Lesson Plan with Technology Integration



Lesson Plan for Henrico 21 Awards

Teacher Name: Wiley S. Hunnicutt

Lesson Title: Tolerance Unit Learning Contract

Target Grade/Subject: English 8 advanced

Length: over the course of five weeks (including in and out of class time)

Technology Use

Tools and Resources

LCD projector, iBook, Software as deemed necessary by student (iMovie, GarageBand, iTunes, Word, etc.) iBistro, Nettrekker, online citation applications

Evaluation Procedure

Essential Questions:

What were the effects of intolerance on the Jewish people during the Holocaust?

How have hatred and prejudice affected other groups before and after the Holocaust?

How will you as an individual affect change in your world after this learning experience?

Objectives

• Students will be able to understand the disastrous effects of intolerance as it relates to the Holocaust, the world, and their community

• Students will be able to apply their knowledge of intolerance to help put an end to discrimination and hatred

Standards of Learning Addressed:

8.1 The student will use interviewing techniques to gain information.

a) Prepare and ask relevant questions for the interview.

b) Make notes of responses.

c) Compile and report responses.

d) Evaluate the effectiveness of the interview.

8.2 The student will develop and deliver oral presentations in groups and individually.

a) Choose topic and purpose appropriate to the audience.

b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.

c) Use appropriate verbal and nonverbal presentation skills.

d) Respond to audience questions and comments.

e) Use grammatically correct language.

f) Critique oral presentations.

Reading

8.4 The student will apply knowledge of word origins, derivations, inflections, analogies, and

figurative language to extend vocabulary development.

a) Identify simile, metaphor, personification, hyperbole, and analogy.

b) Use context, structure, and connotations to determine meaning of words and phrases.

8.5 The student will read and analyze a variety of narrative and poetic forms.

a) Explain the use of symbols and figurative language.

b) Describe inferred main ideas or themes, using evidence from the text as support.

c) Describe how authors use characters, conflict, point of view, and tone to create meaning.

d) Compare and contrast the use of the poetic elements of word choice, dialogue, form, rhyme,

rhythm, and voice.

e) Compare and contrast authors’ styles.

8.6 The student will read, comprehend, and analyze a variety of informational sources.

a) Draw on background knowledge and knowledge of text structure to understand selections.

b) Analyze the author’s credentials, viewpoint, and impact.

c) Analyze the author’s use of text structure and word choice.

d) Analyze details for relevance and accuracy.

e) Read and follow instructions to complete an assigned task.

f) Summarize and critique text.

g) Evaluate and synthesize information to apply in written and oral presentations.

h) Draw conclusions based on explicit and implied information.

i) Make inferences based on explicit and implied information.

Writing

8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and

informational.

a) Use prewriting strategies to generate and organize ideas.

b) Organize details to elaborate the central idea.

c) Select specific vocabulary and information.

d) Revise writing for word choice, sentence variety, and transitions among paragraphs.

e) Use available technology.

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence

structure, and paragraphing.

a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve

sentence formation and paragraph structure.

b) Use and punctuate correctly varied sentence structures to include conjunctions and transition

words.

c) Choose the correct case and number for pronouns in prepositional phrases with compound

objects.

d) Maintain consistent verb tense across paragraphs.

e) Use comparative and superlative degrees in adverbs and adjectives.

Concepts or Skills:

• Creativity & Innovation

• Research & Information Fluency

• Critical Thinking

• Communication

Assessment of objectives:

• Part I: Student is assessed on the content of products created for the learning contract. See attached copy of the contract.

• Part II: Student is assessed on the quality of the products created for the learning contracts, using the attached rubric created with Rubistar. Students are asked to self-assess their own work using this rubric.

Skill preparation:

• Technology Instruction – Partnered with ITRT to conduct introductory lessons on basic technology applications that students will utilize throughout the project.

• Media Literacy – Partnered with LMS to review key techniques for evaluating information found online and proper citation protocol

• Classroom teacher - Historical background lecture and discussion prior to commencement of The Diary of Anne Frank.

Lesson Development

Process/Tasks :

During our reading of The Diary of Anne Frank play, students will have taken notes on the Holocaust and discussed at length the effects of intolerance on an individual, school, national and global level with the guidance of the teacher. This lesson was designed to enrich students’ knowledge and understanding of the Holocaust and other instances of genocide. Instead of a prescribed assessment format, students had the opportunity to choose how they wanted to represent their learning. Assignments are designed to meet a variety of learning styles in order to empower and engage students. Options are listed below.

Part I: Background Information

Prior to our reading of The Diary of Anne Frank, the teacher provided background notes in a variety of forms and conducted whole group lectures with post lecture discussions on multiple aspects of the Holocaust.

Part II: Diary of Anne Frank

Literature instruction included literary analysis of the play The Diary of Anne Frank, literature based vocabulary, as well as grammar lessons. Students read the play aloud in class.

Part III: Learning Contract Assigned

Here you will see the variety of options that students were given. From this list, students had the opportunity to choose which items they felt would best meet their learning styles.

_______Activity One: Read another book based on the Holocaust and complete one of the activities below.

a. Script a scene of one of the chapters

b. Write a book review (will require reading book reviews from sources like The Washington Post Book World)

c. Write a poem, record a reading in garage band and include a min. of 5 pictures. Additionally, complete an analysis of another Holocaust poem attaching the poem to your typed analysis

d. Write a 5 paragraph compare/contrast essay with your novel and Farewell to Manzanar

_______Activity Two: Research another historical incidence of prejudice, genocide, or crimes against humanity and create a Keynote presentation, Powerpoint presentation, or iMovie to share with the class, or create a cyber hunt for your peers with no fewer than 10 questions. You must create a key for the cyber hunt as well and site all sources.

Possible Topics for research: Use Netrekker (introduced in class) and the library will have books available as well.

a. the enslavement of African Americans in the United States

b. the treatment of Native Americans in the early days of the United States (start with Trail of Tears)

c. Ethnic cleansing in Bosnia

d. Genocide in Rwanda

e. Treatment of Arab Americans since 2001

f. Internment of Japanese Americans in the U.S. during WWII

g. Genocide in Darfur

h. crimes against humanity in the Congo

i. crimes against humanity in Chechnya

j. another of your choosing (please see me for approval)

_______Activity Three: Choose an aspect of the Holocaust and research it further. You may use any of the notes we have taken in class as a starting point if you wish. Create a visual representation of your findings along with a short expository essay (1 -2 pages) explaining what you learned. Suggestions: concentration camps, Nuremberg trials, heroes of the Holocaust, Hitler’s life, political and economic causes of the Holocaust, an area of your choosing. See me for guidance with research and citations.

_______Activity Four: Watch a film based on the Holocaust and create a viewers guide with 10 meaningful questions (include possible answers) to answer while viewing that would generate a post viewing discussion. Suggestions: Life is Beautiful PG-13 (subtitled), Schindler’s List R for language (with parent approval), Paperclips G, Au Revoir Les Enfants PG (subtitled), The Devil’s Arithmetic NR

Note: These movies contain material related to the Holocaust that may be disturbing.

_______Activity Five: Interview a Holocaust survivor or a survivor of another similar incident or read three interviews and write a brief essay about each person’s experience.

You will need to provide at least 10 prepared interview questions and record the answers using Garage Band if you are conducting an in-person interview.

_______Activity Six: “People of the Holocaust”: Walk in another’s shoes…Keep a journal from the perspective of someone who experienced the Holocaust. OR You may choose to present this story through digital storytelling using Garage Band or iMovie. You will use the United States Holocaust Memorial website to select a person from whose perspective you will write. See me for the assignment if you choose this option.



_______Activity Seven: (FOR THE TRULY INSPIRED) Create a visual representation either with oil, acrylic, pastels, pencil, or collage to represent some element of your study of the Holocaust. OR compose a short piece of music and be ready to play your piece or provide a recording of it. Visual art must demonstrate thought and careful eye for detail. A few pictures pasted on a poster will not be adequate.

_______Activity Eight: Service Learning (Parental approval is required before you check this option) After studying the Holocaust and other instances of genocide, undoubtedly you have seen the results of intolerance. Use your learning to make a positive difference in the world. Complete five hours of volunteer service and keep an electronic journal detailing your experience. The journal must include dates, locations, activities, and personal reflection. If you are currently completing community service through your church, temple, mosque, scout troop, or otherwise, these hours can also count for this project.

Part IV: Technology & Media Literacy Lessons Conducted

Instructional Technology Resource Teacher visited classes to demonstrate the use of technology resources available to utilize to create evidence of learning.

Library Information specialists visit classes to model responsible research and citation techniques

Part V: Create

Students were given time in class to work on learning contract tasks but are expected to complete most of the work outside school over the course of a five week period.

Part VI: Self-Assessment

Students received an electronic copy of the rubric prior to due date and then use printed version to assess themselves on the quality of their work.

Part VIl: Share

Student work is displayed school wide, on a blog gallery, and in class.

TIPC Evaluation:

We believe this lesson includes all major components of the TIPC chart. Because of its open-ended nature, opportunity for self-expression and creativity, and collaborative structure, students were given the opportunity to demonstrate key 21st century skills. In using the TIPC chart to evaluate where this lesson falls, we believe that the skills are evenly distributed throughout the continuum.

Creativity & Innovation – Students had to apply critical thinking, research methods, and communication tools to effectively demonstrate understanding of key information. One sample we are submitting clearly demonstrates the higher level nature of this lesson as modeled by a student who created an original music score to demonstrate mastery of content. She not only wrote and sang an original piece but also created and played her own violin accompaniment.

Also clearly demonstrated the following TIPC skills:

Critical Thinking & Problem Solving

Research and Information Fluency

Collaboration and Communication

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