Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Teacher Candidate: Alaina Storck and Jessica Vellardito Content Area: English Language Arts Date: 10/17/2011 Grade Level: 10th grade

Fundamental Skills/Important Concept(s)/Essential Question(s): Essential Question: How did the Holocaust affect the victims at an individual, human level? Important Concepts: Historical context can help enrich the reading of literature? Fundamental Skills: Pre-reading strategies: Collateral pre-reading and prediction

Introduction to Elie Wiesels memoir Night Lesson Title Lesson Focus Using historical context and supplementary resources to develop an enriched focus when beginning to read Night. Connecting historical fact, images and poetry, as well as the cover of the book, to create predictions about the memoir. Core Curriculum Standards and/or NYS Standards and Performance Indicators ELA Anchor Standard 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account. ~~~~~~~~ (For Literacy-based lesson, can use NCTE/IRA Standards for the English Language Arts) Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. The Student Will/The Learner Will 1. Discuss and evaluate the themes of oppression, dehumanization and cultural identity presented in a variety of formats (poem, photography and historical text). 2. Analyze the accounts told in different mediums by various victims of the Holocaust in order to consider a variety of
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perspectives. 3. Predict the tone and content of a work of literature (Night) based on knowledge gained throughout lesson by center and whole class activities. 4. Collaborate as members of a group in order to reflect on the themes of the unit. ---------------------Acceptable Evidence (process and/or product) ----------------------------------------------------------------------------------Evidence that students have achieved objective(s): 1. Answers to guided questions at stations, as well as participation in whole class discussion. 2. Group discussion and completion of L section of KWL chart. 3. Compose valid predictions based on knowledge and inference. 4. Participation in discussions and collaborative assignment (guided questions).

Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation

This can be together or separately. Also called: set induction, anticipatory set, introduction/review

__________________________________ Bell Ringer Students will begin class by studying the cover of Night, which contains an illustration of a single person surrounded by barbed wire. As a class, compile a list of words the image brings to mind on the board or an easel. Model at least one example of an appropriate word response for students.* Have students select one of the words from this class list and participate in a quick write reflecting on the feelings that word and the image evoke in the viewer. Encourage students to share their responses either with a neighbor or the whole class. Collect for a participation grade and to check understanding Prior Knowledge Activation 1 (For Center Activity) Have students fill out the K and W section of a KWL chart about the Holocaust. Do one example for each column together as a class first, and then have students complete the rest independently. Prior Knowledge Activation 2 (For Prediction Exercise) Ask students what it means to predict the weather. Explain how weathermen study the signs and patterns of weather to make educated guesses about how the weather will behave in the future. __________________________________________

Required Lesson Plan Format: Snowden, P. L. The teacher will _______________ B. Teacher input, explanation, & development
1. Specific instructional method(s); 2. Modeling; 3. Guided practice; 4. Check for understanding 5. Independent practice

Fall 2011

For Center Activity Specific Instructional Methods 1. Set up six learning stations: Station One and Four contain the poem The Butterfly from the book I Never Saw Another Butterfly. Station Two and Five contain a photograph of Holocaust victims at a concentration camp. Station Three and Six contain Hitlers War Against The Jews a historical text on the Holocaust. (Pre-collateral reading) 2. Break students up into six groups by mixed ability/modality grouping. Facilitate group discussions and transitions for station to station and ensure the time limit is met (approximately seven minutes per station). Guided Practice 3. Provide students with guided questions for each station and clarify those questions as the need arises. Check for Understanding 4. Facilitate a group reflection discussion on material learned through the stations. Encourage students to make connections between all three mediums as well as the bell ringer and quick write. 5. Debrief students that the memoir and the supplementary material about the Holocaust may be emotionally upsetting. Remind them they can talk to the teacher, each other, and their parents about the emotions they feel if they become overwhelmed. For Prediction Exercise Specific Instructional Methods 1. After prior knowledge activation, explain to students that readers can also make predictions about what is going to happen in a literary work by applying historical context and analyzing the title and cover. Modeling 2. Model a prediction of a major theme of the memoir based on the
"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

title of the book and the cover image. Guided Practice/ Check for Understanding 3. As a class, come up with one prediction for the plot of the memoir. Ask students if they are clear on the process of making predictions (verbal reply). Independent Practice 4. Ask students to make a prediction of how Elie Wiesel will write about the Holocaust in his memoir, using the cover of the book, the poem, the images and the information on the Holocaust to inform their prediction.

Specific students actions

The students will 1. Participate in group explorations and discussions at each station. 2. At Stations One and Four, one student will volunteer to read poem allowed for the rest of the group. If no student feels comfortable, an audiotape will be provided. 3. Work collaboratively to answer the guiding questions at each station. 4. Make connections between each station and the bell ringer activity. 5. Use the background knowledge gained by the centers and the title and cover of the memoir to make predictions about the authors point of view on the Holocaust and the subject matter of the memoir. 6. Complete a KWL chart about the Holocaust.

Assessment

Formative Assessments

Required Lesson Plan Format: Snowden, P. L. (Type and purpose)

Fall 2011

1. Anecdotal notes on small group and whole class discussions, including exploration of guiding questions. 2. Quick write from bell ringer. 3. KWL chart Purpose: to check understanding.

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Evaluation, if used

Summative Evaluation 1. Homework assignment to make predictions about the memoir Night. Purpose: to ensure thorough reading and application of collateral prereading, as well as check understanding of prediction technique. Homework will be graded by thoroughness and completion, as well accuracy in the context of the class discussions. They will be graded out of ten points for a homework grade.

Closure

Closure will consist of students collaboratively or independently completing the L section of their KWL charts, as well as reminding students about the prediction homework assignment. Teacher will also hand out annotations to be used as reading guides to help with vocabulary and cultural context for first reading assignment.

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

1. Students with ELN will be accommodated in accordance to their IEPs throughout the lesson and the assessments. 2. Different learning modalities and styles will be addressed via the different centers; kinesthetic learners will be able to move from station to station, visual learners will have the aid of photography and text and audio learners will be supported by the reading allowed of the poem, as well as class discussions. All learners will be supported by the collaboration with peers. Groups will consist of students with a variety of intelligences and students will work in conjunction with these peers.

Materials

Night
by Elie Wiesel New York: Bantam Books, 1986 Hitler's War Against the Jews: A Young Reader's Version of the War Against the Jews
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by Lucy S. Dawidowicz Behrman House, 1978 If I Never Saw Another Butterfly Poem The Butterfly By Hana Volavkova Schocken, 1994 Photograph Soviet prisoners of war in the Mauthausen concentration camp. Austria, January 1942 The United States Holocaust Memorial Museum Photograph Two German Jewish families at a gathering before the war. Only two people in this group survived the Holocaust. Germany, 1928. United States Holocaust Memorial Museum KWL Chart Guiding Questions for each station Duration (time) Curricular and/or Unit Connections One 50 minute period, with option to extend to next class if all needs are not met This is the first lesson in a unit on cultural identity, oppression, and dehumanization. It is the introduction to the units primary text Night. The following lessons will delve deeper into the novels themes, as well as other reading strategies.

* Bell ringer activity is adapted from: Schulze, Patricia. "Using Student-Centered Comprehension Strategies with Elie Wiesel Night s ReadWriteThink." Homepage - ReadWriteThink. N.p., n.d. Web. 17 Oct. 2011. Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.