L4+Gilbert,+Kasey

UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Kasey Gilbert Date of Lesson: 2008 Grade Level: 9-12 Topic: The Lives of European Jews

Student will understand that the Holocaust effected many groups of people then as well as afterwards. Student will know key factual information: resistance, types of intervention, global impact Student will be able to consider the impact Nazi policies had on the daily life of Europeans and make a pod cast in the role of a European Jew.
 * Objectives**


 * Maine Learning Results Alignment**

Maine Learning Results: Social Studies E. History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma World War II and Postwar United States1939-1961 Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.


 * Rationale:** This lesson adheres to the Maine Learning Results standard because through the process of learning about real life characters, places, events, and idea, that are connected to the Holocaust, students will be able to critique one of the most major historical eras, enduring themes, historical influence and people in world history

This lesson teaches students about the importance of human connections during times of war and peace. It also encourages awareness. While creating an original script with a partner, students will have the opportunity to revise their work before recording a final product. This lesson incorporates many formal and informal assessments. Students will have the chance to talk openly about their reactions to the very emotional song, they will write a script that will be checked by the instructor before recording their final product. Finally, students will have to comment on podcast created by other students.
 * Assessment**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

Language Arts- Students will be responsible for creating an original script. Current Events- Students will connect Holocaust events, people, places, and ideas to other world genocides. Technology- Students will be creating a podcast.
 * Integration**

Students will be put into groups of two according to their spring partners. Each student will be given a flow chart graphic organizer. Students will be able to use notes, handouts, online resources and books to create an original script in the role of two European Jews who have a secret radio in a ghetto. With this radio they can either A. broadcast to the outside world to inform them of the atrocities taking place within the ghettos, or B. broadcast to other Jews in the ghetto with secret radios, to tell them of ways to resist the Nazis. After the students have created a script the instructor will briefly look over the script to check for any major historical inaccuracies or inappropriate content. After their script has been approved, students will have time to practice their script using Audacity. They will then have to record a final broadcast which they will then post onto the class Wiki.
 * Groupings**


 * Differentiated Instruction**

Musical/Auditory: Students will listen to a song. Linguistic: The Hook song will combine music and lyrics. Interpersonal/Bodily-Kinesthetic: Students will work in groups. Spatial/Logical: Students will use a Flow Chart to organize thoughts. Intrapersonal: Students will listen to 3-5 podcasts and comment on them. Naturalistic/Bodily-Kinesthetic: Students may work outside on laptops (weather permitting).
 * Strategies**

( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) Students will be given the choice to quietly read the lyrics to the song inside or outside of the classroom if they so choose. Students who are absent will be given a chance to listen to the Hook Song. They will also be given a choice to either create a podcast on their own, or evaluate a peer's podcast. They will be given one day, or until the class meets again, from the day that they receive the assignment, to create a podcast or write a review.
 * Modifications/Accommodations**

All skill level students will be challenged throughout this lesson, as they will be creating an original script and creating dramatic effect to their podcasts.
 * Extensions**

Laptop Speakers Copies of Flow Chart graphic organizers Lyrics Student Laptops w/ microphones
 * Materials, Resources and Technology**

Hook song: http://www.youtube.com/watch?v=I1dBTn007DI
 * Source for Lesson Plan and Research**


 * Maine Standards for Initial Teacher Certification and Rationale**

Rationale:** Eight intelligences are incorporated into this lesson. Students will be able to move about the room, work with others, discuss, use technology, listen to a song, ask questions, and role-play. This ensures that a majority of the students in the classroom will be able to contribute to discussions, and express their understanding in the way they feel most confident and comfortable with.
 * Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.

Rationale:** Students will have learned about some of the major events, people, themes, places and ideas during the Holocaust in previous lessons. With this knowledge, students will be able to apply what they already know about the Holocaust, to create an artifact in the role of other people.
 * • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

Rationale:** This lesson caters to all of the eight intelligences. Students will be moving, reading, watching, listening, and thinking logically. Students will also be working with laptops and internet resources.
 * • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.

Rationale:** This lesson includes many formal and informal assessments. First, students will be discussing the hook song. They will also be creating an original script which will be reviewed by the instructor to ensure that understandings are being reached. Finally, students will record and post their podcasts to the class Wiki for peer evaluations, as well as for the instructor.
 * • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.


 * Teaching and Learning Sequence:**

Students will enter the classroom and the agenda on the board will read as follows: Song, Podcast Activity, Discussion. Students will have time to ask any clarifying questions that they may have. The instructor will then introduce the day’s lesson and briefly describe the content of the hook song. Students will then listen to the song.
 * (10 Minutes) Hook, Tailor: Musical/Auditory**

Students will then be asked to find their spring partners, pick a place to sit (outside weather permitting) and get a laptop. The instructor will then explain the activity to the students. They will be given time to ask questions. If the students are not familiar with Audacity, the instructor will create a short podcast using a laptop and the overhead for the students to see. Each student will then be given a flow chart to aid them in organizing their script. Students will then have time to develop a short script, using references, which must be approved by the instructor. After approval, the students will open up Audacity and practice recording their script until they have recorded a final product. They will then upload their podcast to the class Wiki.
 * (50 Minutes) Explore, Experience, Rethink, Rehearse, Revise, Refine, Evaluate, Tailor: Interpersonal, Spatial, Logical, Naturalistic, Bodily-Kinesthetic**

After creating their podcast, students will go back to their desks. The instructor will then tell the students that they are responsible for listening to some of their peer’s podcasts and commenting on them for homework. Students will then have time to ask questions. The instructor will then lead a class discussion about the importance of awareness, and give suggestions on some resources that students can use to stay up to date on current events. Students will also have time to discuss their podcasts with other students if they choose.
 * (20 Minutes) Evaluate, Why, What, Where, Rethink, Tailor: Intrapersonal, Interpersonal**