Residency Lesson Plan Guide

Student Name: _________Hayden Scott________________________________________

Grade and Topic:

5th Grade History

Length of Lesson:

1-2 weeks

CENTRAL FOCUS:
Using primary sources, students will explore a period in United States history when
120,000 Japanese Americans were evacuated from the West Coast and held in internment
camps.
Analyze point of view through primary sources such as pictures, letters, and memorabilia
in order to understand the conflicts of that era.

STANDARDS ADDRESSED:
CCSS.ELA-Literacy.RH.6-8.
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts
CCSS.ELA-Literacy.WHST.6-8
Draw evidence from informational texts to support analysis reflection, and research
CCSS.ELA-Literacy.RH.6-8. STANDARD
Analyze the relationship between a primary and secondary source on the same topic

LESSON OBJECTIVE(S):
1. Using given criteria, TSW evaluate documents and photographs from the American
Memory collections.

2. Using primary sources and technology, TSW compare photographs and online documents
in order to understand the Japanese American point of view during WWII orally and in
writing. (understanding)

3. TSW create a group presentation orally and in writing, taking the perspective of Japanese
Americans in America during WWII. (Creating)
4. TSW compile their group information and use this to make an interactive PowerPoint on
the events of the Japanese Americans internment. The powerpoint will have to be an
interactive PowerPoint where other students and the teacher can go into the PowerPoint
and answer questions on the topic. The PowerPoint must also present the necessary
information in order for the students and teacher to answer the questions with 100%
accuracy.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE

ASSESSMENTS:
Formative assessment- TTW asses the students participation in the class by making sure
they are taking part in analyzing the photos and participating in the group discussion and
their participation for the presentation.
Summative assessment- Student work will be scored with a class-generated rubric or
according to teacher specification. I will score the presentation with a grading scale 1-4. 1
being the lowest score possible, 4 being the highest score possible. After the scores for
each category has been assigned TTW. The teacher will also grade the students
definition recording sheet. TTW will also grade the students powerpoints according to the
rubric.

MATERIALS:
Note cards for vocab words
Internet access for teacher to show photos and online documents.
Overhead projector to show photos to students
Print of George Washington
Analyzing Primary Sources (PDF, 56 KB)
Man reading a book in front of bookcases
Analyzing Books and Other Printed Texts (PDF, 61 KB)
Monk illustrating a manuscript
Analyzing Manuscripts (PDF, 71 KB)
Analyzing Photographs and Prints (PDF, 55 KB)
Uncle Sam bound with rope
Having PowerPoint program accessible
BACKGROUND and RATIONALE:
The key components of this lesson are to look at the documents listed in materials,
students will have already had experience in looking at such documents through prior
lessons.
TSW continue to use the definitions in the chapter to fully understand the concepts of this
lesson and to apply them to their presentation.
The documents appeal to students because it allows them to understand the background
of the era through their analysis of the primary and secondary documents.
The lesson will connect to prior lessons and information by analyzing photos and
documents, which they learned in earlier lessons.
TSW already be familiar with creating and utilizing interactive PowerPoints as they have
created one for prior lessons
Differentiation for instruction and assessment will include enlarged print copy of a book
and template for the visually impaired student. Student with writing disability will have

special prompts and word bank to use for writing. Student with speech disability will
have the services of the Speech Pathologist during the writing portion.
PROCEDURES AND TIMELINE:
Introduction: (10 minutes)

TTW introduce the students to the photograph on an overhead view, which shows
a Japanese boy being taken to an internment camp during WWII.

TTW connect prior lessons and documents in order to see how this document is
different from others the students have viewed.

TTW will ask What is different from the boys disposition compared to the boy
in the concentration camp controlled by the Nazis during WWII?

TTW provide the guidelines that the students are to follow in order to complete
their presentation and achieve 100% completion.

TTW then explain to the students that the lesson is important in the context of
history because Chinese people in America were not perceived or seen the same
way as they are now by people in America.

TTW explain to the students what they are to make a 6 slide interactive
PowerPoint on the Japanese American internment.

TTW show the students an example of what their PowerPoint should look like by
presenting their own PowerPoint to the classroom by using a projector and the
computer.

Procedures (2 hour)

TTW provide the definition assessment worksheet for the students to know and
will explain to them it is important for them to understand the definitions in order
for them to create their presentation.

The students will then review the definitions together in groups in order to revisit
the definitions.

TTW will explain to the students what analyzing means and how they can analyze
the photo that the teacher gives to them. To analyze something you will have to
take a deeper look into the photo, look for context, and look for perspective.

TSW remain in their same groups as they were in for their definitions. In the
groups they will analyze the photograph, recording their original thoughts on a
paper.

TTW will then explain the causes of Japanese internment camps in America,
which were the result of Pearl Harbor in WWII and the distrust of the Japanese
Americans. In turn the United States government wanted all Japanese Americans

put into camps to house them to make sure they did not take action against the
country. The photo the students saw earlier in the lesson was of a Japanese boy
being taken to an internment camp.

TSW engage in a whole-class discussion based on student observations of the

photograph and prior knowledge of World War II. Some of the questions are as
follows: Who were the allies in WWII?, Who was the axis in WWII?, What
caused the United states to enter the war?, Who was president of the United
States during the war? The discussion will be open ended and all students will
raise their hand to answer.

TSW then break back up into the groups they were in earlier, they will at this time
start making their notes on the documents that they looked at. They are making
the notes in order to gather information to use on their group presentation. The
purpose of the presentation is for each group to talk about the experiences the
Japanese Americans went through in the internment camps.

TTW walk around the classroom to see if students are on task and to ensure they
understand the objectives of the lesson

TTW assist the students who need accommodation by speaking to them

individually in order to ensure their understanding of the topic.

TTW then ask the students to go up to the front of the room and present their
information for a total time of 3 minutes for each group.

TTW assess the presentations according to the rubric. The rubric for grading is
attached to the lesson plan.

TSW have an open discussion talking about what stood out to them in the other
students presentations.

TTW take the students into the library to complete the interactive PowerPoint.

The teacher will remind the students of what he/she expects to be in the
PowerPoint and explains the grading criteria.

TTW monitor the computer stations to ensure that his/her students are on task and
to assist them if at all possible.

Upon completion, TTW instruct the students to send the interactive PowerPoints
to him/her attached in an email so they can grade it.

Closure: (30 min)

TTW will ask students if todays lesson gave them a better understanding of what
point of view means in the context of the primary source documents that they
reviewed.

TTW will ask students to share what they have learned from working with their
group members.

TTW will ask students if he/she needs to review any of the content of the lesson.

The teacher then asks the students to write down any questions they still have
about the lesson or another presentation?

TTW ask if they found the PowerPoint helpful and was it fun to complete?

ASSESSMENT EVIDENCE:
TTW explain to the students that their presentations will be graded according to
the rubric and the feedback will be given to them at a later date. The rubric will
include components for assessing effectiveness in presentations and to check for
understanding of the topic. TTW also explain to them how the interactive
PowerPoints will be graded.
TTW check for participation during class for the formative assessment.
MODIFICATIONS:
The students who need extra help with the assignment will receive a grade dependent on
a differentiated rubric made by the teacher. The student will be given a smaller amount of
definitions to do for their worksheet.

Students who need enrichment will be given an assignment for extra credit in which they
can bring another photo which details Japanese internment in America during WWII.