november 7th lesson plan
TRANSCRIPT
November 7th Lesson Plan
Teacher: Ms. Erika Miller Topic: Intro to Night, Holocaust Grade: 10th grade AP English
Essential Question(s): What role does the government play in promoting social justice? What role do I have?
NCTE/ILA Standard(s): Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
SOL & Essential Skills from Curriculum Framework: 10.4 b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. CF Skills: construct meaning from text by making connections between what they already know and the new information they read. m) Use reading strategies to monitor comprehension throughout the reading process. CF Skills: use reading strategies to improve comprehension and to achieve the purposes for reading: predicting and adjusting predictions; questioning the text; restating main ideas and summarizing supporting details; and close reading.
Anticipatory Set -(Pre-Test LG 1-6 questions, three short answer and three multiple choice regarding history of Holocaust, literary devices, and allusions); - “Mugshot” on SMART board with Microsoft Word; -RTL: What do you know about the Holocaust? What happened during that event? Allow students to write this on a scratch sheet of paper; turn it in after a few minutes of discussion as a class.
Students will be able to. . . The teacher will. . .
1. Apply continued revision skills to the Mugshot example.
2. Use prior knowledge of the Holocaust to answer the RTL.
1. Practice the Mugshot in Word document with the class working on: a) Punctuation, Grammar, Spelling,
Misplaced Modifiers, etc. 2. Interpret the RTL questions explaining:
a) What the Holocaust is b) What happened during the Holocaust
Main Lesson Activities 1. PowerPoint on Holocaust, Elie Wiesel, and Nobel Peace Prize; 2. Handouts of the Author’s Biography and Book Summary of Night; “Background…Just for you!”; Handout of “Judaic Term List”; “” of “Character List”; “” of “Pre-Reading Questions”; “” of “Novel Road Map to Success”; The Novel Road Mad to success will be continuously filled out at part of their close reading comprehension skills; 4. Show a video about what social justice means to other people: VIDEO; 3. Talk about Prezi storyboard presentation that will be presented to the whole class next Wednesday.
Students will be able to. . . The teacher will. . .
1. Describe who Elie Wiesel is, and why he is important from Night.
2. Apply active listening skills to the Prezi by
keeping heads up and facing the front, and not talking or chatting with classmates.
3. Use their prior Pre-Reading skills by
answering Pre-Reading questions relating to Night as a class, then answering individually.
4. Identify that the Prezi project is a group
project that deals with storyboard characteristics.
1. Discuss Author Biography and Book Summary by: a) Reading aloud who Elie Wiesel is and; b) What the book is about
2. Interpret the history of the Holocaust through the PowerPoint using: a) Prezi Presentation; b) Facts about Holocaust, Wiesel; c) Nuremburg laws; d) Hitler; e) The year it happened and where it took
place; f) Aftermath.
3. Practice Pre-Reading questions by modeling with class in answering a random one: a) Then having the students complete the
rest individually 4. Explain the Prezi project includes:
a) Groupwork; b) Storyboards with images, description,
action, audio.
Closure -Handout about “Novel Road Map to Success”; continuing close-reading comprehension skills; -Quick discussion on reading processes; -Exit Question: How would you handle misconceptions in the media or news?
Students will be able to. . . The teacher will. . .
1. Apply close-reading skills, reading comprehension, and vocabulary with the handout “Novel Road map to Success”.
2. Illustrate reading processes by with an SOL answer example by highlighting passages, underlining unfamiliar words or new vocabulary, and writing own questions other then what are given on the handout
1. Discuss purpose of Handout “Novel Road map to Success” for: a) Close-reading skills, Reading
comprehension and; b) Extending vocabulary
2. Practice what reading processes with an example SOL answer prompt by: a) Highlighting important passages b) Underlining unfamiliar words or
vocabulary c) Writing down your own questions that
are not part of the handout
Assignments: -Start reading Night and answering the questions for the “Novel Road Map to Success” on a separate sheet of paper part 1; -Mention a “Netflix” storyboard project that will be discussed for the next day as part of a group project; -Homework: Ask your parents what reading processes they have when they read documents for work, or just reading a good book. What are their processes? Write down if you want, but it’s not required.
Extenders/Back-up Activities:
Ask the students of the Holocaust reminds them about any issues we are having in the 21st century relating to social justice.
Instructional Materials:
PowerPoint of Night, The Holocaust, and Elie Wiesel
\
Assessments:
Continuing Reading questions as they read the novel and fill out on a separate sheet of paper; try to have them include reading processes.
Class discussion on Holocaust; make notes of responses from students; possibly ask questions regarding PowerPoint slides.
Teacher’s notes: (November 7, 2016)
Student responses on Holocaust PowerPoint
1. What was the consensus when learning about Germany’s past in the Holocaust?
2. How did it make you feel knowing this was going on during WWII?
3. What does this encourage you to do?
Sources: Elie Wiesel. (2016). (The Elie Wiesel Foundation for Humanity) Retrieved November 1, 2016, from The
Elie Wiesel Foundation for Humanity: http://www.eliewieselfoundation.org/eliewiesel.aspx Staff, H. (2009). The Holocaust. Retrieved November 1, 2016, from History.com:
http://www.history.com/topics/world-war-ii/the-holocaust
Stigmatize. (2016). (Oxford University Press) Retrieved November 1, 2016, from Oxford English
Dictonary: http://www.oed.com/view/Entry/190256#eid20690603
Social Justice in Education Documentary Trailer. (2016, September 12). (YouTube) Retrieved November
4, 2016, from YouTube: https://www.youtube.com/watch?v=uLYGRAjzxn8
November 14th Lesson Plan Teacher: Ms. Erika Miller Topic: Groupwork Grade: 10th grade AP English
Essential Question(s): What role does the government play in promoting social justice? What role do I have?
NCTE/ILA Standard(s):
-Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
-Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and
communicate knowledge.
SOL & Essential Skills from Curriculum Framework:
10.6 a) Generate, gather, plan, and organize ideas for writing to address a specific
audience and purpose. CF- write expository texts that: show cause and effect; enumerate
details; plan and organize their ideas for writing; develop writing that analyzes complex issues.
c) Elaborate ideas clearly through word choice and vivid description. CF- identify and
apply features of the writing domains, including: effective organization; clear structure;
sentence variety; unity and coherence; tone and voice; effective word choice; clear purpose;
appropriate mechanics and usage; and accurate and valuable information.
g) Use computer technology to plan, draft, revise, edit, and publish writing. CF: use peer-
and self-evaluation to review and revise writing; use computer technology to assist in the
writing process.
Anticipatory Set -Mugshot in Microsoft Word; -RTL: SOL answer prompt practice with grammar, punctuation, and spelling; discuss in groups why it received the score that it did.
Students will be able to. . . The teacher will. . .
3. Demonstrate prior revisions skills with mugshot.
4. Explain why the SOL prompt received the score that it did, and apply surface fixes on the SMART board.
3. Practice the grammar, punctuation, and spelling on the mugshot with the class.
4. Discuss the SOL answer prompt in regards to: a) Why it received the score that it did; b) What can be fixed about it just from the
surface, and; c) How the students could fix a few details
of the paper.
Main Lesson Activities -Excerpt from The Giver; discuss what it addresses to the audience and why; -RAFT in Prezi prewriting; working on laptops within assigned groups
Students will be able to. . . The teacher will. . .
5. Discuss, in groups, who and what is the excerpt addressing in The Giver, the importance of the passages, and the audience.
6. Use class time to work on Prezi presentations.
5. Explain the excerpt from The Giver: a) What is this excerpt addressing? b) Why is it important? c) Who is the possible audience besides
students?
7. Demonstrate effective groupwork by exchanging ideas with one another, staying on task, splitting responsibility on groupwork in regards to descriptions, pictures, actions, etc.
6. Schedule the students to work on Prezi presentations in class.
7. Illustrate the aspects of effective groupwork: a) Exchanging new ideas; b) Staying on task; c) Everyone has equal responsibility
and participation in the project, and; d) Inspecting students work every few
minutes.
Closure -Show them a quick video introducing the Giver as the movie aspect; The Giver.
Students will be able to. . . The teacher will. . .
3. Discuss the trailer as an adaptation of the novel The Giver.
4. Describe that a Utopian society is sameness, no emotions, no sickness, no hatred, no conflict.
5. Discuss aspects of the trailer and the concept of a Utopian society: Should we carry all these emotions with us? Reasoning?
3. Describe that the movie trailer is an adaptation of a novel called The Giver.
4. Explain that in the movie and novel, the society is known as a Utopia where: a) Fear, love, hatred, conflict, and hunger
have been eliminated. 5. Express to the students:
a) Is it better to have all these emotions or have sameness in society? And;
b) Why?
Assignments: Work on and FINISH Prezi’s for next class; Homework handout regarding benefits and disadvantages to a Utopian society
Extenders/Back-up Activities: Have the students describe the trailer in one or two words; what are their reactions to this kind of society?
Instructional Materials:
Name___________________
Date___________________
Utopian Society
From watching the trailer about The Giver, I want you to list as many things as you can for both
sides of the Utopian society. Explain why for each if you can. If you still want to know more
about what the characteristics of a society like this is, here is a link you can type into your
browser at home: http://www.enotes.com/homework-help/what-difference-between-utopias-
dystopias-443253.
Benefits Disadvantages
Assessments:
Prezi Rubric Category 3 2 1 0
Originality/
Content/
Presentation shows
considerable
originality and
Presentation shows
some originality and
inventiveness. The
Presentation shows
an attempt at
Presentation shows
very little attempt
at original thought.
Group Members_____________________________
Evaluator’s Name:___Erika Miller ___
Comments:
Directions inventiveness. The
content and ideas are
presented in a unique
and interesting way.
All requirements were
met.
content and ideas are
presented in an
interesting way. Most
requirements were
met.
originality and
inventiveness on
1-2 slides. Some
requirements were
met.
Few requirements
were met.
Elaboration/
Details
Presentation has right
amount of detail to
describe the scene on
the slides without
using too many words.
Presentation has
some detail of to
describe the scenes
using sufficient word
choice in slide.
Presentation has
little details
pertaining to the
actual scene in the
slide and uses too
many words.
Presentation lacks
adequate details to
describe the scenes
on the slides; some
or most are not on
topic.
Spelling and
Grammar
Presentation has no
misspellings or
grammatical errors.
Presentation has 1-2
misspellings, but no
grammatical errors.
Presentation has
1-2 grammatical
errors but no
misspellings.
Presentation has
more than 2
grammatical and/or
spelling errors.
Text - Font
Choice &
Formatting
Font formats (e.g.,
color, bold, italic) have
been carefully planned
to enhance readability
and content.
A majority of font
formats have been
carefully planned to
enhance readability.
Font formatting
has been carefully
planned to
complement the
content. It may be
a little hard to
read.
Font formatting
makes it very
difficult to read
the material.
Background
& Shapes All
backgrounds/shapes
do not detract from
text or other graphics.
Choice of background
is appropriate for the
topic.
Most
backgrounds/shapes
do not detract from
text or other
graphics. Choice of
background is
appropriate for the
topic.
Background/shapes
does detract from
text or other
graphics.
Background/shapes
make it difficult to
see text or
competes with
other graphics on
the screen.
Use of Images/Videos
All images/videos are
attractive (size and
colors) and support
the theme/content of
the presentation.
A few images/videos
are not attractive but
all support the
theme/content of the
presentation.
All images/videos
are attractive but
a few do not seem
to support the
theme/content of
the presentation.
Several
images/videos are
unattractive AND
detract from the
content of the
presentation. No
graphics/clipart
used.
Grand Total
________/30
Pre-Self-evaluation before Prezi Presentation
Name_________________
Comments other than what was not addressed: Sources: Lowry, L. (1993). The Giver. Houghton Mifflin Company. Retrieved November 2016
Noyce, P. (Director). (2014). The Giver [Motion Picture]. The Weinstein Company. Retrieved
November 2016, from https://www.youtube.com/watch?v=85tor8brojE
Virginia Standards of Learning High School Writing. (2013). Retrieved November 2016, from
www.doe.virginia.gov:
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/anch
or_papers/eoc_c_and_w.pdf
On a scale of 1-3 (3 being very involved, 2 involved sometimes, 1 not really)
Score Yourself
Why?
How involved are you in exchanging ideas and sketches within your group?
How would you rate yourself as far as communicating your ideas thoroughly with other groups members?
How well do you think you did in writing some description for your scene?
How well were you able to use Prezi within your group?