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grade level and subject area? 9th Grade English Language Arts: Historical Investigation Unit What do you expect students to learn? INSTRUCTIONAL OUTCOME: (verb-cognitive process + nounknowledge + resource) Students will interpret and analyze Address Unknown from a social context of the Holocaust. Students will discuss what they have learned as it relates to personal experience and Address Unknown. Students will apply what they have learned as it relates to Address Unknown and personal experience through an informal expository writing. LITERACY OBJECTIVE: Students will develop critical thinking skills through the triangular process of utilizing prior knowledge, connecting it to new ideas, and applying it to personal experience. Students will enhance multiple literacy skills through engaging written text and multi-media text. Students will learn how to read and assess documents as research material. Students will learn how to read texts and extrapolate information pertinent to writing an expository piece. State Standard: Reading Comprehension 2.3 Generate relevant questions about readings on issues that can be researched. 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. Literary Response and Analysis 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme
learning preferences—strengths and weaknesses. or sentences they do not understand and a class discussion will follow. For these students accessibility to academic vocabulary is a must.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.g. students will be encouraged to mark their texts for words. the lesson is designed for students to analyze and reflect on their personal experiences as a racialized other.2 Demonstrate a comprehensive grasp of the significant ideas of literary works. Furthermore. etc. Students will draw comparisons between current social divides and those of the Nazi Germany in light of their own experiences. all academic vocabulary will be properly defined. 2. As such.. I will also encourage students to raise their hands when they do not understand something. interests.5 Synthesize information from multiple sources identify complexities and discrepancies in the information and the different perspectives found in each medium. Students will share their thoughts as well. Specifically. This gives students ample opportunity to discuss difficult aspects of the text. Listening and Speaking 1.) Explain how learner preferences have been taken into account: The class is 100% Latino. Subsequently.or topic. This helps guide students in effective reading strategies. documentaries. I have also marked the text for particularly difficult sections and will model a think-aloud strategy at various points during the reading. Writing Strategies 1. the lesson utilizes a clip from a popular movie Crash.2 Compare and contrast the ways in which media genres (e. ideas. Furthermore. to create an engaging and relevant lesson based on student interests. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. Pre-requisite What essential prerequisite knowledge and skills do students Characteristics of the Learner EDUC513A . The class has some ELL designated students. televised news. what characteristics of the learners have been incorporated into the learning plan? (Prior knowledge and experiences. When I use more academically rich words I will concurrently provide a definition. 1. Furthermore. news magazines. they will receive answers to difficult questions in class discussion. online information) cover the same event.
The use of SOAPSTone. discrimination. and identifying sources will be covered in previous lessons. They will need to be familiar with the Speaker. Also. It also asks students to explore what they know about the social implications of historical events. This is to help them be fruitful in the meaning making process. contexts of Holocaust. Students will participate by providing answers and I will guide students if they struggle. The lesson is intended to activate student schemas on the topics of prejudice. Information gathered from this exercise will determine what additional information needs to be covered such as: racism. Prior to the lesson students will have completed a KWHL chart. to get them thinking about what they have already learned and know. Students will need prior historical. but will also give students a forum to practice what they have learned or gain a deeper understanding of content. with a focus on the K (know) and W (would like to know). and cultural knowledge of the Holocaust.skills need to successfully complete the learning plan? How will you provide support for students who have not yet acquired the essential prerequisite skills? Students will need experience reading and analyzing text. Students will need to know the difference between primary and secondary sources. and ideological problems. but provides an organized format for analyzing text. It will expand on ideas from previous lessons. Developmental appropriateness How does the present learning plan maintain continuity and an appropriate developmental sequence in subject matter. future. During group work students will provide peer assistance and will be paired by varying skill levels. I will provide further one-on-one assistance for students who do not have the prerequisite skills. Connections to curriculum framework How does the present learning plan fit into the larger curriculum framework? This lesson is part of a 6 week instructional sequence that uses the EDUC513A . concepts. and skills? Use your knowledge of developmental theories of learning. Purpose. Audience. “key words”. and intolerance. In class I will assist students in filling out a SOAPSTone graphic organizer. This serves not only as a visual aid. To help activate student’s prior knowledge I will utilize a meta-cognitive strategy. and intolerance so they can draw appropriate inferences from the readings and relate them to their experiences. students at this developmental stage are concerned with the hypothetical. Subject. political. and Tone (SOAPSTone) reading method. racism. Occasion. This lesson is designed to align with former lessons to create a cohesive unit. As such this lesson focuses on three components.
prejudice. As such it maintains continuity in theme. refine research skills. understand the components of a narrative. but also draws from the same reading and writing strategies. and develop expository writing skills. Second. This segment is designed to provide a contextual basis for reading Elie Wiesel’s Night. Sociocultural theory guided my lesson based on two premises. and intolerance. The Unit is based on two common assessments: a research paper and a historical investigation presentation. Students will also work with one another (peer-assisted learning). INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities): EDUC513A . I will model cognitive and learning strategies for students. The lesson falls within the 1st segment. The aim of my lesson plan is both social and cultural (based on students prior experiences related to their background). The main topic of the lesson. follows previous lessons covering the historical. 2. Furthermore. They will relate it to what their experiences and the text Address Unknown. ENGAGEMENT (Motivational Activity-Student Centered): Students will watch a clip from the movie Crash that deals with the notion of racism. research investigation. Learning Theory What theoretical perspective on learning guided your planning? Include rationale for why you selected this theory and specific connections to how your plan will apply the theory. social context. In a similar vein. it also uses primary source documents to help familiarize students with research material. develop speaking/listening skills. political. my lesson plan is designed to access student’s prior knowledge. and cultural contexts of the Holocaust and builds from that premise.Holocaust students develop literacy and research skills. Students will also be asked to reflect on their personal experiences and the experiences of the characters and relate the two. learning is a social process and that children acquire knowledge or make meaning based on their interactions in society and with their culture. but to add to that knowledge bank by introducing concepts and activities beyond their current funds of knowledge (scaffold). First. Learning sequence 1. learning is maximized when students complete tasks within their Zone of Proximal Development (ZPD). The lesson helps students develop skills towards accomplishing both common assessments by 1) developing students’ ability to contextual texts from a social perspective and 2) refining students understanding of primary and secondary source documents using business letters. of the Historical Investigation Unit.
Students will brainstorm what they know about those concepts. prejudice. Do you think something like the Holocaust could happen today? Why or why not? How does the present learning plan support equitable student participation? Students will have ample opportunity to work alone. I will ask students to write notes in the margin and underline sentences or words they think relate to the concepts discussed. Students will take turns reading a loud till we are done. I will ask students to consider whether this could happen today? Hook. or racism exist. Organized. b) Class will begin with a brief discussion about what they learned and discussed about the Holocaust earlier in the week. Reflect. f) I will ask students. in groups. d) I will handout Address Unknown. Tailored. e) As a class we will fill out SOAPSTone for Address Uknown. As a class we will define those words and how they relate to the Holocaust. the readings. 3. and intolerance will be introduced. Students will also be encouraged to mark areas they have difficulty with in the text. Rethink. etc. Equip. and the video clip students will write an informal paper discussing the impacts of intolerance in a broader social context. What happened? How did it make you feel? At any point in time did you or someone else make a decision that could have had negative effects on another person because of your experience? Relate your experience to the characters in Address Unknown. Then students will be placed in pairs for further discussion and write their reflection. and in EDUC513A . g) Students will be shown the clip from Crash. Writing Prompt: Describe a time in which you experienced racism. intolerance. business partnerships. how prejudice. I will model the think-aloud strategy and have students participate.a) Provide a brief discussion of where the lesson is headed today. intolerance. We will briefly discuss how those probably affected friendships. h) We will end with a final discussion that ties in the book with what happened in the video. and how it that can transpire into something greater like the Holocaust. or prejudice. have they seen or witnessed some of the same issues of prejudice from the book in their own lives. APPLICATION ACTIVITY (Practice and/or Reflection): Using the information discussed throughout the week. c) The concepts of racism. Will discuss whether it is a primary or secondary source document. In addition.
sharing ideas. Appropriateness refers to specific reasons from learning theory. students will work in pairs discussing the writing prompt. but some are vague or incomplete Elements of LEP include little of the elaboration noted under rubric point 3 for coherence Comments: Score: Coherence Student Engagement All elements of LEP are coherent: Learning Outcome(s) include knowledge & cognitive process. Assessment strategies How will you determine whether students have made progress toward applying the concepts and skills they've learned in new and novel situations? Students will be assessed through classroom dialogue. and then writing a short informal expository piece. Finally. but also through formative assessments. learning theory matches strategies Planned activities are predominately teacher centered and/or do not align with learning outcome. Rubric NAME: Completeness 5 2 All elements of LEP are addressed in full Elements of LEP include some of the elaboration noted under rubric point 3 for coherence 0/Revise Elements of LEP are addressed. assessment measures outcome. state.class discussions. Assessment specific Planned activities are student-centered and aligned with learning outcome Score: Alignment Planned activities are somewhat student centered and/or do not align with learning outcome Elements of LEP align with each other: e. Connections to Curriculum Framework includes info from district. Dev. Some elements of LEP align with each other. The first formative assessment will be the use of SOAPSTone to discuss the text Address Unknown.g. This allows me to assess their level of understanding before I move onto the next segment of the lesson. Characteristics of Learners includes specific data. prerequisite skills specific. Learning sequence specific.. Students will do a mid-lesson reflection and then share those ideas with the class (meta-cognition). This provides students many opportunities to participate through forums that support students who work best alone and those who work best in groups. Learning theory rational included. but some misalignment Score: Score: EDUC513A . or national framework.
etc.Addresses Meaningful Learning Outcome Time Management in Learning Sequence. Learning Outcome focuses on higher order thinking skills Attention to time devoted to activities/tasks Resources/Materials Resources/Materials are available and appropriate for learning outcome Learning Outcome focuses on recall only Time necessary for task/activity completion unrealistic based on projected time for lesson Resources/Materials are not available and/or not appropriate for learning outcome Score: Score: Score: EDUC513A .