SHELTERED INSTRUCTION

Instructional plan/ Sheltered instruction Subject: Social Studies	Topic: Growth of Fascism between World Wars Grade 11  Length of Lesson: 50 minutes
	Objective	How assessed
LESSON objectives:	1.Students will accurately define Fascism and name its roots in Europe between World Wars.	Students create a radio show with a partner.  One person is the host, the other is the guest expert on this topic (fascism).  The host asks several questions, using a minimum of five vocabulary words.  The show is recorded and played to the class.  After listening, the class asks questions and makes remarks.
Language objectives:	Students will use imperatives to say tell people to do something or not do something.[LF1]	Students make signs or posters using commands to demonstrate what a dictator may tell the people to do or not do.
Vocabulary:	Students will know vocabulary related to this time period: fascism, fascist, totalitarianism, dictator, oppression, detractor, disparage, coup de tat, socialism, opposition	Incorporate five words into radio broadcast.
learning strategies objectives	Students will use imperatives to ask for changes in today’s government	Students make signs to use at a protest of something they feel strongly about in today’s world.
materials:	1.video  https://www.youtube.com/watch?v=DTlpB5Kj6rI 2. Worksheet 3. Video of dictators giving speeches. 4. Index cards with a vocabulary terms and definitions that must be matched.  5. Language Laboratory or other means of recording voice. (Day 2)
adaptations for bilinguals	1. Provide vocabulary words in heritage language.  2. Pair with student fluent in target language. 3.  Allow partner work for poster project. 4. Provide outline of lesson or notes
1.      Preparation: (10 min.)	1. Students work in groups[LF2] , selecting correct definition for vocab that will be used. 2. Class discusses choices and decides on most popular choice of class. 3. Teacher reviews formation of commands on board, students take notes.[LF3]
2.MODEL: (10-15 min.)	1.Students watch video clip twice. 2. Class goes over predictions on definitions to decide if they still believe they are correct, based on new information. 3. Students read article on Fascism between two World Wars[LF4] .
3. practice: (approx 23-28 min.)	1.Students fill in missing words of script, [LF5] vocabulary words, while watching. 2.Students confirm correct definitions with teacher. 3. Students play Matching card game [LF6] with index cards of vocab and definitions. (Day 2) 4. Students write scripts and record talk show [LF7] explained in content objectives.
4. evaluation:  (Day 2)	Students rate all radio shows, including their own[LF8] , based on several different objectives. Poster project for homework or in class the following day.[LF9]
5. Conclusion: (2 min)	Today we learned about fascism and its European roots[LF10]  between the two World Wars.  Have we learned about other forms of government that are very similar or different from fascism?  Can you give some examples?

---

 [LF1]Commands are commonly given by rulers and on propaganda posters. Examples will be heard throughout the lesson.

 [LF2]Cooperative Learning

 [LF3]Teacher should use guarded Vocabulary, including slower rate of speech, emphasis on enunciation and simplifying of vocab used.

 [LF4]Content presented in a variety of ways.

 [LF5]This is a form of scaffolding

 [LF6]Hands-on, supplementary materials, links to prior learning, variety of grouping strategies

 [LF7]Students interact within the classroom toward language development

 [LF8]Small groups

 [LF9]Plenty of interaction as well as writing opportunities

 [LF10]Formal and informal assessments




References
Three dictators photo. (n.d.). Retrieved from https://s-media-cache-ak0.pinimg.com/736x/d9/f5/4e/d9f54e270bdc427388e8aa495c1f120f.jpg