Más De Este Usuario
Related Docuements
Challenging the Whole Child: Reflections on Best Practices in Learn...
Editor: Marge Scherer This special e-book collection of articles from Educ...
From ASCD Publications
© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe)1
Lesson Title:
Children of the Holocaust
Multimedia
Teacher Name:
Mrs. Nicole Velazquez
Subject:
Social Studies/Integrated with ELA
Grade Level:
Grade 5
Time Required (days; time/day):
5 Sessions/ 45 minutes each session
Topic:
The Holocaust: specifically experiences of children prior to, during, and after the SecondWorld War.
Essential Question
:
were their experiences similar, how were they different, and how did their experiencesshape their lives and the lives of their families prior to, during, and after the Holocaust?
Pre-requisites (Prior Knowledge):
Students will have prior knowledge of World War II and the Holocaust prior to thislesson imbedded in a World War II Unit.
Students will be presented with various learning materials that include but are notlimited to: books, internet resources, visual aides, primary source documents, etc.
To activate prior knowledge the teacher will utilize a K-W-L chart, as well as, engagestudents in text-to-self (
when text can be related to individual experiences)
, text-to-text(
when current text being studied reminds students of prior text studies)
, and text-to-world (
when the text reminds students of something they already know about the world in which they live)
activities.
STAGE 1 - DESIRED RESULTSA. Content Area Standard(s):
Social Studies:
Standard 1-History of the United States and New York
Students will: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,developments, and turning points in the history of the United States and New York.
Key Idea 4: Students will
consider different interpretations of key events and/or issues in history and understand the differences in these accounts. View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
Standard 2- History of the United States and New York
Students will: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Key Idea 1: Students will
explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop.
English/Language Arts:Standard 1-
Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships,concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Key Idea: Students will
magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such sources as charts, graphs, maps, and diagrams.
Standard 2-
Students will read, write, listen, and speak for literary response and expression.Students will read and listen to oral, written, and electronically produced texts and
© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe)2
performances; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent.As speakers and writers, students will use oral and written language for self-expression and artistic creation.
Key Idea: Students will
read a variety of literature of different genres: picture books; poems;
legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers.
Standard 3-
Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, students will use oral and written language and form a variety of perspectives, their opinions and judgments on experiences, ideas, information, and issues.
Key Idea: Students will
recognize that the criterion that one uses to analyze and evaluate anything depends
B. Intended Learning Outcome
Define what students will know and be able to do and at what level of mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading,
Students will know and understand that each childduring the Holocaust had a unique experienceprior to, during, and after the war.Students will be able to analyze, synthesize, andmake connections related to experiences of children during the Holocaust and explain howthey came to those conclusions.Students will know how to write reflectively about
Students will be able to create journal entries that
experiences during the Holocaust.Students will develop ways to conveyunderstanding by means of journal entries,discussion, and presentation.Students will be able to effectively demonstrateunderstanding through thoughtful entries thatutilize the conventions of writing.Students will review a wide variety of informationand be able to reflect and respond meaningfully tothat information.Students will be able to critically analyze and self-reflect and respond meaningfully to informationobtained throughout lesson.
STAGE 2 - ASSESSMENT EVIDENCE
Students will demonstrate their learning/understanding in the following way(s):
A. Teacher-Created Assessments:
Pre-test: Discussion:
Teacher-guided as well as student-guided discussion to assess prior knowledge of what children during the Holocaust experienced.
Presentation:
Teacher generated presentation of photographs and excerpts to generate interest as
knowledge.
KWL-
and
sections of chart tobe located in the front section of student journals.
Post-test: Informal:
Post-lesson discussion that will be bothteacher-guided as well as student-guided.
KWL-
the KWL chart.
Formal:
Student journal entries will be formallyassessed for content, as well as ability to analyze,synthesize, connect, and make meaningfulconnections with information that was presented.Journals will also be evaluated for structure.
B. Performance Assessments:
Journal Entries
Guided Discussion
C. Other Assessments (e.g., Peer, Self):
Students will participate in peer-assisted strategies such as peer-editing, peer-assistedinstruction, and peer-questioning.
Students will evaluate the entries of other students for accuracy as well as to gather additionalideas and/or information.
© 2009, Gradel & Jabot (adapted from Jabot, Maheady, Rey, 2005; adapted from Wiggins & McTighe)3
D. Assessment Adaptations:
Students who require modifications and/or accommodations will be provided with the toolsneeded to complete assigned task in accordance with their needs.
Students will participate in peer-assisted strategies to assist others throughout lesson.
Students will be assessed in relation to their ability and in relation to IEP Goals/Expectations.
STAGE 3 - LEARNING PLANA. Learning Activities1. Instructional Strategies/Learning Activities:
(e.g., demonstration, discussion, small groups, role play, etc.)
Assess student basic understanding of the Holocaust from previous lessons on World War IIand the Holocaust.
Engage students in teacher-directed as well as student-directed discussions on the Holocaust;guiding discussion to children of the Holocaust.
Book discussion-read excerpts from various books including:
Children in the Holocaust and
s Drawings and Poems from Terezin Concentration Camp,
to generate student interest in topic.
Form cooperative learning groups and have students review the writings of a particular child anddiscuss their findings.
Play music from era in background quietly as students work.
Discuss emotions generated as a result of learning activities.
Model for students how journal entries are to be formatted and recorded in Microsoft Word after looking at sample entries.
2. Introducing the Lesson:
(capturing st
Book discussion-read excerpts from various books including:
Children in the Holocaust and
and I Never Saw
Camp,
to generate student interest in topic.
Group discussion on what students already know about the Holocaust, World War II, specificallythrough the eyes of children prior to, during, and after the war. (
K
section of the KWL chart).
Play music from the era in background quietly as students work.
Entries in the
W
children and their experiences during the Holocaust.
Provide students with visual representations i.e. pictures of children in concentration camps, inthe streets, as well as other portrayals of children during the Holocaust.
Do text-to-self, text-to-text, and text-to-world activities generated using books provided andlisted above.
3. Instructional Sequence:-
(Representing
Complete the following two columns, showing teacher activity in correspondence with student activity.Add/subtract rows as needed.
Teacher activity
Student activity
KWL Chart
section of chart prior to formal lesson)
Teacher-guided discussion on experiencesof children during the Holocaust.
Students respond to teacher-leddiscussion with thoughtful, reflectiveresponses.
Using the Smart Board- show pictures,listen to oral histories and other resourcesavailable online.
Students will pay attention todemonstration and participate in a questionand answer period as well as posequestions for further consideration.
Access mobile Mac Lab and model for
Students will be actively generating a
of 00
Lesson Title: Children of the Holocaust Multimedia Teacher Name: Mrs.
591 Reads
Info and Rating
| Category: | |
| Rating: | |
| Upload Date: | 10/21/2009 |
| Copyright: | Attribution Non-commercial |
| Tags: |
Leave a Comment