1. Lesson Title: Heroine in Hell

1. Lesson Title: Heroine in Hell

2. Grade/Age Level: 8th Grade

3. Subject Area: Language Arts

4. Time allotted for the lesson: One class period (72 minutes)

5. Short description of lesson

a. In this lesson, students will read an information article about one Holocaust survivor and analyze how she meets the Core Values we have discussed throughout the school year.

6. State Curriculum Standards met in this lesson:

a. 1.1.8.B – Use context clues, knowledge of root words as well as a glossary/thesaurus to decode and understand specialized vocabulary in the content areas during reading.

b. 1.1.8.D – Demonstrate comprehension before reading, during reading, and after reading on grade level texts.

c. 1.2.8.C – Distinguish between essential and non-essential information across texts to a variety; identify bias and propaganda where present.

d. 1.3.8.C – Analyze the use of literary elements by an author including characterization, setting, plot, theme, point of view, tone, and style.

e. 1.3.8.D – Analyze the effect of various literary devices (e.g., personification, simile, alliteration, hyperbole, imagery).

f. 1.6.8.A – Listen critically and respond to others in small and large group situations.

7. Instructional Objectives

a. The learner will partner-read an informational article for comprehension.

b. The learner will practice good reading strategies by “talking to the text”.

c. The learner will analyze how the main character exhibits Core Value character traits.

d. The learner will demonstrate comprehension by using their story for a test.

8. Instructional Procedures

a. Lesson Set

i. Bell-Ringer: The lesson will begin with a graphic of the Core Value character traits on the white board. Students will be asked to define each term and connect a character from this year’s course to each term. They will be able to complete this activity in small groups. Discussion will occur as a whole group to discuss what students came up with as well as connect this activity to today’s reading lesson.

b. Techniques and Activities

i. Bell-Ringer Activity with Core Values and class discussion as described above.

ii. Heroine in Hell – Students will be given a copy of the non-fiction article Heroine in Hell. The teacher will give a brief summary and the class will read the first few paragraphs together as the teacher demonstrates the assignment on the white board. Students will then partner read the text, talk to the text while reading, and then analyze how the main character exhibits the Core Values. Students will not only list the qualities she has, but also explain how or why she exhibits them with examples from the text.

iii. Heroine in Hell Test – Students will be asked to demonstrate comprehension by completing a multiple choice, short answer, and open-ended response test for the article. They will be allowed to use their articles and the notes they took while reading.

c. Lesson Closure

i. Exit Slips – students will complete a ticket out the door by writing on a post-it note one of the Core Values that the main character has and why. Students will place the post-it note on the door on their way out of the room.

9. Adaptations for special learners

a. Some students may not be able to work in partners to read the story. Those students will read the story individually in order to complete the assignment.

b. Some students may need extended time to complete tasks and will be given that as per their IEP.

c. Some students may need to have the comprehension test either read to them or they may need extended time. These accommodations will be provided if needed.

10. Supplemental Activities: Extension and Remediation

a. Extension Activities – Students who are interested could conduct more research on the main character of the story. They could investigate more about her time during the Holocaust or her life now. They would be asked to share that information with the class.

b. Remediation - Students who do not understand the Core Values will need to have another lesson on the terminology and what they mean. They will be taught one-on-one and go back to journals from the beginning of the school year where each student wrote a personal meaning for each term. Additionally, students who do not show adequate comprehension on the test will be asked to read the article again, discuss it with the teacher, and then try a different comprehension test so they can show understanding.

11. Assessment/Evaluation

a. Informal Assessment – The teacher will monitor student behaviors while they are partner reading. The teacher will circulate around the room making sure students are on task and helping those who may have questions.

b. Formal Assessment – Students will submit a reading comprehension test and a written document that analyzes the main character and how she exhibits the Core Values. Both documents will be graded.

c. Feedback – The teacher will comment to students on their exit slips, as well as provide written feedback on the comprehension test.

12. Learner Products

a. Comprehension Test – includes multiple choice, short answer, and an open-ended response

b. Core Values – Notebook paper from each student that lists the Core Values the main character exhibits, as well as facts from the article that support this analysis.