Lesson Plan

Name: George Anthony

Date:

February 18, 2015

Subject/Grade: 8th grade

Lesson Title: Holocaust Poetry
Objective(s): TSW analyze Wislawa Szymbroskas There but for the grace
for imagery, tone, and mood. TSW then create an original art project based
on the poem and write a brief description
State Standards Covered: Determine the meaning of words and
phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices
on meaning and tone, including analogies or allusions to other texts.
(8.RL.4)
This aligns with the standards with students having to analyze word
choice in the poem to deduce to tone and mood.

Teaching Procedures:
Bell Ringer Activity: Class is welcomed in and we begin on a
slideshow showing examples of Holocaust art. Students are asked to
identify parts of the paintings and sculptures that indicated that it
was, in fact, Holocaust art. Students are also asked to discuss
themes they see in the art.
Anticipatory Set:
Segueing into the meat of the lesson, the students are shown that
one art form remains that we didnt really coverpoetry. I then
show them the poem, There but for the grace. The students are
sitting is groups of table and each table is assigned a stanza to
annotate and explicate. Each table is looking for specific words and

phrases that show the tone of the poemwhich is dark and

depressing. Also revealed in this are themes of guilt and luck.
Lesson Plan (Continued)

Aligned Information: At this point in the lesson, I will introduce

the assignment. The students are required to take the knowledge
they learned in class from the class discussion, and create an
original art piece mirroring the tone and mood of the poem and write
a brief, 200-word explanation.
Model: I show a small, intentionally terrible sculpture that I
made to show the students an idea of what they can do for their art
project and that I am not judging on artistic ability.
Check for Understanding:
Since the discussion will be held as a class, students will
be participating and are encouraged to ask questions and
answer my questions regarding the poem.
Guided (Supervised) Practice:
My mentor teacher and I will be listening in on the table
conversations to see that they are on track.
Extended (Independent) Practice:
TSW create an art project based off the poem mirroring
the tone and mood of the poem. TSW then write a twohundred word explanation of their art project and how it
mirrors the poem.
Lesson Closure:
Students are encouraged to ask questions about the
project if they have any concerns. They are also given
directions on how to find the poem online if they dont
want to take a picture of the poem from the textbook.

Lesson Plan (Continued)

Materials/Resources:
PowerPoint/handouts/textbook
Equipment- Projector, SMARTboard, art supplies (depending on
how the student chooses to complete the project)
Assessment:
Students will be assessed on completion of an original art project
but the main bulk of points will come from the written portion where
the student will need to explain how they saw the mood and tone of
the poem and reflected it into their art work.

Notes for future:

Include assignment alternative for regular classes who had
struggles. Perhaps find an art piece vs creating one on their own.