Spring: Internship Lesson Plan Format During the spring semester of the Teaching Fellows Sophomore Internship, interns

are required to lead two lessons in their mentors classroom. The two lessons the interns are required to lead should be created by the mentor teacher or co-created by both the mentor teacher and intern. One of the lessons that each intern implements in their assigned classroom must get posted on Blackboard/WebCT in the Teaching Fellows Lesson Plan Format. Teacher: Purpose of Lesson
Intern: Casey Moore Mentor: Mr. Ben Neal at Wilmington Christian Academy

In this lesson, students will work in a pairs and use recently learned knowledge about dictatorships and various dictators during World War II to produce a press release about a specific historical event in which one of the dictators discussed caused or was involved in.

Subject: Social Studies Number of Students: 22 Grade: 5th

NC Common Core/ Essential Standards Essential Standards: Social Studies History 6.H.2 - Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups. 6.H.2.4 - Explain the role that key historical figures and cultural groups had in transforming society (e.g. Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi). Civics and Government 6.C&G.1- Understand the development of government in various civilizations, societies and regions. 6.C&G.1.1 - Explain the origins and structures of various governmental systems (e.g. democracy, absolute monarchy and constitutional monarchy). 6.C&G.1.4 - Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions. Common Core - English Language Arts Writing Research to Build and Present Knowledge 5.W.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Student Learning Students will: Learn the components of a press release including but not limited to title, date, inverted triangle Objectives format, point of view, and purpose.

Identify Joseph Stalin, Benito Mussolini, Hirohito and Adolf Hitler as dictators during World War II. Apply previous knowledge about important historical figures during World War II to create a press release of their own with one other student. Apply knowledge of summarization to properly format a press release. 60 minutes, split into two sessions 30 minutes each.

Length of Lesson

Classroom Set-up Setup: Desk will remain in the same layout as normal including rows of four desk in two columns. and Materials Students will be pair with the student sitting next to them.

Materials: 1. Students will view a sample press release of Universal Orlandos Despicable Me Minion Mayhem Attraction using the projector. 2. Students will then compose their press release on notebook paper. The notebook paper will not be provided for students, but students should have an ample supply in their subject binder.

Focus/Established Students will already be familiar with the following: Prior Knowledge 1. The differences between democracy, dictatorship, communism, and fascists as forms of

government. Democracy: Government in which the people work together to make all the important decisions for their country. Dictatorship: A form of government in which the government has total control over the peoples lives. This type of government is lead by one person called a dictator. Communism: a system in which the government owns all of the businesses and property. Fascists: people who supported a dictatorship in which the government would control the economy and kept opposition in check through terror and censorship. 2. The lives of Joseph Stalin, Benito Mussolini, Hirohito, and Adolf Hitler. Joseph Stalin: Followed Lenin, wrote for a political newspaper in 1901, arrested for the first time in 1902, He became dictator of the Soviet Union in 1929, and his five year plan for farms in which he combined individual farms into one large collective farm control by the government. Benito Mussolini: His return to Italy after going to Switzerland and his involvement with the Socialist Party, becoming the leader of the fascists, and the march to Rome that forced the King of Italy to name Mussolini the prime minister. Hirohito: The idea that the emperors of japan were gods, being given the name Showa, Japan going to war with the United States, August 6, 1945 when the first atomic bomb was dropped on Hiroshima, announcement that he was not a god and Japans change to a democracy. Adolf Hitler: His leadership in the German Workers party, the name change of his political party to the National Socialist German Workers Party, the partys flag, his title de Fhrer, imprisonment for trying to take over the government of Germany, his book Mein Kampf, election loss in 1932, becoming dictator in 1934, the Nuremberg laws, and his death. 3. Components of writing Including who, what, when, where, why, and how to thoroughly describe an event. Third person point of view: when a story is being told by an outside observer. The author will use the pronouns he, she, and they. Summarizing: Identifying the main point of an event or idea. Students will be shown a press release written by Universal Orlando to announce their Despicable Me Minion Mayhem attraction. Students will then complete a think-pair-and share activity when prompted with the questions was it this? During this activity students will read and look at the format of the press release and think about what it may be they will then talk with a partner and conclude by telling the class what both of them thought of the document. The students will then be told that the document is a press release. I have chosen this activity because students at this age either have very little or no knowledge about what a press release is. I wanted the students to look at the language and what the purpose of this article was. In order to write an effective press release students must understand the purpose of a press release. I also wanted students to listen to each others ideas and build off of one another through the think-pair-and share activity.

Opening Activity

PROCEDURES AND FLOW OF ENGAGING ACTIVITIES:

Include a description of the flow of engaging activities for the lesson. Describe in detail how the activity progress to meet the learning objectives. Describe and justify how the activities will academically engage all students. Identify your Guided Practice and Independent Practice. Be sure to utilize at least two of Blooms Revised Taxonomy (BRT) higher-order thinking as well as identify were in the lesson it is represented. 1. After the opening activity I will ask students about their previous completed project on dictators. Questions will include: What is a dictator? What is a dictatorship? Name four of the dictators during World War II? Explain how these dictators came into power? What was the name of the book Adolf Hitler wrote? This portion of the lesson has the students identifying Joseph Stalin, Adolph Hitler, Benito Mussolini, and Hirohito as dictators and how they have influences certain nations. During this time students will be analyzing how different elements of history affected the overall government of a nation which use Blooms Revised Taxonomy application analyzing. Students can note that because a certain sequence of events occurred the government of a nation changed. 2. I will then explain that the students will be writing their own press releases on a historical event involving one of the dictators we have discussed. I wanted to tell the students the purpose of introducing the press release because it is not often that the complete writing activities in social studies. 3. The lesson will continue with an introduction of the components of a press release. These will be written on the side of the board. Components include: Length (no longer than one sheet of paper), audience (the media, who will then relay the information to the public), purpose ( to tell media the facts about a situation or events), compare it to a newspaper article because it tells about an event, format (including where the title, date, and location should be), point of view (third person), inverted pyramid format (summary at the topic and then throughout the document include details, and indicate the end of a press release with ###. This portion of the lesson will be done through questions and answer. Students will apply previous knowledge of certain language art terms to aid them in having a greater understanding of a press release. Students will be using Blooms understanding level because they will be reciting different literary elements that they know. 4. The students will then participate in a guided practice. The teacher will help students identify the components of a press release in the example given in the opening activity. Students may be asked to identify where the event happened (the teacher can then make draw attention to where this information is), what information the first sentence gives, where the details are given, and what pronouns are used. Students during the section as well as the previous will be learning the components of the press release. 5. To energize the students before beginning the task of writing a press release with partner the minion song will played. During the song (50 seconds) students will partner off and decided which dictator they will be writing a press release on. This limits the amount of time wasted trying to decided so that they may start getting to work quickly. 6. Students will be asked to share the dictator they have chosen to ensure there is a variety of choices throughout the class. 7. Students will then begin their independent practice with their partner. This will take up the majority of the time because it involved writing a entirely new document on an event that they may or may not have to do additional research. The teacher will circulate the classroom during this time to ensure everyone is on task and understands the task. The teacher will check the format and other key elements such as summarizing in the first sentence while walking around. Any problems that reoccur will be address to the class as a whole. During this time students will be applying the previous knowledge of historical events and figures in order to create their press release. Students during this time will be using higher order thinking skills to create and design a document with information they already know.

Closing Activity

Differentiation:

To conclude the lesson the teacher will prompt a discussion about press releases in general through questions such as what other events do think people may write a press release about, what makes a good press release, and what are some challenges to writing a press release. This closing activity will take approximately 5 to 7 minutes. The activity will keep all students engaged because it encourages student who may not have enjoyed the activity as much to share what frustrated them as well as asking students who did enjoy it what made it fun for them. The questions will also review the different components of a press release. How does the lesson design include or allow for differentiation? The questions asked by the teacher will prompt several different types of answers including simple answers such as where is the date located to which sentence is summarizing the event? This varied questions will keep all students engaged because it will allow students from different levels to participate and answer questions throughout the lesson. Students will also be working with partners which allows students to collaborate with each other and grasp a better understanding if they are in need of clarification. assessed by the questions that conclude the lesson.

Assessment/Rubrics Students will submit the press release they have written. Students understanding will also be
I think that the lesson went very well. I think that the students enjoyed applying one subject to another. I think that the liked learning about something completely new but being able to use previous knowledge to complete the task. I would however give each student a hard copy of the example press release to make notes. I also would ensure that I had more room to write on the board because my notes felt crammed together. My mentor teacher suggest that I give my students a hard copy as well. Mr. Neal noted that my transitions into the next activity were good and that I made the topic easy to understand for the students.

Mentor Teachers Comments

References: Heritage Studies 5th grade textbook