Author

Class
Unit Title
Context

Essential
Question
Duration
Standards
Objectives

Checks for
Understand
(Evidence of
Learning)

EAL Lesson Plan Template

Elizabeth Pino
School: Facing History School
th
Period 1: 9 Grade ELL Global
Period 3: 9th Grade ELL Global, ICT
Human Behavior Focused on Youth
In this unit, students are analyzing the reasons and consequences of the ranges of
human behavior in Germany under Hitlers command particularly focused on the
actions of youth. Students explore primary and secondary sources to build their
understanding of human behavior through listening, reading, writing and discussion.
In addition, students connect the experiences to their own process of decision
making. In the lesson before, students annotated a secondary document about
Kristallnacht in order to build a general understanding of the event. In this lesson,
students analyze the different responses (human behaviors) of people in reaction to
Kristallnacht to complete a B-Layer assignment that will support students in
gathering information for the A-Layer Socratic Seminar later this week around the
essential question.
What choices do individuals and groups make in times of fear and crises?
50 minute class session
Date: 5/17/2016
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
Learning Target I can interpret peoples decisions during Kristallnacht using my
prior knowledge.
Language
Students will infer the writers point of view using the reading
Objectives
and writing modality.
Student will be able to contribute to discussion about their
character and their response to Kristallnacht using the speaking
and listening modality.
-After do now, students will share out what they wrote and this will determine
knowledge retained from prior lesson and how much needs to be reviewed.
-Students will complete a graphic organizer for their reading and the information
that is shared in their group.
-As an exit ticket, students will complete a journal entry to synthesize their learning
around the essential question.

Procedure
s
-Elizabeth
(1st) and
Kenda (3rd)
will work to
review
material
from prior
lesson with
students
who were
absent
during do
now and
share out.
-Each
teacher in
the class is
assigned a
group to
provide
extra
support
during the
jigsaw
activity, but
students
should be
taking the
lead as the
activity is in
preparation
for an A
Layer
Socratic
Seminar
(look at
group chart
for
assignment
s).

EAL Lesson Plan Template

Opening Routine: Teacher greets students at the door. Students pick up their
materials from the bin and tray, then they sit down with their partners. When the bell
rings the teacher begins a 5 minute timer. Students have 5 minutes to complete the
Do Now.
What was Kristallnacht? Who did it affect?
The following students were absent and should sit on the island to review
the reading from the day before
PERIOD 1
PERIOD 3
(Elizabeth)
(Kenda)
-Emmanuel
-Melby
-Esmerlyn
-Braian
-Kamrul
-Kirsy
-Jean
-Ramon
While students are completing their do now one teacher circulates and remind
students to be writing in blue or black pen, and check in with students as to make
sure they understand the task they have been given. Elizabeth takes attendance and
checks for proper uniform.
When the timer goes off the teacher calls students to attention, Finish your last
thought, put your pen down and then I need all eyes and ears up here.
Teacher gives the Shout Out by saying the name of the student and explaining
why they get the shout out. Then all students snap.
Student volunteers share out the review of Kristallnacht.
Students review learning target from the board. I can interpret peoples decisions
during Kristallnacht using my prior knowledge.
Teacher explains, students will read about how people responded differently to
Kristallnacht. Last Friday, you shared that your response to authorities depends on
different factors. Given that Kristallnacht began as a result of German leaders, lets
see how German citizens responded to Kristallnacht.
Students review directions for jigsaw activity projected on the board. Students will
be divided into three groups; each group will read a different text focused on the
actions of one individual. Students will have 7 minutes to read the assigned text. As
they read, students will take notes on the first row of the worksheet. Students
highlighted in green will facilitate and ensure group is on task.
Name of the character
What did the person do?
What factors may have motivated his/her actions?
Label his/her actions according to the roles (victim, perpetrator, bystander,
upstander)

*Do now
activates
background

EAL Lesson Plan Template

knowledge
from prior
lesson.
*Directions are
posted on the
board to
support
language
learners and
visual
learners.
*Students
identified as
struggling
readers!, are
paired with
more
advanced
learners to
provide extra
help.
*Roles which
have been
practiced in
other activities
are provided
to keep the
activity as
student
centered as
possible.
*Sentence
starters are
provided for
share out of
jigsaw in order
for all students
to be able to
share without
feeling stuck.

Period 1

Period 3

Base Group Base Group Base Group

1
2
3
(Alfons)
(Andre)
(Melita)
Pedro
Rachel
Elizabeth
Elvin!
Esmerlyn!
Sumiah
Scarlett
Ylia!
Daffne
Massiel
Helen
Kamrul!
Jean
Luisanny
Emmanuel
Kenda
Jeison
Kirsy
Justin!
Milwing
Zion
Syan!

Rachel
Ramon!
Latrell
Tope!
Kimberly
Angel
Braian

Elizabeth
Axel
Jailene
Rekelvin
MD
Manuel!
Melby!

Teacher checks in with whole class and provides 5 additional minutes for students to
conference with their base group in order to finish note-taking. And be able to
complete the sentence starters that they will use to share out in their jigsaw group.
Students will then move into their jigsaw groups and the facilitator will determine
who goes first, if there are multiple people from the same base group, they should
both repeat the information because as students share out, the other students will be
taking notes on their organizer and will need the repetition. If students are stuck
with sharing they should use the following sentence starters:
My characters name is _________.
During Kristallnacht, he/she ____________ because ________________.
Therefore, I labeled him/her as _________ (victim, bystander, upstander,
perpetrator).

Period 1

Jigsaw
Group 1

Jigsaw
Group 2

Jigsaw Group
3

Massiel
Jean
Elvin
Daffne

Rachel
Kamrul
Scarlett
Luisanny
Helen
Emmanuel

Elizabeth
Pedro
Ylia
Esmerlyn
Sumiah

EAL Lesson Plan Template

Period 3

Kenda
Ramon
Latrell
Axel
Jeison
Syan
MD

Rachel
Kirsy
Justin
Tope
Angel
Rekelvin
Melby

Elizabeth
Milwing
Zion
Manuel
Jailene
Kimberly
Braian

After everyone has taken a turn, students should create a list of questions they have
for the characters.
Closing Routine: Students complete the journal prompt; During a time of conflict
or crises