C.O.D
Cause of Development: WAR
An Interdisciplinary Unit by:
Alina BigJohny
Karla Conrad
Brian Kunze
Jesse Steffen
EDUC 348
Fall 2010
Essential Questions
C.O.D – Cause of Development: WAR
1)
2)
3)
4)
5)
6)
7)
What causes conflict?
How has war affected development?
How has war affected your life?
Compare the state of the United States pre-Iraqi war versus present-day.
How have times of conflict affected different types of people?
Analyze how positive circumstances come out of a negative situation.
Compare and contrast long term and short term developments from conflict.
Unit Objectives
English:
5.7.8: Analyze media sources for information, entertainment, persuasion, interpretation of events, and
transmission of culture.
5.7.5: Clarify and support spoken ideas with evidence and examples.
5.2.5: Distinguish among facts, supported inferences, evidence, and opinions in text.
World Geography:
4.11: Compare levels of economic development of countries of the world in terms of Gross Domestic
Product per capita and key demographic and social indicators. Map and summarize the results.
4.19: Identify specific situations where human or cultural factors are involved in geographic conflict and
identify different viewpoints in the conflict.
Math:
8.6: Students collect, organize, represent, and interpret relationships in data sets that have one or more
variables. They determine probabilities and use them to make predictions about events.
MANCHESTER COLLEGE
Department of Education
LESSON PLAN BY: Alina BigJohny
LESSON: Persuasive Debate and Terms
LENGTH: about 50 minutes
AGE OR GRADE INTENDED: 5th grade
Academic Standard(s):
English 5.7.8: Analyze media as sources for information, entertainment, persuasion, interpretation of
events, and transmission of culture.
English 5.7.5: Clarify and support spoken ideas with evidence and examples.
Performance Objective:
Fifth grade students will orally identify at least correct one persuasion technique used in a commercial
after watching commercials and learning persuasion techniques.
Fifth grade students will take a stance on the war and during a debate, give a correct reason as to why
their idea is the best one.
Assessment:
To prove mastery in the first standard, students will take a quiz over the commercials and get at least
four out of five persuasion techniques correct.
To prove mastery in the second standard, students will be required to state an opinion about the war
and back it up with at least one example during the debate.
Advanced Preparation by Teacher:
_ Make sure computer/projector screen is enabled
_ Make 3 copies of Debate Instructions
_ Make copies of Persuasive Strategy handout
_ Make copies of persuasive homework sheet
Procedure:
Introduction/ Motivation: (10 minutes)
Once class has started, begin to show commercials. This will draw in the students’ attention.
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http://www.youtube.com/watch?v=szPLI_kSkuc&feature=pyv&ad=7569233623&kw=wii%20game (Disney songs Wii- girls, preteens)
http://www.youtube.com/watch?v=_ODC5e3AEa8 (pedigree – animal lovers/owners)
http://www.youtube.com/watch?v=2tXS_RrE7kA (furniture- homeowners, old people)
http://www.youtube.com/watch?v=DmiNmMhYHm8 (directv- sports fans, homeowners)
http://www.youtube.com/watch?v=1kRWklyMvCw (pepsi- all ages)
http://www.youtube.com/watch?v=JDXK1dFY_Pc (army- adults, high school students, patriotic
people)
http://www.youtube.com/watch?v=r0EVSP_6XZA (Doritos- children, families)
o
o
o
Between each commercial ask:
 Who do you think would like this product? (Blooms I: Knowledge)
 How did this commercial persuade you?
 How would you summarize this commercial? (Blooms II:
Comprehension)
 Raise your hand if you would buy this product. Have students look
around each time.
Commercials use different types of persuasion in order to target their specific audience.
Mostly girls wanted the Disney song game for Wii and the Wii makers know that.
Therefore, they make the commercial girly and target teenage girls. The same goes for
the furniture commercial. None of you wanted the furniture, because it was boring and
targeted homeowners and older people. The use of persuasion is very important when
you want someone to think the same way as you do.
By using our 6 +1 writing traits that we have learned throughout the year so far, we are
going to start learning about persuasive essays.
Step-by-Step Plan:
1)
-
Persuasive Terms (10 minutes)
The why and how of persuasion is very important. There are different ways to try and persuade
someone to think the same way as you.
Pass out Persuasive Strategy handout. (Gardner: Logical/ Mathematical)
Go over each term. Write the simple definition on the board. (Gardner: Visual-Spatial)
-
Give the general example. Can anyone think of another general example? (Blooms 1:
Knowledge)
And then ask: Of the commercials that we just watched, which one would classify under this
term and why? (Blooms IV: Analysis).
During the course of this, make sure to call on each student. Put a check next to each student’s
name as they answer. As long as they have a sufficient “why” to their answer, count it. If they do
not answer correctly, have other students lead him/her to the right answer and call on him/her
again later. This is their assessment over the persuasion terms.
2) Persuasion Debate ( 30 minutes)
- Now that we know persuasion techniques, we are going to put them into action.
- First, Have all the students put their heads down and close their eyes. Tell them to raise their
hand if they agree with war: it helps protect the country, proves we are strong so others won’t
attack, helps other countries, etc. (Write down names or remember). Tell them to raise their
hand if they do not like war: it kills our soldiers, kills other people, uses a lot of money, fighting is
bad, etc. (Hopefully you have plenty of students on both sides. If not, for the debate, you may
have to put the students on either side instead of letting them choose.)
- We are going to have a debate. Who knows what a debate is? (Try to persuade someone to
believe the same as you do)
o We are going to split into two groups: people who like the war and people who do not. I
wrote your names down so make sure that you go to the group that you voted for. (If the
sides were very lopsided, just split the class in two and tell them its ok if they do not agree
with the side they get put on, the activity is about persuasion.)
- Read aloud the debate instructions. Any questions?
- Have students go to separate sides of the room. (Gardner: Bodily Kinesthetic) Give one debate
instruction sheet per group.
- 10 minutes for groups to gather ideas. (Gardner: Interpersonal)
- 15 minutes for debate. (Gardner: Verbal/Linguistic)
- After students are back in their seats, ask if anyone has changed their opinion about the war?
(Blooms VI: Evaluation) If so, why or how?
Closure: (5 minutes)
Today we started our unit on the development of war which you will hear all of your other
teachers talk about also. Our debate got you all thinking about war and the opinions you have about it.
- What conclusions can you draw about war so far? (Bloom’s IV: Analysis)
In language arts, we are going to develop persuasive essays about our opinion on the war so make sure
that you listen carefully to Mr. Kunze, because he will have good information that you may be able to
use in your essays.
Tomorrow we are going learn how to distinguish between facts and opinions. This skill will build
on top of the persuasion techniques that we just learned.
-
What can you say about persuasive terms? (Blooms II: Comprehension) How important is
persuasion in our everyday lives? Why?
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Your only homework is to think more about your opinion on the war. Go home and talk to your
parents about the War on Terrorism and see what they think. If they do not think the same as
you, use your persuasion techniques to offer your opinion.
Adaptations/ Enrichment:
1) ADHD: During the debate while students are in their groups discussing ideas, I will be
walking around. When I get to his group, I will make sure to specifically ask him to tell me
one reason he is for/against the war, this will ensure that he is engaging in the conversation.
If handwriting is not an issue, I will “choose” the recorder for his group and it will be him so
that I make sure he is staying engaged in the conversation and not drifting off within his
mind. I will also use proximity with this student as we go over persuasive terms.
2) Learning Disability: Students with LDs often lack metacognitive skills. To help with this, I will
require this student to use an assignment book for my class. For this lesson, I will have her
write: Commercials, War Debate, Persuasion Terms- Homework: TEST TOMORROW, study
persuasion terms. If needed for this particular LD I will shorten the quiz or allow her to take
it with an aide. I will also check her persuasion terms sheet before she leaves my class to
ensure that she has completed the handout and feels adequately equipped to study for the
quiz.
3) Intellectual Disability: It is important to monitor peer relationships with students who have
an ID. During the debate, I will make sure that this student is not being left out nor taken
advantage of. If talking in front of the class is a problem, I will allow this student to privately
tell me his one idea and why he thinks that, as his assessment. If needed, I will have this
student come in before school to take his quiz individually without the distractions of other
students around him. Since the handout is already simplified and has pictures, I think this
will be helpful to a student with an ID; however, I will probably have this student seated
next to another student who is good at helping and I will allow the other student to help
him fill out the handout as we go through it.
4) Emotional Disturbance: ED students often need positive reassurance and solid relationships.
I will make sure that anytime this student answers, she is positively reinforced for
answering. To help this student focus, I think that having the rules of this lesson typed out
for each group to read is beneficial. ED students often need private space and extended
time for test; therefore, I will have this student come in before or after school to take her
quiz. ED students often have fears and if this student has a fear of talking in front of the
class, I will allow her to privately tell me her idea and reason to support it for the debate
part of the lesson’s assessment.
Self-Reflection:
How well did the debate work? Did student seem excited to debate against classmates, did the activity
go over well? Did the commercials prove to be a good hook that captured the students’ attention? Did
the students seem to have somewhat strong opinions about the war-at least strong enough that they
can take a stance and write an essay over it? How excited do the students seem to be about the
development of war unit? How well do I think the students will do on the quiz tomorrow?
NAME:_____________________________
DATE:___________________________
Persuasive Strategies
Persuasive Strategy
Claim
Big Names
Logos
Pathos
Ethos
Kairos
Research
Definition
Example
NAME:____ANSWER KEY______________
DATE:___________________________
Persuasive Strategies
Persuasive Strategy
Definition
States the main point or stance
Example
The War on Terrorism is destructive to
our nation.
Claim
Mentions experts or important
people to support the argument
Furniture, Pepsi, Army
Barack Obama agrees that….
Big Names
Logos
Wii Game, DirectTV
X number of soldiers have already died
in Afghanistan, we need to remove the
rest as soon as possible so that more
do not die.
Pathos
Furniture, Pepsi
Imagine if your son was fighting in the
war, you would want the soldiers to
come home now.
Uses logic, numbers, or facts to
support the argument
Appeals to audience’s emotions
Tries to build trust and
credibility
Ethos
Builds a sense of urgency for the
cause
Kairos
Research
Uses studies and information to
make the argument seem more
convincing; words, graphs,
tables, or illustrations
Pedigree
The president has successful gained
trust of ally nation’s governments, we
must also trust him to lead us in this
war.
DirectTV, Army
If we do not send more troops to
Afghanistan right now, our current
troops will lose the battle.
Pedigree, Furniture, Army
Research shows that after the initial
two years of a war, …
Pepsi
War Debate Instructions
1) Choose a recorder: ___________________
Group member
names:________________________________________________________________________
______________________________________________________________________________
2) Come up with at least five reasons why you are for or against war in 10 minutes.
a.
b.
c.
d.
e.
3) When you are finished, sit quietly on the floor.
4) During the debate, only one person will be allowed to speak from each team at a time.
5) We will go back and forth allowing each team to state one of their reasons and rebuttal against
what the other team said. Each turn a new person will need to speak. Every student is required
to speak once. You have 30 seconds each turn to say:
a. Why their reason that they just stated is wrong.
b. Your team’s reason.
c. Why your team’s reason is right.
6) At the end, we will see if anyone has changed their minds about where they stand on the issue
of war.
MANCHESTER COLLEGE
Department of Education
LESSON PLAN BY: Alina BigJohny
LESSON: Facts vs. Opinions
LENGTH: about 50 minutes
AGE OR GRADE INTENDED: 5th grade
Academic Standard(s):
English 5.2.5: Expository (Informational) Critique:
Distinguish among facts, supported inferences, evidence, and opinions in text.
Performance Objective:
Fifth grade students write a five sentence fact/opinion paragraph about Miss BigJohny’s class, which will
include at least two facts and two opinions after they learn how to analyze the difference between
opinions and facts in text through whole group examples and group work practice.
Assessment:
To prove mastery, students will write a five sentence paragraph, correctly stating and labeling at least
two facts and two opinions within it.
Advanced Preparation by Teacher:
_ Make handout copies: overview, statements, and passages
_ Prepare videos for quiz over persuasion terms
_ Gather random objects for introduction (balls, small toys, pencils, etc- anything will work)
_ Make passage rules copies
Procedure:
Introduction/ Motivation: (5 minutes)
Once class begins, begin tossing random objects to students.
-
-
Ask questions or state statements such as: Jordan has a blue ball. Is that true? Then, have Jordan
toss the blue ball to Hailey and say: Hailey has the prettiest blue ball I have ever seen. Is that
true? How do you know it’s true? (Gardner: Bodily-Kinesthetic, Blooms I: Knowledge)
Continue to do this for a few minutes until the students have caught on to the facts versus the
opinion statements.
o What can you say about facts versus opinions? (Blooms II: Comprehension)
-
Nice job realizing that some things that I said were completely true facts and some were simply
opinions. Today, we are going to practice the skill of distinguishing between opinions and facts
so that we are able to do so when we research for our persuasion essays. While doing research,
we now have the skills to recognize when someone is using ethos or logos to persuade us but
we also need to be able to see if they are simply stating their own opinion and not facts.
Step-by-Step Plan:
3) Fact Vs. Opinion Overview and Practice ( 20 minutes)
- It is an important skill to be able to recognize the difference between facts and opinions. Many
times, when people write persuasive essays they will use types of persuasion such as ethos to
draw in the audience. By doing this, they make the reader agree with them without ever really
stating any true facts. Can anyone think of examples of this? (politicians, commercials)
- Hand out F vs. O overview sheets (Gardner: Visual-Spatial)
- Have select students read through the information out loud. (Gardner: Verbal-Linguistic)
- Hand out F vs. O Practice
- Go over the first two questions, have students raise hands to answer to ensure that select
students are not calling out the answers while the rest just sit back and not pay attention.
- Pair students and have them work together for the rest of the questions. (Gardner:
Interpersonal)
o You have 10 minutes to finish these questions and then we will go over them.
- Go over answers – address any difficulties.
4) Passage Writing (15 minutes)
You will now write your own paragraph including facts and opinions. You will write about “Miss
BigJohny’s English class” in general. (Gardner: Intrapersonal)
The rules are that you have to have at least five sentences. Within those sentences, you need to
include at least two facts and two opinions. You need to label your facts and opinions, along
with pay attention to your punctuation, grammar, and spelling.
- Hand out passage rules.
o Make sure to turn this rule sheet in with your paragraph or else I cannot grade you. You
will need to fill in your name and topic; I will do the rest. But this sheet will remind you
of what you need to include so that you can get all of your points.
o Ask a student: What will you choose as your topic? (Blooms VI: Evaluation)
 Would this be a good topic? Why or why not? (Can you easily write about this
topic with facts and opinions?) (Blooms I: Knowledge)
- Quiet work time for students. Raise your hand if you have any questions.
- Collect passages that are completed.
Closure: (5 minutes)
Today we spent a lot of time analyzing the difference between facts and opinions.
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-
-
Why do you think it is important to know the difference between facts and opinions? (Blooms
IV: Analysis) (So that people cannot trick us by stating opinions and making us believe them; so
that we can base our own opinions on facts and know what is really true; etc)
How will this skill be useful when we go to write our persuasive essays? (Blooms VI: Evaluation)
(We need to present our audience with facts so that they believe us and then maybe throw in
other persuasive techniques, but facts need to be there for a basis)
For tonight, your only homework will be to finish your passages, if you have not yet done so.
They are due tomorrow as soon as class starts.
Now that we have the skill of telling the difference between facts and opinions, we are going to
learn some facts about the war for our persuasive essays. So think a little more about how you
feel about war and what you want to persuade your audience to think.
Adaptations/ Enrichment:
5) ADHD: I have several different activities already implemented into this lesson which will
help this child. During the individual pass writing, I will make sure that I visit him at least
twice to ensure that he is on task. As soon as this segment of the lesson begins, I will make
sure that he is one of the first I visit. This will allow me to make sure he has a chosen topic
so that he can start on his paragraph.
6) Learning Disability: Students with LDs often lack metacognitive skills. To help with this, I will
require this student to use an assignment book for my class. For this lesson, I will have her
write: Fact vs. Opinion (handout, statements, passages), Write own Fact vs. Opinion
Paragraph – Homework: Finish own paragraph (look at rubric). If needed for this particular
LD I will shorten the quiz or allow her to take it with an aide or with me before or after
school. I will also take consideration when choosing this student’s partner during group
work.
7) Intellectual Disability: It is important to monitor peer relationships with students who have
an ID. I will choose wisely when pairing this student during group work. If needed, I will have
this student come in before school to take his quiz individually without the distractions of
other students around him. Since the handout is already simplified, I think this will be
helpful to a student with an ID; however, I will probably have this student seated next to
another student who is good at helping and I will allow the other student to make sure he is
filling out the handout as we go through it. If handwriting is a problem, I will allow him to
type his paragraph on the computer. I will also make sure I frequently visit him during
individual work time.
8) Emotional Disturbance: ED students often need positive reassurance and solid relationships.
I will make sure that anytime this student answers, she is positively reinforced for
answering. To help this student focus, I think that having the rules of the paragraph
assignment lesson typed out is beneficial. ED students often need private space and
extended time for test; therefore, I will have this student come in before or after school to
take her quiz. If this student prefers working alone, as some ED students do, I will allow her
to work alone during the partner time.
Self-Reflection:
Was this lesson engaging enough for fifth graders? Did allowing them to choose their own topic make
them more interested in what they were writing? How did the quizzes turn out? Do I need to recover
persuasion terms? How are grammar, spelling, and punctuation coming along, as far as the paragraphs
go? What method did the students seem to like the best: whole-group, partners, or individual work?
How well did partners work out when I chose the pairs? Was it similar to when they are allowed to
choose their own partners?
MANCHESTER COLLEGE
Department of Education
LESSON PLAN BY: Alina BigJohny
LESSON: Self-Edit and Peer Edit__________
LENGTH: 50 minutes
AGE OR GRADE INTENDED: 5th grade
Academic Standard(s):
English 5.4.9 Proofread one's own writing, as well as that of others, using an editing checklist or set of
rules, with specific examples of corrections of specific errors.
Performance Objective:
Fifth grade students will complete an editing checklist for their own paper as well as a partner’s paper
that includes at least one compliment and at least one suggestion for each outlined area.
Assessment:
By completing the editing checklist with at least one compliment and one suggestion for each outlined
area, students will prove that they have proofread their papers as well as their partner’s paper.
Advanced Preparation by Teacher:
_ Make peer edit copies (Two for each student)
_ Prepare cards with #s 1-6 (5 each)
_ Prepare puzzle piece sentences.
_ Make sure overhead projector is working / transfer edit paragraph to overhead sheet
Procedure:
Introduction/ Motivation: (8 minutes)
**This lesson will take place after the students have had an in-class workday (or two) to research and
write their papers. They will know that “today” will be the day that their final rough draft is due.
Because they have had time in-class, there papers will be typed.
-
-
As students walk into the classroom, hand them a number (1-6). Fifth graders get excited about
the unknown, things that are new.
We have spent a lot of time preparing our persuasive essays and now it is time to edit them.
Each of you has received a number; those numbers will be your groups to work with to put
together a “puzzle”. I will give each group an envelope with puzzle pieces in it. It will be your job
to put the pieces together in a way that makes sense. They will be sentences with punctuation.
Doing these puzzles will help us remember things such as where commas, periods, and capital
letters go so that we can edit each other’s papers to the best of our ability. (**One example of
said puzzle included.)
Split students into given groups. Allow students to move about the room, sit on the floor, ect, in
order to do the puzzles. (Gardner: Interpersonal, Bodily-Kinesthetic)
You have 5 minutes.
How did doing these puzzles help you? (Blooms I: Knowledge)
How would you use the pieces of this puzzle to help you edit a paper? (Blooms III: Application)
I hope these puzzles helped you remember a few things such as commas in a series and where
to put capital letters. Did you all bring your two copies of your paper???
Step-by-Step Plan:
5) Editing Practice ( 7 minutes)
- Put paragraph on overhead projector.
- Call on students to tell you things that are wrong with the paragraph. Go around the room and
make sure every student has a chance – there are over 30 errors.
6) Self-Edit (10 minutes)
- Now that we have done more practice on editing, it is time to edit our own papers.
- Pass out Editing Checklist. (Gardner: Visual-Spatial)
o Go over each section with class. Any questions?
- I want you to carefully read through your own paper and address each of the listed categories
on the checklist. If you do not want to put compliments and suggestions on the chart, you do
not have to for this one. Mark on your paper where you see mistakes so that you can remember
to fix it later.
- Work time. (Gardner: Intrapersonal)
7) Peer-Edit (20 minutes)
- Now that you have done your own paper, I want each of you to get with a partner.
o *Depending on classroom climate, allow students to pick partners unless they are not
ready for that responsibility.
- Pass out another editing checklist to each student.
o Just as you did your own paper, I want you to edit you partner’s paper, making sure to
address each topic on the checklist. Except this time, you must write at least one
compliment and one suggestion for each topic.
o
-
After you are done, talk with your partner about the checklist and the papers. Make
sure that both of you understand all of the compliments and suggestions. Again, feel
free to mark mistakes on their papers so that they know exactly what to fix.
Work time. (Gardner: Interpersonal)
Closure: (5 minutes)
You should always edit all of your work, especially big papers, before you turn them in.
-
-
Who found several mistakes in their paper during this editing session?
Why do you think that I made you edit each other’s paper as well as your own? (Blooms IV:
Analysis) (It is good to have another person look at it. Since you have been the one looking at it
all along, it is easy to overlook simple mistakes.)
What is your personal opinion of editing? (Blooms VI: Evaluation)
Does anyone have any final questions about their papers?
Your homework is to correct your papers either tonight at home or tomorrow morning before
class starts. The final product is due ________ (Two days from today).
Adaptations/ Enrichment:
9) ADHD: The editing checklist is a component already incorporated in this lesson that will help
this student stay on task, as opposed to just telling the students to edit the papers. I will
make sure to pair this student with an individual who is good at staying on task so that they
can get their work done. I kept all rules simple and did activities in small tasks as to not
overwhelm the student.
10) Learning Disability: I will put this student with group members who can help him stay on
task and focused. If reading is a problem, I will put him in a group of three for the peer edit
so that the other students can make sure to get their whole papers edited while also still
allowing him to participate. If he cannot read on his own, I will assign him a partner within a
group of three. He and his partner will read through the other person’s paper together.
Towards the end of peer edit, I will make sure that I chat with him to ensure that he
understands what needs to be fixed on his paper.
11) Intellectual Disability: Peer relationships are important to monitor with ID students. I will
make sure that I choose this students’ group wisely for the group activity and peer edit. If
reading is a problem, I will make her a third group member so that the other students can
make sure to get their whole papers edited while also still allowing her to participate. If he
cannot read on her own, I will assign her a partner within a group of three. Her and her
partner will read through the other person’s paper together. I think that monitoring her
relationships with classmates will be the most vital part to modify for this lesson since it
revolves mostly around working with classmates.
12) Emotional Disturbance: ED students offer suffer from low self-esteem and anxiety. I will
make sure to put this student with classmates that he gets along with for the group activity.
If this student prefers to work alone, I will allow it but make sure to help him frequently.
During peer edit, I will see if he can work together with one person. If he insists on working
alone, I will work with him. ED students often thrive with responsibility so I will allow him to
pass out one of the handouts during the lesson. Having the checklist will also help because it
outlines rules so that he can be sure of what to do during work time.
Self-Reflection:
Did the students like the opening “puzzle activity”? Was having the opening group activity and peer edit
too much group work for one class period? How did the students do with so much work time with
partners? As I walked around the classroom, how did their papers look? Do they seem ready to hand in
their papers? Did having a self-edit and a peer edit in the same class seem to work out alright?
MANCHESTER COLLEGE
Department of Education
LESSON PLAN BY: Alina BigJohny, Karla Conrad, Brian Kunze, Jesse Steffen
LESSON: C.O.D: War – Culminating Activity- Scavenger Hunt
LENGTH: 120 minutes
AGE OR GRADE INTENDED: 5th grade
Academic Standard(s):
English 5.4.9 Proofread one's own writing, as well as that of others, using an editing checklist or set of
rules, with specific examples of corrections of specific errors.
English 5.2.5: Distinguish among facts, supported inferences, evidence, and opinions in text.
English 5.7.8: Analyze media as sources for information, entertainment, persuasion, interpretation of
events, and transmission of culture.
English 5.7.5: Clarify and support spoken ideas with evidence and examples.
Performance Objective:
Fifth grade students will work in groups to answer at least 4/6 questions, which precisely correlate with
the standards learned in this unit.
Assessment:
Students will work with a group to prove proficient in these standards by answering at least 4 out of 6
questions correctly.
Advanced Preparation by Teacher:
_Put questions on separate cards.
_ Print questions (24 each)
_ Print score sheets.
Procedure:
Introduction/ Motivation: (10 minutes)
Today we are going to play a game among the entire grade; the questions in each class will be a review
of what you have learned during this C.O.D: WAR unit and will also help you review for your assessment
on Monday. The top ten teams will receive extra points towards their homeroom’s amount for penny
wars. At the end of this game, we will announce the penny war winners! For this competition, you will
need to be in groups of five. You will get points by correctly answering questions in each of your content
areas: English, World Geography, Algebra and Pre-Algebra. (**Since we have two math classes within
our interdisciplinary team, we are treating them as two different content areas.)
-
-
-
-
Students break into groups of five. (Gardner: Interpersonal)
o Come up with a creative team name. Have each team announce their name and why
they chose it. (Gardner: Verbal-Linguistic)
Pass out score sheets.
o These will be used to record points earned in each class. Teachers will sign each
student’s sheet in order to keep accurate and fair records.
Go over rules. Write on board. (Gardner: Visual-Spatial)
o No cheating. Keep answers to yourself.
 What do you think will be the result if you get caught cheating? (Blooms III:
Application) (Go to resource room or office during game. No fun.)
o If you take advantage of this game, teachers can take away points.
o Ties will be broken by rock-paper-scissors during the ending presentation.
Any questions about scoring or teams?
Step-by-Step Plan:
8) Explaining English Setup ( 5 minutes)
- You are starting in my classroom, but after you are done in here, you will move to the next
classroom. In my classroom, there are six stations. You move around the room to each station.
(Gardner: Bodily-Kinesthetic)
- Each station has its own card with a question that covers something we have learned in the last
four days. You may not tell other groups the question at a station you were already at.
o Why is it important for you not to share the questions? (Blooms II: Comprehension) (No
cheating, do not want to give them more time to prepare, want to win, needs to be fair
for everyone)
- Once you know the answer, you will write it on one of the blank pieces of paper at that station
or fill out the given worksheet, and then fold it up and bring it to me.
o Make sure that if you get it right, I sign your sheet then or else you will not get pointssame goes for the other classrooms too.
o Remember your points will go towards your homeroom’s penny war amount, so try
your best!
9) Stations/Game (15 minutes)
- Students will rotate through the stations.
- The questions at each station are:
o
o
o
o
o
o
Proofread this paragraph (see attached) and find all mistakes- between 15-20.
 Get two tries.
 English 5.4.9
Label these sentences “F” for fact or “O” for opinion. (see attached)
 Only one try.
 English 5.2.5
Decide which persuasion technique this image uses? (see attached)
 Only one try.
 English 5.7.8
INDIVIDUALLY: List three examples that support your opinion about the War on
Terrorism.
 Only one try.
 English 5.7.5
Who is a former Illinois state senator? (Barack Obama) Who is the current president’s
counterterrorism adviser? (John Brennan) (Blooms I: Knowledge)
 Must get both right on first try.
Based on what you know, how would you explain Obama’s perspective of the current
war? – Only one response per team needed.
 (Most answers with any reasoning will be accepted.)
Closure- my class: (5 minutes)
Nice job on remembering the things that we have learned the last four days. You will now move to Mr.
Kunze’s classroom and answer questions in his class in order to earn more points for the game. At the
end, we will all meet in the auditorium to announce the winners of this game and of the Penny War!
Remember, to keep working on your papers, they are due Monday.
Take class to next classroom.
Closure- culminating activity: (25 minutes)
All students meet in auditorium. Teachers of last rotation collect score sheets and give them all to one
teacher to tally while students are assembling in the auditorium. Penny War results have been tallied
earlier in the day so points simply have to be added to find final winners.
-
-
-
We are all very proud of how well you worked as teams! This competition/conflict went very
smoothly since all people involved were fair and had fun. But this is not always the case with
conflict as we have learned this week.
Conflict surrounds us all the time in our personal lives or even bigger, such as war. However, we
have learned that conflict can have both positive and negative outcomes.
o Can anyone name some positive things that can come from conflict? (Better
understanding, stronger relationships…)
Announce top ten winners of today’s game. Do tie-breakers as needed.
Announce Penny Wars class winner. Prize will be given Wednesday.
Does anyone want to tell their favorite part about this unit (C.O.D: WAR)? Or their favorite part
about today?
-
Nice job on showing how to positively handle conflicts and competition this week and especially
today!
Adaptations/ Enrichment:
13) ADHD: This activity will make it easier for this student to concentrate since the activities
change frequently. However, since there is so much going on, I will make sure that this
student is put with responsible group members who will help him stay on task and engaged
with the questions. During rules, I will ensure that I make contact with this student to make
sure they he understands what is expected.
14) Learning Disability: Because this lesson is completely done in groups, group members can
help this student read the question. I will make sure to put this student in a group that will
allow him to help out and expect his help with the questions so that she does not feel left
out. Her team will also be able to help out for the tougher questions that she is not sure of
the answer.
15) Intellectual Disability: Peer relationships are important to monitor with ID students. I will
make sure that I choose this students’ group wisely. I will ensure that this student’s group
knows to try to include him as much as possible in the answering of questions. I will assign
one student who often likes extra responsibility, the task of asking him what he thinks about
each answer. I will also make sure that his assigned “partner” helps him get from each class
to the next and to the auditorium.
16) Emotional Disturbance: ED students offer suffer from low self-esteem and anxiety. I will
make sure to put this student with classmates that he gets along with for the group activity.
If working with others is a huge problem, this student can have the option to stay in one
classroom the entire time and just answer all of the questions. Whichever teacher he
connects the most with will compile each teacher’s questions for this student so that he can
still answer all of them. Since he is working alone, he will be allowed to use notes from all of
his classes.
Self-Reflection:
How well did the game work? Did the students like the competition aspect of the game? How did the
students moving from class to class four times work out? Did the students seem interested in actually
winning so that they could get more points for the penny wars? How well did students retain the
information from the last four lessons? Were there any questions repeatedly missed that I need to go
over in class? Was it a good idea to allow the students to pick their own teams? What seemed to be the
students’ favorite part of this unit/ of this game?