Samantha R., Anne Marie, & Linde

EDTE 522: Integrated Curriculum at the Middle Level

Fall 2015

Integrative Unit Plan

Critical Thinking through ELA, Science, and History...

EDTE 522 Team Project Components Part I: Written narrative (2­4 pages) that introduces the unit. *below*

A. An overview of the unit, including the topic, themes, or questions and the key teaching strategies (cite at least three references for these).

B. A summary of the learning goals and content to be learned and the assessments to be used

C. A rationale for teaching the unit to middle level students (cite at least three references). (Why is this important? Why teach it this way?)

D. A discussion of logistical considerations, including time, space, and material resources. Part II:

Section 1. Essential information A. Title

a. Thinking Critically Throughout the Curriculum B. Team members

a. Linde Weissenberger, Sam Rudolph, Anne Marie Cleary C. Big Ideas & Essential Questions

a. Using textual evidence to support a claim. b. How does setting influence characters and events? c. What’s the difference between the main idea and supporting details?

D. Goals a. Learn how to pull relevant evidence from the text or event. b. Analyze different points of view. c. Connect ideas to different subjects through the common theme.

E. Community connection (Identify at least one community resource.) a. Contact Jack Gruener, the main character of “Prisoner B­3087”, through student letters.

Section 2. Content

A. Background knowledge and skills students will need prior to beginning the unit. a. Background knowledge on World War Two, historical fiction novels, how to form a

thesis, the organ systems of the human body, and making connections. b. Skill on how to use evidence.

B. Generalizations, facts, concepts, skills, and attitudes, beliefs, or values that will be taught or reinforced in the unit.

a. Generalizations: i. WWII and the Holocaust ii. The human body

b. Facts i. Covering historical facts on World War Two and the Holocaust. ii. Addressing the historical aspects of the Historical fiction novel. iii. How the digestive system pulls nutrients for energy.

c. Concepts i. Point of view ii. The evidence and claim iii. Setting iv. Starvation and how to treat it

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d. Skills i. Developing an idea ii. Testing/researching that idea iii. Making/supporting a claim through evidence iv. Sighting textual evidence

e. Attitudes and Beliefs i. Common misconceptions about how every German was a part of the German

Nazi party, and about how World War Two and the Holocaust are very separate events that happened at the same time.

ii. Common misconceptions about historical fiction. iii. Questioning the relevance to themselves.

f. Values i. Values are determined by the things that we are taught when we are young. It

is crucial that the youth of today be thinking critically about the information being presented to them and how they let it influence their lives. (Hitler’s Youth)

C. Visual representation that depicts interdisciplinary connections among these elements of content.

D. Applicable SC curriculum standards, including connections to world languages, PE, and

related arts. a. 7th Grade History:

i. Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century.

1. 7­4.5 Summarize the causes and course of World War II, including drives for empire, appeasement and isolationism, the invasion of Poland, the Battle of Britain, the invasion of the Soviet Union, the ―Final Solution,‖ the Lend­Lease program, Pearl Harbor, Stalingrad, the campaigns in North Africa and the Mediterranean, the D­Day

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invasion, the island­hopping campaigns, and the bombing of Hiroshima and Nagasaki.

2. 7­4.6 Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region.

b. 7th Grade Science: i. 7.L.3B: Multicellular organisms (including humans) are complex systems with

specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.

ii. 7.S.1: The students will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

1. 7.S.1.A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

2. 7.S.1.A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

c. 7th grade ELA: i. 2.1­ Formulate logical questions based on evidence, generate explanations,

propose and present original conclusions, and consider multiple perspectives. ii. 3.2­ Examine historical, social, cultural or political context to broaden inquiry. iii. Standard 7­ Analyze the relationship among ideas, themes, or topics in

multiple media, formats, and in visual, auditory, and kinesthetic modalities. iv. 7.2­ Compare and contrast a literary depiction of a time, place, or character to

a historical account of the same period to understand how authors use or alter history for rhetorical affect.

v. 11.1­ Analyze how an author develops and contrasts points of view to impact content, meaning, and style. vi. 5.1­ Cite multiple examples of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

vii. I5­ Reflect throughout the inquiry process to deepen my own understanding and

guide further actions. (taken from Irmo MS objectives) viii. RL8­ Analyze how setting shapes characters and/or plot. (taken from Irmo MS

objectives) ix. W3­ Write engaging narratives to develop real or imagined experiences or

events. (Taken from Irmo MS objectives) E. Connections to EEDA and other mandates (e.g., bullying prevention).

a. Bullying prevention b. Teacher’s role for decision making about careers.

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Section 3. Instructional Plan A. Calendar *see individual calendars below* B. Learning Plans *see individual learning plans below* C. Assessment PlanMatrix *see individual assessment plans below* D. Rubrics, scoring guides, or other assessment tools *see individual plans below*

Section 4. Appendix *below*

A. Annotated bibliography of young adolescent materials (at least 5) including multiple genres.

B. List of resources necessary for completing the unit, including at least one resource from SCETV (knowitall.org, streamlinesc, oneplacesc, etc.)

C. Other appendixes may include: assessments, handouts, tables, graphic organizers, etc.

Part III: Individual Reflection (2­4 pages) written by each team member. *see below* Part IV: Presentation Teaming:Team members will make balanced contributions... NMSA Standards: The NMSA Standards for Initial Teacher Preparation will be evident throughout the

project. Indicate parenthetically in the unit plan and written narrative at least one places where each standard is met. For example, insert (NMSA 1) in a place where you feel Standard 1 is met. Indicate at least one additional place where standards 2, 3, and 6 are met. (10 pts)

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Individual Reflection Due 12/13

(This is your final exam.) Write a 2­4 page (500 – 1000 words) reaction paper in which you reflect upon the process and the product of your integrated curriculum project. Your paper should at least address all of the following: Discuss the planning process. Discuss issues in teaming Discuss curriculum integration and how your unit is an example of integrated curriculum. Discuss any issues involving curriculum integration specific to your content area(s). You must include references to at least six sources (use APA style for formatting). Your paper should (approximately) follow this outline:

1. A statement of the theme for the paper. This should reflect your overall reaction to the project, perhaps expressed metaphorically. (e.g., “Planning integrated units is an arduous journey through a rugged land that culminates with joy and celebration…”)

2. A brief conceptualization of “curriculum integration” based on course literature (e.g.,

“According to Beane (1997), curriculum integration is…”)

3. A description of your unit, and a discussion of how it is an example of curriculum integration.

4. A section in which you reflect upon the process of planning and creating the unit, and a

critique of the finished product. Discuss any issues in planning (e.g., time, conflict, resources) and discuss specific strengths and weaknesses of the product.

5. A conclusion.

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EDTE522 Integrated Curriculum Project Rubric

Component Exceeds Meets Does Not Meet Part I: Written Narrative (30 pts)

Narrative is well­written, and all required components are thoroughly and thoughtfully addressed. (27 – 30 pts)

Narrative is generally well­written with fewer than three stylistic, spelling, or grammatical errors. One or two required components may be missing or poorly addressed. (23 ­ 26 pts)

Narrative is poorly written with more than three errors in spelling or mechanics, and more than two required components are missing or poorly addressed. (19 – 22 pts)

Part II: Unit Plan (40 pts) Unit plan is well­organized and all required components are thoroughly and thoughtfully addressed. Plans are clearly communicated and could be implemented by another teacher or team. (35 – 40 pts)

Unit plan is generally well­organized. Fewer than three components may be poorly addressed. Plans are generally well­communicated, however another teacher or team may have difficulty implementing some parts of the unit. (30 – 34 pts)

Unit plan is poorly organized and does not follow the required outline. Plans may be poorly communicated, and another teacher or team would have difficulty implementing the unit. (25 – 29 pts)

Part III: Individual Reflection (100 pts) (due 12/13)

Paper is well­written, and all required components are thoroughly and thoughtfully addressed. Ideas and assertions are well­supported with examples from experience and the literature. (93 – 100 pts)

Paper is generally well­written with fewer than five stylistic, spelling, or grammatical errors. One or two required components may be missing or poorly addressed. (83 – 92 pts)

The paper is poorly written with more than five errors in spelling or mechanics, and more than two required components are missing or poorly addressed. (below 83 pts)

Part IV: Presentation (10 pts)

Team clearly and effectively delivers an oral presentation of the project and provides a 1­page summary for the class. Team thoughtfully and effectively responds to questions posed by the audience. (9 – 10 pts)

The oral presentation and/or the written summary may lack clarity; and/or the team may not thoughtfully and effectively respond to questions posed by the audience. (7 – 8 pts)

The oral presentation lacks clarity and/or the team fails to provide a 1­page summary for the class. (5 – 6 pts)

Teaming (10 pts) Unit plan and presentation represent the cooperative efforts of all team members. Balanced contribution and effective leadership evident throughout the planning process. (9 – 10 pts)

All team members participate in the planning, development, and presentation of the unit plan, however contributions to the project may be uneven and leadership not always apparent. (7.5 – 8.5 pts)

Most team members make substantive contributions to the planning and development of the unit. Leadership is not evident. (6 – 7 pts)

AMLE Standards (10 pts) All pertinent AMLE standards are thoroughly and thoughtfully addressed throughout the project.

All pertinent AMLE standards are addressed throughout the project;

Some pertinent AMLE standards are either not addressed or are poorly treated.

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(9 – 10 pts) however one or two may be poorly treated. (7.5 – 8.5 pts)

(6 – 7 pts)

National Middle School Association Standards for Initial Teacher Preparation Available at: http://www.nmsa.org/portals/0/doc/preparation/standards/NMSA_Initial_Standards_July_2005.doc

STANDARD Select Indicators Middle level candidates…

Standard 1. Young Adolescent Development Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

Use knowledge of the concepts, principles, theories and research about young adolescent development to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Create and maintain supportive learning environments that promote the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. Engage young adolescents in activities related to their interpersonal, community, and societal responsibilities.

Standard 2. Middle Level Philosophy and School Organization Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components.

Effectively articulate and implement developmentally responsive practices, such as, teaming, advisory, extra­curricular, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. Are committed to developmentally responsive organizational structures that foster socially equitable educational practices. They enthusiastically promote organizational components that maximize student learning. As they work successfully within teams and utilize flexible instructional time, candidates understand the significance of their actions on student learning.

Standard 3. Middle Level Curriculum and Assessment Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.

Analyze local, state, and national curriculum standards based on their knowledge of content and early adolescent development. They consistently design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. Assess student achievement using multiple strategies that focus on the key concepts found within the critical knowledge base, and they are able to articulate their criteria for strategy selection. Understand and advocate for the total school curriculum. They consistently articulate this curriculum and assessment design to various stakeholders

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Standard 4. Middle Level Teaching Fields Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills.

Teach in ways that help all young adolescents understand the integrated nature of knowledge. Are committed to the importance of integrating content.

Frequently teach in engaging ways that maximize student learning.

Frequently incorporate their content knowledge with the ideas, interests, and experiences of students, helping them to understand the integrated nature of knowledge. Take leadership roles in promoting and participating in activities designed to extend knowledge in their teaching fields, integrating content, using content specific teaching and assessment strategies, and integrating state­of­the­art technologies and literacy skills.

Standard 5. Middle Level Instruction and Assessment Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.

Use a variety of teaching/learning strategies and resources that motivate young adolescents to learn. Actively engage students in independent and collaborative inquiry. They consistently select instructional strategies that are challenging, culturally sensitive, and developmentally responsive. Initiate and value collaboration with others to improve instruction and assessment.

Standard 6. Family and Community Involvement Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents

Know how to communicate effectively with family and community members.

Understand that middle level schools are organizations within a larger community context. Understand the relationships between schools and community organizations.

Know about the resources available within communities that can support students, teachers, and schools. Understand the importance of following school district policies and protocol regarding interagency partnerships and collaboratives. Identify and use community resources to foster student learning.

Participate in activities designed to enhance educational experiences that transcend the school campus.

Standard 7. Middle Level Professional Roles Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals.

Work successfully as members of interdisciplinary teams and as part of the total school environment. Read professional literature, consult with colleagues, maintain currency with a range of technologies, and seek resources to enhance their professional competence. Understand teaming/collaborative theories and processes.

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Written Narrative

This unit is all about critical thinking! We are teaching our students to think

critically through the curriculum of ELA, Science, and History using the young adult text

Prisoner B­3087. Our big idea is using textual evidence to support a claim, and our

essential questions include “How does setting influence characters and events?” and

“What is the difference between the main idea and supporting details?”. Our goals, as

teachers on a team, include teaching the students to learn how to pull relevant evidence

from the text and events, analyze different points of view, and connect ideas to different

subjects through the theme of critical thinking. Critical thinking happens when students

are actively engaged in the thought process. Critical thinking will be encouraged because

the students will not always have the teacher’s help and will have to think for themselves.

They will do a lot of brainstorming, categorizing, and comparing and contrasting. Group

work will be implemented so that everyone can put their heads together to work through

tough curriculum and make connections. Students must be able to “share the stage” with

the teacher as a community. They need to be in an environment where learning is

promoted.

The content to be covered includes that from ELA, Science, and History. Students

should have background knowledge on WWII, how to form a thesis, historical fiction

novels, making connections, and how to use textual evidence. If they do not have this

background knowledge, they will be provided with it. The historical aspects of the novel

will be addressed versus the fiction contents. An emphasis will be on point of view,

evidence and claim, and setting. Students will develop an idea, test it, and draw

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conclusions. Students will have to think critically about common misconceptions

associated with the Holocaust, the main conflict in the novel. Each content area has

aligned standards to meet the curriculum and provide students with valuable knowledge.

Our rational for teaching this unit to middle school students is because it can

cover many standards in a reasonable amount of time. We were able to construct a unit

that integrated three different subjects seamlessly. It is important to always give students

a purpose. When they can see the connections between each content and the use of a

novel in all of their classes then they will feel more of a sense of urgency when doing

their homework. If something is important for three classes rather than just a mere part

of one class. Middle school students are smart and moody. If they feel as though we are

wasting their time, then they will not want to work hard for us. And it is quiet apparent

to our students when we are wasting their time. By actually putting the effort into our

lessons and integrating them with our coworkers we will create an environment where

our students are wanting to learn from us. It is more fun for us as teachers when our

students are engaged and it is more fun for them as well. Students need to be pushed to

think critically. By having students transfer the way they look at the same book across

ELA, History, and Science we are forcing them to think three dimensionally. By using

this unit plan we are stretching our student’s minds and causing them to be critical

thinkers.

To put together our individual curriculum so they integrated well, we needed to

know how the others will be mapped out, for example when the students were reading

certain chapters and when they will cover the Holocaust in History. We also needed to

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understand that students need time to get assignments done for all their classes, so the

work load need to be enough for them to understand the content without feeling

overwhelmed. The three of us collaborated on what each subject was going to cover and

how they related to the other two before we put together our individual curriculum. While

putting together the calendar and learning plans, we would ask questions and look into

the others to see if the content would match up so the students can make connections to

the other subjects. We also had very similar materials needed for our lessons. As

teachers, we can work together and share materials, for example the books can be given

to the students so they can bring it into Science class for when they need to write their

treatment plans. We can even share notes and slides so the information is the same across

the board. In order for the logistics of the curriculum to work out in the students favor,

there needs to be strong collaboration between the teachers involved.

Unit Plan Appendix

Written Narrative Bibiliography http://www.ncbi.nlm.nih.gov/pmc/articles/PMC233182/

http://pareonline.net/getvn.asp?v=4&n=3

http://www.teachhub.com/teaching­strategies­promote­critical­thinking

http://teachinghistory.org/teaching­materials/ask­a­master­teacher/24712

http://www.education.com/magazine/article/Why_Teach_History/

http://eprints.qut.edu.au/547/1/quanchi_teaching_booklet.PDF

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ELA: Bibliography

Gratz, Alan. “Prisoner B­3087”. Scholastic Press: New York. 2013. Print. “Management in the Active Classroom, Part 2: Protocols and Strategies to Build

Engagement, Collaboration, and Responsibility”. Irmo Middle School Expeditionary Learning Guide. 2014. Print.

Teacherspayteachers.com

Materials *See individual learning plans History:

Biography 1. Gratz, Alan. “Prisoner B­3087”. Scholastic Press: New York. 2013. Print. 2. Anita's Hitler Youth by ABC Open Producer Jeff Licence;

https://vimeo.com/127100447 3. Holt World History Experiencing World History and Geography

http://www.hmhco.com/shop/education­curriculum/social­studies/secondary­social­studies/world­history/shop­now#sthash.CER4ce49.dpuf

4. teacherspayteachers.com

Science:

Bibliography: 1. Gratz, Alan. “Prisoner B­3087”. Scholastic Press: New York. 2013. Print. 2. Guts: The Small Intestine and Digestion. Prod. BBC. Perf. Michael Mosley. PBS

LearningMedia. N.p., 2012. Web. 06 Dec. 2015. 3. "NSTA ­ National Science Teachers Association." National Science Teachers

Association. N.p., n.d. Web. 06 Dec. 2015. 4. Scotter, Pamela Van. "Assessing Science as Inquiry in the Classroom." Biological

Science Curriculum Study. N.p.: n.p., n.d. N. pa

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Anne Marie Cleary ELA unit plan

Calendar

Content Learning Activities Key Assessments

Day 1 Introducing the theme of critical thinking

Brainstorming Exit slip

Day 2* Introducing historical fiction

Pre­reading/assessing background knowledge with the chalk talk protocol

Pre­ and post­assessment

Day 3* Investigating the author & vocabulary (ongoing)

­Pre­reading ­Predict using context clues

Vocabulary squares protocol

Day 4 Begin the text (ongoing): point of view, narrative, & perspective

Cooperative learning Exit slip

Day 5* Real information from history vs. fiction

Gallery walk protocol Powerpoints

Day 6 Read, focusing on main idea

Rank­talk­write protocol (summarizing)

­Turn in activity­

Day 7 Read, focusing on how setting shapes characters and plot

Mystery quotes protocol

­Turn in activity­

Day 8* Finish reading Word wall protocol Quiz­quiz trade protocol (vocabulary quiz)

Day 9* Letters to Jack Gruener (community connection)

How to properly construct a letter

Letter

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Day 10* Begin Final assessment

­Post­reading ­Review critical thinking skills

Rewrite your favorite chapter from a different point of view

Assessment Matrix

Objective Evidence Data Collection Timeframe

1. Students will generate explanations, propose and present original conclusions, and consider multiple perspectives.

­see Calendar above

­all assessments will have students generating explanations ­multiple perspectives will be considered on day 10

Days 1­10

2. Students will examine historical context to broaden inquiry.

­chalk talk protocol ­gallery walk protocol ­lesson on how to properly construct a letter

­pre­ and post­assessment ­Powerpoints ­letter

Day 2, 5, and 9

3. Students will analyze the difference between the literary depiction of a time, place, and character to the historical account of the same period to understand how authors use or alter history.

­chalk talk protocol ­gallery walk protocol ­lesson on how to properly construct a letter

­pre­ and post­assessment ­Powerpoints ­letter

Day 2, 5, and 9

4. Students will analyze how an author uses points of view to impact content, meaning, and style and how setting shapes characters and plot.

­cooperative learning

­exit slip Day 4

5. Students will find textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

­cooperative learning ­gallery walk

­exit slip ­Powerpoints ­Rant­talk­write

Days 4­6

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6. Students will reflect to deepen their own understanding while thinking critically.

­see Calendar above

­all assessments will have students thinking critically

Days 1­10

7. Students will learn and use terminology, or new vocabulary words, associated with literary texts.

­predict using context clues

­vocabulary squares ­word wall

Day 3 and 8

8. Students will write engaging work from a chosen point of view, based off of a text.

­post­reading ­critical thinking skills

­writing Day 10

Evidence of NMSA Standards:

Standard 2­ Day 9

Standard 3­ Days 1­10

Standard 4­ Days 1­10

Standard 5­ Days 1­10

Standard 7­ Day 9

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Theme: Critical Thinking Learning Plan 1: Day 2

Topic: Introducing Historical Fiction Time: 60 minutes Standards: 3.2­ Examine historical, social, cultural, or political context to broaden inquiry. 7.2­ Compare and contrast a literary depiction of a time, place, or character to a historical account of the same period to understand how authors use or alter history for rhetorical affect. Objectives/Goals: Students will use their background knowledge of WWII and the Holocaust to make predictions about the text during Chalk Talk. Students will assess their background knowledge and learning with a pre­ and post­assessment. Rationale: This lesson is important because students will be reading Prisoner B:3087, a young adult historical fiction text. They need proper background knowledge before reading, such as knowing what historical events are portrayed in the novel versus what could be fiction. Through pre­reading exercises, students will broaden their knowledge of WWII and the Holocaust, the context the novel is in. This is aligned with 7th grade History standards. This lesson connects to the theme of Critical Thinking because students will be pushed to think beyond what they know to inquire and expand their knowledge. Materials: Whiteboard Pre­assessment Post­assessment Chart paper Markers Colored writing utensils, one per student Sticky notes Procedure: 1. Students will enter the room and see “Theme: Critical Thinking” on the whiteboard. Underneath it will say “Historical Fiction”. 2. When the bell rings, students will be informed that they will be reading the historical fiction novel Prisoner B:3087, but before they can do that, they must be prepared. They will be told that it is based off of WWII and the Holocaust. 2. Students will each find a pre­assessment at their desk. They will be alerted to begin the pre­assessment quietly. Teacher will not allow questions. (The pre­assessment will assess

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students’ knowledge of what historical fiction is and their background knowledge of WWII and the Holocaust they should have from History.) 3. Students will turn their pre­assessment in when they are finished. This should take 10­15 minutes at most. 4. Students will find multiple pieces of chart paper sticking to each wall. The first will read, in bold letters, “What did you find difficult about the pre­assessment or what questions were you not able to answer? Why not?” The second will read, “What did you find easy about the pre­assessment or what questions were you able to answer? Why?” The third will read, “Write 3 key facts you know about WWII or the Holocaust.” The fourth will read, “Write 1 thing you know about historical fiction novels.” Lastly, the fifth chart paper will read, “What questions are still going on in your head?” 5. Each student will receive a different colored writing utensil and 5 sticky notes, one for each chart paper. 6. Teacher will explain the Chalk Talk protocol and answer questions. It will be clear that each student is responsible for writing a comment, reading others’ comments, and responding to at least 1 comment on each chart paper. 7. In silence, students will use about 20 minutes engaging in Chalk Talk. 8. Students will come back together when everyone is finished. The teacher will take each chart paper done and place them on the whiteboard. A whole group discussion will be facilitated from each chart paper. 9. Students will have a chance to discuss their comments or any questions they still have. 10. Students will be asked to complete a post­assessment. The teacher will compare the pre­ and post­assessment to gauge learning and if concepts should be re­visited next class period. This should take up the remainder of the class period. 11. Students will turn in the post­assessment when they are finished. Assessment: Pre­assessment Participation during Chalk Talk Post­assessment Reflective notes: One concern would be if the students have not yet learned about WWII or the Holocaust in History class yet. If they have not, they will have background knowledge when they get to it in History, though. To differentiate the plan for diverse learners who do not have any background knowledge, I would advise them to do their best on the pre­assessment and remind them that it is not for a grade. I will encourage them to participate in Chalk Talk because it will help them learn what they need to know. I believe that students will enjoy Chalk Talk and commenting on their friends’ “posts”. To improve the lesson next time, I would ask for student input and advice.

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Learning Plan 2: Day 3

Topic: Vocabulary Time: 60 minutes x 2 Standards: RL10­ Learn and use terminology associated with literary texts. Objectives/Goals: Students will use context clues to predict definitions of vocabulary words from the text Prisoner B:3087. Students will define each selected term, as well as finding synonyms, parts of speech, and sketching each. Students will present their findings to the class in a coherent way. Rationale: This lesson is important for building new vocabulary. It will aid students in understanding the text. Vocabulary is important in every grade level, including 7th. It connects to critical thinking because the students will be predicting the definitions of words before researching them, using context clues. Materials: Prisoner B:3087 List of vocabulary words Using Context Clues worksheets Vocabulary Squares worksheets Dictionary or Chromebook, one per student Procedure: 1. Students will be introduced to the topic of vocabulary and why it is important. 2. Students will be given the vocabulary list from Prisoner B:3087. There are many vocabulary words to choose from, ordered by chapter and page number. 3. Student will pair up and choose twenty unfamiliar vocabulary words from the list to investigate. 4. Students will use context clues to write predicted definitions of each selected vocabulary word. They will use the page number to search for the word in the text and read it used in a sentence. Next, they will record their predicted definition on the Using Content Clues worksheet. They will do this, collaborating with their partners, for each of the 20 words chosen. 5. Students will then use their dictionaries or Chromebooks for the Vocabulary Squares worksheet. For each word, students will research the definition, synonyms, and part of speech. They will then draw a picture. Students are still working with their partners. 6. As this will most likely take more than one class period, once everyone is finished, students will have an opportunity to compare and contrast their predicted definitions to

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the real definitions. Each pair will share with the class and present what they thought compared to what they know now. 7. After each presentation, the class will have a chance to provide feedback. Assessment: The assessment is the presentation. It lets the teacher know what each group has learned. Students will be able to keep their worksheets to study. Reflective notes: I would have concerns if students picked vocabulary words that they already know the definitions of. The idea is to broaden vocabulary and pick words you do not already know so that you can learn new ones. I would allow diverse learners to work independently and challenge themselves to define more than 20 words. The most effective aspect would most likely be the presentations because students are so used to listening to the teacher that listening to their peers would be a nice change. To improve the lesson, I would ask for student feedback.

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(Sample Worksheet for Lesson 2)

Vocabulary Directions: Working with a partner, pick 20 vocabulary words from the whole list that you are unfamiliar with. Use the corresponding page number to find the word used in a sentence in the text. Use context clues to define each word on the Using Context Clues sheet. Section 1: Krakow, Poland Vocab Chapters 1­5 eerie (7) scarce (8) synagogue (12) inventories (15) seized (15) bickering (18) untrodden (20) ember (21) delectable (24) mercenary (24) flustered (32) conduit (33) Vocab Chapters 6­8 sanctuary (37) hoarded (37) accede (39) rage (41) smuggled (44) milestones (45) embraced (45) amiss (46) solemnly (46) piteously (49) liquidated (51) quota (54) reluctantly (56) fateful (56)

Section 2:Paszow Concentration Camp Vocab Chapters 9­12 voluntary (62) sole (63) resolved (67) meager (67) anonymous (68) rabid (70) ceasing (73) putrid (76) ajar (76) retched (76) decomposing (77) hastily (78) gestured (80) pact (83) brutal (87) sustain (87) slithered (91) refuge (92)

Section 3: Wieliczka Salt Mine Vocab Chapter 13 spire (97) industrial (97) sentinels (97) intently (97) illuminated (98) trance (98) labyrinth (98) vast (99) astounding (100) gnomes (100) taunt (103) goad (103)

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Section 4: Trzebinia Concentration Camp Vocab Chapters 14­15 fury (108) fumed (108) meekly (109) vowed (109) stammered (110) gallows (111) effrontery (111) resolved (111) quarry (113) reeled (114) ventilation (115) lurched (115) roused (118) corpse (118) jostled (119) placard (121)

Section 5: Birkenau Concentration Camp Vocab Chapters 16­18 silhouette (124) unbidden (127) reprieve (129)

scoffed (134) minyan (134) taint (137) louse (137) exotic (137) tepid (138) cesspit (138) dawdling (138)

disoriented (139) sympathetic (141) severe (141) sneered (141) flinched (142) Section 6: Auschwitz Concentration Camp Vocab Chapters 19­20 gaits (147) wretched (147) recoiled (149)

preposterous (149) immaculate (149) pathetically (151) incapable (151) plaintive (154) acquaintances (155) intentional (156) aligned (158) pleaded (162) Section 7: Death March Vocab Chapters 21­22 liberated (167) dwindled (168) merely (168) droned (171) sparingly (175) scolding (176) rejuvenated (179)nestled (181) conscience (183) Section 8: Sachsenhausen Concentration Camp Vocab Chapter 23 hoarding (187) unconscious (190) voltage (190) scant (191) relish (192) serenading (192)

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Section 9: Bergen­Belsen Concentration Camp Vocab Chapter 24 scarfed (198) hearty (198) Section 10: Buchenwald Concentration Camp Vocab Chapter 25 guises (204) gaunt (206) brutal (206) ritual (208) enclosure (208) inhumane (208) berated (209) abide (209) Section 11: Gross­Rosen Concentration Camp Vocab Chapter 26 strewn (212) nonsensical (213) stupor (214) flogged (216) abyss (218) Section 12: Death March Vocab Chapters 27­28 clomping (222) suburbs (223) overlords (224)

revolutionaries (224) devoured (224) summoned (226) sidled (226) toxic (227) faltered (228) unsanitary (233) mistook (235) Gentile (235) Section 13: Dachau Concentration Camp Vocab Chapter 29 typhus (240) delirious (240) chaos (241) artillery (242) grim (244) steeled (244) Section 14: Munich Vocab Chapter 30 assured (248) luxury (249) reverently (249) artifact (250) yearn (256)

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(Sample Worksheet for Lesson 2) Name: _____________________

Using Context Clues Be sure to include your 20 selected vocabulary words, page numbers, and predicted definitions. 1. ____________: 2. ____________: 3. ____________: 4. ____________: 5. ____________: 6. ____________: 7. ____________: 8. ____________: 9. ____________: 10. ____________: 11. ____________: 12. ____________: 13. ____________: ……………………

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(Sample Worksheet for Lesson 2) Name: ____________________

Vocabulary Squares

Directions: Using each of your 20 selected vocabulary words from Prisoner B:3087, fill out the vocabulary squares with the correct definition (use your dictionary or Chromebook), synonyms, parts of speech, and a sketch (your own appropriate drawing). 1. _____________________

Definition

Synonyms

Parts of Speech

Sketch

2. _______________________

Definition

Synonyms

Parts of Speech

Sketch

3. _____________________ …………………………….

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Learning Plan 3: Day 8 Topic: Wrapping up Vocabulary Time: 60 minutes Standards: RL10­ Learn and use terminology associated with literary texts. Objectives/Goals: Students will create their own “word walls” using their Vocabulary Squares. Students will quiz partners with the Quiz­Quiz­Trade protocol. Rationale: This lesson is important to check for understanding of the vocabulary words from the text that the students have been studying. It aligns with the standard and the theme of critical thinking. Students should not just memorize definitions, but learn them. Materials: completed Vocabulary Squares worksheet Prisoner B:3087 Poster boards Glue sticks Scissors Markers Pre­made notecards (by the teacher) Procedure: 1. Students will enter the classroom knowing it is vocabulary wrap­up day. They will have their Vocabulary Squares worksheets with them from the beginning of the unit. 2. Students will be instructed to get with their partners to create their own word walls on poster board. Each pair will be given a poster board, glue stick, scissors, and a marker. At the top, they will write “Prisoner B:3087 Word Wall” with their markers. They will then cut out each vocabulary square and clue it to the poster board to make their word wall. Each pair’s word walls will vary depending on which words they picked from the text. 3. Students will hang their posters up in the hallway once they are finished. 4. Students will then come back and receive a notecard from the teacher. Each notecard has one random vocabulary word from the text on the front with the definition on the

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back. Even if the student receives a word they did not choose for their Vocabulary Squares, they should have enough background knowledge to infer the definition. 5. Students will then begin the Quiz­Quiz­Trade protocol with their peers that have notecards. Once everyone is done with their word walls, everyone will have a notecard. 6. Students will be instructed to begin the protocol with their original partners and then switch after each word to find a new partner. 7. Partner A shows the side of the notecard with the word on it to his/her partner. 8. Partner B says the definition (if he/she knows it), or finds the word in the text and then tries to determine the definition using context clues. 9. Partner A then reads the definition aloud to confirm or correct Partner B’s definition. 10. Partners switch roles and repeat the same steps. 11. Partners then trade notecards and find a new partner. 12. After about 15 minutes, the class will be called back together to take a field trip into the hallway to view everyone’s word walls. 13. The class will end with students sharing what they have learned as a whole­group discussion. Assessment: Word walls Teacher’s observations of Quiz­Quiz­Trade protocol Reflective notes: I would have concerns if students did not collaborate with others well, but I do not see that happening because group work will be the norm. Diverse learners would have the opportunity to work independently if they wish. To accommodate all students, the teacher would be available as a quiz partner. Student feedback would allow the teacher to edit the lesson plan if needed.

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Learning Plan 4: Day 9 Topic: Writing Letters (Community Connection) Time: 60 minutes Standards: I5­ Reflect throughout the inquiry process to deepen my own understanding and guide further actions. 3.2­ Examine historical, social, cultural, or political context to broaden inquiry. Objectives/Goals: Students will construct letters to Jack Gruener, the real life main character of Prisoner B:3087, asking him to make a guest appearance in the classroom. Rationale: This lesson is important to teach letter writing skills for the future, as well as to connect the text the students have been reading to the outside community. Students will have to construct questions for Mr. Gruener and topics of interest for him to possibly address. This ties in with critical thinking and relevance. Materials: Smartboard Prisoner B:3087 Student journals Chromebooks Printer Procedure: 1. Students will walk into the classroom and see a sample letter up on the Smartboard. 2. Once the bell rings, students will be asked to brainstorm about who they will be writing letters to. 3. If students do not guess Jack Gruener, they will be asked to research him on their Chromebooks. They should be able to find that he is alive today and lives close by. 4. Students should be excited to have the opportunity to have Mr. Gruener in the classroom since they have been reading about his struggles the whole unit. 5. Students will be led through a mini lesson, first, on how to construct a professional letter.

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6. Students will learn from the sample on the Smartboard. It will be kept up all class for the students to follow. 7. Once they learn the format, students will have to draft their letter ideas in their journals. They should write down what they want to say to Mr. Gruener, how they are going to ask him to visit the classroom, and what they want him to talk about. They will be able to refer back to the text. 8. Independently, each student should use their Chromebook to construct their own letter. 9. Once the students are finished, they will raise their hand to get the final draft checked by the teacher. 10. Once the teacher approves, the letter will be printed. 11. All letters will be mailed together in a large envelope to Jack Gruener after class. Assessment: Letter writing process and final draft Reflective notes: As a teacher, I would be concerned if the students were not excited about writing letters to someone they have been reading about for a couple of weeks. This assignment should be fun and engaging. I would also hope that Mr. Gruener would at least write back because the students will be eagerly awaiting.

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Learning Plan 5: Day 10 Topic: Point of View Writing Time: 60 minutes x 2­3 Standards: 2.1­ Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives. W3­ Write engaging narratives to develop real or imagined experiences or events. Objectives/Goals: Students will pick their favorite chapter from Prisoner B:3087 and rewrite it from a different point of view. Students will edit their own writing using Ratiocination. Rationale: This lesson may be the most important because it is tying the critical thinking skills together after finishing the novel. Students must think critically about how they are going to take a chapter that another author has already written and rewrite it from their own perspective as an onlooker or from a supporting character’s point of view. How would the story play out differently from somebody else’s eyes? Materials: Prisoner B:3087 whiteboard Student journals or Chromebooks Ratiocination handout Checklist Procedure: 1. Students will come into the classroom with their creative caps on ready to write! 2. To review the concept of critical thinking, students will be asked to Turn & Talk with a partner once the bell rings about what critical thinking is and how they have used it so far in this unit. 3. Students will share their thinking with the class by raising hands. 4. Next, independently, students will be asked to take out Prisoner B:3087 and turn to their favorite chapter.

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5. The teacher will then tell the students that they will be rewriting this chapter from someone else’s point of view and that it is their choice. They will be given a checklist. 6. With the teacher, students will raise hands and wait to be called on when volunteering to list on the board what point of views they can choose from (so that everyone is on the same page). 7. Students will be encouraged to outline before writing. 8. When each student is ready to write, they can choose to use their Chromebooks or write in their journals. 9. Writing will continue the rest of the class period. 10. Next class period, writing will most likely continue and editing may begin. Students may need one extra day to write, though. 11. When students are ready to edit their own writing, they will use the Ratiocination handout as a guide. 12. Students will be told to do their absolute best because this is their final assignment and big grade for the unit. They will be reminded to consult the rubric. Assessment: Point of View writing Reflective notes: Hopefully this is an engaging writing prompt! If students enjoyed the book, they should enjoy writing about it too.

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(Lesson Plan 5 Sample) Point of View Writing Checklist

∙ This assignment will allow you to take your favorite chapter from Prisoner B:3087 and rewrite it from your own perspective as an onlooker or from a supporting character’s point of view. It cannot be in the main character’s point of view because that is already how the author wrote it! ∙ For example, you could choose a chapter about Yanek hiding out in his family’s flat with a bunch of other families that have moved in for shelter from the Nazis. Yanek does not like sharing a room with the other children. You could choose to rewrite this chapter from one of the other children’s point of views. You could choose to include thoughts such as how this child feels living in someone else’s house, especially if Yanek does not appreciate him/her being there. You could even write it from your own perspective, pretending you live next door and are observing what is going on in your neighbor’s apartment. Perhaps you would even choose to write from Yanek’s mother or father’s point of view about how they feel trying to provide for so many people. ∙ This assignment is worth 50 points. Be sure you are able to check off that you have done the following things: 1. Specify which chapter you are rewriting and whose perspective it is written from. ____ 2. Go by the book and refer back to the chapter you are rewriting. Show evidence that you have read and understand what you are writing about. ____ 3. Staple your outline or pre­writing notes, your rough draft, your final draft, and this page together in that order. Your final draft may be handwritten neatly or printed. If I cannot read your handwriting, I will not be able to grade your assignment. ____ 4. Be sure that you have edited your rough draft using Ratiocination. I should be able to tell from the marks on your paper. ____ 5. There is a distinct improvement from rough to final draft after Ratiocination. ____

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Extra Learning Plan: Day 5

Topic: Connecting History to ELA Time: 60 minutes x 2 Standards: 7.2­ Compare and contrast a literary depiction of a time, place, or character to a historical account of the same period to understand how authors use or alter history for rhetorical effect. Objectives/Goals: Students will use their knowledge from history class to determine if events/people in the novel are historically based or not. Students will construct powerpoints with one slide for each different setting/person in the novel (as provided). They will use their history notes to validate whether these settings/people actually existed or not. They will provide information about the setting/person through textual evidence in the novel and from their history notes. Students will follow the Gallery Walk protocol to view their peer’s powerpoints. Rationale: This lesson is a great way for students to see the connection between subjects. It also refers back to one of the first lessons about historical fiction. Students are able to pull out what is historical and what is fiction. They must follow the standard and think critically. Materials: Prisoner B:3087 Settings handout Chromebooks History notes Procedure: 1. Students will bring their history notes to class. 2. Students will be asked to pull out their history notes and the novel. 3. Students will then be asked, “How do we know if all of the settings and people in the novel are based off of real places or people in history?” They will be asked to think in their heads while the teacher hands out the Settings handout. 4. A volunteer will read the directions.

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5. Students will work independently, without asking the teacher questions. The idea is to have students thinking critically on their own, pulling from their own knowledge and resources. 6. Students might soon be able to tell that all of the settings are based on real historical places, but they still need to decide if the details provided in the novel are true or made up. 7. Students will be working on their Powerpoints for probably all of the class period. 8. Next class, students will finish up their Powerpoints and begin the Gallery Walk to view their peer’s work. 9. The students will be able to see if their thoughts match up with everybody else’s. 10. Students will leave their Chromebooks on their desks with their Powerpoints up. 11. They will all stand up and rotate to the desk beside them to view their partner’s Powerpoint. 12. After 5 minutes of going through the Powerpoint, the whole class will rotate to the next desk beside them. 13. Once everyone has viewed all of the Powerpoints, the class will come back together as a whole to finally draw conclusions. 14. Students will share what they have learned about history vs. fiction. Assessment: Powerpoint Reflective Notes: The Gallery Walk may be difficult if not everyone is done with their Powerpoints on the same day. Some students may be left viewing unfinished Powerpoints. It would work great, however, if everyone was finished at around the same time. Overall, I think this is a great way to make connections between subjects while thinking critically.

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(Learning Plan for Day 5 Sample)

Settings: Real or Fake?

Use the novel and your history notes to think critically and figure out if each setting or person from the novel is historically based or not. Remember, this novel is historical fiction, but which parts are fiction? Create a powerpoint in which each setting/person is a different slide. Provide textual evidence to describe the setting and use any information you have from history class to decide if this was a real place/person during the Holocaust.

Only pick 5 from the list for your powerpoint! 1. Wawel Cathedral 2. synagogue 3. ghetto 4. Plaszow Concentration Camp 5. Birkenau 6. Auschwitz 7. death march 8. Sachsenhausen 9. Bergen­Belson 10. Buchenwald 11. Gross­Rosen

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Science Unit Plan: By: Samantha Rudolph Essential Questions:

1. How do our bodies use food? 2. What happens when we do not have nutrients in our diet?

Calendar

Content Learning Activities Key Assessments

Day 1 Introducing the Digestive System

­ Group activity for each organ with organizer, ­ PBS video to end class.

­ Warm up: “Purpose of the Digestive System”, ­ Submit graphic organizer for post assessment.

Day 2 Going over each part of the Digestive System. (Pass back organizers)

­ Each group presents their organ so other groups can fill in their organizers. ­ Draw and label digestive system.

­ Warm up: “Purpose of the organ you were assigned to yesterday.” ­Stamp all pictures that are done, assign the others as homework.

Day 3 Introducing Nutrition “Body is a system”

­ Vocab (nutrients, proteins, carbohydrates, etc.) ­ Food Label Activity ­ Food log (Homework/mini project)

­ Warm up: “What ?s do you have about nutrition?” ­ Formative Assessment

Day 4 Nutrition ­ Go over Food logs ­ Notes on how nutrients are extracted and transported throughout the body. ­ Review for vocab quiz

­ Food logs ­ Exit Slip: “Which organ extracts nutrients into the bloodstream?”

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Day 5 Nutrition ­ Vocab quiz ­ Cereal/Iron experiment

­ Warm up: Vocab Quiz ­Formative Assessment ­ Notebook check

Day 6 Lack of Nutrition/Starvation

­ Review nutrients ­ Starvation notes ­ Stages of starvation organizer

Warm up: “Explain what you think happens to your body without nutrients.” ­ Starvation organizer if complete ­Exit Slip: “What is starvation?”

Day 7 Prisoner B­3087 ­ Notes on Holocaust starvation. ­Explain “Mussleman” and what stage of starvation they are at. ­ Have students choose a character to explain the level of starvation they are at.

­Warm up: “What happened to Yanek when he ate a lot after he went weeks with barely eating anything?” ­ Exit Slip: “Submit the character and level of starvation they are at.”

Day 8 Prisoner B­3087 ­ Nutritionist guest speaker on how to properly treat starvation. ­ Brainstorm on how to treat their character from Prisoner B­3087

­ Warm up: “List three nutrients and their main purpose to our bodies.” ­ Observation ­ Exit Slip: “What did you find interesting from the nutritionist’s presentation?”

Day 9 Prisoner B­3087 ­ Start first draft on how to treat your character.

­ Warm up: “REVIEW! Which organ deals with nondigestible food?”

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­ Conference with students over their writing.

Day 10 Prisoner B­3087 ­ Conference with group about how you would treat your character. ­ If enough time, nutritional Kahoot!

­ Warm up: “Define constructive criticism.” ­ Observation ­ Kahoot! ­ Weekly notebook check.

Assessment Matrix

Objective Evidence Data Collection Timeframe

1. Students will understand the functions of the Digestive system and see how each organ works to serve the needs of the human body.

­ PBS video ­ Nutrition notes

­ Graphic organizer ­ post­ assessment

Days 1­5, and 9

2. Students will be able label each part of the Digestive System and communicate each function to the rest of the class.

­ Picture in lesson 1 ­ Presentation of group organ.

­ Picture ­ Presentation

Days 1­2

3. Students will understand how the Digestive system pulls nutrients from the food being eaten and how they serve the needs of cells and of the human body.

­ Nutrition notes ­ Food labels ­ Cereal/Iron experiemtn

­ pre­ and post­ assessments ­ Lab sheets ­Notebook checks

Days 3­10

4. Students will be able to read and understand models that explain the nutrition in food products (food labels).

­ Food labels ­ Food log Days 3­4

5. Students will be able to construct a model to explain the nutrients they ingested based off of their own observation and investigation.

­ Food log ­ Food log Day 4

6. Students will understand how specialized cells and organs cannot perform their functions without proper nutrients.

­ Starvation notes ­ Prisoner

­ Graphic organizer ­ pre­ and post­

Days 6­10

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B­3087 characters

assessments

8. Students will know how to use a graphic organizer to map out the stages of starvation.

­ Graphic organizer

­ Graphic organizer

Day 6

9. Students will be able to explain how to treat a scenario of someone going through starvation using scientific evidence and predictions based off of data provided by a nutritionist.

­ Nutritionist guest speaker ­ conferencing with groups and teacher

­ Conferencing ­ Treatment plan essay

Day 7­10

NMSA Standards:

NMSA 1: Lesson 3 NMSA 2: Lessons 1, 2, and 4 NMSA 3: Lessons 1­4 NMSA 4: Lesson 4 NMSA 5: Lessons 2, 3, and 4 NMSA 6: Lesson 4 NMSA 7: Lessons 1­4

Learning Plan #1

Topic: Digestive System and its Functions

Time: 120 min.

Standards: 7.L.3B: Multicellular organisms (including humans) are complex systems with

specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.

7.S.1: The students will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

7.S.1.A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

Objectives/Goals:

Students will understand the functions of the Digestive system and see how each organ works to serve the needs of the human body.

Students will be able to use a model to understand the process of the Digestive system.

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Rationale: This lesson will teach students how their own bodies work. It will show why they need food and introduce the topic on nutrition. It builds their knowledge on the function of each organ so they will know later on how the Digestive System gives us the energy we need to function.

Materials:

Overhead projector PBS video “Guts: The Small Intestine and Digestion” Pencils Graphic organizer of Digestive System Picture of human digestive system Colored pencils

Procedure: Day 1:

Give Warm up: “Write down the main purpose of the Digestive System.” Go over the Digestive System and its parts.

Use the notes “Digestive System” Explain the graphic organizer:

There are three columns on the organizer. Each organ of the Digestive System is listed in the first column. In the second column, they must describe the main purpose of that organ. The third column contains a drawing of that organ or area. They must label each part and understand what they do.

Assign groups for each organ. Each group will fill out their own columns. Presentations will be after the

video. When the groups are done, collect the graphic organizer to assess how they did. Play PBS video till the end of class.

Day 2:

Give Warm up: “Write down the main purpose of the organ you were assigned to yesterday.” (5 min.)

After warm up, pass back the graphic organizers. One group at a time will then slowly go over their columns two and three for the

class to right down on their own. *Reminder to have each group go over slowly and repeat when needed.*

Q&A if needed about any organ or organ part. Pass out picture of Digestive system. Students will color and label this till the end

of class.

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Assessment: Graphic organizer

It will show not only how well the students understood the assignment and the organs, but how well they worked in the groups they were put into.

Presenting each organ This will show how well students present materials in front of the class

and their knowledge they built the day before.

Reflective notes: Some concerns I have are students working well together in groups. Sometimes a student will be in class that for some reason does not work well with others or engages in the activity. This is why teachers must really get to know the students. This lesson’s strength however is how the students become experts in their own organ. That way when other students have questions, they will not be afraid to answer them. Something I will improve on next time is making sure every student becomes an expert of every organ.

Digestive System

Organ Function Parts

Mouth

Esophagus

Stomach

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Small Intestine

Large Intestine

Learning Plan #2

Topic: Nutrition Time: 3 days Standards:

7.L.3B: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.

7.S.1: The students will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

7.S.1.A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others

7.S.1.A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

Objectives/Goals:

Students will understand how the Digestive system pulls nutrients from the food being eaten and how they serve the needs of cells and of the human body.

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Students will be able to read and understand models that explain the nutrition in food products (food labels).

Students will be able to construct a model to explain the nutrients they ingested based off of their own observation and investigation.

Rationale: This lesson will help students understand the importance of eating food high in nutrients. It will show how the body uses them and how eating right is the best way to meet the energy needs of the body. It will also teach them how to read food labels and map out their own diet to see the nutrition that both exists or lacks in their diet. Materials:

Pencils Projector Nutrition notes Vocab sheet Several food labels Food label activity sheet Notebook paper Cereal (high in iron) Bowl Trays Magnet stirring rods Mortars and pestles Water 50mL beakers

Procedure: Day 1:

Put up Warm up: “What questions do you have about nutrition?” Go over Nutrition and the nutrients found in food.

Notes found under, “Nutrition”. Explain the what food labels are and the Food Label Activity.

Students will be matched into groups of three or four. Each group will have at least 4 food labels from a variety of foods that they will need to pull information from to flll out the Food Label Activity sheet. (Ex. % of protein, % of sugar, kinds of sugar, etc.)

Assign students into groups of three/four. As they are placed, give each group the food labels they will use.

Begin activity. Walk around room to help and observe.

(5 min before class ends) Explain the Food Log and how they must document what they eat from then until next class.

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Have them write down the nutrients found in each food if they have access to the food labels.

Day 2:

No Warm up. Have them take out Food Logs. Go over certain foods that were a bit harder to find food labels. (Ex. vegetables,

fruits, pastas, homemade sauces, take­out food, etc.) Have a few students read their Food Logs. They will be used to explain deeply

the nutrients that are in their diet. Pull up rest of notes on Nutrition.

This will be going over how nutrients are absorbed into the body. Student will copy notes from the projector.

Have a Q&A so students can ask any questions they had during lecture. Review for vocab quiz before class ends. Give Exit Slip: “Which organ extracts nutrients into the bloodstream?”

Day 3:

Warm up will be the vocab quiz. Take about 5­10 min. Have cereal, a bowl, mortar and pestle, beaker of water, and the magnet stirrer all

set up at the front. Have the others for the students set aside. Cereal/Iron experiment:

This experiment will show how food is crushed up to pull the nutrients out. Students will be taking notes on their hypothesis, steps and findings.

Have students get into lab pairs. One lab partner will retrieve the supplies on a tray while the other retrieves lab goggles and gloves. Have students decide which partner is the recorder and which is the operator.

Operator works with the supplies while the recorder takes the notes.

Come up with a class hypothesis on what they will find in the cereal. Go step by step with the class on your own experiment. You do the step

while everyone is watching first and then walk around the class to make sure they are following correctly.

When mixture is stirred with the magnet for the time needed, students should end up with iron flakes/powder on the magnets.

Explain how iron is used in the body. (Hemoglobin, blood) When done, have the same students put supplies away while the other

straightens up and puts goggles and gloves away. Students will hand in notebooks for a notebook check.

Assessments:

Notebook check

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This will help me see how well the students are understanding the information they read. It will also help me see how well they are staying on task.

Food Logs This will let me see how well the students are understanding nutrients and

connecting it to their life. Vocab Quiz

Reflective notes: The main concern I have is the lab. It is always difficult to have middle school students do a lab involving glass, but it is always key to remember to go over lab safety before any lab given. Even if the students roll their eyes or give attitude about the teacher being repetitive, they will remember at the end of the year. A strength of this lesson is the Food Log. It gives the students a connection to their own lives and diet. The students can see the nutrients they are ingesting and the ones they need more of.

Nutrition Vocab Quiz

Rich in energy and made up of carbon, oxygen, and hydrogen _____________ Made up of amino acids; important for cell structure and function _____________ Substances that give the body the energy it needs. _____________ Our bodies are made up of mostly this nutrient _____________ Found naturally in foods and necessary for growth and development _____________ Must be eaten in moderation, but is needed for a healthy diet _____________ Important for many bodily functions, such as bone structure and oxygen transport _____________ The organ system in charge of breaking down food and absorbing nutrients for the body to use. _____________

Learning Plan #3 Topic: Starvation/ Lack of nutrients Time: 60 min. Standards:

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7.L.3B: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.

7.S.1: The students will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

7.S.1.A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

Objectives/Goals:

Students will understand how specialized cells and organs cannot perform their functions without proper nutrients.

Students will know how to use a graphic organizer to map out the stages of starvation.

Rationale: Middle school is the age where body image becomes very important to certain students. Some students may start to develop eating disorders to maintain the “perfect” body. This lesson will stress the importance of nutrients to the body and what will happen at each level of starvation. It will show how your body will find alternative sources for energy and how it will deteriorate in the process. Materials:

Pencil Notebook paper Projector Chromebooks Starvation notes Graphic organizer for starvation levels

Procedure:

Put up Warm up: “Explain what you think happens to the body without nutrients.” Explain Starvation and have students copy the definition in their notebooks. Go through the notes on Starvation.

Students must copy them down from projector, Cornell notes preferably. Explain graphic organizer.

There are two columns. One smaller column with Levels 1, 2, and 3 labeled, and a wider column to explain what happens in each level.

Assign groups of students so they can work together to fill out each stage of starvation.

Walk around the room to answer any questions.

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Make sure notes are posted online so they can refer back to them for help as well.

Have students hand in organizers if they are complete. Assign for homework if not.

Put up Exit Slip: “What is starvation?” Assessment:

Exit slip The exit slip will be very simple so I can see that they grasped the main

definition of starvation. Graphic organizer

I will be able to see how the students explained each level in their own words, or just copied it from the source they found.

Reflective notes: My concern is the paraphrasing of the levels in the graphic organizer. Students may just copy word for word what they find and that is not beneficial to their understanding. I must stress how they must explain each stage in their own words while using their Chromebooks for help. I love the importance of this lesson. This lesson can be connected to eating disorders which is present in middle school. It can connect to how they can develop over bullying issues and of poor self image.

Starvation Graphic Organizer Stages Characteristics

Stage 1

Stage 2

Stage 3

Learning Plan #4

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Topic: Prisoner B­3087 Time: 4 days Standards:

7.S.1: The students will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

7.S.1.A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

7.S.1.A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

Objectives/Goals:

Students will be able to explain how to treat a scenario of someone going through starvation using scientific evidence and predictions based off of data provided by a nutritionist.

Rationale: I believe this lesson is important because it will not only help the students understand how to treat starvation and help someone going through it, it will also connect them back to their English and Social Studies class through Prisoner B­3087. They will be writing an essay on how they will treat a character from the story using scientific evidence from their notes and a nutritionist that will speak to them. They will also see how the survivors of the Holocaust were treated after they were rescued from the concentration camps. It will give students insight on what victims went through during the Holocaust. Materials:

Prisoner B­3087 books. (can be supplied by English teacher) Pencils Index cards Smart board projector Notebook paper Nutritionist guest speaker Rubric for essay Post­its for conference Kahoot!

Procedure: Day 1:

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Put up Warm up: “What happens to Yanek when he ate a lot after he went weeks with barely eating anything?”

Explain how Holocaust victims were starved and the effects it had on their bodies. Show the levels of starvation in Yanek and where they happened in the story.

This will be mapped out in the notes under, “Holocaust Starvation”. Explain “Musselman” and the level of starvation they were at. Explain the essay and everything required for it.

They will choose a character from Prisoner B­3087. They will identify the level of starvation they are at and then write an essay on how they will treat them and why they will treat them that way. They will use evidence from their notes to support their treatment strategy and will be given more information from a nutritionist that they can use.

Q&A to ensure understanding of assignment. Have students decide the character they want to treat and the level of starvation

they are at. Exit Slip: “Submit the character you are treating and the level of starvation they

are at on an index card with your name in the top left corner, and class period in the top right corner.”

Day 2: Post Warm up: “List three nutrients and their main purpose to our bodies.” Introduce the nutritionist guest speaker.

They will go over how to properly treat starvation at each level. Have students take notes throughout the presentation.

If time permits, have students brainstorm how they will treat their character. Exit Slip: “What piece of information did you find interesting from the nutritionist’s

presentation?” Day 3:

Post Warm up: “REVIEW! Which organ deals with nondigestible food?” Today will be used to start the first draft. Have on the smartboard their names under column called, “Draft one”. Have

another column called, “Conference”. If students need to conference with me, they can move their names under Conference. If it is just a question, they are encouraged to ask their neighbors or raise their hand.

Day 4: Post Warm up: “Define constructive criticism.” Students will be put into groups of 4 so they can conference with each other.

Each student gets three post it notes. They will take turns sharing their treatment plans to their group. After one student is done speaking, the other three will silently write down feedback on a post it note. Feedback can be constructive criticism or something they found interesting about the plan. The others will then give their feedback to the speaker, and move on to the next student.

If time permits, put on the nutrition Kahoot!

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Assessment:

Exit slips They will help me see how well the students are grasping the treatment

plan and if they paid attention during presentations. Observation

I need to observe how well the students conference with each other to see if they know how to give proper feedback.

Conference I will conference with them to see how well their first draft is going and if

they need any pointers. Kahoot!

This will be a review of nutrition to see if students still understand the material they learned days ago.

Reflective notes: This is a very complicated assignment for a science class. However, it does connect how Science can be found in English and History, and vice versa. I need to improve on how conferencing with the students will work and how they will know they are ready for a conference. The rubric will be handed out at the beginning of the assignment, so they know what to look for in the writing.

Research Report : Starvation Treatment Plan Rubric

Teacher Name: Ms. Rudolph Student Name: ________________________________________

CATEGORY 4 3 2 1

Organization Information is very organized with well­constructed paragraphs and subheadings. Thesis is clearly

Information is organized with well­constructed paragraphs. Thesis is a bit hard to discern,

Information is organized, but paragraphs are not well­constructed. Thesis contains

The information appears to be disorganized. 8) Thesis is a vague and does not convey the topic

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stated. but correctly placed.

errors and is a bit vague.

clearly.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1­2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources Sources are cited properly. There is at least one detail from lecture notes and one from nutritionist\'s presentation.

Sources are cited properly, however there is evidence missing from either the notes or the nutritionist\'s presentation.

Sources are cited with a few mistakes in formatting. Evidence is missing from one source.

Sources are not cited at all and evidence is missing from notes and/or nutritionist\'s presentation.

Date Created: Dec 07, 2015 06:09 pm (CST) History Unit Plan

Content Learning Activities Key Assessments

Day 1 Introducing World War Two

Pre­test to demonstrate background knowledge

The completion and explanation of the pretest

Day 2 Introducing historical fiction

We will discuss what historical fiction is and introduce the novel.

Graphic Organizer

Day 3 We will be talking about what started

Students will fill in the notes individually and

They will write a short paragraph about how social

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World War Two. We will be doing a fill in the blank hand out that comes straight from their textbook.

then as a class discuss. pressure might have led people to help or not help each other during this time.

Day 4 We will continue with primary documents and group work on the Holocaust

Collaborative learning Their PowerPoint presentation

Day 5 Visuals from world war one and two showing the progression of war

Venn diagram comparing the two wars

Graphic organizer

Day 6 We will discuss what it would have been like to have been our main character when all of this was going on

Draw a picture of what they imagine their lives looking like

Turn in pictures, hand out study guide for test.

Day 7 Discuss the importance of critical thinking and not just believing everything everyone tells you (even your teachers) show them agendas that the

Write down ways Hitler controlled the minds of the youth

Write down ways media today try’s to sway their opinions and how they can avoid it. Using a graphic organizer.

Day 8 Finish World War Two chapters in our book.

Work on study guide with partners

Finish study guide

Day 9 Test on The World Wars (70% on world war two, 20% on world war one, 10% on novel)

Review Game before test

Complete test.

Day 10 Begin Final assessment (community connection)

How my community remembers World War Two

If we cannot find anything we will create something and donate it to our school/

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community

Assessment Matrix

Objective Evidence Data Collection Timeframe

1. Students will demonstrate an understanding concerning the short term and long term repercussions of world war two.

­see Calendar above

All assessments keep students engaged and build to help them for their end of unit test.

Days 1­10

2. students will analyze the difference in historical fiction and fact.

­Graphic organizers

Graphic organizers and PowerPoints

Day 2, 4, 6, and 8

1. Students will become self­aware about the things that they are being taught and how their lives are being molded.

Graphic organizers

Paragraphs, pictures, PowerPoints, and graphic organizers

Day 3,5,7

2. Students will demonstrate complete knowledge of their World War and the Holocaust.

See calendar above

Final test, and Final project

Day 9 and 10

Theme: Critical Thinking Learning Plan 1: Day 1

Topic: Introducing The World Wars Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: Students will demonstrate their background knowledge of WWII and the Holocaust, to give the teacher a clear idea on how to approach the lessons to come. Rationale: This lesson is important because it gives a brief overview on everything we will be covering in the weeks to come. We will be going over the pre quiz as a class and engaging in a lively discussion. This will also begin to help students decipher between fiction and fact.

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Materials: Whiteboard Pre­assessment PowerPoint with answers and pictures. Procedure: 1. The Primetime on the board when the students walk in is going to be “List 3 Facts that you recall from World War Two” 2. We will go over the answers as a class 3. I will introduce World War Two, and their novel that we will be using as a read aloud. 4. Students will take the 20 question pre­test. 5. I will pull up the PowerPoint with the answers and pictures for us to go over as a class 6. The completion of the review and the gathering of student background knowledge. Assessment: Pre­assessment Reflective notes: My biggest concern regarding this lesson would be the time it takes all of the students to take the pre quiz. It will be hard for my students who have IEPs and my ESL students. To improve this lesson, I may let them partner up for the pretest.

Theme: Critical Thinking Learning Plan 1: Day 2

Topic: Introducing historical fiction Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: We will discuss what historical fiction is and I will introduce the novel. Students will compare and contrast their history books to the novel using graphic organizers Rationale: This lesson is important in showing students how to begin deciphering the difference between fact and fiction. Materials: Whiteboard Prisoner B: 3087 History text books Venn­ Diagram (or other graphic organizer) PowerPoint Procedure: 1. The Primetime will be “What do you think Historical fiction” means 2. We will discuss answers and then proceed with our read aloud. 3. We will then read the introduction to this unit in our History books. 4. Students will be asked to create a Venn Diagram with a group.

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5. We will discuss as a class what they have found and create our own example on the board. 6. Finally, they will turn these into me. Assessment: Venn­Diagram Reflective notes: Potential problems with this lesson are if the students do not have enough knowledge yet on both the book and the history facts to complete an effective Venn­Diagram. In order to Fix this we may add to this diagram as we go and they turn it in at the end of the unit.

Theme: Critical Thinking Learning Plan 1: Day 3

Topic: What started WWll Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: Students will be able to address the social pressures Hitler used to control Nazi Germany. Rationale: This is crucial when trying to understand the character in our novel as well as trying to wrap our minds around a group of people wanting to follow someone as toxic as Hitler. Materials: Handout Textbook PowerPoint Short Video about the youth groups during Hitler’s rule. Paper and pencil Procedure: 1. The Primetime will be “Who or what do you follow blindly?” 2. We will do a read aloud from our novel. 3. We will watch a 3 min video on the youth programs Hitler installed. 4. I will pass out the fill in the blank notes with the page numbers for the book. 5. Once my students have completed that we will go over it. 6. Finally, and possibly for homework students will write a paragraph about what the social pressures were on these youth back then how it affected their actions. Assessment: Turn in paragraph Reflective notes: An issue for me is always running a little long on time and having to make my last assignment homework. I believe that this is a great lesson and will cause students to put themselves into these Nazi youth’s shoes. Something I could fix would be potentially shorten the notes or have us go over the in class rather than have the students complete them alone.

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Theme: Critical Thinking Learning Plan 1: Day 4

Topic: Introducing the Holocaust Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: Students will be able to show understanding of what exactly the Holocaust was and its long term effects on the world. Rationale: This lesson is important in giving the students the factual evidence to go along with their novel. Materials: Textbook Novel Primary Documents Exit slip Procedure: 1. The Primetime will be “hat do you know about the Holocaust” 2. We will read a large chunk out of our novel 3. Students will be paired off and will all have different primary sources from people from the Holocaust (Nazi guards, and concentration camp survivors) 4. Each pair will in class on their tablets create a 3 page PowerPoint slide on their person and teach the class about them. Assessment: The short group PowerPoint presentation on their primary document Holocaust person. Reflective notes: I am so excited about this lesson. Potential problems would be students not understanding the Primary documents. I believe that if I am floating around the room enough I can help combat this and students will really get a lot from this.

Theme: Critical Thinking Learning Plan 1: Day 5

Topic: Being sure students are not confusing the wars. Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: Students will be able to decipher between World War One and World War Two. Rationale:

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I do not want them to look back on these wars (especially on the PASS) and be unable to distinguish between the two. Materials: Guided notes PowerPoint Graphic organizer Procedure: 1. The primetime will be “list one thing you know about each world war.” 2. I will have a PowerPoint showing major advancements and changes between the two world wars 3. Students will take guided notes as we go on these changes. 4. Finally they will create a graphic organizer showing similarities and differences. Assessment: Graphic organizer Reflective notes: This lesson while necessary will be a boring and straight forward one. I believe that a good change would be potentially doing this lesson the first or second week so not to confuse students in the middle.

Theme: Critical Thinking Learning Plan 1: Day 6

Topic: Comparing and contrasting the novel from what we have learned so far Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: The objective will be to have students clarify that they understand the fiction vs nonfiction in their novel. Rationale: This lesson is important in showing students how to begin deciphering the difference between fact and fiction. Materials: Whiteboard Novel Blank paper Colored pencils Study guide Procedure: 1. The primetime will be “What is your favorite thing about this novel so far?” 2. We will do another long read a loud 3. Students will pull out their old Venn­Diagrams on the fiction vs non fiction 4. We will make new ones and this time they need to make it much more detailed than the first.

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5. I will put up our old one from the second week. 6. Pass out study guide 7. Finally, we will add a bunch of new things we have learned that connect our text book to our novel. Assessment: Venn­Diagram Reflective notes: Hopefully we see a lot of growth from the first time we did this activity and now. If not I will have a lot of work to do and we will need to study our textbooks more in­depth.

Theme: Critical Thinking Learning Plan 1: Day 7

Topic: Introducing historical fiction Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: Students will begin to think critically about their lives today in comparison to the children’s lives during WWll Rationale: It is important for students not to follow blindly. Materials: News paper articles Social media trends Novel History text books Paper and pencils Procedure: 1. The Primetime will be “What is your favorite trend right now?” 2. Students will be handed paper clips with newspaper clippings, and social media trends 3. In the first column they will write down the messages that they believe the media is trying to portray to them today. 4. In the second column they will also write down how Hitler manipulated the minds of his youth. 5. The third column they will then write down how they can combat this. Assessment: Three column chart Reflective notes: The biggest potential issue this lesson will have is it may not reach all of my students with different learning disabilities.

Theme: Critical Thinking Learning Plan 1: Day 8

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Topic: Finish World War two in Text book Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: Students will have a complete understanding of World War Two Rationale: This lesson is important because it completes this era that we have been covering for weeks. Materials: PowerPoint Guided notes Study guide Procedure: 1. Students will come in and we will immediately start with our last read aloud 2. Then they will get in groups and complete their guided notes. 3. Upon completing this they will work on their study guides Assessment: Study Guides Reflective notes: This again will be a boring day so hopefully the students will be motivated and focused. I plan to combat this by promising them some fun review games f they can get finished.

Theme: Critical Thinking Learning Plan 1: Day 2

Topic: Test day Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: For students to show complete mastery of World War Two Rationale: Students will be prepared for cumulative test to come. Materials: Review game Test Pencils Procedure: 1. Students will come in and we will begin with a review game. 2. They will take their test. Assessment:

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Final test Reflective notes: Hopefully students will be prepared for their test, if not I will need to factor in more review time.

Theme: Critical Thinking Learning Plan 1: Day 10

Topic: Final assessement Time: 60 minutes Standards: Standard 7­4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Objectives/Goals: The National WWII Museum is calling on you to contribute to “My Town Remembers WWII: A Collection of Memories." This continually growing online exhibit showcases how our nation’s communities acknowledge the bravery and sacrifice of the Greatest Generation. Send in photos of your community’s WWII memorials, statues, street signs, and ceremonies that illustrate how your community honors the men and women of WWII and keeps the memory of their sacrifice alive. Your photo will be added to our interactive map showcasing each WWII memory site, and each month, one outstanding entry will be chosen to be spotlighted on our website and the photographer will receive a prize from our Museum store. Rationale: If as a community, we do not have World War Two representation then our project will be to create something and donate it. Materials: Computers for research Projects Brainstorming Procedure: 1. First we will research what our community has for our World War Two vets. 2. If we find enough then they will do presentations on it. 3. If we discover that there is nothing, then we will create something as a class. Assessment: Final poster or WWll memorial. Reflective notes: I believe that this will be a fun group project that will stay with our students for their entire schooling career. It could be a little complicated if there are a medioaker number of WWll memorials.

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