unit plan - fudd and gault - honors diff. course

Fudd, Quanda and Gault, Lisa

Unit Plan Weekly lesson plans are attached.

SUBJECT AREA: English Language Arts TEACHERS: Fudd, Quanda and Gault, Lisa

TIME FRAME: 7 weeks; 3 weekly lessons attached

UNIT: Compacted Unit Four, “Global Injustice” and Unit Five, “Meeting Challenges”

Unit Summary and Rationale: This compacted unit will expand students’ focus of investigation to a more global scale, continuing their analysis and critique of the competing realities of justice and injustice. They will have the opportunity to engage in formal literature circles on a selected work of literature known for its depiction of these conflicts and themes. All of the literary selections in this unit (including informational as well as narrative text) expose students to a range of global issues—past and present—reflecting the human struggle to persevere in the face of social, cultural, political, and economic pressures and power struggles. Students will continue to balance their skills as literary critics, analysts, and researchers. A central reading selection for this unit will be the famous work, Diary of Anne Frank. The book is a brilliant synthesis of all of the major themes explored during this academic year (including equality, inequality, and human beings’ capacity for both tolerance and intolerance).

Students will continue to debate the question of why injustice occurs in the world—and the extent to which it is context-based or universal. In other words, is it inevitable in social contexts or can we overcome it as a species? Students will also debate the role of the individual and his or her responsibility in the face of global injustice.

Unit Standards (Standards addressed each week are included in weekly plans.): 7.3 The student will understand the elements of media literacy. a) Identify persuasive/informative techniques used in non-print media including television, radio, video, and Internet. b) Distinguish between fact and opinion, and between evidence and inference. c) Describe how word choice and visual images convey a viewpoint. d) Compare and contrast the techniques in auditory, visual, and written media messages. 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. b) Compare and contrast various forms and genres of fictional text. c) Identify conventional elements and characteristics of a variety of genres. d) Describe the impact of word choice, imagery, and literary devices including figurative language. e) Make, confirm, and revise predictions. g) Make inferences and draw conclusions based on the text. h) Identify the main idea.


i) Summarize text relating supporting details. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships. 7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. b) Use text structures to aid comprehension. c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. d) Draw conclusions and make inferences on explicit and implied information. f) Identify the source, viewpoint, and purpose of texts. g) Describe how word choice and language structure convey an author’s viewpoint. h) Identify the main idea. i) Summarize text identifying supporting details. j) Identify cause and effect relationships. 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. a) Identify intended audience. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. i) Use clauses and phrases for sentence variety. 7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Choose appropriate adjectives and adverbs to enhance writing. c) Use pronoun-antecedent agreement to include indefinite pronouns. e) Edit for verb tense consistency and point of view. f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences. h) Use correct spelling for commonly used words.

Essential Questions (Daily essential

questions are included in lesson plans): How can literature contribute to our

understanding of different perspectives

about tolerance and intolerance?

How do social media impact our

perspectives of a social issue or event?

To what extent can our personal views and

dreams shape public policy related to

justice?

Concepts and Big Ideas: Tolerance and Intolerance

Media’s impact on social issues

Personal views and opinions of social issues

Justice vs. Mercy


Skills (See weekly lesson plans for daily mastery objectives.): S1. Identify the main idea of a text. S2. Summarize a text, relating supporting details. S3. Make, confirm, and revise predictions about text. S4. Draw conclusions and make inferences based on explicit and implied information. S5. Identify cause and effect relationships in a text. S6. Use external and internal text structures to aid in comprehension of text. S7. Identify the author’s purpose. S8. Describe how word choice and literary devices convey an author’s viewpoint. S9. Distinguish between fact and opinion. S10. Determine the theme(s) or central idea(s) of a text.

Key Terms: Global injustice

Holocaust and WWII Glossary (attached)

Social justice issue

Oppression

Classism

Assessments: Honors Global Injustice Menu (attached)

Global Injustice Menu (attached)

Transfer Task Essay

Lesson Plans (Learning activities included):

Lesson Plan 1 (Week of 3-14-16): See attached.



Text Selections and Resources: Honors Literature Circles Text Selections –

Hiroshima; The Diary of a Young Girl; Anne Frank and Me; The Devil’s Arithmetic; Students on Strike

General Texts: The Devil’s Arithmetic; The Diary of Anne Frank (graphic novel)

Excerpts: Maus II; Amistad

Nonfiction articles: Texts related to global injustices, including the Holocaust.

Video clips: Holocaust survivors; World War II footage; movie trailers based on novel selections

Additional Notes (Please see attached weekly lessons for specific use of the items below): The following differentiation strategies are included in this unit.

Curriculum compacting

Flexible grouping

Inquiry-based learning

Pre-assessment

Project-based assessment The following differentiated learning activities and assessments are included in this unit.

Learning menus

Philosophical chairs

Socratic seminar

Student-made rubrics (for project-based assessment)

Alexandria City Public Schools Revised Lesson Plan with Descriptors

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Name(s): Collins, J.; Fudd, Q.; Gault, L.; Gillespie, G; Hamilton, I.; McMahan, N Date: 3/14/2016 – 3/18/2016

Grade: 7 Subject: Language Arts Time Frame: One Week Standards: See Stages 1-2. See p.6 for annotated list. 7.1; 7.6d,e,i

Unit Title: Unit Four “A Closer Look: Global Injustice” and Unit Five, “Meeting Challenges through Literary Analysis” Stage One: Desired Results Stage Two: Assessment Evidence ESSENTIAL QUESTIONS: Open-ended,

interpretive questions reflecting on the “big

ideas” of the unit

designed to promote inquiry.

Typically they begin- Why? How? or To What Extent?

Miss Fudd is out on

the 8th and the 9th

Miss Gault is out on the 10th and 11th

Unit Essential Questions: How can literature contribute to our understanding of

different perspectives about tolerance and intolerance? How do social media impact our perspectives of a

social issue or event? To what extent can our personal views and dreams

shape public policy related to justice?

Lesson Essential Questions: Monday – How can people have different

understandings of the same event?

Tuesday – Why do we make a long story short? How can we make a long story short?

Wednesday – Why do we make a long story short? How can we make a long story short?

Thursday – How do people cope with global injustice?

Friday – How does global injustice occur in the midst of the developed world? (Students’ own questions for

Socratic Seminar)

PRE-ASSESSMENT: How will students show

that they have the required background-knowledge to complete the lesson?

How will previous student

learning data be used to

differentiate instruction?

Throughout the week, students will generate their own questions about the Holocaust based on the text and post them on the walls. Teachers and students will work together to identify the “best” questions to use for Socratic Seminar/Philosophical Chairs. Activators: Answer the following your notebook Monday – 7.6e Read the following sentences. Which parts are facts, which parts are opinions? Explain in 2-3 complete sentences: “The Jewish Holocaust resulted in

the death of 6 million people. The event has been described as one of the worst tragedies in the history of mankind.” Tuesday – 7.6i How would you summarize your favorite movie or TV show? Write a 1-paragraph summary of a movie or an episode for someone who has never seen it. Wednesday – 7.6i How would you summarize what we have learned about the Holocaust? Write a 1-paragraph summary of the event. Thursday – 7.6d Based on what we have learned about the Holocaust, what can you conclude about people who survived the Holocaust? How about people who survived most of their family members? Write 3-5 complete sentences. Friday – 7.1/7.6 Prepare for your Socratic Seminar/Philosophical Chairs by finalizing your highlighted text evidence, your notes, and your talking points.

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MASTERY OBJECTIVES: What knowledge, skills

or procedures, aligned with the standard do students need to master?

What higher-level thinking action will students demonstrate?

Written in SMART form (Specific, Measureable, Attainable, Relevant, Time-bound) and must contain the criteria/metric used to determine whether students have met the objective.

Monday- 7.6e After a close reading of the article and guided practice, students will be able to write two facts about the Holocaust and two opinions about the Holocaust with 100% accuracy. Tuesday – 7.6i After a mini lesson on summarizing and a close reading of the article, students will be able to summarize the text relating supporting details by writing a summary of each paragraph relating 2/3 of supporting details. Wednesday – 7.6i After summarizing each paragraph of the article, students will be able to summarize the text relating supporting details by writing a summary of the whole article relating 2/3 main points. Thursday – 7.6d After a close reading of the article, students will be able to make inferences based on explicit and implied information by answering text-based multiple choice questions with 85% accuracy. Friday – 7.1/7.6d,e,i After a close reading and interactions with the text all week, students will participate in Socratic Seminar or Philosophical Chairs by making 2 accurate (100%) contributions to the discussion based on the text.

FORMATIVE ASSESSMENT: How will students’

progress towards the mastery objective(s) be monitored and assessed?

How will feedback be provided to students so that teacher and students may adjust the learning process?

7.6e Fact and Opinion Sentences Monday After a close reading of the article and guided practice, students will be able to write two facts about the Holocaust and two opinions about the Holocaust with 100% accuracy. 7.6i Summarizing Paragraphs Tuesday After a mini lesson on summarizing and a close reading of the article, students will be able to summarize the text relating supporting details by summarizing each paragraph relating 2/3 of supporting details. 7.6i Article Summary Wednesday After summarizing each paragraph of the article, students will be able to summarize the text relating supporting details by writing a summary of the whole article relating 2/3 main points. 7.6.d Inference Questions Thursday After a close reading of the article, students will be able to make inferences based on explicit and implied information by answering text-based multiple choice questions with 85% accuracy. 7.1/7.6d,e,i Socratic Seminar/Philosophical Chairs Friday After a close reading and interactions with the text all week, students will participate in Socratic Seminar or Philosophical Chairs by making 2 accurate (100%) contributions to the discussion based on the text.

SUMMATIVE ASSESSMENT: How will students’

mastery of the objective(s) described in stage one be formally assessed?

Common Assessment: Project based Students will use a menu to make selections for their project based learning project which will be their common assessment for units 4/5. It will be due May 6th.

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Stage Three: The Learning Plan Teacher Moves Student Moves / Language Acquisition

FRAMING THE LEARNING/WARM UP/ACTIVATOR: How will the learning be

connected to the EQ/ big ideas of the unit?

How will the mastery objective be communicated?

How will teacher(s) use an activator to surface students’

knowledge and misconceptions?

Time Frame: 5- 15 minutes

Monday: Teacher will display the activator: Read the following sentences. Which parts are facts, which parts are opinions? Explain in 2-3 complete sentences: “The

Jewish Holocaust resulted in the death of 6 million people. The event has been described as one of the worst tragedies in the history of mankind.” Tuesday: Teacher will display the activator: How would you summarize your favorite movie or TV show? Write a 1-paragraph summary of a movie or an episode for someone who has never seen it. Wednesday: Teacher will display the activator: How would you summarize what we have learned about the Holocaust? Write a 1-paragraph summary of the event. Thursday: Teacher will display the activator: Based on what we have learned about the Holocaust, what can you conclude about people who survived the Holocaust? How about people who survived most of their family members? Write 3-5 complete sentences. Friday: Teacher will display the activator: Prepare for your Socratic Seminar/Philosophical Chairs by finalizing your highlighted text evidence, your notes, and your talking points.

Monday: Students will respond to the activator in their notebooks. Students will share their responses. Tuesday: Students will respond to the activator in their notebooks. Students will share their responses. Wednesday: Students will respond to the activator in their notebooks. Students will share their responses. Thursday: Students will respond to the activator in their notebooks. Students will share their responses. Friday: Students will prepare for discussion according to the directions.

M: T-Chart on Fact and Opinion Sentence Frames T: Summarizing Strategies W: GIST summarizing strategy Th: Cause and Effect sentence frames F: Socratic Seminar rules and procedures: scaffolding

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ACTIVE INSTRUCTION: How will teacher(s) explicitly

present information, model and instruct students towards mastery of the lesson objective(s)?

How will teachers transition between learning experiences?

What resource materials will be used to enhance student learning?

Time Frame: 15-20 minutes

Monday: Teacher will model differentiating fact from opinion, emphasizing key words and phrases. Modeling will include example statements of both and interactive practice. Tuesday: Teacher will model summarizing with the first paragraph of the article. Teacher will model brainstorming, paraphrasing and unpacking complex terms. Wednesday: Teacher will model summarizing a large chunk of text. Thursday: Teacher will show a video clip from a documentary or interview of a Holocaust survivor. Teachers will instruct students to “brain dump” their

reactions on paper. Teacher will facilitate a reaction discussion by asking “text-based” questions. Friday: Teacher will review expectations for Socratic Seminar/Philosophical Chairs, addressing questions and misconceptions as needed.

Monday: Students will observe teacher modeling and participate in practice exercises to recognize facts and opinions based on key words and phrases. Students will pose relevant questions as needed. Tuesday: Students will observe teacher modeling and pose relevant questions as needed. Wednesday: Students will observe teacher modeling and ask relevant questions as needed. Thursday: Students will view the video, then brain dump their reactions to the video. Students will respond to questions in response to the video. Friday: Students will pose relevant questions about the activity as needed.

M: Key words and phrases: modeling and support T: Dictionaries Vocabulary matching activity Question starters W: GIST summarizing strategy: steps Th: Sentence frames F: Socratic Seminar rules and procedures: modeling M: Stop-and-Jot strategy T: Summarization : scaffolding W: Monitoring and support Th: Read Aloud, Think Aloud strategy Jigsaw stategy

PRACTICE: How will work towards or

mastery of the objective(s) be demonstrated?

How will evidence be gathered of student learning?

How will higher-level thinking be incorporated?

How will students who need more help due to misconceptions or gaps in prior learning be assisted?

How will students who need to go deeper be addressed?


Monday: Teacher will facilitate reading of the text using stop-and-jot to recognize facts and opinions within the article. Tuesday: Teacher will instruct students to summarize each paragraph of the article in the margin. Teacher will circulate to address questions and misconceptions. Wednesday: Teachers will display a list of topics/experiences, each on a sheet of chart paper on the wall. Teachers will instruct students to write their own summaries of each topic on the chart paper. Teacher will circulate to address questions and misconceptions. Thursday: Teacher will transition students from the video to an article about Holocaust survivors. Teacher will facilitate reading of article whole-class or in groups.

Monday – Students will read the article using the stop-and-jot method to identify facts and opinion statements. Tuesday Students will summarize each paragraph of the article, posing questions as needed. Wednesday: Students will write summaries on pieces of chart paper, posing relevant questions as needed. Thursday: Students will read the article with the intention of making inferences and drawing conclusions.

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Friday: Socratic Seminar/Philosophical Chairs Friday: Socratic Seminar/Philosophical Chairs

F: Monitoring and support

SUMMARIZING/ANCHORING THE LEARNING: How will the learning be

summarized? How will the learning be

connected to the MO and EQ?


Monday: Teacher will instruct students to write two facts about the Holocaust and two opinions about the Holocaust based on what they have read. Tuesday: Teacher will instruct students to review all of their summaries. Summaries will be peer-checked for accuracy during class on Wednesday. Wednesday: Teachers will instruct students to summarize the article as a whole on a sticky note. Thursday: Teachers will instruct students to answer the multiple-choice inference questions. Friday: Teachers will have recorded the accuracy of student contributions. Every student must contribute twice with meaningful comments/questions based on the texts.

Monday: Students will write two facts and two opinions about the Holocaust based on what they have read. Tuesday: Students will review their summaries and revise as needed before submitting. Wednesday: Students will summarize the article as a whole on a sticky note. Thursday: Students will answer the multiple-choice inference questions with the goal of 85% accuracy. Friday: Students will ensure they have made at least two meaningful and accurate (text-based) contributions to the discussion.

M: Fact and Opinion statements: modeling T: Peer editing support W: Summary sentence frames Th: Inferencing: scaffolding F: Discussion frames

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Annotated List of Standards English Standards of Learning for Virginia Public Schools (Adopted January 2010) Reading

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. b) Compare and contrast various forms and genres of fictional text. c) Identify conventional elements and characteristics of a variety of genres. d) Describe the impact of word choice, imagery, and literary devices including figurative language. e) Make, confirm, and revise predictions. f) Use prior and background knowledge as a context for new learning. g) Make inferences and draw conclusions based on the text.

h) Identify the main idea. i) Summarize text relating supporting details.

j) Identify the author’s organizational pattern. k) Identify cause and effect relationships.

l) Use reading strategies to monitor comprehension throughout the reading process. 7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Use prior and background knowledge as a context for new learning. b) Use text structures to aid comprehension. c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. d) Draw conclusions and make inferences on explicit and implied information. e) Differentiate between fact and opinion. f) Identify the source, viewpoint, and purpose of texts. g) Describe how word choice and language structure convey an author’s viewpoint. h) Identify the main idea. i) Summarize text identifying supporting details.

j) Identify cause and effect relationships. k) Organize and synthesize information for use in written formats.

l) Use reading strategies to monitor comprehension throughout the reading process. Writing 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.

a) Identify intended audience. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement. f) Write multi-paragraph compositions with unity elaborating the central idea. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Use clauses and phrases for sentence variety. j) Revise sentences for clarity of content including specific vocabulary and information. k) Use computer technology to plan, draft, revise, edit, and publish writing.


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Grade: 7 Subject: Language Arts Time Frame: One Week Standards: See Stages 1-2. See p.6 for annotated list.7.1; 7.6d,f,g,k









shape public policy related to justice?

Lesson Essential Questions: Monday – Why do we check the source of information

we receive? What tools do we have to identify good sources vs. bad sources?

Tuesday – How do various media (TV, social media, blogs/vlogs, magazines, radio, newspaper) impact our perspectives of global injustice?

Wednesday – How can we stake and defend a historical claim?

Thursday – How can we stake and defend a historical claim?

Friday – What is the benefits of self-reflection? Why should we reflect on our ability to support our arguments?

PRE-ASSESSMENT: How will students show

that they have the required background-knowledge to complete the lesson?

How will previous student

learning data be used to

differentiate instruction?

Activators: Answer the following your notebook Monday – 7.6f,g Name 1 example of each that is a source of accurate information: Internet source; print source (newspaper/magazine); Television source. [If your total is 0-3, complete station 1. If your total is 4+, complete station 2.] Tuesday – 7.3a,c; 7.6d,k Watch the video of Hitler in 1940. Write down everything you notice (5 Ws). Write 2+ questions you have. [Think Pair Share] Wednesday – 7.6d,f,g,k Day 1 of 3: Meet with your group for 5 minutes to prepare for class discussion (Socratic). Thursday – 7.6d,f,g,k Day 2 of 3: Meet with your group for 5 minutes to prepare for class discussion (Socratic). Friday – 7.3a,c; 7.6d,f,g,k Day 3 of 3: Socratic Reflection (modified version available)



What higher-level

Monday- 7.3a,c; 7.6f,g After guided practice and given the “Analyzing a Source” anchor chart, students will be able to

identify the source and to describe how various authors convey viewpoint and purpose in verbal and nonverbal communication by responding to text-dependent questions with 85% accuracy. Tuesday – 7.6d,k Following a close reading of the article and teacher modeling of multi-source argument building,



How will feedback be provided to students so

7.6f Analyze the Validity of a Source Monday Station 1 - According to their activator response, students will complete this station to review the characteristics of valid sources. The station will include an anchor chart and online/print examples of sources. 7.3a,c; 7.6g Viewpoint - Propaganda Analyses Monday Station 2 - Examine the Nazi propaganda on your table by placing a 3-part sticky note statement on

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thinking action will students demonstrate?


students will be able to make inferences and draw conclusions based on explicit and implied information within texts they organize and synthesize in order to stake a historical claim (Socratic Seminar prep). Wednesday – 7.6d,f,g,k After close readings of texts and interactions with sources, students will participate in Socratic Seminar by making two or more accurate (100%) contributions to the discussion based on the texts and other sources. Thursday – 7.6d,f,g,k After close readings of texts and interactions with sources, students will participate in Socratic Seminar by making two or more accurate (100%) contributions to the discussion based on the texts and other sources. Friday – 7.6d,f,g,k After close readings of texts and interactions with sources, students will participate in Socratic Seminar by making two or more accurate (100%) contributions to the discussion based on the texts and other sources. Students will reflect on their experience and performance.

that teacher and students may adjust the learning process?

each example: Student 1) What is the source? Student 2) What is the intended message? Student 3) Infer the impact on German viewers…Student 4) Infer the impact

on Jewish viewers…[Numbered Heads Together] 7.6d Article with Questions Monday/Tuesday Students read the article “Hitler

Exhibition Explores a Wider Circle of Guilt” and answer

questions based on explicit and implied information. 7.6d,k Multi-Source Argument Building Tuesday/Wednesday Students work in groups, using text and multimedia sources, to stake a claim in preparation for Socratic Seminar in response to the opposing quotes: “Hitler did not corral the Germans as

much as the Germans elevated Hitler” vs. “The Germans

were the first victims of Hitler.” 7.6d,f,g,k Socratic Seminar and Reflection Wednesday-Friday After a close reading and interactions with the texts all week, students will participate in Socratic Seminar by making 2 accurate (100%) contributions to the discussion based on the text.




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Monday: Teacher will display the activator: Name 1 example of each that is a source of accurate information: Internet source; print source (newspaper/magazine); Television source. [If your total is 0-3, complete station 1. If your total is 4+, complete station 2.] Tuesday: Teacher will display the activator: Watch the video of Hitler in 1940 https://www.youtube.com/watch?v=sIZP-jtnWRM. Write down everything you notice (5 Ws). Write 2+ questions you have. [Think Pair Share] Wednesday: Teacher will display the activator: Meet with your group for 5 minutes to prepare for class discussion (Socratic). Thursday: Teacher will display the activator: Meet with your group for 5 minutes to prepare for class discussion (Socratic). Friday: Teacher will display the activator: Begin to the Socratic Seminar reflection.

Monday: Students will respond to the activator in their notebooks. Students will use the “Analyze a Source” anchor chart to check

their answers. Tuesday: Students will respond to the activator in their notebooks. Students will Think-Pair-Share. Wednesday: Students will meet with their group for 5 minutes to prepare for class discussion (Socratic). Thursday: Students will meet with their group for 5 minutes to prepare for class discussion (Socratic). Friday: Students will begin the Socratic Seminar reflection questions.

M: “Analyze a Source” anchor

chart modeling T: Think-Pair-Share strategy procedure, sentence starters, question starters W: Socratic Seminars rules review, sentence frames Th: Socratic Seminars rules review, sentence frames F: Socratic seminer reflection questions starters / support

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Monday: Based on students’ responses to the activator,

teacher will facilitate Station 1: Use the anchor chart with hard copies and online examples of each type of source to model and guide students to an understanding of strong vs. weak sources. Station 2: Teacher will clarify directions for Numbered Heads Together and model an example (if not done before). Tuesday: Teacher will show video of Socratic Seminar as a model for students or conduct a live model. Teacher will facilitate reading of the article and questions. Wednesday: Teacher will review Socratic Seminar directions once more and address questions as needed. Thursday: Teacher will review Socratic Seminar directions once more and address questions as needed. Friday: Teacher will provide her overall reflection as a model for students. Teacher will emphasize sharing in complete sentences and elaborating main points.

Monday: Students will report to the appropriate station. Students will observe teacher modeling and participate in practice exercises to complete Station 1 and/or begin Station 2. Tuesday: Students will observe teacher modeling and review directions, posing relevant questions as needed. Students will read the article and answer questions. Wednesday: Students will observe teacher modeling and ask relevant questions as needed. Thursday: Students will observe teacher modeling and ask relevant questions as needed. Friday: Students will share certain portions of their Socratic Seminar reflections following teacher’s model.

M: Directions for Numbered Heads Together modeling; Directions for stations and support T: Question Answer Relationship activity W: Socratic Seminar directions review and questions support Th: Socratic Seminar directions review and questions support F: Holocaust word bank for completing sentences and elaborating main points, sentence starters M: Numbered Heads Together strategy support and application T: Building arguments GO W: Discussion frames, and observation checklist Th: : Discussion frames, and observation checklist








Monday: Teacher will support students as they complete Station 2. Teacher will pose questions to groups using Numbered Heads Together strategy. Tuesday: Teacher will support students as they work in groups to build their arguments for Socratic Seminar. Teacher will ask questions and review student notes to ensure groups are on-task. Wednesday: Teacher will facilitate Socratic Seminar using student-created and unit essential questions to drive discussion. Thursday: Teacher will facilitate Socratic Seminar using student-created and unit essential questions to drive discussion.

Monday – Students will complete Station 2 and respond to teacher’s questions in

Numbered Heads Together format. Tuesday: Students will work in groups to build their arguments for Socratic Seminar. Students will respond to teacher’s questions

and ask questions as needed. Wednesday: Students in the inner circle will contribute to the discussion using available sources including texts and notes. Students in the outer circle will write observations of the inner circle. Thursday: Students in the inner circle will contribute to the discussion using available sources including texts and notes. Students in the outer circle will write observations of the

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Friday: Teacher will display an extended response writing question based on seminar discussion questions.

inner circle. Friday: Students will respond to the writing question using sources to reference when writing the paper.

F: Using reference sources modeling and support





Monday: Teacher will instruct students to list and explain an example of a strong source and a weak source (exit ticket). Tuesday: Teacher will hold a mini conference with each group to ensure group’s organization and

preparation. Teacher will point out and assist as needed to help groups complete their preparation. Wednesday: Teacher will instruct inner and outer circle teams to confer in preparation for the next day’s

discussion. Thursday: Teacher will instruct inner and outer circle teams to confer to debrief. Friday: Teacher will instruct students to submit their written responses to the essay question.

Monday: Students will list and explain an example of a strong source and a weak source (exit ticket). Tuesday: Students will hold a mini conference with teacher to demonstrate their group’s preparation for Socratic Seminar.

Students who are unprepared will continue working. Wednesday: Students in the inner and outer circles will confer in preparation for the next day’s discussion. Thursday: Students in the inner and outer circles will confer to debrief. Friday: Students will turn in their responses to the essay question.

M: Sentence Starters; Strong and weak source scaffolding T: Group and mini conference assistance W: Discussion frames Th: Discussion frames F: Sentence starters

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Grade: 7 Subject: Language Arts Time Frame: One Week Standards: See Stages 1-2. See p.6 for annotated list. 7.5b,e,g, k :7.6d









shape public policy related to justice? Lesson Essential Questions: Monday – H- How is previewing a text a valuable step

when choosing a book? S- Do you think escaping is a good coping mechanism for global injustice?

Tuesday –H -How might a play change our perspective of an historical event? To what extent can the real story be compromised? S-Inferencing requires you to………..how is this tricky when choosing multiple choice answers, and how might the text be a non- factor?

Wednesday –H- How might cause and effect relationships shape the plot and even the overall theme of different genres of non-fiction? S- What are the connections between predictions and inferencing?

Thursday – H- Does the Franks great escape show their tolerance or intolerance and in what way? S- How does your own personal dream help fight against global injustice?

Friday – H- How might a play transition between Acts? How does it differ between chapters in a novel? S- How do different genres of non-fiction contribute to our perspective of historical events? To what extent might it change our perspective?

Activators: Answer the following your notebook Monday – H- List some ways or tell the process that

you use to select books you want to read? S- Using your prior knowledge about this time period, tell your elbow partner what you think life might be like for someone trying to escape these conditions Tuesday – H -List some possible advantages of a play rather than a novel or book? S- What prior knowledge do you think you will bring to the study of Anne Frank? How much of an impact will it have on your understanding of their plight? Wednesday –H- What are the major causes of the escape of the Frank family (effect)? S- What are the differences between a novel and a graphic novel? Thursday-H- We are nearing the end of Act 1. How have cause and effect relationships played a significant role in the first half of the play? S- What are some benefits to reading excerpts as opposed to the entire novel? In some cases might it encourage someone to read a novel in its entirety? Friday – H- Make predictions on Act 2, specifically the dynamics of the relationship between Ann and Peter. Use excerpts from the play to support your answers. S- What are the differences between “Maus” and the Biography of Ann Frank Graphic Novel? Make a T-chart to display your responses

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What higher-level thinking action will students demonstrate?


Monday- (H)-7.5b -After previewing several selections of nonfiction /fiction books, students will choose one for novel study through literature circles. (S) 7.6i- After modeling and guided reading, students will be able to summarize an article that gives background on the life of Ann Frank using a summarization chart. Tuesday –(H)7.5k- After reading Scene 1 of the play “The

Diary of Anne Frank” students will identify and investigate cause and effect relationships using a relationship tracker(graphic organizer) in preparation for an formative assessment on Friday Apr.8th. Students must achieve 80% accuracy identifying 4 out of the 5 relationships in Act 1 (S) 7.6d- Following a close reading and a teacher guided review of main idea, students will read a non-fiction biography of Anne Frank and then students will use multiple choice text-based questions to identify the main idea of what they read with 100% accuracy using a main idea chart. Wednesday –(H)7.5k After reading Scene 2 of the play “The Diary of Anne Frank” students will identify and

investigate cause and effect relationships using a relationship tracker(graphic organizer) in preparation for an formative assessment on Friday Apr.8th. Students must achieve 80% accuracy identifying 4 out of the 5 relationships in Act 1 (S) 7.5e,g Following a close reading and a teacher guided review of inferencing, students will read excerpts of “Maus ”

students and infer information using multiple choice text-based questions with 80% accuracy. Thursday –(H/S)7.5k After reading Scenes 3 and 4 of the play “The Diary of Anne Frank” students will identify and

investigate cause and effect relationships using a relationship tracker(graphic organizer) in preparation for an formative assessment on Friday Apr.8th. Students must achieve 80% accuracy identifying 4 out of the 5 relationships in Act 1(S) Following a close reading and a teacher guided review of cause and effect relationships, students will read excerpts of “Maus 2” and then students will identify and investigate relationships using a tracker(graphic organizer) with 85% accuracy. Friday –(H)7.5k After reading Scene 5 of the play “The

Diary of Anne Frank” students will identify and investigate cause and effect relationships using a relationship tracker(graphic organizer) in preparation for an formative assessment on Friday Apr.8th. Students must achieve 80% accuracy identifying 4 out of the 5 relationships in Act 1



How will feedback be provided to students so that teacher and students may adjust the learning process?

April 8th- Cause and Effect exit quiz- formal evaluation on standard 7.5k (H)




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Monday: Teacher will review the essential question for the day and display the activator on the board for students to read. A student will reiterate the directions before students begin. Tuesday: Teacher will review the essential question for the day and display the activator on the board for students to read. A student will reiterate the directions before students begin. Wednesday: Teacher will review the essential question for the day and display the activator on the board for students to read. A student will reiterate the directions before students begin. Thursday: Teacher will review the essential question for the day and display the activator on the board for students to read. A student will reiterate the directions before students begin. Friday: Teacher will review the essential question for the day and display the activator on the board for students to read. A student will reiterate the directions before students begin.

Monday: Students will respond to the activator by writing it in their notebook/journal or on sticky notes. They will either share out with an elbow partner or their will be a representative from each table/group that will share out with the entire class. Tuesday: Students will respond to the activator by writing it in their notebook/journal or on sticky notes. They will either share out with an elbow partner or their will be a representative from each table/group that will share out with the entire class. Wednesday: Students will respond to the activator by writing it in their notebook/journal or on sticky notes. They will either share out with an elbow partner or their will be a representative from each table/group that will share out with the entire class. Thursday: Students will respond to the activator by writing it in their notebook/journal or on sticky notes. They will either share out with an elbow partner or their will be a representative from each table/group that will share out with the entire class. Friday: Students will respond to the activator by writing it in their notebook/journal or on sticky notes. They will either share out with an elbow partner or their will be a representative from each table/group that will share out with the entire class.

M: Sentence frames; Pair-share strategy T: Think-Write-RoundRobin strategy W: Timed RoundRobin strategy Th: Pair-share strategy

F: Timed Pair-share strategy

(S)7.5b After reading the graphic novel of Anne Frank, students will use a venn diagram to compare and contrast “Maus” to the graphic novel of Anne Frank identifying at least 3 similarities and/or differences by using the texts as evidence to substantiate their responses.

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Monday: H-Teacher will display the different book selections and instruct students that they will preview each station for 10 min. S- Teacher will review the technique for summarizing. Tuesday: H- Teacher swill read through scene 1 with students. S- Teacher will instruct students to read the article. Wednesday: H- Teacher swill read through scene 2 with students. S- Teacher will guide students through excerpts of “Maus” Thursday: H- Teacher swill read through scenes 3 and 4 with students. S- Teacher will guide students through excerpts of “Maus 2” Friday: H- Teacher swill read through scene 5 with students. S- Teacher will instruct students to read the graphic novel of Anne Frank

Monday: H-Students will visit each station and make a final selection for the novel study using literature circles. S- Students will set up their summarization charts that will be used to summarize the article on the overview of Anne Frank. Tuesday H- Students will act out scene 1 S- Students will read the article independently. Wednesday: H- Students will act out scene 2 S- Students will read through excerpts of “Maus” Thursday: H- Students will act out scenes 3and 4 S- Students will read through excerpts of “Maus 2” Friday: H- Students will act out scene 5 S- Students will read the graphic novel of Anne Frank

M: Differentiated Summarization Charts T: Skimming and scanning strategies; Text structure graphic organizer W: Dictionaries for unknown words and pronunciation Th: : Dictionaries for unknown words and pronunciation F: Dictionaries for unknown words and pronunciation M: Sequencing Graphic Organizer T: Cause and effect GO W: Inferencing GO Th: Inferencing scaffolding F:Venn Diagram GO; Compare and contrast text structure scaffolding








Monday: H- Teacher will monitor students as they read, back cover and 1st chapter of each book. S- Teacher will guide students through the article on the background of the life of Anne frank Tuesday: H- The teacher will probe students to investigate the cause and effect relationships in the scene. S- Teacher will tell students to share their main idea with a partner. Wednesday: H- The teacher will probe students to investigate the cause and effect relationships in the scene. S- Teacher will encourage and guide students to make inferences in the excerpts of “Maus” Thursday: H- The teacher will probe students to investigate the cause and effect relationships in the scene. S- Teacher will encourage and guide students to make inferences in the excerpts of “Maus 2” Friday: H Teacher will encourage students to work with a partner to review their tracker sheet and the events that took place in Act 1. S- Teacher will have students read the graphic novel of Anne Frank and have a discussion about the similarities and differences between the two graphic novels.

Monday H- Students will read the back cover and the 1st chapter of each book to preview for their selection process. S- Students will read through the article that will provide background on the life of Anne Frank Tuesday: H- Students will investigate the cause and effect relationships S- Students will share their main idea responses with a partner. Wednesday: H- Students will investigate the cause and effect relationships S- Students will infer using the multiple choice text based questions. They will also make predictions. Thursday: H- Students will investigate the cause and effect relationships S- Students will infer using the multiple choice text based questions. Friday: H- Students will use the information from the tracker sheet and Act 1 to identify the cause and effect relationships. S- Students will read the graphic novel of Anne Frank

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Monday: H- Teacher will encourage students to make a decision on their book selection. S- Teacher will have students trade summaries with an elbow partner to be sure they have all the components. Tuesday: H- Teacher will encourage students to share out their discoveries with an elbow partner. S- Teacher will instruct students to fill out their main idea charts. Wednesday: H- The teacher will encourage students to do hand up pair up to share their investigations. S- Teacher will instruct students to trade and grade their multiple choice questions. Thursday: H- The teacher will randomly select a student from each group or table to share out what relationships they find in the scene. S- Teacher will instruct students to trade and grade their multiple choice questions. Friday: H -Directions for exit quiz formative assessment on 7.5k S- Directions for the venn diagram and comparison of the two graphic novels 7.5b

Monday: H- Students will make their final selection on their book choice for the literature circles. S- Students will trade summaries and check each other’s components. Tuesday: H- Students will share their response using the technique of the day. S- Students will fill in their main idea charts. Wednesday: H- Students will share their response using the technique of the day. S- Students will trade and grade their multiple choice questions. Thursday: H- Students will share their response using the technique of the day. S- Students will trade and grade their multiple choice questions. Friday: H- Students will take the formative assessment S- Students will complete the venn diagram comparing the graphic novels “Maus” and

Anne Frank

M: Peer Revising strategy T: Main Idea chart support W: Peer grading strategies Th: Scaffolding F: Compare and contrast text structure support

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Critical Thinking

Café

Global Injustice Menu

Appetizers – Complete these brain-watering activities before enjoying the rest of the menu. Listen to Genocide Survivors……………………………………...15 points Website: http://iwitness.usc.edu/SFI/Search.aspx?term=genocide Use three genocide survivor videos—one Jewish, one Tutsi, and one Armenian—to create a 1-page representation of how the three stories are similar. Options: Summary, Poem (8+ lines), Drawing, Collage Entrées – Choose one of these main dishes as an assessment for one class novel or nonfiction book. Create a Playlist…………………………………………………....50 points Make a list of 10 songs that represent a character from your book or 10 songs that could serve as a soundtrack for the movie version of your book. You will create an album/CD booklet that lists each song with a 1-paragraph explanation. Write a Fable…………………………………………..…………...50 points Instructions: http://www.wikihow.com/Write-a-Fable. Your fable must be an allegory for global injustice in general or for a specific global injustice. It must follow parts 1-3 listed on the website. Adapt the Book……………………………………………………..50 points Adapt one of the class novels/books into a short stage play or a screenplay. You may cast actors and film your play/movie as a side dish (25 points).

Combos – Have it your way by combining or creating your own project. Meet with your teacher to discuss possibilities. Side Dishes – Choose two of these smaller options to complement the rest of your meal. Build a Memorial………………………………………………….25 points Materials: Pick up a packet from your teacher. Author a Children’s Book………………………………………...25 points Use technology and/or hands-on materials to create a book about the Holocaust for children in grades K-3. Your book must include: Hitler comes to power; Jews become outcasts; concentration camps; Holocaust survivors/Holocaust remembrance. Plan a Mini Lesson………………………………………………...25 points Create a one-period lesson about a global injustice other than the Holocaust such as Rwanda, Darfur, Armenia, or Cambodia. Use PowerPoint, Prezi, Keynote, or other presentation tool. Your lesson must include: Who were the victims? Who were the aggressors? How was the conflict resolved? What is in place to prevent a repeat of the event? Make a Difference............................................................................25 points Identify a global injustice taking place now. Write a letter to a decision-maker, leader, or human rights organization that can impact the situation. Your letter must include: a summary of your opinion on the injustice(s); evidence/true stories about victims; questions you have about the injustice; possible solutions. Desserts – Choose one dessert to make a full-course meal. Tweet………………………………………………………………....5 points In 140 characters or less, write an overarching statement about global injustice. Your tweet should make a defensible claim about global injustice. Draw/Paint……………………………………………………..……5 points Use your artistic talents to create a detailed drawing or painting that illustrates the topic of global injustice, including at least one clear example.

Global Injustice Menu Grading Sheet

Due Date(s): _________________________________

Category Assignment Points Earned Points Possible

Appetizer 15

Entrée 50

Side Dish 25

Side Dish 25

Dessert 5

TOTAL 120

Critical Thinking

Café


Appetizers – Complete these brain-watering activities before enjoying the rest of the menu. Listen to Genocide Survivors……………………………………...15 points Website: http://iwitness.usc.edu/SFI/Search.aspx?term=genocide Use three genocide survivor videos—one Jewish, one Tutsi, and one Armenian—to create a 1-page representation of how the three stories are similar. Options: Summary, Poem (8+ lines), Drawing, Collage Entrée – This main dish is an assessment for one class novel or nonfiction book. Create a Playlist…………………………………………………....50 points Make a list of 10 songs that represent a character from your book or 10 songs that could serve as a soundtrack for the movie version of your book. You will create an album/CD booklet that lists each song with a 1-paragraph explanation. Side Dishes – Two of these smaller options will complement the rest of your meal. Build a Memorial………………………………………………….25 points Materials: Pick up a packet from your teacher. Author a Children’s Book………………………………………...25 points Use technology and/or hands-on materials to create a book about the Holocaust for children in grades K-3. Your book must include: Hitler comes to power; Jews become outcasts; concentration camps; Holocaust survivors/Holocaust remembrance. Desserts – Choose one dessert to make a full-course meal. Tweet………………………………………………………………....5 points In 140 characters or less, write an overarching statement about global injustice. Your tweet should make a defensible claim about global injustice. Draw/Paint……………………………………………………..……5 points Use your artistic talents to create a detailed drawing or painting that illustrates the topic of global injustice, including at least one clear example.


Grading Sheet

Due Date(s): _________________________________

Category Assignment Points Earned Points Possible

Appetizer 15

Entrée 50

Side Dish 25

Side Dish 25

Dessert 5

TOTAL 120

unit plan - fudd and gault - honors diff. course

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