L3+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: Personal Narratives from the Holocaust

Student will understand that the Holocaust was a chaotic and disturbing time in world history. Student will know key factual information: causes for anti-Semitism and its rationale, descriptions of ghetto and camp life, types of intervention, global impact Student will be able to make sense of primary sources (journals, newspaper articles, radio broadcasts, propaganda, art) from the 1930s and 1940s and secondary sources (books) and relate them to major running themes and events that took place during the Holocaust.
 * 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 students are exposed to anti-Semitism, a major enduring theme in history and personal stories of those who lived during the Holocaust.

This lesson connects the material covered in previous classes to real human beings. Students will read about real life characters that lived during the Holocaust, discuss their stories then write a blog entry representing their character, place, idea or etc. After reading together and before creating a blog entry, students will discuss their book. Students will be able to revise and refine their work after they have gotten feedback from their peers, who will be reading their blog entries and commenting on them. After revision, their blog entry will be evaluated by the teacher to check accuracy and completion, with points going towards class participation grades.
 * Assessment**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

Language Arts- Students will be reading and discussing excerpts from books, as well as creating a blog entry. Technology- Students will create a blog entry online which will include a graphic. Current Events- Students will learn about literature from Sudan, Darfur, Cambodia, Sarajevo and etc.
 * Integration**

Students will be separated into four or five groups (depending on number of students). Students will be grouped by counting off 1-4. Student's whose number is 1 will belong to group number one, and so on and so forth. Group number 1 will be given copies of The Diary of Anne Frank. Group 2 will be given copies of Seed of Sarah. Group 3 will be given copies of Speak You Also. Group 4 will be given copies of Night. Students will be given page numbers for the section they will be reading from. Every student will receive a Story Map graphic organizer to record facts, names, and thoughts about what they are reading. A Round Robin style reading will then take place, with each student reading a piece of the excerpt. After the piece has been read, students will discuss their thoughts.
 * Groupings**


 * Differentiated Instruction**

Visual/Musical/Linguistic-Students will be watching a video with images, text and music. Interpersonal/Kinesthetic- Students will be working in groups. Intrapersonal- Students will create an original blog entry. Naturalistic- Students will have the option to read outside if the weather permits.
 * Strategies**

( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) Students will have the option to leave the room and read the video text only, if they do not feel comfortable watching the Hook video as it does contain graphic material. Students who are absent will be responsible for reading an excerpt from one of the four books and creating a blog entry. They will be given one day, or until the class meets again, from the day that they receive the assignment, to create their blog entry.
 * Modifications/Accommodations**

Both lower, middle and higher level students will be challenged during this lesson because they will all be asked to create an original blog entry based on a real person, place, event, idea and etc. They will all also be asked to discuss their thoughts, reactions, and emotions to the piece of literature that they will have read.
 * Extensions**

Copies of The Diary of Anne Frank Copies of Speak You Also Copies of Night Copies of Seed of Sarah Copies of Story Map Graphic Organizers Story Map GO Questions Laptop Overhead White Screen Speakers
 * Materials, Resources and Technology**

Hook Video: http://youtube.com/watch?v=oSWgbZRULWM The Diary of Anne Frank Speak You Also by Paul Stienberg Seed of Sarah by Judith Maygar Isaacson Night by Elie Wiesel
 * Source for Lesson Plan and Research**


 * Maine Standards for Initial Teacher Certification and Rationale**

Rationale:** Students are able to move around the classroom, work with other students, as well as on their own. Concepts, ideas, people and times are shown both digitally and on paper. Students are able to ask questions of themselves, their peers and instructor. They are also given opportunities to revise their work. Seven of the eight intelligences are incorporated into this lesson. 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:** Because many of the student's will not have read all of the books being used in this lesson, they will not have prior knowledge of the characters themselves. They will, however, have prior knowledge of the running themes, places, events and ideas that are included in each book. In this lesson, students will see how these themes, places, event and ideas affected real people. Through this lesson, students will have the opportunity to see how similar their lives are to the character’s lives before the onset of World War 2.
 * • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

Rationale:** This lesson caters to seven of the eight intelligences, as student will watch a video with music, read excerpts, move about the room or outside, work with others and create an original product. It also includes the use of computers and online resources, as well as hardcopies of books.
 * • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.

Rationale:** This lesson will include a multitude of informal assessments. First, students will be asked if they have ever read or even heard of the books that will be read during class. They will also be evaluated on the content of their group discussions, as well as what they leave for feedback on their peer's blog entries. Finally, they will be formally assessed by the teacher after they have revised their blog entries.
 * • 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 to see the agenda on the board, which will read as follows: Video, Round Robin Reading, Group Discussion, Class Discussion. After reading the board, students will have time to ask the instructor any clarifying questions about this lesson, the previous lesson, homework, or documentary project. The instructor will then inform the students that they will be having a Unit Test in two class periods from that day. Study guides are available if students choose to use them, but students will also urged to take another look at any notes they have taken, the class made glossary on the Wiki, the class made timeline on the Wiki, as well as any other handouts.
 * (10 Minutes) Equip, What**

The instructor will give students the option to sit quietly in the hall and read the text from the Hook video if they choose not to view the graphic video. Students will then watch a short video created by Chris Yap for his senior English class, which he has posted on Youtube. The video includes text from Elie Wiesel’s Night, images of Wiesel and other Holocaust images. After viewing the video, students will have the opportunity to discuss what they saw or ask any questions they may have.
 * (10 Minutes) Hook, Tailor: Visual, Auditory, Linguistic**

The instructor will take a few moments to introduce the day’s activity to the students. Students will count off by 4 and join their group members in a designated spot in the classroom, or outside. Each student will receive a Story Map graphic organizer to record thoughts, and facts as they read. They will also be given a copy of questions, and ideas to discuss with their group after reading (Can you imagine this happening today? Can you compare your life to any characters? What would you do in this situation? How does this connect to what you already know about the Holocaust?). Then, each group will receive 4 copies of a book (see Groupings), or paper copies of an excerpt depending on supplies. Group members will then take turns reading an excerpt from the book. Students who are not reading out loud will be recording thoughts and facts onto their graphic organizer. After the excerpt has been read, students will have time to discuss what they have read and answer some of the questions on their sheet.
 * (40 Minutes) What, Where, Explore, Experience, Evaluate, Tailor: Bodily/Kinesthetic, Interpersonal, Intrapersonal, Naturalistic, Spatial**

Students will stay in their groups and the teacher will help lead a class discussion about the books. Students will be able to express opinions, stories, ask questions and etc. The instructor will then give then the homework assignment (to create a blog that represents a character they ready about, a theme in the book, an event, place, idea in the book, that must contain an image.) The instructor will then discuss some of the literature that the student’s can read that pertains to genocide in Cambodia, Rwanda, Sarajevo, Sudan, the Middle East, and Darfur, as well as a list of websites devoted to change in such places.
 * (20 Minutes) Evaluate, Rethink, Revise, Refine**