Lesson Plan in Educ.

81
Before, During and After the Holocaust

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify what is Holocaust.
2. Illustrate what happen before, during and after the Holocaust
3. Appreciate the importance of the Holocaust in this modern era.

II. SUBJECT MATTER

Title: Before, During and After the Holocaust
References:
Integration: Social Science, English, ICT
Materials: Laptop, projector
Values: Focus, Cooperation, Listen, and Participation

III. PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preparatory Activities

 Classroom Prayer

“Class before we start, let us pray. (The students will pray)

Judy, kindly lead the prayer”

“Good morning everyone. Please tap (All the students will tap there
your seatmate and say ‘badi, good Seatmates and say ‘badi, good
morning’” morning’)

“Since all your seats are properly arrange, “Good morning Maám”
Once again class, Good morning””
“Please take your seat” “Thank you Maám”

 Checking of Attendance
(The students will say “buhi ug
“Let us check your attendance and say
malipayon”when their respective name
‘buhi ug malipayon’if you are present”
will be called)
  Review

“Class, before we start our lesson, who

can recall our topic last meeting?” (The student will raise their hands)

“Yes, Calunsag” “Our topic last meeting was all

about The Age of Imperialism”

“Very good, so what are your idea about

the The Age of Imperialism?” (The student will raise their hands)

“Yes, Rabong” (Rabong will recite his idea about

The Age of Imperialism)

“Very good Rabong, I am happy that all of

you had paid attention in our last
discussion”

B. Motivation

“Jack n’ Poy”

(The teacher will group the class into two.

Each group will select a representative to
play the game. Both group will be given
10 seconds to prepare what face of the
Jack n’poy will they present. It is either
stone, paper, or scissor. The winning
group will choose if they are the one who
will answer the question or they will pass
it to the second group.)
“Yes Maám, we are ready”
“So class are you ready for the game?”
(The student will play and learn about the
(The teacher will now allow the student to topic to be discuss)
perform the game related for today’s
topic)

C. Presentation “Yes Maám”

“Class, have you enjoyed our activity?”

“Today, we will tackle about Before,

During and After the Holocaust.

“But before that, let us define these

following words for you to be able to
understand easily our topic.

(the teacher will discuss the following

 key terms.)

Definition of Terms

1. NAZI
2. Gypsies (the students will listen to the discussion
3. Slavs of the teacher)
4. Jews
5. Anti-Semitism
6. Ghettos
7. Progroms
8. Nuremberg Law 1935
9. Mischiling
10. Judenrein
11. Concentration Camps
12. Kristallnacht
13. Schutzstaffel
14. Einsatzgruppen
15. Genocide

(Students will raise their hands)

 “Holocaust, <<HOL uh kawst>>, was

Okay class, who can read what is the
meaning of Holocaust?”
“Yes Yorong?”
the systematic, state-sponsored murder
of Jews and others by the Nazis during
World War II (1939-1945). The word
holocaust means a sacrificial offering
that is completely burned.”

“Excellent Yorong!”

(the teacher will discuss what is

Holocaust)

“I know that most of you have wondered

what happened in the Holocaust. To cater
your curiosity, let us tackle the Before,
During and After the Holocaust.” (The students will raise their hands)

“Let us first unravel what happened BEFORE THE HOLOCAUST

Before the Holocaust. Who wants to read
The Jews had faced persecution long
what’s in the presentation?”
before the Holocaust began. Anti-
Semitism (prejudice against Jews) has
“Yes, Ms. Bago?”
existed since ancient times. Many early
Christians mistrusted Jews because the
 Jews remained faithful to their own
traditions and refused to convert to
Christianity.

“Thank you Ms. Bago” (Students will raise their hands)

(the teacher will discuss the part)
“Who wants to read the second part?”
“Yes, Mr. Itom?”
“1800’s - many people began discriminating
against Jews on racial rather than religious
grounds.”

“Thank you Ms. Itom”

(the teacher will discuss the part)

(the teacher will continue to call students

until the all information about what (Depends on the students’ answer.)
happened BEFORE the HOLOCAUST
has been delivered.)

“Since all of us know what happen before

the Holocaust and what causes it, let us
unveil the happenings DURING THE
HOLOCAUST”

(the teacher will call students to read the (the students will participate with the
presentation during the Holocaust) discussion of the teacher)

(the teacher will call students to read and

the teacher will explain until the all
information about what happened
DURING THE HOLOCAUST has been
delivered.)
(The students will dance the
Ice Breaker Skeleton Dance)

(to get the attention of the students, the

teacher will let the students execute the
Skeleton Dance)

(the teacher will continue the flow of the

lesson by descripting what happen
AFTER THE HOLOCAUST)
 “so that’s what happen BEFORE, (answers may vary from the perspective of
DURING AND AFTER the the students)
HOLOCAUST
Any questions my dear students?”

D. Activity

“Now class, since that you already

understand the Types of Circuit, I want
you to be group in to 3 and compare and
contrast the types of circuit using a Venn
Diagram. Write your answers on a whole
sheet of paper. Count 1,2,3 then go to your
respective groups.

(The teacher will assign where the groups

stay)

“Yes maám”

E. Analysis

“Have you enjoyed our activity class? Did

you get something from the debate class?”

“So now, let us have an oral recitation

class. I will randomly ask 3 questions so
that I will know whether you are paying
attention in our discussion today” (answers may vary from the perspective of
the students)
“Let us start. First question is for
Ms. Lubguban”
(answers may vary from the perspective of
“Who is Adolf Hitler?” the students)

“Very good. For the second question, Ms.

Lumasag, please stand. In your own (answers may vary from the perspective of
words, what is Holocaust?” the students)
“Excellent Ms. Lumasag. And for the last
question, I want you to stand Ms.Jancinal.
Here is your question. How do you
describe the Jews?”
“goodbye sir”
F. Abstraction
The students will be able to draw:
1. Parallel Circuit
2. Series Circuit

“So class, in the back part of your paper,

please draw a small representation of
Parallel Circuit and Series Circuit”
“Okay, I’ll just give you 3 minutes to
finish your activity. Timer starts now”

G. Evaluation

(The teacher will give as short quiz to the

students base on the lesson being
discussed.)

“Class get ¼ sheet of paper because we

will be having a short quiz”
“Copying is strictly prohibited”

Questions:

1. It uses only one path for the

electricity to flow.
Answer: Series Circuit
2. It has multiple paths for the
electricity to flow.
Answer: Parallel Circuit
3-4. What are the two types of Circuit?
Answer: Series and Parallel Circuit
5-10. Give at least 3 example each
where we can find series and parallel
circuit.
Answers may vary

“Okay Ms. Sumalpong, kindly collect the

papers”

Assignment:
Advance research on the meaning of
Static Electricity.

“Goodbye class?”