L1+Korn+Shauna

=**UMF LESSON PLAN FORMAT**=

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

 * =**Objectives**:= ||
 * Student will understand that the effect of ones ideas and the change that it can make, short and long term, by those involved in the Holocaust. ||
 * Student will know survivor and death rates, Concentration Camps, The Night of Broken Glass, Elie Wiesel, and groups targeted. ||
 * Student will be able to reflect on what their own reactions would have been in that time period and situation of a Jewish person. ||

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 to show the impact they can have.//** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies** //**- E. History

Students will begin to talk about what the Holocaust is actually to them with partners. They will be expected to evaluate their own ideas as well as their partners. At this point students will self-assess each other to open a discussion. Students will then practice a script that they will have prepared after discussing ideas (see grouping) in which they will verbally practice. Students will give and receive feedback on this script and finalize it for the documentary. Once students complete their documentaries they will watch each others documentaries and will have an open discussion on how as a class they feel, what they want to learn more, about and what got to them. || The documentary will lead the students into the role of empathizing with Holocaust victims. Their documentary will be due two class periods from the date that it is assigned and will be graded on the content and its connection for the student. Students will be expected to take the documentary seriously and present themselves in a manor that someone who lived through the Holocaust being apart of a documentary would. Students will need to keep their project formal in the way that they dress and their speech. Students must pass in a script free of any spelling errors. 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)

= = English: Students will learn and use public speaking skills to create a skit, record it, and do a small introduction to the class. Grammar will also be checked and expected to be error free in their script. ||
 * =**Integration**= ||
 * Technology: Students will use iMovie to create their documentary. They will become familiar with the tools such as webcam recording feature, inserting music and video, volume controls, cut and paste applications, etc. By becoming familiar with all of these tools students will be knowledgeable when it comes to doing their final performance task using iMovie.


 * =**Groupings**= ||
 * After students come into the classroom they will see the student sample of a collage I have done on the Holocaust. After giving them a few minutes to look over the pictures, students will then be expected to share with their classmates to see how their emotions are similar to those of their peers. I will break up the class into partners( two people). I will give students 10 minutes to express their ideas with a partner about what they will say and discuss in their documentary. At five minutes and 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 how it relates to their ideas. Sharing their ideas will take about 20 minutes. For about 50 minutes students will then come up with a draft of what their speech would be in their documentary. They will take this script if not finished and finish it for homework for the next class. Once they have written their script they will practice what they are going to say with their partner for about 20 minutes of that class period. The student will then receive feedback on their presentation from their partner and visa versa during that 20 minutes. Then both students will present to the class how they felt similar or different about the Holocaust compared to their partner for about 10 minutes. Students will then begin to use iMovie or another movie making program for the rest of the class period. Students will continue to work on this for the next 2-3 class periods. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies:**
 * Verbal:** Students will be speaking and listening to each other.
 * Logical:** Students will have to make their presentation no longer than five minutes.
 * Kinesthetic:** Students will move around to different places in order to personalize their documentary.
 * Visual:** Students will watch their peers documentaries.
 * Intrapersonal:** Students will share their knowledge with others.
 * Interpersonal:** Students will learn how to hold the attention of their peers with their creative documentary.
 * Musical:** Students will use music in the background to set a mood and tone of the presentation. ||
 * **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 iMovie. I will show students [|another type of documentary] on the Holocaust and ask them how it differs from the one that they did. I will then ask them to keep in mind some of the key points that stuck out to them, things that moved them, for their final task. Students will be asked if they would like to start a classroom blog that would allow them to present their ideas for their documentary there and others would be able to critique them and offer advice. ||
 * **Extensions:**

iMovie Program or Movie Making Program Blog Accounts [|Sense Chart] Thearter Clothing Music Library Rubric Content Notes ||
 * =Materials, Resources and Technology= ||
 * Laptops with Internet Access

[|Background Information] [|United States Holocaust Museum] [|Resources for Students About The Holocaust] ||
 * =Source for Lesson Plan and Research= ||
 * [|How To Create A Good Documentary]

This lesson addresses the Maine Standards for Initial Teacher Certification by allowing students to see how an event like the Holocaust affects people no matter what their background is. Students will be able to hear their own classmates who have constructed speeches, be able to relate to them, and do research for their own presentation (20 minutes) that will show them how the Holocaust almost seemed to be happening in its own world. Students will empathize with the emotional pain felt by those who suffered, see the horrors of the physical damage that the Concentration Camps did, and will question without even being asked how a horrific tragedy could happen ever. Students will explore the ideas that the Nazi's and Hitler established into the country and what emotional factors where ignored when doing so (Two class periods). || This lesson addresses the Maine Standards for Initial Teacher Certification by reaching out and connecting with what students already know and what they are questioning. Students will go into how such and event as the Holocaust began and what ideas and actions had to take place in order for it to be come a reality. Students will be able to start to develop of why learning about the Holocaust is more than just learning about history, but is also learning about an idea, its growth, and its affect. Students will use the information that they know about the Holocaust to have a discussion with a peer and then will do more research to broaden what they have already learned (20 minutes). They will then use this knowledge to become more familiar with German history and will pick out certain events that they know of that may have some of the components that the Holocaust did. Students may chose to see the Holocaust from many points of view, with a main focus though on the survivors or those negatively affected by the Holocaust. Seeing the Holocaust from different points of view will allow students to take on their own opinions. Students when focusing on the negative impact that the Holocaust had will empathize with those who have been in the situation that most will have to research (One Class Period/Homework) in order to do their documentary. Students will have to work on feeling prejudice toward those who where negatively affected by the Holocaust, because it will enable them to see how the Holocaust became. It would be good for them to keep their opinion, but to be open enough to see the big picture. || For this project students will have had their type two technology introduction using iMovie. I will show students [|another type of documentary] on the Holocaust and ask them how it differs from the one that they did. I will then ask them to keep in mind some of the key points that stuck out to them, things that moved them, for their final task. Students will be asked if they would like to start a classroom blog that would allow them to present their ideas for their documentary there and others would be able to critique them and offer advice. || The documentary will lead the students into the role of empathizing with Holocaust victims. Their documentary will be due two class periods from the date that it is assigned and will be graded on the content and its connection for the student. Students will be expected to take the documentary seriously and present themselves in a manor that someone who lived through the Holocaust being apart of a documentary would. Students will need to keep their project formal in the way that they dress and their speech. Students will begin to talk about what the Holocaust is actually to them with partners and will have 10 minutes to do so (5 minutes apiece). They will be expected to evaluate their own ideas as well as their partners. At this point students will self-assess each other to open a discussion which will last for no longer than 10 minutes. Students will then practice a script that they will have prepared after discussing ideas (see grouping) in which they will verbally practice. Students will give and receive feedback on this script and finalize it for the documentary.Students will be given no more than half of an 80 minute period to work on their scripts. Students must pass in a script free of any spelling errors. 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. Once students complete their documentaries they will watch each others documentaries and will have an open discussion on how as a class they feel, what they want to learn more, about and what got to them. ||
 * =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 be speaking and listening to each other.
 * Logical:** Students will have to make their presentation no longer than five minutes.
 * Kinesthetic:** Students will move around to different places in order to personalize their documentary.
 * Visual:** Students will watch their peers documentaries.
 * Intrapersonal:** Students will share their knowledge with others.
 * Interpersonal:** Students will learn how to hold the attention of their peers with their creative documentary.
 * Musical:** Students will use music in the background to set a mood and tone of the presentation.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

Students will be hooked to this lesson by the collage that I will bring in. This collage 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.
 * =Teaching and Learning Sequence:= ||
 * Students will understand that the effect of one's ideas and the change that it can make, short and long term, by those involved in the Holocaust. Having students understand this will help prepare them for the rest of the lessons that we do concerning empathy and 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. **//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.
 * Where, Why, What, Hook, Tailor:** **Verbal, Visual, Intrapersonal** ||
 * The instructional process that I would go through with the students would to have an open discussion. I would have them tell me what they have heard about the Holocaust. Students will need to know about survivor death rates and how many lived to give them an idea of material that they would bring into their documentary and if they were a survivor how many people that they knew in their life died. 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 role play that they were apart of. I will allow students time to each go up and look at the collage that I have made and prepare themselves to tell me one thing that stuck out to them that they might talk about in their documentary. Then after they have expressed what they have wished to talk about they will break off into their partners to further discuss the topic. I will know if the students got anything from this lesson when they are talking with their peers and also the end result, the documentary. If students have expressed their ideas and have accurate information for the people that they have decided to portray, then I will know that they have picked up on something. Plus students will be given the chance afterwards to discuss everyone's documentaries and question each other as to why they did something.
 * Equip, Explore, Rethink, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Kinesthetic,** ||
 * Students will be thinking from the moment they enter the classroom and see the collage. 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. What one student forgets will be in another's presentation. 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 Holocaust affected those in the midst of it. Students will work with partners and think about what each other has to offer to their presentation and to others presentation. 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 then when the documentary comes out 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. The peers will be looking for good speech, little to none spelling errors, and how that they have eye contact and don't fidget a lot. I will provide timely feedback to students by reviewing their scripts and the documentary that they have supplied me with. I will use a rubric to grade and make notes while watching their documentary, 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 iMovie; 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,** ||

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