L4+Korn+Shauna

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: The Holocaust**

 * =**Objectives**:= ||
 * Student will understand that the Holocaust's initial start and all pertaining factors. ||
 * Student will know Hitlers background, Burning of Books, The Night of Broken Glass, World War II events, existence of Concentration Camps, and survivor and death rate. ||
 * Student will be able to apply by learning the important factors of the Holocaust that impacted history. ||

E1 Historical Knowledge, concepts, themes and patterns Grade**// 7-12 "The Holocaust" //**Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.**// d. Analyze interpretations of historical events that are based on different perspectives and evidence. Rationale: **//Students understand major themes and historic influences in the U.S. and the world concerning the Holocaust.//** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies** //**- E. History

Students will start to talk about what they know about the Holocaust in group discussion with their peers. I will put this information up on the board for them to see. The students will be expected to listen to what other students have to say and to point out things that they agree with or disagree with and tell why. Students will be able to ask me any questions that they may have about the Holocaust of anything that they need to have cleared up. Students will then individually work on the problem-solution chart (see materials) to lay out what Hitler found to be problems and his solutions. They will then using their charts and the information that they have gathered to create a draft of a song that reflects the Holocaust. Students will receive feedback from a peer on what needs to be improved and what is well done. These peer edited drafts will then come to me and I will edit them for further problems and categories from their rubric on which they are getting graded on. Once students have completed their final draft of their song, they will use Garage Band or another music creating site to add music to their lyrics. Once the student completes their song they will listen to their song and their peer's songs. After all have been heard students will have an open discussion about the overall message that was sent through the songs, which ones really stuck out, and why. || The creation of a song will lead students into thinking about the change the Holocaust created for its time period and the events that happened during that time. This lesson will take three class periods from the date that it is assigned and will be graded on the connection between the Holocaust, the lyrics, and the relevance of the information provided. Students will be expected to make the background music to the lyrics and to keep the lyrics appropriate and on the subject of the Holocaust. Students will be expected to make their song accessible to all of their peers by posting it or a link to it on an artifacts page especially made for the class. The script that is passed in must be free of errors and connected to the Holocaust, relevant. If for some reason there are areas that need to be worked on the student will be given a chance to redue the project or the script for a higher grade. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Music: Students will be using a music making system that will allow them to play around with beats and create rhythms that go well with their lyrics. English: Students will need good grammar and spelling on their drafts and final lyric script in order to follow along smoothly. Math: Students may need to use math in order to time their beats right so that their music lines up they way they need it to with their words. ||
 * =**Integration**= ||
 * Technology: Students will using Garage Band or another music making program to add music to their lyrics that they have made.


 * =**Groupings**= ||
 * After students enter the classroom I will start a [|video] that will show the horrors of the Holocaust through music and pictures. This will get the students thinking about the Holocaust and how music can move their emotions along with images. After the video I will talk with students for about 10 minutes about why they think the music that was used in the video worked so well with the images that they saw. Students will then have a three minute review where they will be able to ask me anything about the Holocaust that they need clarified or explained more. This will only go for three minutes and if students seem really confused about something the discussion may continue no longer than 10 minutes. Students will then be handed a problem-solution chart that they will list problems that Hitler had and how he chose to solve them with events or other tactics. I will ask students to think about what they have written and to think about including some of these events into their song/lyrics. I will then have another three minute review just to make sure that everyone is on the same page. Students will then chose and event(s) that they feel they know well and write about that in their song. Once the student has picked his/her event(s) they will write a rough draft of what the song will look like in the end. This will take a class period to finish, students may add to their work if they need it for homework. The second class period will be used to peer edit the rough drafts and then they will be shown to me and I will correct them and hand them back during that class period so that students may begin to use Garage Band to put together the music that they need. Once the final song is completed students will upload a link so that all of their peers can access their song. This will take two class periods more class periods. Students once all finished will listen to their song and their peers songs and compare and contrast the techniques used to create each song. I will use the rubric I gave them to grade them on their project and will return it to them with comments the next class period. Students may redue the project or tweak it after they see me if they wish to get a better grade than the one that they received. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** Students will have to sing their song.
 * Logical:** Students will have to figure out the beats that they need and a time frame.
 * Kinesthetic:** Students will be able to have their peers get up and move around to their song, such as hands swaying.
 * Visual:** Students may pass out their lyrics to their peers.
 * Intrapersonal:** Students make their own song.
 * Interpersonal:** Students work with a peer.
 * Musical:** Students will use Garage Band to create their song. ||
 * **Modifications/Accommodations**

If students miss a class it is their responsibility to get the work and find out what we did in class from me or another classmate. I prefer that if they miss a big assignment that is not something simple they come see me so we can go over it. If they did not do the assignment that was due they will have one class period to make it up otherwise 10 points a day will be taken off for each day that it is late. They will have to keep in mind that it is each day and not each class period so points for late work can be lost quickly. There are certain circumstances in which this rule would not be applied if perhaps the student is dealing with something bigger and more important than homework, such as but not limited to, a death in the family, illness, problems at home, etc, the student and I will talk and the assignment will be do when both of us see fit. If the student has been absent and is having trouble getting an assignment done they can see me or e-mail me BEFORE the class period that it is due. || Students will have had their type two technology using Garage Band and uploading their link to the artifacts page. If students are interested in using real instruments they will be more than welcome to and may use their own or ask permission to use the school bands instruments. Students will be asked to pay attention to how each song is unique to its creator and the feel that song creates for its listener. ||
 * **Extensions**

Garage Band or Music Making Program Instrument Access [|Problem-Solution Chart] Rubric Content Notes ||
 * =Materials, Resources and Technology= ||
 * Laptops with Internet Access

[|Video Tutorial] [|Troubleshooting Garage Band] [|Sample Songs] ||
 * =Source for Lesson Plan and Research= ||
 * [|Apple Garage Band Tutorial]

This lesson addresses the Maine Standards for Initial Teacher Certification by allowing students to see how the events of the Holocaust can be presented in a way that is interesting. This lesson also shows students how music can be used as a way to move the listener and that the lyrics and the melody have to go together to make a connection for the listener. Students will be able to hear their own classmates who have created their own moving piece through words and melody. Students will be able to compare and contrast how their song is similar to their classmates and/or how it is different. Students will show that they understand what they have written and what mood the music needs to set and the story it needs to tell. They will focus on making a connection between the events that took place during the Holocaust and linking that to today's generation by capturing their attention. Students will explore these events to know them inside and out as to better pick out which details are the most important to include in their lyrics, what they find will move people more. || This lesson addresses the Maine Standards for Initial Teacher Certification by connecting with students through music about the Holocaust. Students are allowed to express what they feel is important to know about the Holocaust through the song that they create and will let listeners know the students point of view on that topic, whether it depressed them, saddened them, angered them, etc. that will be clear for the students when they listen to each others pieces. Students will be able to develop a connection between themselves and the music that they have chosen. If a student likes rap and raps out his/her lyrics that says something about that students culture by showing the type of music that student listens to or enjoys. Students will use the information that they know already about the Holocaust and that they found out during the three minute review to strengthen their lyrics to interest the listener and to inform themselves about things that they didn't know before, but now have found interesting. Students will use this knowledge to put together lyrics that have a ton of information on the Holocaust in it, but flows nicely with the music they have chosen to create. Students when looking at the problems-solutions chart will see the problems that were happening for Hitler or that he considered were problems and how he went about taking care of those problems. These answers will give students something to think about and information the may want to use in their Final Performance Task and in their lyrics for this project. By doing this project students will learn a different way to present material and in a way that is unique and grabs people's attention. || Students will have had their type two technology using Garage Band and uploading their link to the artifacts page. If students are interested in using real instruments they will be more than welcome to and may use their own or ask permission to use the school bands instruments. Students will be asked to pay attention to how each song is unique to its creator and the feel that song creates for its listener. || Students will start to talk about what they know about the Holocaust in group discussion with their peers. I will put this information up on the board for them to see. The students will be expected to listen to what other students have to say and to point out things that they agree with or disagree with and tell why. Students will be able to ask me any questions that they may have about the Holocaust of anything that they need to have cleared up. Students will then individually work on the problem-solution chart (see materials) to lay out what Hitler found to be problems and his solutions. They will then using their charts and the information that they have gathered to create a draft of a song that reflects the Holocaust. The creation of a song will lead students into thinking about the change the Holocaust created for its time period and the events that happened during that time. This lesson will take three class periods from the date that it is assigned and will be graded on the connection between the Holocaust, the lyrics, and the relevance of the information provided. Students will be expected to make the background music to the lyrics and to keep the lyrics appropriate and on the subject of the Holocaust. Students will receive feedback from a peer on what needs to be improved and what is well done. These peer edited drafts will then come to me and I will edit them for further problems and categories from their rubric on which they are getting graded on. Once students have completed their final draft of their song, they will use Garage Band or another music creating site to add music to their lyrics. Once the student completes their song they will listen to their song and their peer's songs. Students will be expected to make their song accessible to all of their peers by posting it or a link to it on an artifacts page especially made for the class. The script that is passed in must be free of errors and connected to the Holocaust, relevant. If for some reason there are areas that need to be worked on the student will be given a chance to redue the project or the script for a higher grade.After all have been heard students will have an open discussion about the overall message that was sent through the songs, which ones really stuck out, and why. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * Verbal:** Students will have to sing their song.
 * Logical:** Students will have to figure out the beats that they need and a time frame.
 * Kinesthetic:** Students will be able to have their peers get up and move around to their song, such as hands swaying.
 * Visual:** Students may pass out their lyrics to their peers.
 * Intrapersonal:** Students make their own song.
 * Interpersonal:** Students work with a peer.
 * Musical:** Students will use Garage Band to create their song.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**


 * =Teaching and Learning Sequence:= ||
 * Students will understand that the Holocaust's initial start and all pertaining factors. Having students understand this will help prepare them for the rest of the lessons that we do concerning important events, playing on emotions, and the exploring the Holocaust. This lesson will show how one idea can change everything. Students need to understand this so that they can see how the Holocaust began and the events that Hitler created that change so many things and more importantly so many lives. **//Students understand major themes and historic influences in the U.S. and the world.//** This will show students the important themes and influences that took place during the Holocaust and how they began and what they did.Students will be hooked to this lesson by the video that I will show them. This video will contain pictures that from the Holocaust that depict the horror and sadness that it brought. It will get students attention and when I do a brief introduction to why its there they will set themselves into that mode of learning about what life was like for someone who went through the Holocaust. They will also see how music plays a huge role in capturing people's attention and playing on their emotions.
 * Where, Why, What, Hook, Tailor:** **Verbal, Intrapersonal, Musical, Visual** ||
 * The instructional process that I would go through with the students would to have an open discussion when we do the three minute review. I would have them tell me what they have heard about the Holocaust in a rhetorical question to the whole class before I give any answers. Students will need to know about survivor death rates and how many lived to give them an idea of material that they would add to their lyrics and to get into that mode of understanding that the Holocaust was tragic.It is important for them to know about the Concentration Camps and important events like The Night of Broken Glass, because those will be pieces that they may want to include in their song and knowing information about these topics would allow the student to cover it fully. I will have students peer edit before I edit the lyrics, because the students will see a different side of the lyrics that I may not or they may ask the creator to add in more details so they understand what is going on in the song better. I will know if the students got anything from this lesson when they are peer editing and also the end result, the song. If students have expressed their ideas and have accurate information in their song and it moves people in an empathetic way towards the Holocaust, then I will know that they have picked up on something. Students will be given the chance afterwards to discuss everyone's songs and compare and contrast each others lyrics as to find out why their peers did something.
 * Equip, Explore, Rethink, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Kinesthetic, Musical, Logical** ||
 * Students will be thinking from the moment they enter the classroom and see the video I have prepared for them. I think that it is important for students to use and explain what they already know about the Holocaust. The students will teach each other using their own examples and will show their own unique style to getting a message or feeling across. Students will be able to see the type of learning that they need and will be able to gain it from each other in a different way than would have been presented by myself for students all have different tastes in music. Students will be able to exhibit that they understand how the Holocaust affected those in the midst of it. Students will work with partners and peer evaluate each others work to make it better and more influential. I will be there to give an introduction to the Holocaust and then allow students to take on their own learning by working with their partners and seeing each other's presentations. Students will be able to refine and rehearse with their partners and/or myself when their song is complete and graded if they didn't like their grade they will be able to fix what they did wrong.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Musical, Logical** ||
 * Students will do self-assessments when they evaluate each others scripts and compare and contrast their pieces. The peers will be looking for good grammar, little to none spelling errors, and how the overall feeling between the music and the lyrics worked out. I will provide timely feedback to students by reviewing their lyrics and their songs that they have supplied me with. I will use a rubric to grade and make notes while listening their songs, I will take them home that day to add any additional comments and then pass the rubrics out next class. This assignment will help them with future assessments because it will make them familiar with using music to move poeple; which is what they will need to use for their final performance task. This will make it easier on them in the long run if they see the mistakes now and get all the problems worked out with this project.
 * Evaluate, Tailors: Verbal, Visual, Intrapersonal, Musical** ||

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