WMS Lesson Plan Format. 3, 2012 Grade Level:8. Subject: Language Arts Lesson Titles: Essential Question:

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1 1 WMS Lesson Plan Format Teacher: Joyce Atkinson Subject: Language Arts Lesson Titles: The Diary of Anne Frank What Can We Learn About the Holocaust and Human Spirit From the Lives of Those Who Left a Record of Their Time? Teacher Reflections: This lesson is part of a unit I am designing to help students gain an understanding and appreciation of the lives of young people in different and difficult times. I would like them to be inspired as they read historical fiction, a variety of nonfiction, and write to explore their own feelings. (Scaffolding/Writing to Learn) I frontloaded this lesson by having the students start with a KWL chart, I asked what they knew of Anne Frank and the Holocaust and instructed them to write down in the K column anything they thought they knew. They knew very little and most was not accurate. They then shared with partners and wrote additional items in the K column. After sharing out I asked students to write some things they would like to learn under the W column. Next, we viewed the first scene from a TV Mini-series, Anne Frank, the Whole Story. After viewing the scene, I asked students to write what they had learned about Anne and her life in the L column. (Classroom Talk/Collaborative Group Work)The students shared with each other and the class their observations. I was impressed about how much they gained from the movie clip. They then added more want to learn items to the W column. We watched a couple more clips and went through the process of adding to the chart. At this point the students were very interested in learning about why Anne Frank was famous and they had a really good sense of the character of the 13 year old.. We stopped watching the film clips just before the family was to go into hiding. We read the first two scenes of the play and then spent a day researching Anne Frank s website and taking a virtual tour of the Secret Annex. Students chose different assignments to prove what Date: January 30-February 3, 2012 Grade Level:8 Essential Question: How can I use gestures, facial expressions, voice tone and volume to help me interpret character and conflict as I perform a scene? How does the drama compare to the movie? How can I compare Anne as she is portrayed in Anne Frank, the Whole Story to how she is portrayed in the drama? How can I explain the importance of the setting to mood, tone, and meaning of the text? How can I analyze text structures, including causeand-effect relationships? How can I demonstrate comprehension of word meanings by using definitions, restatements, examples, comparisons, or contrasts? How can I develop and evaluate the social skills I need to work in a small group? Or, in a whole class discussion?

2 2 they learned. (Questioning) They could create an interview with one of the eight people in hiding, write a newspaper article, become a tour guide for the building which housed the hiding place, or describe a photograph and primary document without naming the object. Many students from this very motivating. Some became sadly aware that Anne, the girl they had come to know, the girl who loved to write and who wanted to grow up fast, never lived to see her 16 th birthday. How am I like an author? Character? How does the setting of the drama I am reading interact and affect the characters and plot? What if the setting were different? How might the story be different? How can I write a response to literature that will score a 4 on the rubric? Materials: Smart Notebook and PowerPoints Youtube, movie clips from Anne Frank, The Whole Story and background of the Holocaust. Website showing Anne Frank s Secret Annexand information; Holt Elements of literature, page 369; Word Wall, Teacher Website with assignment, Interviews of Miep Geise and others. Key Vocabulary/Power Words: mercurial, conspicuous, unabashed, loathe, indignantly from the first act fatalist, zeal,, tyranny, gingerly, ostentatiously, appalled, disgruntled, inarticulate, forlorn, animation, remorse. Reinforced vocabulary: Plot, exposition, rising action, climax, falling action, character, setting, conflict, protagonist, antagonist, subplot, parallel plots.foreshadowing, theme, statistics, anecdote, prediction, irony, situational irony, style, dramatic irony. Historical fiction, primary documents. revision, Description/Rationale: (Briefly justify why you feel the students need to learn this topic.) Students need to read and analyze literature, and show understanding by writing critically about what they read. They need to compare historical documents and nonfiction articles to historical fiction in order to isolate fact from fiction and to better understand and appreciate pivotal times in history.

3 3 Performance Objective: (Use action verbs to describe the measurable outcome.) Common Core Standards 1. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 2.. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 4.. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 5.. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 6. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Students will infer meaning about a character by noting what is said by the author, the character, and by taking into consideration what they know about people in order to write a character sketch Interact appropriately in group settings by: listening attentively. showing empathy. contributing relevant comments connecting personal experiences to content. monitoring own understanding of the discussion and seeking clarification as needed Explore expressive materials that are read, heard, and/or viewed connecting work to self restating and summarizing information. determining the importance and accuracy of information. making connections between works, self and related topics/information. comparing and/or contrasting information. Determine the main idea and supporting detail

4 4 drawing inferences and/or conclusions. generating questions 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: using effective reading strategies to match type of text. discussing literature in teacher-student conferences and small group discussions. taking an active role in whole class seminars. discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm 5.02 Study the characteristics of literary genres 6.01 Writing Lesson Elements: (Describe student activities for each lesson element) 1. Review and Focus: Connect the previous learning to the new learning and communicate the lesson objective and agenda to the students. The Warm Up can be part of this step. Monday (Collaborative Group Work) Today we will work in literary groups to complete Act I, Scenes 3 and 4 of the drama, The Diary of Anne Frank. You will continue to use the roles of: Summarizer, Visualizer (artist), Questioner, and Characterizer to help you understand and show your learning. As a reminder, each student is responsible for written work (Writing to Learn) specific to his/her role, but all students in the group are held accountable for the correctness and quality of each student s work. That means you must share and discuss, ask and answer questions, check and improve assignments. To review what has happened so far, I want each group to review the summaries/flow charts completed for the previous scenes. ( Give 5 minutes for the students to look over their work.) Have a group share their summary with the class. Have other groups critique for accuracy and important details. Tuesday--- Act 2, Scene 1 We will use the same roles for today s reading, but students will rotate to take a different role each day for their product Wednesday Act 2, Scene 2 We will use the same roles for today s reading. Thursday Act 2, Scene 3 (the end) We will use the same roles for today s reading Friday--.Independent Reading and Assessment 2. Activate Prior Knowledge and Motivate Monday THINK-INK-PAIR-SHARE I want you to think how you would describe Anne s character. (Writing to Learn)Write down a statement of what you think about Anne based on just the play that you are reading. (Not

5 5 scenes from Anne Frank, the Whole Story). Give at least one example from the drama that supports your statement. (4 minutes) (Collaborative Group Work) Now Pair with a student in your group and discuss your answer. Do you both have the same description? Do you cite the same examples? Do you agree with your partner s interpretation? (5 minutes) (Classroom Talk) (Ask each group to share with the class, allowing the class time to review and discuss) As you read today, look for dialogue, action, stage directions, etc. that support what you think of Anne s character. Tuesday: THINK-INK-PAIR-SHARE Think about the conflicts that have developed among and between characters. (Writing to Learn) Brainstorm as many as you can and write them down. (4 minutes) (Collaborative Group Work/Classroom Talk) Share with a partner (4 minutes) Teacher calls on the students to share with the class Today as you read, look for conflicts and how the conflicts are resolved. Wednesday: Show film clip of Anne Fran, the Whole Story THINK-INK-PAIR-SHARE Ask a question about the characters. How have they changed since the beginning of the movie? (5 minutes) (Classroom Talk/Collaborative Group Work) Share with a partner (4 minutes) Share with the group. Today as you read, look for the changes in Anne s character. This will give you a clue to help you uncover the themes in the drama

6 6 (QUESTIONING) Thursday: Show film clip of Anne Frank, the Whole Story. Ask the students to think about the message that has been evident in the movie? What do you think the message could be? Does the play convey the same message? Explain with examples. Today as you complete the play, evaluate to add to or change what you have written. (WRITING TO LEARN) Friday --Show film clips of Anne Frank, the Whole Story. This will be used as a springboard to the writing prompt that will be part of the assessment. Students will write (NOTED ABOVE) 4. Guided Practice Provide the opportunity for each student to demonstrate their grasp of the concepts or skill during an activity closely supervised by a teacher who circulates to check accuracy and provide timely feedback. Monday-In literacy groups (groups of four), students begin reading Act I, Scene 4 They decide on dramatic roles as well as the task roles of Summarizer, Characterizer, Questioner, and Visualizer. The teacher circulates to listen and ask questions to keep students on task. The teacher carries a check list to evaluate group effectiveness. (All students on task, appropriate volume, all students carrying out roles, etc. Rubric has been shared with students). Tuesday Literature Groups as described above Wednesday Literature Groups as described above Thursday --- Literature Groups as described above Friday: Independent reading and assessments writing, reading 5. Closure Summarizes and provides another opportunity to check for understanding and to provide corrective feedback. Share a product from each group. (Questioning) Have members of one group ask questions of other groups. (Writing to Learn) Write short answer to discussion questions and discuss. Thursday. Students will revisit their answers written on theme at the beginning of the class. They will decide to delete or add thoughts based on the events and ending and especially the key passages of speeches by Anne. On other days: To close each day, teacher will have students be a Two Minute Expert with a partner. (Collaborative Group Work) Think-Pair-Share, Give One, Get One, or complete a Count Down. Review of short story and plot elements to keep learning in focus and practice social skills when pairing. Students will construct questions on Costa s 3 Levels to ask the class as a closure on some days when literature or articles are read.

7 7 6. Independent Practice Provide practice without close teacher supervision to ensure long term retention. (Review and practice of essential concepts and skills should return regularly throughout the curriculum). During the week, we will watch a film clip of the movie Anne Frank, the Whole Story and compare to the scenes read. Depending on time, students may answer teacher questions for discussion or a written assignment that will act as an assessment. Students read, comprehend, and write at home for homework. Homework: Students will read for 40 minutes and write for 20 each night. Students also choose a word from their independent reading each night that they want to learn, writing down the sentence where the word occurs Evaluation/Assessment: (How will you measure outcomes to determine if the material has been learned) Assessment-Vocabulary in context Assessment- Students write a response to short answer and other questions/prompts on the drama they are reading (cite evidence from the text to back up answer).. Remediation: Ongoing skill development and guided practice. All students work on their own level in reading using SuccessMaker. Date: Remediation Class: During the first sessions, we will practice EOG areas shown by the benchmark to be areas of difficulty. Students will read the selections in pairs or groups and will answer the questions one at a time in a showdown (to try to get all students to answer the questions without copying). Reteach: Students will be taught these comprehension skills again as they read their next fiction and non-fiction selections. For those students who master the skills during the lesson, these future lessons act as review, reinforcement, and extension in grade level materials. For those not mastering, future lessons provide a reteaching opportunity. For instance, students who are having trouble with determining a central idea and citing supporting evidence may not get it in one piece of literature, but could get it in the next. Most objectives in literature spiral as students take on

8 8 more varied and complex text. However, my assessments will be aimed at determining mastery of the tested curriculum in grade level material. Acceleration: Students are reading books independently on their level and choosing vocabulary they don t know. Differentiation: (Show evidence that you are differentiating your lesson by stating how this lesson has been changed to accommodate different levels of student readiness) Date: Date: *ESL Audios and partner reading are used to help all students access the text. Film clips and graphics add visuals. *EC (BED, LD, AIG, etc) During these lessons, pairing and grouping help to scaffold activities for the students. Students choose and read books from their independent reading level.