Pre-Class Work:

● Have students (in groups) fill out modified form of the “I am” poem prior to class on
Thursday based on group country.
○ Group 1: USA ​(Marnie, Alexis, Lauren)
■ https://www2.gwu.edu/~erpapers/teachinger/glossary/world-war-2.cfm
○ Group 2: Britain ​(Nick, Taylor, Liz)
■ http://www.history.com/topics/world-war-ii/battle-of-britain
○ Group 3: Soviet Union ​(Kemunto, Hannah, Sarah, Shelby)
■ http://www.history.com/news/history-lists/8-things-you-should-know-about
-wwiis-eastern-front

● Instructions:
○ Be aware of who is in your group for class on Thursday as well will briefly
get into your groups and exchange any ideas that may have been missed
from pre-reading exercise. Click on the link associated with your group,
and read the associated readings. Fill out the modified “I am” poem prior to
class on November 2nd as this will be used to start our discussion for
class that day. Please keep your “I am” poems for collection at the end of
class.

● I am Poem:
1. I​ ​am​ (special characteristics or nouns about you)
2. I​ wonder (something you are curious about)
3. I​ want (an actual desire of yours)
4. I​ ​am​ (repeat first line of ​poem​)
5. Four adjectives that describe you (stay within your groups country if
possible).
Email Dr. Welsh links, instructions, and groups for students so they know what to do.

Opening: (5 minutes)

● PowerPoint
○ I can.. Statements
● Have groups share the “I am” poems
○ Have groups discuss some of the things they put down on their “I am” poem
○ Assessment of understanding

Body:

● Western Society Reading: (10 minutes)

○ Teacher Read Aloud Activity
■ Aaron and Ethan will read text for the class aloud to the students.
 ■ Practice reading ahead of time for teacher read aloud.
○ Model Good Active Reading
■ Pose questions before each paragraph
● USA Paragraph
○ Think about the particular things that the US did to support
the Grand Alliance?
● Great Britain Paragraph
○ “ Great Britain did to support the Grand Alliance?
● Soviet Union
○ “ USSR did to support the Grand Alliance?
■ Go over questions proposed at the start of each paragraph and discuss
as a class what students wrote down.

■ Split class up into the three groups for analysis of the Grand
Alliance (2 minutes)
○ Group 1: USA ​(Marnie, Alexis, Lauren)
○ Group 2: Britain ​(Nick, Taylor, Liz)
○ Group 3: Soviet Union ​(Kemunto, Hannah, Sarah, Shelby)
■ Have groups brainstorm ideas they learned in the pre-reading, and the
teacher read aloud in class.
■ Write on slips of paper to fill the Assertion Jar.

Closing:
● Assertion Jar (10 minutes)
○ Students produce assertions on slips of paper and “stock” the classroom
Assertion Jar.
○ Students practice refutation skills by pulling an assertion from the jar and refuting
it orally.
● (IF TIME ALLOWS)
○ Fill out extra lines on the “I am” poem and turn in.