TPA Middle School Language ArtsLesson Plan Template

Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title/Focus: / Tiffany Rowells
8th Grade
2/26/15
Language Arts
Holocaust: Past and Present
Planning
  1. Lesson overview or summary: In a few sentences, summarize this lesson.
/ This lesson is meant to inform students about the Holocaust and have students draw the connection that history is still repeating itself.
  1. Focus Question: What is the big idea or focus question of the lesson?
  1. Connection: What is the big idea that connects this lesson with the other 3-5 lessons in the learning segment?
  1. Student Accomplishment: What will the final summative assessment expect students to do?
/ The Holocaust: how can we make history stop repeating itself?
This lesson corresponds to the reading of The Diary of Anne Frank. The class is learning about the Holocaust and the perseverance needed to survive such horrible experiences.
By the end of this lesson students will complete a photo collage or PowerPoint showing perseverance on the part of those people going through wartime strife.
  1. Class characteristics: Describe the important characteristics of the students in the class that need to be considered in planning and teaching to facilitate learning for all students.
  • Consider students' prior knowledge, language development, social and emotional developments, family, and interests.
  • Include how you will use your knowledge of students to plan the lesson activities, pacing, choices, etc.(this can be a portion of the commentary instead).
/ The students will be in the process of reading The Diary of Anne Frank. They will have some knowledge about the Holocaust. The students are curious about the Holocaust and this lesson will bring history into present time. Students probably do not realize that mass genocide, like the Holocaust, is still happening today. This lesson will enlighten them about present war crimes and hopefully encourage them to do something about it.
  1. State Learning Standards: Identify relevant grade level standards from the State Learning Standards, Common Core Standards, or WIDA ELP Standards in a format that clearly identifies the topic/subject and standard.
/ W.8.6 – Use technology, including the Internet, to produce and publish writing and present the relationship between information and ideas efficiently as well as to interact and collaborate with others.
SL.8.5 – Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
  1. Learning Targets:What should the students know or be able to do after the instruction? Use a common format with a measurable verb that matches the cognitive domain of the standard(see #11 below). Consider including language targets as well.
/ Students will be able to:
  • Use the Internet to research about genocide and Holocaust
  • Use multimedia to share their images and explain the significance of each photo.
  • Connect past events to current actions with regards mass killings.
  • Explain how perseverance is needed during times of distress.

  1. Academic Language:List the academic language/ language demands for the lesson (consider both form and function).
  1. Key Vocabulary:List the key content vocabulary that will be covered.
/ The academic language being used is from the lecture and the need to understand academic language.
Genocide
Holocaust
  1. Grouping: Describe how and why students will be divided into groups, if applicable
(random, ability, interest, social purposes, etc.). / Students are in a seating arrangement that is used in a way to promote excellent working conditions. Students are placed with someone that can help them with questions but still be able to work independently.
Assessment
  1. Assessment Strategies
Attach questions, worksheets, tests or any additional documentation related to your assessment strategies. Also attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
•Formative: measures process/progress toward mastery of target(s)
•Summative: measures outcomes/achievement of target(s) / Target-Assessment Alignment Table
Learning Targets / Assessment Strategies
Use the Internet to research about genocide and Holocaust / Formative: Teacher observation and watching students write their notes on topics.
Summative: The students will complete an activity presenting their research.
Use multimedia to share their images and explain the significance of each photo / Formative: Teacher observations and discussion with students.
Summative: Students will complete a photo collage or PowerPoint displaying pictures with explanations of perseverance.
Learning/Teaching Experiences:
  1. Introduction: Identify how you are going to introduce the concept, skill or task in a way that gains students’ attention and gets them involved. How will this lesson be meaningful to the students and connect to their lives.
  • Connect this lesson to previous lessons/ learning (prior knowledge of students) and students’ lives.
  • How is this introduction built off of your knowledge of these students?
/ Teacher begins class aboutgenocide and the suffering of those being persecuted. After completing a short class discussion, the teacher will show a map cataloguing the different places around the world where these atrocities have happened. The teacher will then bring the students to present day events happening around the world. Teacher will help the students make the connection that history keeps repeating itself.
Have these holocausts/genocides only happened across the ocean?
Have they happened here in the US?
Are they still happening?
In your groups, look up the definition of holocaust. Are there any synonyms? What other word can take its’ place?
  1. Learning Activities: Give detailed, step-by-step instructions on how you will implement the instructional plan. Describe exactly what students will do during the lesson. Please use a numbered list.
/ In planning your lesson, think about:
  • transition statements you make throughout your lesson and write them out
  • write down the questions you want to ask
  • use notecards to guide you through the lesson
  • set up your lesson in two columns

I Do / Students Do
  • Have a brief class discussion about the Holocaust and genocide.
  • Give examples to the students regarding holocausts throughout history.
  • Class discussion on perseverance.
  • Show a video about a British man that saved 669 children during the Holocaust.
  • Explain the assignment that is due.
  • Give example of what I am looking for.
  • Allow students to work in groups to complete assignment.
/
  • Students will engage is discussion about genocide and the Holocaust.
  • Students will discuss their thoughts on the pictures being shown of war crimes throughout history.
  • Students will discuss perseverance in small groups.
  • Students will watch the video of the British man.
  • Students will observe what is expected of them with regards their assignment and ask clarifying questions if need be.
  • Students will work in the groups to complete the assignment.

  1. Teaching Strategies:
  1. Instructional procedures: List the teaching approaches or modes you will use to teach each step (such as ppt, demonstrate example, graphics, partner practice, etc.).
  2. Multiple means of access:List ways the teacher will present the materials.
  3. Multiple means of engagement:List ways the students will participate in the learning.
  4. Multiple means of expression:List ways the students can show their learning.
  5. Methods of differentiation: List accommodation or differentiation strategies.
  6. Language learning objectives: Where will you integrate these?
  7. Remedial activities: List a review sheet, scaffolding worksheet or plan.
  8. Extension activities: What will students who finish early do?
/
  1. Teacher will use a video about the Holocaust. Teacher will also create a photo collage as an example for the students about what is expected from them. Teacher will use a PowerPoint with pictures during class discussion.
  2. The teacher will use a video to show students the events of the Holocaust. The teacher will use class discussion and some lecture to spread the knowledge.
  3. Students will participate in small group discussions, whole group discussion, and group activities during class.
  4. Students can show their learning by the discussions in class and by the presentations they will complete at the beginning of the next class.
  5. For those that need the extra help, the teacher would give the students pictures and they would have to write what they see and why they are significant to genocide and/or perseverance. For the gifted students, they would have to research 5-10 facts about the genocide they saw in the pictures they chose.
  6. Language learning objectives will be integrated into the work the students will be completing and demonstrating to the class during presentations.
  7. Students will be receiving an instructional handout and rubric for their presentations.
  8. Those students that finish early will be given a journal, Upfront or Scope, and journal about the current event that is being explained.

  1. Closure: Explain how you are going to bring closure to the lesson.
  1. Explain how students will share what they have learned in the lesson. (Identify 2 questions that you can ask students to begin the conversation. )
  2. Describe how you will connect this content to students’ lives and to future lessons.
/ I will close this class by bringing it back to the beginning. Basically I will talk about the Holocaust that everyone is familiar with and bring it to the present about the genocides that people are unaware of. I will ask these questions:
  • How do we make it stop?
  • How can we bring awareness to the world about what is taking place in these countries?
I will connect this with the students’ lives by explaining that many come from countries that have genocides and/or persecutions daily. They might still have family suffering under vicious rule. This will hopefully connect to the students and get them thinking of ways to help change the events happening every day.
  1. Independent Practice:Describe how students will extend their experiences with the content and demonstrate understanding beyond the scope of the lesson outside the class.
/ They will be working on a photo collage or PowerPoint explaining the significance of perseverance and why the pictures are examples of perseverance. They will be presenting these projects the next day and hopefully this assignment will hit something that makes them want to do something about the crimes going on today.
Student Voice: Identify how students will reflect and/or communicate on their learning or progress toward meeting the goals (see chart below). / Students will present their work to the class explaining why they chose the pictures they did and how they were significant to genocide and/or perseverance.
K-12 students will do the following: / Student-based evidence to be collected (things produced by students: journals, work samples, projects, papers, etc.) / Description of how students will reflect on their learning.
1Communicate the learning targets and explains in their own words why they are important to them. / Photo collage or PowerPoint with explanations on why they chose the pictures they did. / Students have to explain why they chose the pictures they did. There has to be a reason beyond that the picture showed suffering.
2Identify what they are doing well and what they need to improve. / Students will write a journal reflection on their projects after everyone has presented. / The journal will focus on what they learned and how they were affected by this assignment.
3Identify what materials or resources they need to support their progress toward the target / They will need their Chrome Books and the internet to complete their assignment.
  1. Reflection on Student Learning:
Reflect on the lesson, assessments and on the student voice evidence to identify changes and general instructional implications. / The first time I taught this lesson was very rough around the edges. I was learning what worked and what didn’t work. By the time the second class was taught, I had a better grasp on what I wanted to get across to the students. I noticed that the students were connecting their lives into the different tragedies that happened and/or is happening around the world. I also thought that having the students working together to come up with answers was getting the discussion started without singling any student out. The students were very mature with the topic and even while doing their research; they were mature and didn’t make inappropriate jokes. While I was walking around I was asking the students why they chose the pictures they did. Many of the students had concise answers that made sense and were making personal connections.
After watching the students’ presentations I noticed that they had a deeper understanding of what genocides are and they are more empathetic to others’ plights. They had no background knowledge of genocides. They didn’t realize that there was more than just the Holocaust. Their eyes were opened and they made the insightful comment that the atrocities happening in the world were more important than #TheDress or other non-important matters. The students were definitely more self-aware.
  1. Next Steps:Based on the above, what you will do in your next lesson to ensure students' learning.
/ Continue reading The Diary of Anne Frank and discussing the events of WWII.
  1. Instructional Materials, Equipment and Technology:Attach a copy of ALL materials the teacher and students will use during the lesson; e.g., handouts, questions to answer, overheads, PowerPoint slides, worksheets. List equipment or technology that needs to be available.
/ PowerPoint used was created by myself and is attached to lesson plan.
  1. Additional Requirements
  1. Acknowledgements:Acknowledge your sources. Give credit to the person who created the idea for the instructional plan, including yourself. You might use language such as "Instructional Plan adapted from _____”; “Instructional Plan Consultants (not responsible for the content of this instructional plan): ______”; and/or “Instructional Plan Created by _____” Cite scripted materials/curriculum if appropriate.
  1. References: List in APA format references for both learning strategies and content.
/ This plan was created by Tiffany Rowells. The video is found on YouTube but was originally aired on BBC One in 1983 and the pictures were found on google.

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