¶ … general education SDAIE or Sheltered English lesson plan based on the approach described in the course Writing Effective Lesson Plan textbook in a content area of history based on both the California English Language Art Standards and English Language Development standards. This paper states appropriate goals and objectives, objectives, outcomes, rationale, describe content presentation methods, instructional strategies, learning activities, technology, assessment techniques and teaching materials.
Class Description
The lesson is for an 8th grade class of world history at the ABC School. There are a total of thirty students in the class and their ages range from 13-14 years. According to the information that has been provided by the cooperating teacher there are four are English learners in the class, three are re-designated English learners while two of the students have IEP's, from among these two one has auditory memory issues and the other has ADHD.
Class Background
All the students took the class of world history in the 7th grade. Therefore, the focus of this class is going to be more on the student who face difficulties with history or who have problem with the English language and are not very comfortable with it. A group of these students who are weak in history will be made and a lot of attention will be paid to Liang who is a 13 years old student from Taiwan who came here 3 years ago. Although Liang has become quite good with English but there are still some areas that he need attention at therefore, in this class Liang will be asked to take part in the discussion sessions and other activities to make him more familiar with history as well as the English language.
Lesson Description
Time and Date:
It is the fourth period that the class will be taught in, which means that it is going to be exactly before the break. The dates will be between March 1st and 22nd 2013.
Content Area:
The subject chosen is history and World War 1.
The topic that is going to be taught is the manipulation (or spin doctoring) of the masses by the Wilson administration during WW1.
Grade:
The lesson is for an 8th grade class of world history at the ABC School.
Goals and Objectives
Goals
With the help of positive and negatives examples of the spin doctoring given on the power point the students will not only be able to define spin doctoring but also list its attributes as well as identify the positive and negative examples associated with it.
With the help of the eight examples of spin doctoring being given to the student from four different countries that they were used in, in the World War One and the graphic organizer that the students will be given they will not only be able to identify the objectives but also the spin doctoring tools that were used in each of the posters (Genzuk, 2011).
Lesson Objectives
While working in a pair and completing the "what is spin doctoring worksheet" the students will be able to define spin doctoring, list its attributes as well as differentiate between the positive and the negative definitions of spin doctoring. The Power Point slides will also help the student in achieving these steps (Genzuk, 2011).
With the help of the Spin doctoring Objectives and Tools Notes Sheet as well as the exercises to write the terms and definitions the following terms' definitions will be provided by the students: name calling, demonization, half-truths or lies, emotional appeal, patriotic appeals, evocative visual symbols, catchy slogans and by participating in a group humour or caricatures (Genzuk, 2011).
Standards
Content Standards:
The arguments that were presented by all the various leaders from all sides of the Great War regarding entering into the war are discussed and analyzed in 10.5.1. Along with this the section also analyzes the roles played by the economic and political rivals, ideological and ethnic conflicts, domestic disorder and discontent as well as the nationalism and spin doctoring that was used to mobilize the civilian population towards the support of the "total war (Cummins, 2005)."
ELD/ELA Standards:
Listening and Speaking: English should be spoken in a clear and comprehensible manner, the grammatical forms that are used should be standard along with this sounds, pitch, intonation and modulation should be used (Cummins, 2005).
Listening and Speaking: conversations should be negotiated and initiated with the help of questioning, soliciting information, rephrasing and paraphrasing. This can greatly help the shy students like Liang who don't normally participate in the discussion sessions (Cummins, 2005).
Reading: knowledge of the language should be applied in order to achieve comprehension/meaning informational materials,...
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