Post Teaching Reflection- World War 2 & Great Depression

Christina Granillo

World War 2 & Great Depression

Phase II of the Blog reflection is due within a week the implementation of each lesson. The reflection should be based on your experiences as well as feedback from your classmates.

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?

• I believe the students really liked the Kahoot quiz because it was a fun interactive way to assess my students. I think the propaganda activity was a great way for the students to show their creativity and they said they enjoyed it the most. However, the time was an issue and I think one of the students felt a bit rushed finishing his poster because he wanted more time to make it more elaborate. I also think the students were rushed due to time to explain the assessment part of the lesson at the end.

• How well was the alignment to objectives and standards maintained?

• It was maintained for the most part, but due to time, the assessment writing prompt became a conversation.

• Describe any modifications made during the implementation of the lesson

• The assessment writing reflection became verbal conversation because of time. I also modified time for a gallery walk for the students to share their posters and describe the theme it reflected. I would add this to my lesson in my future classroom because it allows time for students to share their creations and take ownership for their products.

2. Mechanics:
• What technologies did I use (for the teacher and the learner)?

• Smart board to present the PowerPoint, Youtube video, Kahoot pre assessment, google doc creation.

• How were the technologies used (by whom and in what manner)?

• Smartboard: teacher to instruct and express expectations
• Youtube video: teacher used to show over all idea of WW2 and Great Depression
• Kahoot quiz: students used to pre assess their knowledge
• Google docs creation: students used to demonstrate their knowledge of the theme

• My lesson was within the correct time frame
• The lesson was within the correct time frame because I kept an eye on the clock to see how I was doing on time. I did not implement the full writing assessment and adapted the idea to class discussion so I wouldn’t go over time

3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

• The students were successful and creative in their propaganda creations. The class discussion was directed towards the standards and objectives, yet we didn’t have time to do a formal written reflection.

• Describe the level of success you had in teaching the lesson
• How do your individual reflections support this?

• I believe my lesson was very hands on and supported multiple means of engagement as well as different subjects. I thought it went well and was successful but there are definitely areas of improvements I can work on.

• How do the comments from your classmates support this?

• My classmates gave me feedback including practice public speaking which I was a bit nervous in the beginning of the lesson. I also got advice to change the youtube video because it was hard to her and stay engaged.

4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

I really enjoyed this lesson and it was a great way to learn different ways to incorporate technology. It was challenging at times, yet it helped me grow as a future teacher. I enjoyed getting feedback on how to improve and I liked seeing my classmates lessons and how they teach through technology. I would try to keep learning more about teaching with technology to make my lessons/activities in the future very engaging.

Pre Teaching Reflection- World War 2 & Great Depression

Section I: Reflecting on Assessing Prior Knowledge and Planning Instruction

Please answer these questions: What do the students need to know prior to the lesson? My students will need to know how to utilize google docs to create their advertisement poster. I would go over instructions for any students who need assistance. This lesson is an introduction to the standards of World War 2 and the Great Depression so not much prior knowledge in the standard is needed. How will prior knowledge and experience be assessed? Prior knowledge and experience will be assessed through the beginning kahoot quiz to see where my students are at in knowledge of the content area. How will you use this information in the planning process? This knowledge can help me see where my lesson will go in the next direction. Because this lesson plan is an introductory unit, I will focus on where my students need more instruction whether it is specific details in the timeline of World War 2, the countries/geography, etc. Why should the content of this lesson be taught at this grade level? Not only is this content part of the Arizona standards, it is an essential part of our history and how we are the country we are today. It teaches a lot of truth about social studies and shows students about social justice and the disparities that existed, and even exist today. How do the objectives that you have for the lesson align with the standards? The objectives align with the standards because it takes a central theme (ex: poverty or patriotism) and demonstrates understanding through the advertisement posters which reflect that time period. Students also explain their understanding through the written reflection assessment. When will the lesson be taught in the course of the school year? Why? This is an area of flexibility. Depending on when my curriculum fits and how my students are progressing through the year is how I will determine when I will teach this content in the school year.

Section II: Reflecting on Designing Instruction (InTask Standards 7 and 8)

Please answer these questions: Why are you using the instructional methods you have described? I am using the instructional methods described throughout the lesson because I believe student driven learning is the best and most equitable for our students. I want my students to love learning and centers reflect the multiple intelligences and different areas of other contents that students can connect to. Students should also get to discover more rather than having a teacher lecture at them. How do the instructional methods align with what you know about best practices (think about your methods classes)? I have learned in my methods classes that student discovery is one of the best methods in teaching. When students find the content meaningful and relevant to them and their learning styles, they are more inclined to get involved and passionate in their education. I have also learned from professors in my methods courses that centers are a very effective way of teaching/learning because it is more hands on and engaging. How are you engaging students in creative and higher order thinking? I am engaging students in creative thinking by implementing cross categorical content areas and incorporating art, literacy, math and social studies in this lesson plan. Higher order thinking can also be seen through the multiple intelligences implemented throughout. Students are also doing more than creating an advertisement poster about the central themes of WW2, they are also reflecting on their understanding in a written reflection.

Section III: Reflecting on Planning Assessment (InTask Standard 6):

Please answer these questions: How does the assessment align with the standards and objectives of this lesson? The assessment aligns with the standards because it takes the central themes directly from the standard (limited goods, women worked in factorie, increased patriotism, poverty.) How does the assessment demonstrate that the students have been successful in learning the content? The assessment demonstrates student learning because they are doing a written reflection of their understanding. If the student struggles to explain why their advertisement reflects the theme, the teacher can intervene to go over the content. How does the assessment demonstrate student engagement in higher order thinking? The assessment connects technology and written personal reflection to show assessment in a new light, rather than giving a quiz or test.

Section IV: Reflecting on How your lesson meet each of the ISTE NETs Standards?

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?

This lesson reflects the Facilitating and Inspiring student learning and creativity in multiple ways. It uses more than just social studies, but also math, literacy, art and technology. By utilizing more than just “social studies” students can connect and find the content meaningful in their own way and strengths. It inspires students to be creative as well through the assessment being their personal WW2 advertisement poster and personal written reflection.

2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

This lesson reflects technology and digital-age learning experiences because it incorporates Kahoot pre assessment to see student’s prior knowledge content. It also has the student creative advertisement poster on google docs. This allows students to research and find pictures they find relatable to the central theme given in the standards. Finally, the assessment is utilized with technology in google draw advertisement poster, and google docs written reflection.

3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

This lesson aligns with the digital age work and learning, beginning with the powerpoint. Instead of verbally giving directions or passing out directions on a page, the teacher and students get to interact with the Kahoot, youtube video, and online directions through the google presentation powerpoint.

4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

• This lesson does incorporate technology, yet the teacher shows how to cite sources by putting ‘adapted by” at the bottom of slides. The teacher will also reinforce that students be citing their sources throughout their learning therefore they are showing responsible digital citizenship.

• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

• Learner centered strategies is evident throughout because multiple intelligences it ehf cosu throughout. It also incorporates various subjects cross connecting the curriculum to fit the student's strengths and interests. The digital tools and resources are all provided in the classroom. Nothing will be implemented as homework because it is center focused and not all students have technology at their homes.

• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

• The teacher models digital etiquette and responsible social interactions throughout the powerpoint presentation and explaining various examples. The teacher will also expect the students to cite sources and have a work cited page.

• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

• Cultural understanding and global awareness is very evident throughout this lesson as it shows students the global awareness of World War 2 and how it affected the citizens and Great Depression. It highlights the cultures dan how people struggles throughout poverty, loss of homes, etc. This is an introductory unit which can be expanded with more content and details throughout the year, but it begins the student's knowledge and questioning as to how these events happened and what we can do to not let history repeat itself.

World War 2 and the Great Depression Lesson Plan

Christina Granillo

ETC 447

Technology Social Studies Lesson Plan

STRAND ONE AMERICAN HISTORY

Concept 8: Great Depression and World War II 1929-1945

Domestic and world events, economic issues, and political conflicts, redefined the role of government in the lives of US citizens

PO 1. Describe changes in the lives of US and Arizona residents during the Great Depression

1. Poverty
2. Unemployment
3. Loss of homes or businesses
4. migration

PO 4. Describe how lives were affected during World War 2 (limited goods, women worked in factorie, increased patriotism)

I. RATIONALE:

This lesson explores World War 2 and the Great Depression and lets students see history through the lenses of integrated content: math, literacy, art, and technology. It aligns with the Arizona State Standards with Concept 8: Great Depression and World War II 1929-1945: Domestic and world events, economic issues, and political conflicts, redefined the role of government in the lives of US citizens.  

II. OVERVIEW

Grade Level: 4th

Subject(s):Social Studies, Integrated with: Math, Literacy, Art, Technology

Topic of Study: Great Depression and World War II

Time Allotment: 2 hours

Standards:

PO 1. Describe changes in the lives of US and Arizona residents during the Great Depression

PO 4. Describe how lives were affected during World War 2 (limited goods, women worked in factorie, increased patriotism)

Objectives: Describe how World War 2 affected our lives through making an advertisement poster that reflects one of these topics (poverty, unemployment, limited goods, women working in factories, loss of homes or businesses, patriotism) in more detail.

III. IMPLEMENTATION

Procedure:

1. Teacher will go over objectives and standards through the powerpoint presentation. By using a Kahoot pre assessment quiz, the teacher can see the students’ prior knowledge and see how the content can be progressed throughout the future lessons. The teacher will also show the students the various student led centers and expectations at each center of subject integration. The teacher will go over any questions the students have, while also pointing out citing sources for any ideas or pictures or videos the students use in their assessment. Finally, the teacher will go over the assessment and the standards and expectations for the online advertisement poster reflecting a central theme of the WW2 standards, as well as a personal reflection on the google docs form.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

Technology is utilized throughout this lesson from teacher directions in a powerpoint, to a pre assessment Kahoot interactive technology quiz, to an assessment involving technology and digital-age use.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay: For students who need differentiation for reading, various reading levels in books will be provided in the literacy center. Many grade levels books will be provided for students to read, so their needs can be met. For the timelines, students have options to work in pairs so they can get assistance with a student which can be a peer tutor to help. In the math center, the activity can be adapted from instead of fractions to either multiplication or addition, etc.
• Gifted: Advanced grade level books are provided for the literacy center in the gifted students. Gifted students can also be challenged afterwards by being given a book report after they finish their book.
• ELL: The timeline will be offered to work in pairs so they can gain more assistance in gaining knowledge content. Some books in literacy will also be offered in multiple languages.

IV. ASSESSMENT

Procedure:

Assessment will be conducted through an online google draw form where students will demonstrate their understanding of the central themes of WW2 and Great Depression (limited goods, women worked in factorie, increased patriotism, poverty, loss of homes, migration.) Once the student completes their advertisement/poster they will write a personal reflection on google docs form and share both final results with the teacher. Instruments used are: google draw and google docs. Students will also utilize the internet in research for pictures and advertisements for inspiration in their own creations. Assessment will be a summative process so the teacher can see where the student's knowledge in content is at and then can guide instruction to where students need more intervention.

IIV. MATERIALS AND RESOURCES

• Google docs and Google Draw
• Google powerpoint presentation
• Art Center: empty milk cartons, popsicle sticks, and glue
• Literacy Center: various books of various reading and grade levels
• Math Center: deck of cards, pencils
• Social Studies Center: crafting supplies (construction paper, glue, markers)

• http://www.mathfilefoldergames.com/fraction-war/
• http://bookunitsteacher.com/depression/activities_depression.htm
• https://www.goodreads.com/list/show/17000.Best_Children_s_Books_about_World_War_II_1939_1945_

• https://www.youtube.com/watch?v=rNgU_CRWnRU

• http://www.datesandevents.org/events-timelines/16-timeline-of-ww2.htm

• kahoot.it   
  
  
  
  
  
  
  PowerPoint presentation
  https://docs.google.com/presentation/d/1AfkGBa1FvMFCIJpYud9xFshJ8ygY1eXKHLnozjrjcQY/edit#slide=id.p 
  
  
  Pre Teaching Reflection
  https://docs.google.com/document/d/1ZbfpJ3QzRsmRYLZDRjOH4b7A-IhCRmLLXx1g4a_KI00/edit