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gr8 LP Sequence2

This lesson plan is for an 8th grade history class consisting of 14 sessions from November 7th to December 9th. The lesson focuses on how students can learn from the past. Students will read fiction and nonfiction texts about historical events, discuss past habits and storytelling, and cite sources. They will write a blog post about celebrating a historical event while considering audience and purpose. Key vocabulary includes historical events and adverbs of manner. A Factflix video will discuss the consequences of historical events. Students will sequence past events and listen for detail in historical information. Homework includes workbook exercises to distinguish fiction from nonfiction and practice vocabulary.

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anastasia walker
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29 views3 pages

gr8 LP Sequence2

This lesson plan is for an 8th grade history class consisting of 14 sessions from November 7th to December 9th. The lesson focuses on how students can learn from the past. Students will read fiction and nonfiction texts about historical events, discuss past habits and storytelling, and cite sources. They will write a blog post about celebrating a historical event while considering audience and purpose. Key vocabulary includes historical events and adverbs of manner. A Factflix video will discuss the consequences of historical events. Students will sequence past events and listen for detail in historical information. Homework includes workbook exercises to distinguish fiction from nonfiction and practice vocabulary.

Uploaded by

anastasia walker
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson plan

Level: grade 8 Sequence 2: How can Number of sessions expected: 14 Nov.7TH ... Dec.
we learn from THE 9th
PAST?

Reading: - Distinguishing fiction and nonfiction


- Reading a fiction and a nonfiction text about an event in the past

Grammar: - Talking about pat habits and situations


- Telling stories about the past

Speaking: - Talking about consequences


- Citing sources

Life skills: - Finding and using multiple information sources


Sequence’ s Objectives
Writing: - writing a blog post about how you celebrate a historical event
- Thinking about audience, purpose, and topic
- Explaining terminology with non-defining relative clauses

Vocabulary: - Historical events


- Adverbs of manner
- Information sources

Video: - Talking about the consequences of historical events

Listening: - Listening for gist or detail


Materials Procedures

support

(Session 1 + 2 )

Session’s learning objectives:


Factflix video:
-to listen to and understand a video about the consequences of historical events

Vocabulary:
-to use words and expressions related to historical events

Speaking:
-to ask and answer about events in the past

-to put in order events from the past

Procedures:

Introducing the topic

 With books closed, ask: Why do we study history? Why is it important to


learn about history?

 Elicit a few ideas. Ask more questions if necessary, to get students


thinking, e.g.,
Should we forget the past, or is it still important to the present? Why?
Can it help us to make better decisions about the future? How?
 Elicit a range of ideas and ask the Discover question, How can we learn
from the past? Encourage students to give their opinions.
 Students then open their books and look at the opening picture, caption,
and lesson question. In the first activity, they focus on the picture and in
pairs they discuss the question of the use of the atomic bomb at Hiroshima.

Discover vocabulary:

Ask students if they can distinguish the words related to historical events. Elicit
answers on the board. Then instruct them to do n. 1 p. 114 individually. Correct the
answers collectively.

HW: WB p. 16 n. 1 + 2

Factflix
 For activities 2, 3, 4 & 5 explain to students that they must guess the order
of the events, from the first to the most recent.
 Read the puzzle. Make sure students understand the events. Students work in
pairs.
 Elicit a few answers, but don’t confirm them at this stage. Play the video
for students to check their order of events. Check answers. Ask who
guessed the order correctly, and ask if students find any of the answers

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