L2+Korn+Shauna

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives** := ||
 * Student will understand that major eras, major themes, and historic influences in the U.S. and worldwide including ideals and institutions in the world. ||
 * Student will know survivor and death rates, Burning of Books, The Night of Long Knives, Nuremberg Race Laws, and The Night of Broken Glass. ||
 * Student will be able to explain the turning points and consequences of the Holocaust. ||

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 will understand that the Holocaust's initial start and all pertaining factors that led into it.//** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies** //**- E. History

Students will discuss ideas with a peer on the crucial parts to the Holocaust. Students will then compare and contrast with partner's ideas. When students are done talking they will present each other's ideas to the class. Other peers will have a chance to question one another's crucial points. After they have done this they will have a better idea of the main points of the Holocaust. This will allow them to hear other's ideas and decide which ones that they feel are important enough to put in their brochure. This brochure would then be passed out to other history classes for their peers to learn from and for teachers to use in their classes. || The brochure will lead the students into the role of finding out what they feel is important information to share with others about the Holocaust. Their brochure will be due three class periods from the date that it is assigned and will be graded on the content and its ability to make information available for other students. Students will be expected to take the brochure seriously and be creative in a manor that someone who didn't know anything about the Holocaust would be able to explain the start, climax, and fall of the Holocaust. Students will need to keep their project formal in the way that they show their creative side as to not make the Holocaust seem anything that it is not. Students must pass in their final copy for a grade and for copies to be made to hand out to other peers. If for some reason there are areas that need to be worked on the student will be given a chance to re-due the project or the script for a higher grade. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = English: Students will need to focus on their writing in this assignment. Their writing must be free of grammatical errors and use a strong vocabulary for the points that they are making under each important factor. Art: Students will be use comics to create pictures that will be eye catching to their peers and will get their peers interested, but will still create the sad and horrific tone of the Holocaust. ||
 * =**Integration**= ||
 * Technology: Students will need to use technology in the way that they will be using the program Comic Life. In this program they will learn to bring in files such as pictures and if their presentation is digital they will have to learn how to add music and present their brochure on a


 * =**Groupings**= ||
 * After students come into the classroom they will see a life size human model I have done on the Holocaust. After giving them a few minutes to look at the model silently, students will then find a partner to work. I will give students 10 minutes to express their ideas with a partner about what they feel are the crucial parts of the Holocaust that they know already and those that we have discussed before in notes. At five minutes I will have the partners switch and the other partner will talk about what they think are the important factors in the Holocaust. With one minute left I will make an announcement of the time that they have left. Students will think about what their partners have shared and then will present what their partner said. Students will then come up with a list of what they feel would be factors that they would include in their brochure. The student will then take their ideas and put then on a describing wheel, which they will show me when they have completed. The student will then receive feedback on their wheel and will then create their brochure with the information that I have given them. Then when the student completes their project they will present it to the class and other peers in the school. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** Students will communicate with other students on the material that will go into the product.
 * Logical:** Students will need to be aware of negative space and how many slides they have.
 * Visual:** Students will use comic life to create their graphics.
 * Naturalist:** Students may use outside scenes to create a background that is more realistic.
 * Intrapersonal:** Students will each add one creative piece to show their own style.
 * Interpersonal:** Students will work with others to create a full comic book on the horrors of the Holocaust as an information booklet.
 * Musical:** Students will be able to add music or voice clips to their product. ||
 * **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. || For this project students will have had their type two technology introduction using Comic Life. I will use a [|guide]that will help understand how to use Comic Life in the classroom, especially for the circumstances provided. I will ask students to think back to what they heard their peers express are the main components, factors, and turning points of the Holocaust and which ones they will use to put into their brochure. This is where the students will have their chance to put in what they feel was important information to put into their brochure. I will asses their deeper learning by seeing what they have chosen to put into their brochure, this will show me what is important to them that they have learned. ||
 * **Extensions**

Comic Life [|Describing Wheel Chart] Rubric Scanner Music Library [|Comic Strip Outline] Content Notes ||
 * =Materials, Resources and Technology= ||
 * Laptops that allow data to be saved

[|Resources For Students About The Holocaust] [|Examples Of Comic Life] [|Movie On How To Use Comic Life] ||
 * =Source for Lesson Plan and Research= ||
 * [|Comic Life Tutorial]

This lesson addresses the Maine Standards for Initial Teacher Certification by allowing students to take what they already know and information that they have learned if they wish and add it to a brochure to educate others on what they think are the important parts of the Holocaust. This will allow students to show what they have already learned and the knowledge or important parts that they have picked up. This will keep students involved in learning more about the Holocaust continuously from each other and from other sources. Students will be able to interpret how they learn and what information they find important for themselves to take in. Researching the Holocaust and listening to others facts will push students to go into a territory that they may not be the most comfortable with and familiarize themselves with details of the Holocaust. Students will have to take the perspective of a person who emphasizes on the importance of remembering the Holocaust for the three to four class periods they will be working. || For this project students will have had their type two technology introduction using Comic Life. I will use a [|guide]that will help understand how to use Comic Life in the classroom, especially for the circumstances provided. This will take about ten minutes to go over. I will ask students to think for ten minutes back to what they heard their peers express are the main components, factors, and turning points of the Holocaust and which ones they will use to put into their brochure. This is where the students will have their chance to put in what they feel was important information to put into their brochure. I will asses their deeper learning by seeing what they have chosen to put into their brochure; this will show me what is important to them that they have learned. || This lesson addresses the Maine Standards for Initial Teacher Certification by Students will discuss ideas with a peer on the crucial parts to the Holocaust. Students will then compare and contrast with partner's ideas for about 10 minutes, 5 minutes each. When students are done talking they will present each other's ideas to the class during one or two class periods. Other peers will have a chance to question one another's crucial points. After they have done this they will have a better idea of the main points of the Holocaust. This will allow them to hear other's ideas and decide which ones that they feel are important enough to put in their brochure. The brochure will lead the students into the role of finding out what they feel is important information to share with others about the Holocaust. Their brochure will be due three class periods from the date that it is assigned and will be graded on the content and its ability to make information available for other students. Students will be expected to take the brochure seriously and be creative in a manor that someone who didn't know anything about the Holocaust would be able to explain the start, climax, and fall of the Holocaust. Students will need to keep their project formal in the way that they show their creative side as to not make the Holocaust seem anything that it is not. This brochure would then be passed out to other history classes for their peers to learn from and for teachers to use in their classroom. If for some reason there are areas that need to be worked on the student will be given a chance to re-due the project or the script for a higher grade. ||
 * =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:** This lesson addresses the Maine Standards for Initial Teacher Certification by giving students the chance to contribute what they feel were the turning points in the Holocaust. This ten minute period challenges students to use what they already know about the Holocaust from previous classes and student resources online. Students will be able to present their knowledge of the subject in their own way by using Comic Life which will show their originality after two to three class periods. Having students present and share their own brochures will show me what students have learned about the Holocaust and what they chose to focus on. Graphic organizers will be presented for those students that need to have a list of the things that they may include and students will have around ten to fifteen minutes to complete. Those with a creative side will be able to express themselves by showing me what they can come up with for a brochure and the look and feel that it presents by doing the outline for up to a half an hour. ||
 * __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:** This lesson addresses the Maine Standards for Initial Teacher Certification by:
 * Verbal:** Students will communicate with other students on the material that will go into the product.
 * Logical:** Students will need to be aware of negative space and how many slides they have.
 * Visual:** Students will use comic life to create their graphics.
 * Naturalist:** Students may use outside scenes to create a background that is more realistic.
 * Intrapersonal:** Students will each add one creative piece to show their own style.
 * Interpersonal:** Students will work with others to create a full comic book on the horrors of the Holocaust as an information booklet.
 * Musical:** Students will be able to add music or voice clips to their product.
 * __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 major eras, major themes, and historic influences in the U.S. and worldwide including ideals and institutions in the world. Having students understand this will help prepare them for the rest of the lessons that we do on the Holocaust, because they will have been both the student and the teacher; thus allowing them to express their ideas more openly with the rest of the class. This lesson will show how the Holocaust began, thrived, and finally ended. Students will have the ability to chose what they feel were the most important events in the Holocaust's history that made the biggest impact in their eyes. **//Students will understand that the Holocaust's initial start and all pertaining factors that led into it.//** This will show students the important themes and influences that took place during the Holocaust. Students will be hooked to this lesson by the model of a person from the Holocaust that I will bring in. This model will get students thinking about the impact that the Holocaust had on a person who lived and was tortured during that time. This will get them thinking about the end result and when they are in partners they will then look at how each thing they noticed became to be that way. It is important for students to know this because they will be able to pick out what events they feel were tragic or brutal enough to create an end result as horrific as the one that happened.
 * Where, Why, What, Hook, Tailor: Intrapersonal, Interpersonal, Visual, Verbal** ||
 * Students will start the instructional process at the beginning by entering the classroom and seeing a model of a person from the Holocaust. Once the students have all taken their seats and are quiet I will ask them to take the next seven minutes and individually sit silently and think about the model in front of them. I will tell students that they can be thinking about the visual aspects of the model or go into who this model really is in their opinion. After they have thought about it, I will have the students share what they thought about the model and what it means to them. When everyone has shared that has wanted to I will break the students up into partners. In their partners they will discuss what they feel were the turning points or important events of the Holocaust for 10 minutes, each partner being able to talk for 5 minutes. Students will be advised when to switch roles as the listener and teller and when there is a minute left for each. Then the students will share out what the other has said and the turning points and important event of the Holocaust that they came up with to the rest of the class. By doing this students will apply what they have already learned or know and allow others to learn from them. Students will then take the information that they have learned from each other and apply it in making a brochure about the turning points of the Holocaust using Comic Life. Students will use the information that they have learned in their own creative way to create a brochure that they will show to other peers and other teachers after I have reviewed them. Students have chance through this process to both learn and to teach.
 * Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Visual, Verbal, Naturalist, Musical, Logical** ||
 * Students will be thinking from the moment they enter the classroom and are confronted by the model in the front of the room. 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 about the Holocaust by showing what they feel is important to know about the Holocaust. Students will all have different ideas of what is important or what is is a turning point in the Holocaust. 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. Students will be able to exhibit that they understand how the different events were important by finding others in the class that have similar answers and seeing that what they feel is shared. Students will work with partners and think about what each other has to offer to their brochure and to others knowledge of this time period. 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 brochures. Having the students present the information that they put in their brochures will allow them to make a personal connection with the Holocaust and take their own spin on it and it will allow me to see what they have learned. If students are unhappy with the grade that they receive they will have a chance to redue the project after going over the rubric with me to see what happened the first time.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Visual, Verbal, Logical** ||
 * Students will do self-assessments at the end when I have passed back their rubrics and they have a chance to come to me and question me about why they received that grade on the rubric. Students also be able to look at what others have done in the class and see if they have challenged themselves and are completely happy with their project. I will give timely feedback by passing out the graded rubrics, completed brochures, and being available for students who have questions about their grade or wish to redue the parts of the project or the whole thing. I will also make sure that all of these things are taken care of within the period before the class and the class after for those who need to do more work on their presentation. The rubrics that I will passing back will be ones that students have already had a chance to look at while doing their project and will contain comments of where they did well and areas that could of had some improvement. The background that they learn from this lesson will allow them to have a better understanding of the Holocaust and will give them more ideas that they might use on future projects or images from events they learned about that they would put into their final performance task.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Verbal** ||