1. Vocabulary Digital Story Lesson Plan.
The Holocaust
Grade: 9th
Vocabulary Digital Story Link: https://youtu.be/mP1QOmniiMk
Victor is a 9 year old boy who lives with his family in a small home in Austria. His family is Jewish. At this point in time, all Jews had to wear the Star of David on their clothes. That is a six-pointed star which is a symbol of Judaism. One day, as his mother is making dinner, they hear loud banging on their front door. It’s the gestapo, or the secret state police. Victor and his family are taken to a ghetto. A ghetto is a section of a city where Jews were forced to live. They lived with several other families in one house and were separated from the rest of the city by walls and wire fences. They lived there for awhile before they were all taken to a concentration camp. Concentration camps are camps in which Jews were imprisoned by the Nazis. There were three different kinds of camps: transit, labor, and extermination. Many prisoners in concentration camps died within months of arriving from violence or starvation. Viktor and his dad were both placed in the same section of the camp. They were given little to no food and put to work. This was one of the ways that the Nazis worked towards the genocide of the Jews. Genocide is the systematic and planned extermination of an entire national, racial, political, or ethnic group.
Vocabulary Plan:
My future classroom would be a 9th grade World History class. I would like to teach Honors. Therefore, their reading abilities should be at grade level or above.
Objective: Students will be able to comprehend and explain certain events that occurred during the Holocaust and create their own Digital Story from the information they have learned.
I would model this by showing students my Digital Story and also teaching them how to work the technology to create their own. This activity would work well with English Language Learners because they will have the chance to practice their language and will also be exposed to many pictures during research.
Explicit Instruction for Word Parts and Cognates: I would have students work in pairs and do word sorts if needed. With this, students would be able to tell the difference between the way a word is used now versus during the Holocaust. For example, “camp”.
Guided Practice: The students will view the Digital Story at least twice and ask me any questions if needed. Next, they would fill out the “Know” and “Want” section of their KWL charts. With this, I will be able to see what they have learned from the video, and with seeing what they wrote in the “Want” section of their charts, they will already have a topic for their own Digital Story.
Independently, students will finish creating their Digital Story and then present them to their groups.
I would assess them by giving them a rubric for their Digital Stories and grading them based off of that.
Vocabulary Digital Stories can be used as a reading strategy because it gives students a great introduction or reminder of a certain topic. It shows the students the vocabulary that they will be learning about. I like how the program allowed me to speak and type the definitions because this attracts more types of learners, both auditory and visual. I also believe both students and teachers can get creative with digital stories which also makes the experience fun. Allowing these videos to be public is an amazing idea so any teacher or student can have access to them. It is also beneficial because then I would be able to search for others to share with my students. Vocabulary Digital Stories are something that I plan to implement into my future lessons.
Before Reading Strategy: I would use my Digital Story as a Before Reading Strategy to introduce the new vocabulary words to the students. They are able to hear the words, see the definitions, and have them in an example sentence. Digital Stories helps teachers to convey complex ideas to their students in a small amount of time. I could incorporate a Three Minute Write into this and have students write what they know about the topic and also write questions about it. Then, I would show them the Digital Story.
Khan Academy: This is a non-profit educational organization that provides a free education for anyone, anywhere. It does this through lectures in the form of YouTube videos. Since my Digital Story was uploaded onto YouTube, others anywhere around the world can view it. If someone using Khan Academy was learning about the Holocaust, they would be able to use my video to learn even more about the subject.
Would I Share this with Others in my Content Area? Of course, because it can provide other students or teachers with a new tool or form to teach/learn. I believe sharing what you have as an educator can go a long way. I plan to interact, collaborate, and supply my co-workers with different lesson plans and materials that I come across that can better our classrooms. Digital Stories are a great way to engage students and introduce them to new and rich content in a short video.
2. DB#3
The Holocaust
Grade: 9th
Student Learning Objective: Students will be able to explain what the Holocaust is and how it has affected so many people, then and now.
Materials: Paper, Pen, Holocaust photographs, Letter and Diary excerpts
Preparation for the Activities: As a class, the students and teacher will discuss and share any background information they have about the Holocaust. If students do not have much, they will simply share what they know.
Text Information: “The Holocaust Resource Center: Excerpts from Diaries, Memoirs, and Letters.”
Link to Text: http://www.yadvashem.org/yv/en/holocaust/resource_center/item.asp?gate=4-1#!prettyPhoto
Flesh-Kincaid Readability Level: 7.7, 8.2, and 9.4 (3 different letters used)
Order of the Lesson:
- Introduction of Activity: After the class discussion, students will be read 3 different letters from individuals during the Holocaust. With this, they will grasp information about how people were treated and what they went through specifically according to the letters.
- Before Reading Strategy: After the letters have been read, students will create a KWL chart and fill out the “Know” and “Want to Know” section.
- During Reading Strategy: While the students are reviewing the letters, the teacher will walk around and ask students questions (in groups or individually) about the letters. Also, students will work with text coding. They will use codes such as a star for their favorite fact, a question mark for any questions, or a happy face for interesting parts.
- After Reading Strategy: After the activity is finished, the students will write a half page summary in regards to what they learned. When they have completed this, they will share it with their group members.
Introduction: The teacher will read 3 letters to the class. These letters will include diary entries and journals from people who lived during the Holocaust. After reading the letters and discussing as a group, students will then again read the letters independently before writing a response letter back to one of them. While reading silently, students will write a list of words that they are unfamiliar with. Then, they will use the Concept Definition Map and Context Clues to figure out the meanings and more.
CONTENT AREA STANDARD:
| Discipline: Social Studies | |
| SS.923.W.7.8 – Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. | |
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
| CCSS Anchor Standard Addressed: | Reading Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (LAFS.910.RI.1.2) |
Writing Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (LAFS.910.W.1.3) |
Listening and Speaking Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (LAFS.910.SL.1.1) |
| K-12 CCSS Anchor Standards with Link and Standard Written Out: | |||
| Corresponding Before, During and After Strategies | 1. Introduction: Students will read along to the letters as they are being read aloud.
2. During: The teacher will pause between letters and ask the class as a group what they thought about each one. 3. After: The teacher will review the material learned so far and make sure that the students are understanding. . |
2. During: The teacher will walk around and see if any student needs helps and will ask questions to check for understanding. 3. After: Students may ask for assistance if needed from a group member or the teacher. |
1. Introduction: The teacher will present letters and diary entries to the class and read aloud to the students.
2. During: The teacher will ask direct questions to a student about the letter they are writing back to see how they connected to that specific letter and why they picked to answer that certain one. 3. After: The teacher will review key elements and discuss any other questions or concerns. |
| Evaluation Using Formative Assessment |
2. After: Students will write in their response log after reading. The teacher will come up with questions for them to answer. |
1. During: The teacher will make sure that the students are participating in the writing assignment and collaborating.
2. After: The teacher will give the students an exit slip. “Write one thing you learned today.” |
1. During: Students will be graded on active listening, participation, and following along during the read aloud.
2. After: Students will present at least one line of their letter to the class.face |
Estimated Time: This lesson should take one class period, so approximately 45 minutes.
English Learner Strategies: Students will work in groups, have class discussions, use the before, during, and after activity strategies, the teacher will be available for assistance, students can share with their peers at all times.
Hess’ Level of Cognitive Rigor Matrix: Evaluate: Evaluate relevancy, accuracy, and completeness of information from multiple sources. (the 3 letters)
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will now be comfortable with the material and can share their thoughts and feelings about the Holocaust based on what they learned from the letters and diary entries.
Reference Information for Hess’ Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
© 2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: Explicit Teaching (explaining what they need to do)
We do it: Guided Practice (where you provide support by doing the activity with them)
You do it: Independent Practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson:
| Before Reading:
1. I do it: The teacher will briefly explain the lesson topic to the students. 2. We do it: The teacher and students will have a group discussion. 3. You do it: The teacher will have the students write down key facts they learned or questions they have from the discussion. |
During Reading:
1. I do it: The teacher pauses after each letter read to make sure students are comprehending each one. 2. We do it: The teacher asks questions and listens to students thoughts to make sure that students are understanding. 3. You do it: The students will independently pick a letter to reply to based on which one they connected with. |
After Reading:
1. I do it: While the students work on the assignment, the teacher walks around the classroom to see who needs help. Also, the teacher will explain the assignment or answer any unknown questions. 2. We do it: The teacher will review with the students. 3. You do it: The students will complete the assignment in which the teacher will grade. |
Strategies and Links: http://www.scps.k12.fl.us/curriculum/Home.aspx / http://www.adlit.org/strategy_library/
Before Reading: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.aspx
During Reading:
After Reading:
http://www.adlit.org/strategy_library/
Reflection: This lesson plan will help students to understand the Holocaust and what certain individuals went through during that time. From viewing letters and diary entries, students will be able to connect on a personal level, if so. Also, since students will be writing a letter back to one of the individuals, this will allow them to write down questions, concerns, or feelings they may have. They will also be able to speak to their peers and discuss their feelings with them while writing their own letters. This allows them to see different perspectives and how others connected with the letters.
Objectives Connection: The overall objective of the lesson is for students to learn about the Holocaust and see how it negatively affected so many people. This will be done by class discussions, the teacher answering any questions, reading the letters aloud, and having the students write their own letter back to one they heard. The students will get a clear understanding of how some individuals felt during the Holocaust from personal diary entries and letter they wrote.
3. DB#4
Part I: Choral reading and echo reading can be used to help struggling readers develop phonological awareness, phonological analysis, phonics and fluency. Do you agree with this statement? If yes, why? If no, why not?
– Yes, choral reading and echo reading are useful in helping struggling readers develop phonological awareness, phonological analysis, phonics, and fluency. Choral reading is when students read aloud in unison. This will help students to build their self-confidence and motivation. Since the students are reading aloud together, students who feel uncomfortable or self-conscious have support from their classmates. Furthermore, echo reading develops these skills because students must repeat what the teacher reads while following along in the text. It is a great imitation technique to use and once again, it helps students to gain confidence in their reading skills. Also, this will help students to work in developing expressive and fluent reading. Both choral and echo reading provide students with positive examples (either teacher or peers) to strengthen and increase their development in regards to phonological awareness, phonological analysis, phonics, and fluency.
Part II: List and describe three ways you could scaffolding development of phonics with words from both informal and academic language (hint: be sure to include teaching word parts and/or cognates)
1) Word Wall: With this, students are able to refer back to words that they have already discussed or learned in class. It’s something that is always available to students since it’s visible at any time. It will help students to learn the words posted on the word wall better, if not known by heart, because they are being exposed to these words daily.
2) Graphic Organizer: Such as KWL charts, thematic maps, and outlines, can help students to organize their thoughts. KWL: Students can use this tool to explain what they currently know about word parts, what they want to know, and then what they learned once the lesson is completed. I believe learning and mastering word parts are a large part of language development, so keeping this information organized while learning will increase success.
3) Reading Aloud: Reading aloud helps students grow when it comes to reading in multiple ways. It allows students to practice what they know and listen to others. This way, they know how they can improve and they also learn from each other just by listening. Echo and choral reading are both important strategies which can be used in the classroom to help students.
4. DB#5
The Holocaust
Grade: 9th
Student Learning Objective: Students will be able to explain what the Holocaust is and how it has affected so many people, then and now.
Materials: Paper, Pen, Holocaust photographs, Letter and Diary excerpts
Preparation for the Activities: As a class, the students and teacher will discuss and share any background information they have about the Holocaust. If students do not have much, they will simply share what they know.
Text Information: “The Holocaust Resource Center: Excerpts from Diaries, Memoirs, and Letters.”
Link to Text: http://www.yadvashem.org/yv/en/holocaust/resource_center/item.asp?gate=4-1#!prettyPhoto
Flesh-Kincaid Readability Level: 7.7, 8.2, and 9.4 (3 different letters used)
Order of the Lesson:
- Introduction of Activity: After the class discussion, students will be read 3 different letters from individuals during the Holocaust. With this, they will grasp information about how people were treated and what they went through specifically according to the letters. Students will use the Concept Definition Map and Context Clues strategies to increase their vocabulary during this lesson.
- Before Reading Strategy: After the letters have been read, students will create a KWL chart and fill out the “Know” and “Want to Know” section.
- During Reading Strategy: While the students are reviewing the letters, the teacher will walk around and ask students questions (in groups or individually) about the letters. Also, students will work with text coding. They will use codes such as a star for their favorite fact, a question mark for any questions, or a happy face for interesting parts.
- After Reading Strategy: After the activity is finished, the students will write a half page summary in regards to what they learned. When they have completed this, they will share it with their group members.
Introduction: The teacher will read 3 letters to the class. These letters will include diary entries and journals from people who lived during the Holocaust. After reading the letters and discussing as a group, students will then again read the letters independently before writing a response letter back to one of them. While reading silently, students will write a list of words that they are unfamiliar with. Then, they will use the Concept Definition Map and Context Clues to figure out the meanings and more. Vocabulary: Concept Definition Map / Context Clues – This strategy will help students to understand different words used throughout the text that they are unfamiliar with. Students will have to describe the word, give its meaning, and also provide examples. For example, while the student is reading the letter, they can write down any words that they do not know, like “concentration camp” or “ghetto”. Then, students can use context clues to determine what the words mean. Once they have completed that first step, they will be able to use their concept definition map to receive a more in-depth meaning of each word. This will allow students to practice critical thinking strategies while also helping them to better understand the text and build vocabulary.
CONTENT AREA STANDARD:
| Discipline: Social Studies | |
| SS.923.W.7.8 – Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. | |
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
| CCSS Anchor Standard Addressed: | Reading Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (LAFS.910.RI.1.2) |
Writing Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (LAFS.910.W.1.3) |
Listening and Speaking Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (LAFS.910.SL.1.1) |
| K-12 CCSS Anchor Standards with Link and Standard Written Out: | |||
| Corresponding Before, During and After Strategies | 1. Introduction: Students will read along to the letters as they are being read aloud.
2. During: The teacher will pause between letters and ask the class as a group what they thought about each one. 3. After: The teacher will review the material learned so far and make sure that the students are understanding. . |
2. During: The teacher will walk around and see if any student needs helps and will ask questions to check for understanding. 3. After: Students may ask for assistance if needed from a group member or the teacher. |
1. Introduction: The teacher will present letters and diary entries to the class and read aloud to the students.
2. During: The teacher will ask direct questions to a student about the letter they are writing back to see how they connected to that specific letter and why they picked to answer that certain one. 3. After: The teacher will review key elements and discuss any other questions or concerns. |
| Evaluation Using Formative Assessment |
2. After: Students will write in their response log after reading. The teacher will come up with questions for them to answer. |
1. During: The teacher will make sure that the students are participating in the writing assignment and collaborating.
2. After: The teacher will give the students an exit slip. “Write one thing you learned today.” |
1. During: Students will be graded on active listening, participation, and following along during the read aloud.
2. After: Students will present at least one line of their letter to the class.face |
Estimated Time: This lesson should take one class period, so approximately 45 minutes.
English Learner Strategies: Students will work in groups, have class discussions, use the before, during, and after activity strategies, the teacher will be available for assistance, students can share with their peers at all times, and using the Concept Definition Map and Context Clues, which will give them a better understanding of each word thoroughly.
Hess’ Level of Cognitive Rigor Matrix: Evaluate: Evaluate relevancy, accuracy, and completeness of information from multiple sources. (the 3 letters)
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will now be comfortable with the material and can share their thoughts and feelings about the Holocaust based on what they learned from the letters and diary entries.
Reference Information for Hess’ Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
© 2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: Explicit Teaching (explaining what they need to do)
We do it: Guided Practice (where you provide support by doing the activity with them)
You do it: Independent Practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson:
| Before Reading:
1. I do it: The teacher will briefly explain the lesson topic to the students. 2. We do it: The teacher and students will have a group discussion. 3. You do it: The teacher will have the students write down key facts they learned or questions they have from the discussion. |
During Reading:
1. I do it: The teacher pauses after each letter read to make sure students are comprehending each one. 2. We do it: The teacher asks questions and listens to students thoughts to make sure that students are understanding. 3. You do it: The students will independently pick a letter to reply to based on which one they connected with. |
After Reading:
1. I do it: While the students work on the assignment, the teacher walks around the classroom to see who needs help. Also, the teacher will explain the assignment or answer any unknown questions. 2. We do it: The teacher will review with the students. 3. You do it: The students will complete the assignment in which the teacher will grade. |
Strategies and Links: http://www.scps.k12.fl.us/curriculum/Home.aspx / http://www.adlit.org/strategy_library/
Before Reading: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.aspx
During Reading:
After Reading:
http://www.adlit.org/strategy_library/
Reflection: This lesson plan will help students to understand the Holocaust and what certain individuals went through during that time. From viewing letters and diary entries, students will be able to connect on a personal level, if so. Also, since students will be writing a letter back to one of the individuals, this will allow them to write down questions, concerns, or feelings they may have. They will also be able to speak to their peers and discuss their feelings with them while writing their own letters. This allows them to see different perspectives and how others connected with the letters.
Objectives Connection: The overall objective of the lesson is for students to learn about the Holocaust and see how it negatively affected so many people. This will be done by class discussions, the teacher answering any questions, reading the letters aloud, and having the students write their own letter back to one they heard. The students will get a clear understanding of how some individuals felt during the Holocaust from personal diary entries and letter they wrote.
5. Graphic Organizer
For DB#3, I would use a Sequence Chart. This way, my students would be able to organize their information in sequential order. I believe this is important, especially when learning about an event such as the Holocaust, because the order in which the events occurred is vital to a student’s understanding and comprehension of it. Furthermore, while reading one of the letters, for example, a student would be able to jot down the events in which the person writing went through in chronological order. (Example: Author of letter was forced to wear the Star of David, taken from his home, placed in a ghetto with his family, etc). From there, I would make the students write a summary of the letter they had picked, draw a picture using captions, or create a small presentation. Students will be able to completely comprehend what they have read and will also be able to present on it to their peers. I would be able to assess the students from their writing, drawing, or presentation, since it will be a complete representation of what they’ve read.
Link for Sequence Chart:
christie gomez 