Targeted Standards: Essential Questions)/Enduring Understandings: Is someone who ignores evil as guilty as someone who acts evilly? Can someone be victim and a perpetrator? How does point of view of author influences our opinions of historical events? Measurable Outcomes: Learning Goals: Students will Identify and summarize the major events in a narrative. Use context cues to identify the meaning of unfamiliar words. Describe the cause/effect of a particular event. Identify patterns in events or behavior. Identify author’s purpose Compare and Contrast two character perspectives on one event in history.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. sentences. Form and use verbs in the active and passive voice. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Use an ellipsis to indicate an omission. Spell correctly. Success Criteria: I can state the character’s point of view. I can support that point of view with historical evidence. I can evaluate that evidence for credibility and position. I can look at an issue from two perspectives. I can align my opinion on an issue based on these contradictory positions. I can write clearly and concisely my findings and my reasons for opinion citing credible sources. See Following Rubric
Aloud Fred Gross Video for lower students. Higher level students create a plot line- one side represents Bruno’s story and the other Shmuel’s. Examples at end of unit. by the end of this week. Students will receive worksheets with quotes isolated outside of text to help focus eyes. Larger text will be on Document Camera. Wednesday Close Reading 1 Group Discussion Holocaust Video 2 Use Performance Task Note Catcher Side pg. 32 TDQ independent answers from Group Discussion Content: Commandant Restrictions Priorities Desolate This content vocabulary will be accomplished as a group, with a class collage making, metaphor writing and sentences, as a scaffolding measure. Thursday Close Reading 2 Read Chapter 1 Complete Exposition of Plot Line Plot line Alternative plot line Activity Ch. 1B Activity Ch. 1C Plotline Check 1 Characters will be given faces and characteristics on large class board as story proceeds.
Friday Introduce Content Vocabulary Read Chapters 2-3 Vocabulary 3 Activity Vocabulary board will be on the wall, with picture collages. Activity Chapter 2A Activity Chapter 2B Chapter 2 Journal Chapter 3 Journal Vocabulary 1 Collage Content: Inscription Conviction Efficiency Complementing Clambered Ergo Insolent Irritably Discarding Peckish Reverberated Frenzied Often students will get one or two words to make a collage. They then share all the collages with group at the end of the period. Collages go on world wall, to help with recall. Comprehension/ TDQ Quiz
Week Two Chapters 4-6 Activity/Strategy Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Target Vocabulary Academic: Imagery* Capitalization* Flashback Symbolism Figurative Language* Instructional Notes Monday: Vocabulary 2 Activity Tuesday: Read Chapter 4 Vocabulary 3 Activity Chapter 4 Journal While Journals exist for all chapters, not all Journals must be assigned. Some topics might be more appropriate for some students, and they can be assigned individually, omitted, or to the entire class.
Week Three CHAPTERS 7-9 Activity/Strategy Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Academic Vocabulary Friendly Letter/ Discussion/ Non- Fiction Analysis Indirect Characterization Instructional Notes Monday: Vocabulary Activity 2 Summative Assessment Chapters 1-6 COMPREHENS ION/TDQ DAY-unrelated to Novel Tuesday: Read Chapter 7 Vocabulary Activity 3 Chapter 7 Journal Select Students will: Use Plotline on quiz Use Student Glossary Use Character Map Wednesday: Read Chapter 8 “How to write a friendly letter VIDEO” Chapter 7A Activity “Friendly Letter” “Group Questions” Chapter 7B Activity Chapter 7C Metaphor Remediation 6 Chapter 8 Journal Video can be used for remediation for lower or struggling students.
Thursday: Read Chapter 9 Chapter 8A Chapter 8B Chapter 8C Activities Chapter 9 Journal Friday: Introduce New Content Vocabulary Leveled NewsELA Articles. Some Students can directly access the articles @ Online Quiz available for students who are comfortable with this format. Non-Fiction Analysis- Could be used anytime during the lesson. Vocabulary 1 Collage Content: Despair Forlorn Confirmation Crockery Extravagant Enunciating Ushered Disdain Snippets Contradiction For Students that are not comfortable with online reading, the articles with varied Lexile numbers are attached to this lesson plan. Comprehension /TDQ Quiz
Week Four CHAPTERS 10- 12 Activity/Strateg y Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Target Vocabulary Activity Figurative Language Predictions Flashback Venn Diagram Compare and Contrast Rising Action Conflict Instruction al Notes Monday: Vocabulary 2 Activity Tuesday: Read Chapter 10 Activity Chapter 10A pg. 66 Activity Chapter 10B pg. 77 Chapter 10 Journal Wednesday: Read Chapter 11 Vocabulary Activity 3 Independent Research Activity Chapter 11. Chapter 11 Journal Some students can complete basic research on a camp, while other students complete
Wednesday: Read Chapter 14 Vocabulary 3 Activity Activity Chapter 14 Pg. 70 Chapter 14 Journal Thursday: Poetry Activity Chapter 13-14 pg. 102-105 Lower students can do “I am Poetry” Lesson included. Higher students can model the poem “Boy with his Hands in the Air” By having different outcomes and lessons based on ability students can actually focus on more complicated poetry lesson for two full periods, while students working on “I Am” poems will have time for remediation on other areas of learning. Friday: Introduce New Content Vocabulary Vocabulary 1 Collage Content: Anatomy Grimaced Inconsolable Persist Misshapen Dwindle Commit Indirect Comprehensi on/TDQ Quiz
Friday: Introduce New Vocabulary Generate Outlines for Essential Questions Vocabulary 1 Collage Content: Coincide Prospect Squelch Random Implant Disturbance Dispatch Mercilessly Students in my room struggle to maintain a topic and separate points when writing an essay. To help them manage all their ideas students must generate three points in isolation for the body portion of their essays. Each outline is separate and on a separate sheet of paper. When composing body paragraphs only one paper is in front of them at a time. If the idea that they write isn’t on that paper, they have to justify that choice and first edit their outline. Students meet individually with teacher to explain
Week 7 CHAPTERS 18-20 Activity/Strategy Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Targeted Vocabulary Academic: 5 Paragraph essay Introduction Body Conclusion Thesis Outline Topic Thesis Instructional Notes Monday: Vocabulary 2 Activity ALL WEEK- Activity Sheets included: Essential Question Compositions- In my classroom some students will need direct instruction on each portion of the essay. These students will use alpha smarts to construct each paragraph separately. Tuesday: Read Chapter 18 Writing an Introduction: Chapter 18 Journal Paragraphs will be put on computers in groups of 4 with
an aid. They will then work to add transitions. Wednesday: Read Chapter 19 Vocabulary 3 Activity Chapter 19 Journals Thursday: Read Chapter 20 Focus on Body Paragraphs/ Conclusion Rough Draft Due Monday. Chapter 20 Journals Students can complete the second essential activity in any format as long as it covers the required vocabulary and demonstrates student understanding. See Suggested Project list. Friday: Author Intent Power Point - Student must answer final essential question: How does point of view of author influences our opinions of historical events? In any format that they want. Vocabulary Review- Words required to use in final essay. This will vary from student to student. Students will select 5 words from their Summative Quiz- Novel Test
round and furry,” they said. “By no means are they bushy.” The squirrels chattered their fear and ran high into the treetops. But the Terrible Things swung their terrible nets higher than the squirrels could run and wider than the squirrels could leap and they caught them all and carried them away. “Those squirrels were greedy,” Big Rabbit said. “Always storing away things for themselves. Never sharing.” “But why did the Terrible Things take them away?” Little Rabbit asked. “Do the Terrible Things want the clearing for themselves?” “No. They have their own place,” Big Rabbit said. “But the Terrible Things don’t need a reason. Just mind your own business, Little Rabbit. We don’t want them to get mad at us.” Now there were no birds to sing or squirrels to chatter in the trees. But life in the clearing went on almost as before. Until the day the Terrible Things came again. Little Rabbit heard the rumble of their terrible voices. “We have come for every creature that swims,” the Terrible Things thundered. “Oh, we can’t swim,” the rabbits said quickly. “And we can’t swim,” the porcupines said. The frogs dived deep in the forest pool and ripples spiraled like TeachingtheDiaryofAnneFrankScholasticTeachingResources RESOURCE PAGE 17 Corkscrews on the dark brown water. The little fish darted this way and that in streaks of silver. But the Terrible Things threw their terrible nets down into the How does the author play with the language to add meaning? How does this relate back to what I (the student) said about the gist of Fred Gross' video?