Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: March 26, 2012 Student Objectives/Student Outcomes: Students

s will be able to identify the difference between their and there Students will be able to describe the events of WW2 and the Holocaust. Content Standards: Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Materials/Resources/Technology: Projector, laptop, Holocaust powerpoint. Teachers Goals:
The teacher will be able to prepare her students for the next novel. The teacher will be able to determine how much more historical background needs to be covered.

Time
10 minutes 20 minutes

Start of Class: Grammar bell ringer: their vs. there Introduction of Lesson: PSA presentation Lesson Instruction: KWL chart. Students will write what they know and what they want to know about the Holocaust and WW2. Students will share their charts. Holocaust Powerpoint and start watching the Oprah interview with Eli Wiesel. Assessments/Checks for Understanding: As we go through the powerpoint and the video I will stop and clarify any confusion and explain any aspects of the war that my students are lacking knowledge of. Closure/Wrap-Up/Review: Students will use what they learned from the video and powerpoint to begin fill out the Learned section of their KWL chart. Self-Assessment: This lesson will be a success if the students are able to connect our discussion of tolerance to the Holocaust.

40 minutes

10 minutes

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: March 27, 2012 Student Objectives/Student Outcomes: Students will be able to describe the events of WW2 and the Holocaust. Students will be able to determine which verb tense should be used. Content Standards: Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Materials/Resources/Technology: Laptop, projector Teachers Goals: The teacher will be able to determine which aspects of grammar should be focused on next. The teacher will be able to prepare her students to discuss the serious topic of the Holocaust. Time
10 minutes 15 minutes 40 minutes

Start of Class: Go over the vocabulary homework. Introduction of Lesson: Grammar bell ringer: Is vs. Are Lesson Instruction: Continue watching the Oprah interview with Eli Wiesel. Assessments/Checks for Understanding: The teacher will stop throughout the interview to recap the background info from the previous lesson. Student will fill out their KWL chart as an assessment.

5 minutes

Closure/Wrap-Up/Review: Students will continue to fill out their KWL charts.

Self Assessment:

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: March 28, 2012 Student Objectives/Student Outcomes: Students will be able to use their historical background to analyze a text. Students will be able to define allegory, symbolism, and the different types of narrators. Content Standards: 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). Materials/Resources/Technology: Laptop, projector, a copy of Terrible Things Teachers Goals:
The teacher will be able to provide her students will visual aides to help in their understanding of the Holocaust. The teacher will be able to gauge her students understanding of literary elements such as allegory and symbolism. The teacher will introduce the new novels.

Time
10 minutes

Start of Class: Finish Eli Wiesel interview. Introduction of Lesson: Read The Terrible Things by Eve Bunting as a class and discuss what form of literature it is and how it connects to the Holocaust. Lesson Instruction: Take notes on new literary elements and have students practice using them. Assessments/Checks for Understanding: We will read the first chapter in class so that any confusion there is can be cleared up and the teacher can guide students toward the elements that she wants them to focus on. Closure/Wrap-Up/Review:

15 minutes

25 minutes

20 minutes

The teacher will pass out the new book (296:Night 292:Book Thief 295: The Boy in the Striped Pajamas) and we read the first chapter together looking for the literary elements that were just discussed.

Self-Assessment:

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: March 29, 2012 Student Objectives/Student Outcomes: Students will be able to use their vocabulary in a sentence and to form a paragraph. Students will be able to use their grammar lessons to create a eulogy for our dead words Content Standards: 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 6. Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Materials/Resources/Technology: Notes and Wordly Wise book Teachers Goals:
The teacher will be able to gauge her students knowledge level of this topic.

Time
15 minutes

Start of Class: Discuss the previous nights homework Introduction of Lesson: Review the vocabulary words and introduce assignment. Lesson Instruction:

10 minutes

45 minutes

Students will be preparing to hold a Word Funeral. This activity will help reinforce grammar rules and conventions. Students will be assigned a word or phrase that we are trying to banish from their writing. The will spend the rest of the class creating a eulogy for their word using this weeks vocabulary words.

Assessments/Checks for Understanding: Closure/Wrap-Up/Review: Assign the nights reading and give students a chance to either finish their eulogy or start reading. Self-Assessment:

10 minutes

Name: Caitlin Stevenson Class/Subject: 8th Grade English Date: March 30, 2012 Student Objectives/Student Outcomes: Students will be able to identify words and phrases that should be left out of their writing. Content Standards: 6. Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Materials/Resources/Technology: Construction paper, markers Teachers Goals:
The teacher will be able to monitor her students progress and growth.

Time
30 minutes

Start of Class: Students will take their exam. Introduction of Lesson: Introduce the reading journal assignment by doing one entry together as a
class.

25 minutes

Lesson Instruction:

20 minutes

Students will make corrections to their eulogies and begin working on their words tombstone

Assessments/Checks for Understanding: By creating a journal entry together that allows the teacher to check for understanding and re-explain if necessary.
5 minutes

Closure/Wrap-Up/Review: Assign reading assignment. Self-Assessment: This lesson was very successful. Students were able to understand the assignment better and had a model to base all following journals off of.