week of march 26 lesson plans

7/30/2019 Week of March 26 Lesson Plans

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Name: Caitlin Stevenson

Class/Subject: 8 th Grade English

Date: March 26, 2012

Student Objectives/Student Outcomes: Students will be able to identify the difference between their and there Students will be able to describe the events of WW2 and the Holocaust.

Content Standards: Knowledge of Language: 3. Apply knowledge of language to understand how

language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

9. Draw evidence from literary or informational texts to support analysis,reflection, and research.

Materials/Resources/Technology:

Projector, laptop, Holocaust powerpoint.Teachers Goals : The teacher will be able to prepare her students for the next novel. The teacher will be able to determine how much more historical background needs to be

covered.

Time

10 minutes Start of Class:

Grammar bell ringer: their vs. there

20 minutes Introduction of Lesson:

PSA presentation

40 minutes Lesson Instruction:

KWL chart. Students will write what they know and what they want toknow about the Holocaust and WW2. Students will share their charts.

Holocaust Powerpoint and start watching the Oprah interview with EliWiesel.

Assessments/Checks for Understanding: As we go through the powerpoint and the video I will stop and clarify

any confusion and explain any aspects of the war that my students arelacking knowledge of.

10 minutes Closure/Wrap-Up/Review: Students will use what they learned from the video and powerpoint

to begin fill out the Learned section of their KWL chart.

Self-Assessment: This lesson will be a success if the students are able to connect our

discussion of tolerance to the Holocaust.


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Class/Subject: 8th

Grade English


Student Objectives/Student Outcomes: Students will be able to describe the events of WW2 and the Holocaust. Students will be able to determine which verb tense should be used.

Content Standards: Knowledge of Language: 3. Apply knowledge of language to understand how

language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

9. Draw evidence from literary or informational texts to support analysis,reflection, and research.Materials/Resources/Technology:

Laptop, projector Teachers Goals :

The teacher will be able to determine which aspects of grammar should befocused on next.

The teacher will be able to prepare her students to discuss the serious topic of theHolocaust.

Time


Go over the vocabulary homework.


Grammar bell ringer: Is vs. Are

40 minutes Lesson Instruction:

Continue watching the Oprah interview with Eli Wiesel.

Assessments/Checks for Understanding: The teacher will stop throughout the interview to recap the background

info from the previous lesson. Student will fill out their KWL chart asassessment.

5 minutes Closure/Wrap-Up/Review: Students will continue to fill out their KWL charts.

Self Assessment:


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Student Objectives/Student Outcomes: Students will be able to use their historical background to analyze a text. Students will be able to define allegory, symbolism, and the different types of

narrators.Content Standards:

5. Demonstrate understanding of figurative language, word relationships, andnuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand eachof the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,resolute).

Materials/Resources/Technology: Laptop, projector, a copy of Terrible Things

Teachers Goals : The teacher will be able to provide her students will visual aides to help in their

understanding of the Holocaust. The teacher will be able to gauge her students understanding of literary elements such as

allegory and symbolism. The teacher will introduce the new novels.

Time


Finish Eli Wiesel interview.


Read The Terrible Things by Eve Bunting as a class and discuss whatform of literature it is and how it connects to the Holocaust.

25 minutes

Lesson Instruction: Take notes on new literary elements and have students practice

using them.

Assessments/Checks for Understanding: We will read the first chapter in class so that any confusion there is can

be cleared up and the teacher can guide students toward the elementsthat she wants them to focus on.

Closure/Wrap-Up/Review:


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Student Objectives/Student Outcomes: Students will be able to use their vocabulary in a sentence and to form a

paragraph. Students will be able to use their grammar lessons to create a eulogy for our deadwords

Content Standards: 5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.a. Interpret figures of speech (e.g. verbal irony, puns) in context.

b. Use the relationship between particular words to better understand eachof the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,

resolute). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering aword or phrase important to comprehension or expression.

Materials/Resources/Technology: Notes and Wordly Wise book

Teachers Goals : The teacher will be able to gauge her students knowledge level of this topic.

Time

20 minutes The teacher will pass out the new book (296:Night 292:Book Thief 295: The Boy in the Striped Pajamas) and we read the first chapter together looking for the literary elements that were just discussed.

Self-Assessment:

15 minutes Start of Class: Discuss the previous nights homework

10 minutes Introduction of Lesson: Review the vocabulary words and introduce assignment.

Lesson Instruction:


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Student Objectives/Student Outcomes: Students will be able to identify words and phrases that should be left out of their

writing.

Content Standards: 6. Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases; gather vocabulary knowledge when considering aword or phrase important to comprehension or expression.

Materials/Resources/Technology: Construction paper, markers

Teachers Goals : The teacher will be able to monitor her students progress and growth.

Time

45 minutes Students will be preparing to hold a Word Funeral. This activity willhelp reinforce grammar rules and conventions. Students will beassigned a word or phrase that we are trying to banish from their writing. The will spend the rest of the class creating a eulogy for their wusing this weeks vocabulary words.

Assessments/Checks for Understanding:

10 minutes Closure/Wrap-Up/Review:

Assign the night s reading and give students a chance to either finishtheir eulogy or start reading.

Self-Assessment:


Students will take their exam.


Introduce the reading journal assignment by doing one entry together as aclass.

Lesson Instruction:


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20 minutes Students will make corrections to their eulogies and begin working ontheir words tombstone

Assessments/Checks for Understanding: By creating a journal entry together that allows the teacher to

check for understanding and re-explain if necessary.

5 minutes Closure/Wrap-Up/Review: Assign reading assignment.

Self-Assessment: This lesson was very successful. Students were able to understand the

assignment better and had a model to base all following journals off of.

week of march 26 lesson plans

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