Barberi - Unit Plan - Day 3 Grade/Subject: 8th Grade English Teacher: Andria Barberi Number of Minutes: 50 minutes Lesson

Title/Topic: Outsiders Dates: 1/9/13 STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson: L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. L.8.4(d): Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). OBJECTIVES Through these learning activities, the student will demonstrate the ability to: Students will understand the devastating effects of the Holocaust and the emotions the students in the novel felt through the school tube video. Students will listen and following along to the reading of Chapter 2. Students will critically think about groups within their own school setting when writing their jounal entry. Students will read a chapter of their book and following the central and smaller themes within the text. Students will find definitions for vocabulary words from the text using context clues or a dictionary. Students will solidify their understanding of vocabulary words by teaching others the word they defined. Time: ANTICIPATORY SET/INTRODUCTION Holocaust Video Clip: Students will walk into a class that is dark with the projector screen pulled down and the beginning of a video on pause displayed. The image on the video is of Adolf Hitler. Student leaders from each group of desks will get books for their groups, following the instructions on the board, and then as soon as everyone is seated quietly we will watch the 5 minute video from School Tube, made by a middle school student. Once the video has finished there will be no discussion. The teacher will turn on the lights, tell students to open their books to page 9, and the teacher will read Chapter 2 aloud. The idea is to set a quiet and serious tone for the class, a tone that mirrors the tone in the two chapters we will cover during this lesson. Holocaust video: http://www.schooltube.com/video/8ba85ea153bc418cb0e2/The-Holocaust

5 min

INPUT Task Analysis 1.) Holocaust Video Clip: Students will walk into a class that is dark with the projector screen pulled down and the beginning of a video on pause displayed. The image on the video is of Adolf Hitler. Student leaders from each group of desks will get books for their groups, following the instructions on the board, and then as soon as everyone is seated quietly we will watch the 5 minute video from Teacher Tube. Once the video has finished there will be no discussion. The teacher will turn on the lights, tell students to open their books to page 9 and the teacher will read Chapter 2 aloud. The idea is to set a quiet and serious tone for the class, a tone that mirrors the tone in the two chapters we will cover during this lesson.

Barberi - Unit Plan - Day 3 2.) Read Chapter 2: The teacher will turn on the lights, tell students to open their books to page 9 and the teacher will read Chapter 2 aloud. The idea is to set a quiet and serious tone for the class, a tone that mirrors the tone in the two chapters we will cover during this lesson. Once Chapter 2 has been read, the teacher will ask students to answer the following question in their journals: Why did we watch a video about the Holocaust? Can you relate to the way the students in the book felt when their teacher had them watch a video about the Holocaust? How do you feel after seeing the video and reading this chapter? Once the majority of students are done writing in their journals, the teacher will call on a few students to answer the questions aloud. The teacher will choose students based on observations of their writing, but students will be allowed to pass if the topic is too sensitive for them. If that's the case, volunteers will be able to give answers. The idea the teacher should present is that the teacher in the novel wanted students to see the effects of WWII and the Holocaust, not just read facts and figures in their textbooks. Therefore, this teacher wanted to give the students the same experience so they could relate to the sadness the students in the book felt.

15 min

15 min

3.) Silent Reading of Chapter 3: Students will read Chapter 3 silently. Once they have completed the chapter they can answer the Exit Ticket questions projected on the screen: Have you ever been ignored or treated poorly by a group? Why do you think they treated you that way? How did you feel? If not, did your group ever treat someone else poorly? How do you feel about that? Do you think that it is a good or bad thing that people often group themselves? What groups do we have at our school? The teacher will circulate throughout the room during the silent reading and writing period to be available for questions and to monitor student understanding and effort on the Exit Ticket questions. 4.) Group Vocab: The teacher will model using context clues to understand a vocabulary word in the novel. The teacher will start with the word "facetiously" from Chapter 3. "I'm going to open my book to read page 22. The word is at the bottom of the page, so I'll read that part of the page again: 'He wants to be a computer engineer,' Laurie said. 'Did you ever see the one he has at home? He built it from a kit.' 'Somehow I missed it,' Amy said facetiously. 'By the way, have you decided what you're doing next year?' So, Amy says 'Somehow I missed it' facetiously and then moves on to a different topic. Maybe that means she doesn't really care. Hmm, I'm not quite sure from the context clues. It could mean she's kidding or it could mean she's bored. I think I will have to look this one up in the dictionary. Ok, the dictionary says this is an adjective that means 'not meant to be taken seriously or literally.' So, if Amy doesn't want Laurie to take her comment 'Somehow I missed it' seriously, then she is kidding around. Now because we know the meaning of the word 'facetiously' we could read the dialogue with the right inflection and we know that Amy and Laurie have a friendship that involves joking and teasing. We learned a lot from that little word." Then the teacher tells the students that each group will be assigned a word from Chapter 2 and they have to use the context clues of the book or a dictionary to find the meaning. One group can volunteer to do the remaining word "quintessential" for extra credit/or a treat. The vocab list will be displayed on the projector. Each group will have 3 minutes to find the definition of their word, and then they will have to teach that word to the rest of the class. All words and definitions should be written under the definitions of the vocabulary words we discussed at the beginning of the book.

13 min

Barberi - Unit Plan - Day 3 5.) Wrap Up: The teacher will tell students to keep thinking about the character Robert and how he was left out and considered a loser. To think about how it felt the time they ignored by a group. When they come into class tomorrow their admittance ticket will be to give an idea for how to avoid having people feel left out/how to include everyone. Housekeeping: Dictionaries and books need to be put away nicely.

2 min

LEARNING STYLES Linguistic: Students will express themselves verbally after reading Chapter 2 and again while teaching groups about their vocabulary words. Visual/Auditory: Students will watch a student-made video on the Holocaust from School Tube. Interpersonal: Students will interact with group members while participating in the Group Vocab activity. Intrapersonal: Students will evaluate their own experience being excluded from a group in or outside of school. They will consider how this made them feel, and whether they were ever on the other end of the situation. METHODS Inquiry Individual introspection and writing Definition retrieval modeling Group collaboration Large group discussion INSTRUCTIONAL ACTIVITIES Presenting Information: The teacher will present information on the Holocaust using a video clip. The teacher will read Chapter 2 aloud. The teacher will model using context clues and a dictionary to understand the meaning of an unknown word. Checking for Understanding: The teacher will circulate around the room while students are reading, journaling and looking up definitions. Students will begin to make connections between their responses to the video on the Holocaust and those of the students in the book. The teacher will discover whether students have found appropriate definitions for their words through formative assessment of small group work and whole class teaching/discussion by students.

Students will examine their own experiences dealing with being an outsider and connect those to the character Robert Billings. Guided Practice: The teacher will read Chapter 2 aloud to demonstrate fluid reading and intonation with dialogue.

Barberi - Unit Plan - Day 3 The teacher will instruct the students by modeling how to find the meaning of a word through context clues and/or the dictionary. Independent Practice: Students will work alone when reading Chapter 3 and answering the given questions for their journals. They will work in groups to find definitions. CONCLUSION/CLOSURE Wrap Up: The teacher will tell students to keep thinking about the character Robert and how he was left out and considered a loser. To think about how it felt the time they ignored by a group. When they come into class tomorrow their admittance ticket will be to give an idea for how to avoid having people feel left out/how to include everyone. Housekeeping: Dictionaries and books need to be put away nicely. REFLECTION Was this lesson plan too heavy? Did I lesson the impact by having a fun/semi-competitive group activity at the end of the lesson? Should we have done more character mapping after reading these chapters? Am I front-loading too much, and not taking into account what students already know about the Holocaust?

ASSESSMENT The assessment in this lesson is formative. The teacher assesses student understanding by circulating the room, through group discussion, and through the journal entry. RESOURCES NEEDED Holocaust video: http://www.schooltube.com/video/8ba85ea153bc418cb0e2/TheHolocaust Copies of The Wave Journal Questions Group vocabulary assignments Student notebook paper Pencils CLASSROOM SET-UP: Traditional group seating: groups have 4-6 desks per group. The white board will be clear, except for the agenda on the upper left hand corner, the projector screen will be down and the projector turned on.