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.
Student-Friendly Learning Targets: I understand what point of view is. I understand what position is. I understand that historical fiction takes an issue, and puts fictitious characters in realistic events that occurred in history. I understand the characters have motivations that can be explained by real events. I understand that characters can have opposing perspectives on the same event and that historical evidence must be found to understand these. I understand that I can develop my own opinions based on historical evidence, and influenced by historical fiction point of view. Writing: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Speaking and Listening: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Analyze the main ideas Language: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbal’s (gerunds, participles, infinitives) in general and their function in particular
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
Idaho Core Teacher Network Unit Plan Template Students Should Skip two pages in their Writer’s Notebook, and create a title Page: “The Boy in the Striped Pajamas” Two pages can be used as a table of contents for this Novel Study. Instructional Sequence Frontloading/Anticipatory Set Lesson plan or outline: INTRODUCTION TO ENTIRE UNIT Week One CHAPTERS 1-3 Activity/Strategy Texts and Resources Activities Located Associated with Chapter: .Mini Lessons in order of chapter follow main unit plan. Formative Assessments BY CHAPTER ALL JOURNALS Pg. 77-80 ALL TDQ Pg. 106-109 Optional Journal Target Vocabulary Academic: (*review words) Setting* Character* Exposition* Inciting-Incident* Context Clues Hyperbole Instructional Notes Review words have been covered within the last 6 weeks.
images in Lesson File. Inference* Mood Idioms* Point of View* Discussion* Imagery Cliff hanger Monday FRONT LOADING Front Loading Video Will Watch it twice. First time we will watch this without outcomes. Use video viewing Graphic Organizer for the second viewing. Performance Task Note Catcher – end of unit Image 1 Image 2 Graphic Organizer- Performance Task Note Catcher FRONTLOAD VOCAB: World War II Discrimination Freedom Religion Holocaust Anti -Semitism Genocide Fable Will Watch it twice. First time we will watch this without outcomes. Use video viewing Graphic Organizer for the second viewing. One image will be evaluated as a class as an example. The second image will be done independently. Tuesday Close Reading 1 Terrible Things an Allegory about the Holocaust Read Use Performance Task Note Catcher Side pg. Use Plotline- scaffolding TDQ independent answers. Students will fill out their Plot Line Exposition
Wednesday: Read Chapter 5 Activity 5A Activity 5B Some students will only complete one activity. Chapter 5 Journal Thursday: Read Chapter 6 Activity 5C pg. Activity 6A pg. Chapter 6 Journal Friday: Introduce Content Vocabulary 5 minute video about Auschwitz. View to determine if it is appropriate for your students. Activity 6B Vocabulary 1 Collage Content: Escapade Jumper Appalling Simpered Woozy Dominated Coincide Tolerant Hysterical Comprehensio n/TDQ Quiz
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
WEEK 6 CHAPTERS 15-17 Activity/Strateg y Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Targeted Vocabulary Academic: Context Clues Hyperbole Inference Mood Idioms Point of View Discussion Imagery Instructional Notes Monday: Vocabulary 2 Activity Tuesday: Read Chapter 15 Non-Fiction Analysis- Lexile Varied Article Could be used anytime during the lesson. Chapter 15 Journal Wednesday: Read Chapter 16 Vocabulary 3 Activity Activity Chapter 16 g. 71-72 Chapter 16 Journal Thursday: Read Chapter 17 Critical Essay- Boy in the striped Pajamas. Activity Chapter 17 Journal
UDL Components: FOR REMEDIATION SMALL GROUPS Universal Design for Learning Prezi Compare Book to specific scenes: Music Video of Images Website with many resources Support for students who are ELL, have disabilities or read well below grade level text band: All aspects unit will be delivered with these supports in place, because all students are requiring these supports. They will include: All text will be provided in a format where notation is an available. All texts will be read aloud, in the close reading format. Oral response will be available for some children, with teacher as a scribe. Expected conventions are based on each students IEP goals. All strategies such as notation, note catcher and graphic organizers, will be modeled prior to independent completion. A large plot map with illustrations and character descriptions on white board. Direct instruction of all figurative language elements will need to be taught. I use Figurative Language Resource Bundle from Teachers pay teachers. I cannot include that in this lesson. Metaphor Training Activity Extensions for advanced students: This is not be applicable because my student group is below grade level in all are content areas, and receiving instruction in the resource room environment.
TeachingtheDiaryofAnneFrankScholasticTeachingResources RESOURCE PAGE Why do you think the author told the story of the Holocaust in this symbolic way? Who is this story directed to? Why do you think the Terrible Things take away the animal’s one group at a time? In an allegory, people, places, and events are used as symbols. What can the clearing in the woods stand for? What about the different animals? The Terrible Things? What kind of excuses do the other animals offer to explain the fate of each group as it is taken away? How do these reactions help the Terrible Things? How are the Terrible Things described? What verbs are used to describe their actions? How do the descriptions affect your feelings about the Terrible Things? During the Holocaust, terrible things were done by real people, people with faces, names, and life histories. Why do you think the author shows the Terrible Things as anonymous? What choices do the animals in the clearing have when the Terrible Things come? What would you say to Big Rabbit’s statement, “We are the White Rabbits? It couldn’t happen to us”?