Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality

, meaningful lesson plans
Guiding questions that will provide the framework for the lesson.
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

* Students in grade 6 * General Education; Reading Class
Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

* Special Education teacher; to co-teach for special needs students (where applicable)
What is the long range goal(s) that is tied to this lesson?

* For students to gain more knowledge about a time in history, as well as be able to apply the concepts of Excel technology to create charts and graphs.
What is the specific learning objective(s) for this lesson?

* The learning objective is that students will be able to make inferences on information from the book and what they have individually researched. Furthermore, students will be able to take information distributed and convert that into charts and graphs for further comparison.
What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

* Students will need to have read Number the Stars, by Lois Lowry * Students will need to have some basic knowledge of internet research and basic math skills.
When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)

*Learning acquisition and generalization lesson
When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

* Possibly over two-three days
Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND what materials will be needed?

* Classroom, as well as computer lab * Materials needed are: the book, computers, reference sheets (votes and death counts), a world map, excel programs
Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

* For sixth grade students, they muct be able to read a text and make inferences about the characters and the author's purpose. Furthermore, they should learn about World history, the events that took place and be able to make comparisons. Technology is anoter key component in any classroom and will be utilized throughout this lesson.
How does this lesson relate to the PA Academic Standards?

* Please see PA academic standards below. There are 4 subject areas where this lesson falls into place.
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

* Previous lessons-Students have already read the book, Number the Stars, and are able to talk more about the characters and their feelings. *Future lessons- Students can take what they have learned through technology and the excel documents they have created to use further with other lessons and assignments.

How will you determine if students have met the lesson objective? (Think assessment)

* Assessment will be conducted both informally and formally. The teacher will take anectdotal notes as students work and through discussions. Formal assessment will take place with the completion of both excel charts and graphs.
How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups…)

* This lesson can be broken up into multiple lessons and various participation. Whole group would work best for the class vote and discussion, while individual practice and work will be completed when making the charts. For students with special needs, small group or partner learning will take place.

Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson :

Subject: Reading Grade(s): 6 Standards: R6.A.1.3.1: make inferences and/or draw conclusions based on information from text. Subject: Reading Grade(s): 6 Standard: R6.A.1.5.1: Summarize the key details and events of a fictional text as a whole Subject: Geography Grade(s): 6 Standards: 7.3.6.A: Describe the human characteristics of places and regions using the following criteria- population, culture,

settlement, economic activities, political activities.
Subject: History Grade(s): 6 Standards: 8.4.6.A: Explain the social, political and economic contributions of individuals and groups to world history. Subject: Math Grade(s): 6 Standards: M6.A.1.4.1: Model percentages (through 100%) using drawings, graphs, and/or sets.
Lesson Objective(s)

Students will: • Elicit inferences and make decisions about the book's characters. • Inquire about geographical regions in Europe during the Holocaust. • Compare groups and country's deaths during the Holocaust. • Create a pie chart from class vote results, based on who they believe is the true hero of the story. • Develop a bar graph using information about the Holocaust, which will be provided for them.
Assessment Plan (What will be done to determine if lesson objectives have been met?)

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Monitor student progress during the lesson and as students work independently through anectdotal note taking and observation. Proper completion of both charts/graphs using the required numbers, figures and by implementing the proper guidelines.


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Book, Number the Stars by Lois Lowry Holocaust death count from the internet Class Vote results Computer with Excel spreadsheets Internet access World map

Inclusion Techniques for Students with Special Needs:

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*All students will be able to participate with the assistance of the teacher and the special education teacher if needed. * Special written instructions, as well as step-by-step procedures will be given for those students in need of additional assistance and accommodations.

Enrichment Techniques:

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Working with Excel Programs Researching and looking further to explore World War II topics on the internet and other resources

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

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Allow students to access the book on tape Allow students to work with a partner if needed, as well as the special education teacher Providing students with written instructions as well as working closely with them to complete the project. Students can read the story to the teacher and answer one-on-one comprehension questions before the actual lesson takes place

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

*Students will have already read Number the Stars, by Lois Lowry. This is an extension lesson/activity to elicit further explorations and discussions about the book, the characters and the time that the story took place (World War II, 1943). *Students will research World War II and the Holocaust online, being sure to look at credible sites and providing the class with more information that has not already been presented, such as timelines, biogrpahies, history and geographical information. *After students have read the whole book, Number the Stars, we will be taking a class vote on who they feel was the real “hero or heroin” of the story. This activity will lead into group discussion to elecit various reactions and opinions about the story itself.
Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

**This lesson may be spread across two-three classes in order for students to fully complete the charts/graphs** 1. After the student have finished reading Number the Stars, we will take a class vote about who the students feel is the actual "hero" of the story. This will elicit conversations and provoke discussion based on their own view points and how they viewed the story. As the class votes, the teacher will take the votes and convert them to a word program to distribute to the students, showing the number of votes for each of the characters given. 2. After the vote is taken, the students will also be given a handout of Holocaust deaths during WWII, by country. This chart will show how many Jews lived in each country in Europe, and about how many Jews were killed during this time of war, under Adolf Hitler's rule. Discuss these statistics and have students answer questions about the numbers, such as which country had the most deaths, and which had the least, being sure to point out Denmark and Germany (the two main countries mentioned in the book). 3. As a whole class, the teacher will step-by-step, show the students how to open and create an excel spreadsheet, based

on the two handouts that are being distributed in class (these are the votes and the Holocaust deaths). 4. Students are to prepare two seperate charts/graphs. For the class vote, students have to create a chart, as well as a pie graph showing the number of votes in class and which characters had the most and the fewest number of votes. For the Holocaust handout, students are to choose at least 5 countries to chart, no more that 8. Of these 5, one must be the country with the largest amount of deaths, the fewest amount of deaths, and also include Denmark and Germany. The students will take the data they have chosen and make a chart as well as a bar graph depiciting the information.
Guided Practice/Independent Practice/Assessment Activities

➔ *The students will be able to work independently on their charts and graphs with the assistance from the teacher. ➔ *Students will work independently while researching further topics about World War II, the Holocaust, etc. ➔ *The students can also work individually while deciding which 5 countries to chose from for their bar graph and chart. **Please see Assessment Strategies above. **

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Have students work in groups to figure out the actual percentages of the class vote (if not already provided in the excel spreadsheet) Discuss further the Holocaust deaths, being sure to ask students if they were surprised by the numbers and how they chose the additional countries that they did. A geography lesson can be brought up, if not already presented, so that students have a better understanding of where the countries are located, in relation to Germany and Denmark. As a further discussion, ask students if they feel the location of the countries had anything to do with the number of deaths.