TPA Lesson Plan Template
TPA Middle School Language Arts Lesson Plan Template
|Teacher Candidate: |Tiffany Rowells |
|Grade Level: |8th Grade |
|Date: |2/26/15 |
|Unit/Subject: |Language Arts |
|Instructional Plan Title/Focus: |Holocaust: Past and Present |
|Planning |
|Lesson overview or summary: In a few sentences, |This lesson is meant to inform students about the Holocaust and have students draw the connection |
|summarize this lesson. |that history is still repeating itself. |
|Focus Question: What is the big idea or focus |The Holocaust: how can we make history stop repeating itself? |
|question of the lesson? | |
| |This lesson corresponds to the reading of The Diary of Anne Frank. The class is learning about the|
|Connection: What is the big idea that connects |Holocaust and the perseverance needed to survive such horrible experiences. |
|this lesson with the other 3-5 lessons in the | |
|learning segment? |By the end of this lesson students will complete a photo collage or PowerPoint showing perseverance|
| |on the part of those people going through wartime strife. |
|Student Accomplishment: What will the final | |
|summative assessment expect students to do? | |
|Class characteristics: Describe the important |The students will be in the process of reading The Diary of Anne Frank. They will have some |
|characteristics of the students in the class that|knowledge about the Holocaust. The students are curious about the Holocaust and this lesson will |
|need to be considered in planning and teaching to|bring history into present time. Students probably do not realize that mass genocide, like the |
|facilitate learning for all students. |Holocaust, is still happening today. This lesson will enlighten them about present war crimes and |
|Consider students' prior knowledge, language |hopefully encourage them to do something about it. |
|development, social and emotional developments, | |
|family, and interests. | |
|Include how you will use your knowledge of | |
|students to plan the lesson activities, pacing, | |
|choices, etc. (this can be a portion of the | |
|commentary instead). | |
|State Learning Standards: Identify relevant grade|W.8.6 – Use technology, including the Internet, to produce and publish writing and present the |
|level standards from the State Learning |relationship between information and ideas efficiently as well as to interact and collaborate with |
|Standards, Common Core Standards, or WIDA ELP |others. |
|Standards in a format that clearly identifies the| |
|topic/subject and standard. |SL.8.5 – Integrate multimedia and visual displays into presentations to clarify information, |
| |strengthen claims and evidence, and add interest. |
|Learning Targets: What should the students know |Students will be able to: |
|or be able to do after the instruction? Use a | |
|common format with a measurable verb that matches|Use the Internet to research about genocide and Holocaust |
|the cognitive domain of the standard (see #11 |Use multimedia to share their images and explain the significance of each photo. |
|below). Consider including language targets as |Connect past events to current actions with regards mass killings. |
|well. |Explain how perseverance is needed during times of distress. |
|Academic Language: List the academic language/ |The academic language being used is from the lecture and the need to understand academic language. |
|language demands for the lesson (consider both | |
|form and function). | |
| |Genocide |
|Key Vocabulary: List the key content vocabulary |Holocaust |
|that will be covered. | |
| Grouping: Describe how and why students will be|Students are in a seating arrangement that is used in a way to promote excellent working |
|divided into groups, if applicable |conditions. Students are placed with someone that can help them with questions but still be able |
|(random, ability, interest, social purposes, |to work independently. |
|etc.). | |
|Assessment |
|Assessment Strategies |Target-Assessment Alignment Table |
|Attach questions, worksheets, tests or any | |
|additional documentation related to your | |
|assessment strategies. Also attach appropriate | |
|marking rubrics, criteria lists, expectations, | |
|answer keys, etc. | |
|• Formative: measures process/progress toward | |
|mastery of target(s) | |
|• Summative: measures outcomes/achievement of | |
|target(s) | |
| |Learning Targets |Assessment Strategies |
| |Use the Internet to research |Formative: Teacher observation and watching students write their |
| |about genocide and Holocaust |notes on topics. |
| | | |
| | |Summative: The students will complete an activity presenting |
| | |their research. |
| |Use multimedia to share their |Formative: Teacher observations and discussion with students. |
| |images and explain the | |
| |significance of each photo |Summative: Students will complete a photo collage or PowerPoint |
| | |displaying pictures with explanations of perseverance. |
|Learning/Teaching Experiences: |
|Introduction: Identify how you are going to |Teacher begins class about genocide and the suffering of those being persecuted. After completing |
|introduce the concept, skill or task in a way |a short class discussion, the teacher will show a map cataloguing the different places around the |
|that gains students’ attention and gets them |world where these atrocities have happened. The teacher will then bring the students to present |
|involved. How will this lesson be meaningful to |day events happening around the world. Teacher will help the students make the connection that |
|the students and connect to their lives. |history keeps repeating itself. |
|Connect this lesson to previous lessons/ learning| |
|(prior knowledge of students) and students’ |Have these holocausts/genocides only happened across the ocean? |
|lives. |Have they happened here in the US? |
|How is this introduction built off of your |Are they still happening? |
|knowledge of these students? |In your groups, look up the definition of holocaust. Are there any synonyms? What other word can |
| |take its’ place? |
|Learning Activities: Give detailed, step-by-step |In planning your lesson, think about: |
|instructions on how you will implement the |transition statements you make throughout your lesson and write them out |
|instructional plan. Describe exactly what |write down the questions you want to ask |
|students will do during the lesson. Please use a |use note cards to guide you through the lesson |
|numbered list. |set up your lesson in two columns |
| |I Do |Students Do |
| |Have a brief class discussion about the |Students will engage is discussion about genocide |
| |Holocaust and genocide. |and the Holocaust. |
| |Give examples to the students regarding |Students will discuss their thoughts on the pictures|
| |holocausts throughout history. |being shown of war crimes throughout history. |
| |Class discussion on perseverance. |Students will discuss perseverance in small groups. |
| |Show a video about a British man that saved |Students will watch the video of the British man. |
| |669 children during the Holocaust. |Students will observe what is expected of them with |
| |Explain the assignment that is due. |regards their assignment and ask clarifying |
| |Give example of what I am looking for. |questions if need be. |
| |Allow students to work in groups to complete |Students will work in the groups to complete the |
| |assignment. |assignment. |
|Teaching Strategies: |Teacher will use a video about the Holocaust. Teacher will also create a photo collage as an |
|Instructional procedures: List the teaching |example for the students about what is expected from them. Teacher will use a PowerPoint with |
|approaches or modes you will use to teach each |pictures during class discussion. |
|step (such as ppt, demonstrate example, graphics,|The teacher will use a video to show students the events of the Holocaust. The teacher will use |
|partner practice, etc.). |class discussion and some lecture to spread the knowledge. |
|Multiple means of access: List ways the teacher |Students will participate in small group discussions, whole group discussion, and group activities |
|will present the materials. |during class. |
|Multiple means of engagement: List ways the |Students can show their learning by the discussions in class and by the presentations they will |
|students will participate in the learning. |complete at the beginning of the next class. |
|Multiple means of expression: List ways the |For those that need the extra help, the teacher would give the students pictures and they would |
|students can show their learning. |have to write what they see and why they are significant to genocide and/or perseverance. For the |
|Methods of differentiation: List accommodation |gifted students, they would have to research 5-10 facts about the genocide they saw in the pictures|
|or differentiation strategies. |they chose. |
|Language learning objectives: Where will you |Language learning objectives will be integrated into the work the students will be completing and |
|integrate these? |demonstrating to the class during presentations. |
|Remedial activities: List a review sheet, |Students will be receiving an instructional handout and rubric for their presentations. |
|scaffolding worksheet or plan. |Those students that finish early will be given a journal, Upfront or Scope, and journal about the |
|Extension activities: What will students who |current event that is being explained. |
|finish early do? | |
|Closure: Explain how you are going to bring |I will close this class by bringing it back to the beginning. Basically I will talk about the |
|closure to the lesson. |Holocaust that everyone is familiar with and bring it to the present about the genocides that |
|Explain how students will share what they have |people are unaware of. I will ask these questions: |
|learned in the lesson. (Identify 2 questions that|How do we make it stop? |
|you can ask students to begin the conversation. )|How can we bring awareness to the world about what is taking place in these countries? |
|Describe how you will connect this content to | |
|students’ lives and to future lessons. |I will connect this with the students’ lives by explaining that many come from countries that have |
| |genocides and/or persecutions daily. They might still have family suffering under vicious rule. |
| |This will hopefully connect to the students and get them thinking of ways to help change the events|
| |happening every day. |
|Independent Practice: Describe how students will |They will be working on a photo collage or PowerPoint explaining the significance of perseverance |
|extend their experiences with the content and |and why the pictures are examples of perseverance. They will be presenting these projects the next|
|demonstrate understanding beyond the scope of the|day and hopefully this assignment will hit something that makes them want to do something about the|
|lesson outside the class. |crimes going on today. |
|Student Voice: Identify how students will reflect|Students will present their work to the class explaining why they chose the pictures they did and |
|and/or communicate on their learning or progress |how they were significant to genocide and/or perseverance. |
|toward meeting the goals (see chart below). | |
|K-12 students will do the following: |Student-based evidence to be collected (things |Description of how students will reflect on their|
| |produced by students: journals, work samples, |learning. |
| |projects, papers, etc.) | |
|Communicate the learning targets and |Photo collage or PowerPoint with explanations on why |Students have to explain why they chose the |
|explains in their own words why they |they chose the pictures they did. |pictures they did. There has to be a reason |
|are important to them. | |beyond that the picture showed suffering. |
|Identify what they are doing well and|Students will write a journal reflection on their |The journal will focus on what they learned and |
|what they need to improve. |projects after everyone has presented. |how they were affected by this assignment. |
|Identify what materials or resources |They will need their Chrome Books and the internet to| |
|they need to support their progress |complete their assignment. | |
|toward the target | | |
|Reflection on Student Learning: |The first time I taught this lesson was very rough around the edges. I was |
|Reflect on the lesson, assessments and on the student |learning what worked and what didn’t work. By the time the second class was |
|voice evidence to identify changes and general |taught, I had a better grasp on what I wanted to get across to the students. I |
|instructional implications. |noticed that the students were connecting their lives into the different tragedies|
| |that happened and/or is happening around the world. I also thought that having |
| |the students working together to come up with answers was getting the discussion |
| |started without singling any student out. The students were very mature with the |
| |topic and even while doing their research; they were mature and didn’t make |
| |inappropriate jokes. While I was walking around I was asking the students why |
| |they chose the pictures they did. Many of the students had concise answers that |
| |made sense and were making personal connections. |
| |After watching the students’ presentations I noticed that they had a deeper |
| |understanding of what genocides are and they are more empathetic to others’ |
| |plights. They had no background knowledge of genocides. They didn’t realize that|
| |there was more than just the Holocaust. Their eyes were opened and they made the |
| |insightful comment that the atrocities happening in the world were more important |
| |than #TheDress or other non-important matters. The students were definitely more |
| |self-aware. |
|Next Steps: Based on the above, what you will do in your |Continue reading The Diary of Anne Frank and discussing the events of WWII. |
|next lesson to ensure students' learning. | |
|Instructional Materials, Equipment and Technology: Attach |PowerPoint used was created by myself and is attached to lesson plan. |
|a copy of ALL materials the teacher and students will use | |
|during the lesson; e.g., handouts, questions to answer, | |
|overheads, PowerPoint slides, worksheets. List equipment | |
|or technology that needs to be available. | |
|Additional Requirements |This plan was created by Tiffany Rowells. The video is found on YouTube but was |
|Acknowledgements: Acknowledge your sources. Give credit to|originally aired on BBC One in 1983 and the pictures were found on google. |
|the person who created the idea for the instructional | |
|plan, including yourself. You might use language such as | |
|"Instructional Plan adapted from _____”; “Instructional | |
|Plan Consultants (not responsible for the content of this | |
|instructional plan): _______”; and/or “Instructional Plan | |
|Created by _____” Cite scripted materials/curriculum if | |
|appropriate. | |
| | |
|References: List in APA format references for both | |
|learning strategies and content. | |
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