A Holocaust & Human Behavior Lesson

Crystal Perez8th th Grade Literacy 5/27/2013

Common Core Standard: 8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

SWBAT: Identify the main ideas of the Nazi party platform. Mini-lesson/Vocabulary Lesson plan

Materials NecessaryWhat is the Teacher Doing?What are the Students Doing? AccommodationsModificationsAnticipationsTime

N/ABehavior Expectations/Sweat Details Flashcards

ElmoNotebook Picture of soldiers coming back from the war.

State Lesson Objective/Hook/Connection Anticipate that students will have questions about World War I. 9:05-10:55

9:10-9:15

5 Minutes

Last week we talked about the Jewish identity and how the Germans saw the Jews. Today we are going to be talking the identity of the Germans in order to get a better understanding of what happened between these two groups during WWI and how the Nazis were able to rise to power.

Teacher will show students a picture of German soldiers coming back from the war and ask students to describe what the students notice.

Students will share out.

Teacher will go over the key details of World War I and set the stage for the state of the German people after the war making the connection WWI had a major impact on the German identity. Analyzing the picture of soldiers returning home from World War I. Sharing out about what they notice in the picture.

TimerElmoLaptopHandout

I Do)/Teach:9:15-9:25

10 Minutes

Teacher will establish historical context for students by showing students a PowerPoint on WWI and the rise of the Nazi Party.

Listening as the teacher goes through the PowerPoint on WWI and the rise of the Nazi Party and ask clarifying questions.

Handouts on the Nazi Party PlatformWe Do Guided Practice/Active involvement(Partner/group work):Check for Understanding:Incorporate a mixture of cold calls and call and response 50/50 ratio.

To differentiate if students finish the T/F handout early push on them to make the False statements true.

9:25-9:35

10 Minutes

Teacher will give students the handout on the Nazi Party Platform and call on students to read each point. Students will complete a handout about Nazis core beliefs. Teacher will circulate and check for understanding and push on students to extend their thinking. Students will TPS on the Handout and key beliefs of the Nazi Party. Students will share out as a class. Listening and reading the points of the Nazi party platform. Completing the handout on Nazi core beliefs. Sharing out on the key beliefs of the Nazi Party.

You Do /Link:Check for Understanding:Anticipate that students will first need to see a sample of what is expected for the activity. 9:35-9:45

10 Minutes

Students will complete a chart on who fit into the Nazi community and who was excluded, based on the Nazi Party Platform and TPS. Completing chart on who fit into the Nazi community and who was excluded based on the handouts for the group activity.

Exit TicketRespond to the following questions.

According to the Nazi party who was considered a German citizen?

Completing Exit Ticket 9:45-9:50

5 Minutes

Guided Reading/Independent Reading Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot.

Teacher will pull guided reading groups. Reading their independent reading books and posting on plot, theme, characterization, and main idea. 11:05-11:55

50 Minutes

Read AloudI Still See Her Haunting Eyes by Aaron Elster

Teacher will engage in a read aloud with the students on the book I Still See Her Haunting Eyes. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next. Listening as the teacher reads and thinking about the events in the story.

11:55-12:10

15 Minutes

Homeroom Vocabulary Workshop Unit 3 Teacher will begin the lesson with a review of homework from the previous night. Teacher will go over words on pgs. 34-36. Students will complete pgs. 37-38 in pairs. Teacher will circulate for completion. Students will complete pg. 39 for Homework. Listening as the teacher reviews the homework from the previous nt. Asking clarifying questions. Completing pgs. 37-38 in pairs.

3:15-3:45

30 Minutes

Crystal Perez8h Grade Literacy 5/28/2013


SWBAT: Identify the main ideas of the Nazi party platform Mini-lesson/Vocabulary Lesson plan


N/A

Behavior Expectations/Sweat Details Flashcards

ElmoNotebook Picture of soldiers coming back from the war.

State Lesson Objective/Hook/Connection Anticipate that students will have questions about World War I. 1:00-2:00

1:05-1:105 Minutes

Last week we talked about the Jewish identity and how the Germans saw the Jews. Today we are going to be talking the identity of the Germans in order to get a better understanding of what happened between these two groups during and how the Nazis were able to rise to power.

Teacher will show students a picture of German soldiers coming back from the war and ask students to describe what the students notice.

Students will share out.

Teacher will go over the key details of World War I and set the stage for the state of the German people after the war making the connection WWI had a major impact on the German identity. Analyzing the picture of soldiers returning home from World War I. Sharing out about what they notice in the picture.

TimerElmoLaptopHandout

I Do)/Teach:1:10-1:20

10 Minutes

Teacher will establish historical context for students by showing students a PowerPoint on WWI and the rise of the Nazi Party.

Listening as the teacher goes through the PowerPoint on WWI and the rise of the Nazi Party and ask clarifying questions.


To differentiate if students finish the T/F handout early push on them to make the False statements true.

1:20-1:35

15 Minutes

Teacher will give students the handout on the Nazi Party Platform and call on students to read each point. Students will complete a handout about Nazis core beliefs. Teacher will circulate and check for understanding and push on students to extend their thinking. Students will TPS on the Handout and key beliefs of the Nazi Party. Students will share out as a class. Listening and reading the points of the Nazi party platform. Completing the handout on Nazi core beliefs. Sharing out on the key beliefs of the Nazi Party.

You Do /Link:Check for Understanding:1:35-1:45

10 Minutes

Students will complete a chart on who fit into the Nazi community and who was excluded, based on the Nazi Party Platform and TPS. Completing chart on who fit into the Nazi community and who was excluded based on the handouts for the group activity.


According to the Nazi party who was considered a German citizen?


5 Minutes

Vocabulary Workshop Review Homework from the previous night after a check for completion. Students will complete pgs. 56-58 in pairs. Teacher and students will review pgs. 56-58 Students will complete pg. 59 for Homework. Working in pairs on pgs. 56-58 Going over pg. 57-58

2:00-2:30

30 Minutes

Read AloudHanas Suitcase Teacher will engage in a read aloud with the students on the book Hanas Suitcase. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next. Listening and asking clarifying questions. 2:30-2:45

15 Minutes

Guided Reading/Independent Reading/Odyssey Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot.

Teacher will pull guided reading groups. Reading their independent reading books and posting on plot, theme, characterization, and main idea. 2:45-3:1530 Minutes

Crystal Perez8th Grade Literacy 5/29/2013


SWBAT: Identify what life in Germany was like during the Weimar Republic.SWBAT: Explain how the Nazi Party was able to rise to power in Germany.Mini-lesson/Vocabulary Lesson plan



ElmoLaptop

State Lesson Objective/Hook/Connection Anticipate that this activity will take longer than five minutes once students have name 5-6 events move on. If students cannot come up with an event prompt them with the election of Barack Obama. 9:05-10:55

9:10-9:15

5 Minutes

Yesterday we talked about the key ideas of the Nazi Party Platform, and today we will examine how the Nazi party was able to rise in Germany which means that we have to understand the state of Germany during that time.

Teacher will ask students to brainstorm major events that have happened in their lifetime. Twenty years from now, what do you think people will remember about the time period in which you grew up?

Teacher will ask students to consider how their choices might be different if they were living in during the 1930s in Weimar Germany. Listening as the teacher introduces the lesson and asking any clarifying questions they may have. Brainstorming major events that have happened during their lifetime.

TimerElmoLaptopHandout/Timeline

I Do)/Teach:9:15-9:25

10 Minutes

Teacher will share with students a short PPT on life during the Weimar Republic.

Students will fill out a short timeline with key dates. Listening as the teacher presents a short presentation on the Weimar Republic and asking clarifying questions. Filling out timeline.

Handouts on Primary DocumentsWe Do Guided Practice/Active involvement(Partner/group work):Check for Understanding:Incorporate a mixture of cold calls and call and response 50/50 ratio.

9:25-9:35

10 Minutes

Students will be given three primary source documents to analyze. Students will TPS on what they noticed in their primary documents about life in the Weimar Republic. Analyzing and filling out questions from their primary documents. Sharing out what they noticed in their primary documents about life in the Weimar Republic.

Writing PromptYou Do /Link:Check for Understanding:9:35-9:45

10 Minutes

Teacher will give students a short writing prompt. Based on what you learned today about the Weimar Republic, do you believe that history makes people or people make history? Students will TPS on their answers and share out. Reflecting on the lesson through a journal prompt. TPS/Share on what they wrote.


Explain what life was like during the Weimar Republic?


5 Minutes



50 Minutes

Read AloudI Still See Her Haunting Eyes


11:55-12:10

15 Minutes

Homeroom Vocabulary Workshop Teacher will begin the lesson with a review of homework from the previous night pg 39. Students will complete pgs. -40 and 41 in pairs. Teacher will circulate for completion. Students will complete the Words in Action Section for Homework. Listening as the teacher reviews the homework from the previous nt. Asking clarifying questions. Completing pgs. 40-41 in pairs. 3:15-3:45

30 Minutes

Crystal Perez8th Grade Literacy (Orange Group) 4/3/2013





ElmoLaptop

State Lesson Objective/Hook/Connection Anticipate that with students sharing this may take longer than 5 minutes. After students have names at least 5-6 events move on. If they cannot come up with anything prompt them with the election of Barack Obama. 1:05-1:105 Minutes

Yesterday we talked about the key ideas of the Nazi Party Platform, and today we will examine how the Nazi party was able to rise in Germany which means that we have to understand the state of Germany during that time.

Teacher will ask students to brainstorm major events that have happened in their lifetime. Twenty years from now, what do you think people will remember about the time period in which you grew up?

Teacher will ask students to consider how their choices might be different if they were living in during the 1930s in Weimar Germany. Listening as the teacher introduces the lesson and asking any clarifying questions they may have. Brainstorming major events that have happened during their lifetime.

TimerElmoLaptopHandout/Timeline

I Do)/Teach:1:10-1:20

10 Minutes

Teacher will share with students a short PPT on life during the Weimar Republic.

Students will fill out a short timeline with key dates. Listening as the teacher presents a short presentation on the Weimar Republic and asking clarifying questions. Filling out timeline.

Handouts on Primary DocumentsWe Do Guided Practice/Active involvement(Partner/group work):Check for Understanding:Incorporate a mixture of cold calls and call and response 50/50 ratio.

1:20-1:3515 Minutes

Students will be given three primary source documents to analyze. Students will TPS on what they noticed in their primary documents about life in the Weimar Republic. Analyzing and filling out questions from their primary documents. Sharing out what they noticed in their primary documents about life in the Weimar Republic.

Writing PromptYou Do /Link:Check for Understanding:1:35-1:45

10 Minutes

Teacher will give students a short writing prompt. Based on what you learned today about the Weimar Republic, do you believe that history makes people or people make history? Students will TPS on what they came up with and share with the class. Reflecting on the lesson through a journal prompt. TPS/Share


Explain what life was like during the Weimar Republic?


5 Minutes

Homeroom Vocabulary Workshop Review pg. 59 from the night before. Short Review of Unit 4 Review of Homework and Unit2:00-2:3030 Minutes

Read AloudHanas Suitcase

Teacher will engage in a read aloud with the students on the book Hanas Suitcase. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next. Listening as the teacher reads and thinking about the events in the story.

2:30-2:4515 Minutes



30 Minutes

Crystal Perez8th Grade Literacy (Blue Group) 4/4/2013





ElmoLaptopQuotes from Mein Kampf

State Lesson Objective/Hook/Connection 9:05-10:55

9:10-9:15

5 Minutes

Yesterday we talked about life during the Weimar Republic, today we will be discussing exactly how Hitler and the Nazi Party were able to rise to power during that time.

Teacher will begin the lesson reading students quotes from Mein Kampf written by Hitler.

Based on the quotes teacher will ask students to think about why people would elect someone like Hitler as head of their political party.

Students will engage in TPS and share out as a class.

Teacher will explain in order understand the success of the Nazis we have to understand the ideas of Hitler who became the Nazi leader. Listening as the teacher introduces the lesson and asking clarifying questions. Thinking about why Hitler was elected as the leader of the Nazis and engaging in a TPS.

TimerElmoLaptopHandout PPT PresentationNote Taking OrganizerI Do)/Teach:Make sure that the PPT lasts no longer than 6 minutes to ensure that students have enough time for the activity that follows. 9:15-9:25

10 Minutes

Teacher will share with students a short presentation on Hitler and his rise as the head of the Nazi party. Taking notes on Hitlers rise to power during the Weimar Republic.


If the noise level gets to high anticipate cutting the activity short reading each character to the entire class and simply having a class discussion if they believe that person would have been a member of the Nazi party.

Great opportunity to push on them for text evidence when they are presenting.

Anticipate that this will take longer than 10 minutes if that is the case students can finish the You Do for homework in order to leave time for a wrap up discussion.

9:25-9:35

10 Minutes

Teacher will give table groups descriptions of people living in Germany after the war.

Students will create identity charts for their characters. Teacher will circulate to check for understanding.

Students will TPS in table groups if those people would have been part of the Nazi party or if they would have resisted.

Students will present what they decided based on the handout and character description. Reading descriptions of their characters.

Creating identity charts for their characters. TPS if their table groups using their handouts.

Presenting if their characters would have been members of the Nazi party or if they would have resisted and why.

You Do /Link:Check for Understanding:9:35-9:45

10 Minutes

Students will fill out in their handout why the Nazi Party would appeal to their citizen on or it would not, and explain their answers. Filling out their handouts.


How did the Nazi Party, a small, unpopular political group in 1920, become the most powerful political party in Germany by 1932?


5 Minutes



50 Minutes

Read Aloud


11:55-12:10

15 Minutes

Homeroom Vocabulary Workshop Teacher will begin the lesson with a review of homework from the previous night and pgs. 40 and 41. Students will complete pgs. -42- 44. Teacher will circulate for completion. Students will complete pg. 45 for homework. Reviewing homework and pg. 40-41. Completing pgs. 42-44 in pairs.

3:15-3:45

30 Minutes

Crystal Perez8th Grade Literacy (Orange Group) 4/4/2013





ElmoLaptopQuotes from Mein Kampf

State Lesson Objective/Hook/Connection 1:05-1:10

5 Minutes

Yesterday we talked about life during the Weimar Republic, today we will be discussing exactly how Hitler and the Nazi Party were able to rise to power during that time.

Teacher will begin the lesson reading students quotes from Mein Kampf written by Hitler.

Based on the quotes teacher will ask students to think about why people would elect someone like Hitler as head of their political party.

Students will engage in TPS and share out as a class.

Teacher will explain in order understand the success of the Nazis we have to understand the ideas of Hitler who became the Nazi leader. Listening as the teacher introduces the lesson and asking clarifying questions. Thinking about why Hitler was elected as the leader of the Nazis and engaging in a TPS.

TimerElmoLaptopHandout PPT PresentationNote Taking OrganizerI Do)/Teach:Make sure that the PPT lasts no longer than 6 minutes to ensure that students have enough time for the activity that follows. 1:10-1:20

10 Minutes

Teacher will share with students a short presentation on Hitler and his rise as the head of the Nazi party. Taking notes on Hitlers rise to power during the Weimar Republic.


If the noise level gets to high anticipate cutting the activity short reading each character to the entire class and simply having a class discussion if they believe that person would have been a member of the Nazi party.

Great opportunity to push on them for text evidence when they are presenting.

Anticipate that this will take longer than 10 minutes if that is the case students can finish the You Do for homework in order to leave time for a wrap up discussion.

1:20-1:35

15 Minutes

Teacher will give table groups descriptions of people living in Germany after the war.

Students will create identity charts for their characters. Teacher will circulate to check for understanding.

Students will TPS in table groups if those people would have been part of the Nazi party or if they would have resisted.

Students will present what they decided based on the handout and character description. Reading descriptions of their characters.

Creating identity charts for their characters. TPS if their table groups using their handouts.

Presenting if their characters would have been members of the Nazi party or if they would have resisted and why.

You Do /Link:Check for Understanding:1:35-1:4510 Minutes

Students will fill out in their handout why the Nazi Party would appeal to their citizen on or it would not, and explain their answers. Filling out their handouts.


How did the Nazi Party, a small, unpopular political group in 1920, become the most powerful political party in Germany by 1932?

Completing Exit Ticket 1:45-1:50 5 Minutes

Vocabulary Workshop Quiz on Unit 4 Reading pgs. 60-61 Completing 62-64 Pg. 65 for Homework Taking Quiz on Unit 4 Reading pgs. 60-61 Completing 62-64 Pg. 65 for Homework2:00-2:30

30 Minutes

Read Aloud

Teacher will engage in a read aloud with the students on the Hanas Suitcase. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next. Listening as the teacher reads and thinking about the events in the story.

2:30-2:45

15 Minutes



30 Minutes

A Holocaust & Human Behavior Lesson

Documents

Transcript of A Holocaust & Human Behavior Lesson