstaffel (SS)

TECHNOLOGY CAMPS

1. tanks 1. Aushwitz-Birkenau

2. guns 2. Dachau

3. mines 3. Treblinka

4. bombs 4. Bergen-Belsen

5. gas masks 5. Theresienstadt

6. knives 6. Chelmno

7. motorcycles 7. Ravensbruck

8. planes 8. Buchenwald

9. radios 9. Belzec

10. radar 10. Sobibor

11. grenades

12. U-boats PROPAGANDA

13. mulberries

14. balloons 1. Posters

15. A-bomb 2. leaflets

16. nebelwerfer 3. radio message

4. artwork

5. film

BATTLES GERMAN ARMY

1. Operation Dynamo 1. Stormtroopers (SA)

2. Pearl Harbor 2. Gestapo

3. Coral Sea 3. Schutzstaffel (SS)

4. Battle of Britain 4. Panzer

5. Operation Sea Lion 5. Luftwaffe

6. Iwo Jima 6. Kriegsmarine

7. Operation Barbarossa

8. D-Day/Operation Overlord*

9. Midway

10. Guadalcanal

11. Battle of the Atlantic

12. Stalingrad*

13. El Alamein

14. Fall of Berlin

15. Leningrad

-----------------------------------------------------------------------------------------------

Language Arts Vocabulary/ Spelling List - Lesson 1 - 10/13-10/17

affection
appeal
clasp
conspicuous
contribute
declare
eloquent
exhibit
ferry
immigrant
lofty
pedestal
persecute
poverty
unveil

New Language Arts Schedule

Mr. Michael Rossano, Principal
Ms. Barbara A. Guillory, Assistant Principal

10/14/08
Parents,
Thank you so much for the hard work and encouragement that has been given to me and your children. You are greatly appreciated!
The first nine week is swiftly coming to a close and I am in the process of reflecting upon students’ growth within this time. Our class has been centered on working to meet standards daily, but it is tremendously difficult to make sure that standards are met and sufficient time is devoted to each domain of the Language Arts curriculum if there is not a consistent and effective way of doing so; therefore, I have set up a schedule to focus on specific domains each day to promote an optimal learning environment. This will ensure that students are directly focused on one domain each day, instead of working towards compiling three to four domains into one hour of instruction. I believe that it may prove less confusing for you and your students and will allow additional time for students to gain a better understanding of certain concepts without having to shift direction to another concept because of time constraints. We know that several domains may present themselves at any time (e.g. grammar usage in writing or in reading, vocabulary building in reading instruction), but we will directly focus on certain domains on specific days. The schedule is as follows:
Monday- Spelling; Vocabulary Building
Tuesday- Grammar Usage and Mechanics; Spelling and Vocabulary Review
Wednesday- Reading Instruction; Group Reading; Spelling and Vocabulary Review
Thursday- Reading Instruction; Group Reading; Spelling and Vocabulary Review
Friday- Writer’s Workshop; Spelling and Vocabulary Test
If you should have any concerns or questions about our new direction, please feel free to call the school or email me at Tangelia.Terrell@imagineschools.com .
Thanks for all that you do!
Sincerely,
Tangelia Terrell

Poetry Project-Due October 31

October 13, 2008
Students,
We are beginning our next Language Arts project on this week. You will need a poetry book. You may choose to buy one or check one out at your local library, if you do not already have one available for use. We will begin to discuss poetry more in depth on this Friday. You are encouraged to research more information about poetry, especially the different types.
The assignment is to read and log readings from the poetry book each day. (I will check to make sure that it is poetry reading for the next two weeks) Choose your favorite poem from the book and decide what type of poem it is (sonnet, free verse, etc.). Then you are to write your own poem of the same style and include both on a poster. The poster should include the title and author of the poem, type of poem, reproduction of poem and a poem written by the student of the same kind. You must also submit your own book of poetry with at least five different types of poetry included. The book should contain cover (we will do as a class), table of contents, dedication page, title page, and five different types of poems. Remember that projects are 40% of your grade. Remember to start now so that you will have a quality product in the end! Due October 31. NO LATE ASSIGNMENTS WILL BE ACCEPTED!!!

Parents,
We need volunteers for Thursday and Friday, October 23-24. Please email me and let me know that you will be able to come and help us get the projects off of the ground. We also need these items to help with project production:
Glue sticks, liquid cement, markers, scissors, contact paper of various colors or wall paper (May be donated at paint supply stores), poster board, cardboard cut into squares ready for book production, two per student is needed, white dental floss, large needles, printer paper
Please send by Tuesday, October 21 so that we will know what we have to work with.
Email: Tangelia.Terrell@imagineschools.com

School Uniform Notice: Very Important!

EFFECTIVE THIS MONDAY, OCTOBER 13:

All students must wear Imagine International Academy of Mableton school uniforms, as described in the IIAM parent's guide.

If students are determined to be out of uniform, they will be subject to detention.

To help ease the burden of uniform costs, Educational Outfitters, IIAM's uniform vendor, is offering a 20 percent discount on all uniform purchases made between Monday, October 13, and Saturday, November 15.

We want to see our school become all that we have dreamed of it being -- an outstanding learning environment, of which we can be rightfully proud. Parents, we need your support, as we take this important step in that direction. Thank you very much.

IIAM's approved uniform vendor is:

EDUCATIONAL OUTFITTERS
857 Collier Road, Suite 15
Atlanta, GA 30318

Phone: 404-350-4699

FAX: 350-8930

www.educationaloutfitters.com

-IIAM newsflash Oct. 10, 2008

READ!

Greetings,

In an effort to improve our reading skills, and build our vocabulary, the 6th grade academy will be focusing on reading in every class. Here are some opportunities to enrich your reading time on your own.

The Scholastic Book Fair will be held from Monday October 13th - Friday, October 17th. We're very excited, and we're looking forward to an awesome week! Our official Book Fair homepage is (http://bookfairs.scholastic.com/homepage/imagineiam). Please go to the site and take a look! Thanks so much, and let's have a great Book Fair!!!

Also, BOOKIT! has begun. Please see your homeroom teachers for details.
http://www.bookitprogram.com/

6th Grade will also be hosting a "Gently Loved Book Drive" Students, please bring in any books that have been "gently loved" so that your classmates may enjoy them. The homeroom with the biggest library will receive a ice cream treat during our "Lunch & a Movie" Friday, October 31.

Happy Reading,
Ms. Bynoe

Classroom Contributions

Dear Parents,

As the fall allergy season is upon us, please help our students stay healthy by supplying our homerooms with tissue, hand sanitizer, lysol and anti-bacterial wipes. We teachers have been trying our best to provide our students with a clean learning environment, but runny noses have been getting the best of all of us. We haven't been able to keep up with the demand for more kleenex and purell. We are requesting that you send your student with a donation for the classroom, or with their own personal supply of sanitary items. May I reccomend the dollar store, and the check out aisle at wal-mart for bargain deals on these items. Also remember that food high in Vitamin C such as orange or apple juice, orange and apple slices, or vitamin C fortified milk, cheese or yogurt goes a long way to building up the immune systems of our 6th graders. Having these items for breakfast or lunch will help our students be better prepared to fight off allergens internally. Thank-you in advance for your help,

Hypo-Allergenically yours,
Ms. Bynoe

Rocking, now Rolling through Science...

Happy Sunday afternoon students and parents,

Last week we ended our unit on Rocks and Minerals. We also began looking at Earth's structure with a very yummy lesson, Snack-tectonics. I hope you all had as much fun as I did, although I did have quite a tummy ache after snacking with 4 classes. We will now be exploring the layers of the earth, plate tectonics, volcanoes and earthquakes, as well as other features of the earth's surface that are formed by earth's inner processes. As you get a chance, please explore famous volcano eruptions, the history of Hawaii and the theory of "The Big One" -the next big california earthquake. Please stay on top of your vocabulary and class notes as well as your homework. Our class activities only work if you understand the background information.

Have a restful sunday evening,
Ms. Bynoe