Chronicles of Courage: Flying the Beam
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Chronicles of Courage: Flying the Beam

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    • Preview of NSTA_LP03_FlyingTheBeam_final_NBC.pdf - page 1
      Subject Science — Physical Science, Physics, Science and Engineering Practices • Social Studies — US History
      Grade Level Grades 6-12
      Resource Type Lesson Plan
      Standards Alignment
      Common Core State Standards
      License

      Attribution Non-commercial NoDerivative

      CC (BY-NC-ND)

      About This Lesson

      After a bloody battle with Japan, U.S. forces gain control of the island of Iwo Jima in the Pacific Ocean, turning it into an important American airbase. From there, U.S. fighter pilot Jerry Yellin escorts bomber planes on long, dangerous raids to Japan in his North American P-51 Mustang with help from a primitive navigation system using Morse code.   “Chronicles of Courage: Stories of Wartime and Innovation” is a co-production of Vulcan Productions and NBC Learn.

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      NSTA_LP03_FlyingTheBeam_final_NBC.pdf

      Lesson Plan
      February 13, 2020
      752.23 KB
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      External resources
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      Chronicles of Courage: Flying the Beam

      Standards

      Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.7.1
      Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.7.2
      Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
      Read More About CCSS.ELA-Literacy.RI.7.3
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
      Read More About CCSS.ELA-Literacy.RI.7.4
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.CCRA.W.4
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.CCRA.W.10
      Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.CCRA.L.6
      Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.8.1
      Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.8.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
      Read More About CCSS.ELA-Literacy.RI.8.4
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.1
      Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
      Read More About CCSS.ELA-Literacy.RI.9-10.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      Read More About CCSS.ELA-Literacy.CCRA.W.5
      Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
      Read More About CCSS.ELA-Literacy.RH.9-10.3
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RI.11-12.1
      Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.11-12.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      Read More About CCSS.ELA-Literacy.RI.11-12.4
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.4
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.5
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.9-10.10
      Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.9-10.6
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.5
      Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.11-12.6
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.11-12.10

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