Crystal Perez 8th th Grade Literacy 5/27/2013 Common Core Standard: 8.RL.

2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. SWBAT: Identify the main ideas of the Nazi party platform.
Mini-lesson/Vocabulary Lesson plan Materials Necessary N/A What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations Behavior Expectations/Sweat Details Flashcards Anticipate that students will have questions about World War I. Time

Elmo Notebook Picture of soldiers coming back from the war.

State Lesson Objective/Hook/Connection Last week we talked about the Analyzing the picture Jewish identity and how the of soldiers returning Germans saw the Jews. Today home from World War we are going to be talking the I. identity of the Germans in Sharing out about order to get a better what they notice in understanding of what the picture. happened between these two groups during WWI and how the Nazis were able to rise to power.

9:05-10:55 9:10-9:15 5 Minutes

Teacher will show students a picture of German soldiers coming back from the war and ask students to describe what the students notice. Students will share out. Teacher will go over the key details of World War I and set the stage for the state of the German people after the war making the connection WWI had a major impact on the German identity. I Do)/Teach: Teacher will establish historical context for students by showing students a PowerPoint on WWI and the rise of the Nazi Party.

Timer Elmo Laptop Handout

Handouts on the Nazi Party

Listening as the teacher goes through the PowerPoint on WWI and the rise of the Nazi Party and ask clarifying questions. We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding:

9:15-9:25 10 Minutes

Incorporate a mixture of cold calls and call

9:25-9:35

Platform

Teacher will give students the handout on the Nazi Party Platform and call on students to read each point. Students will complete a handout about Nazis core beliefs. Teacher will circulate and check for understanding and push on students to extend their thinking. Students will TPS on the Handout and key beliefs of the Nazi Party. Students will share out as a class.

Listening and reading the points of the Nazi party platform. Completing the handout on Nazi core beliefs. Sharing out on the key beliefs of the Nazi Party.

and response 50/50 ratio. To differentiate if students finish the T/F handout early push on them to make the False statements true.

10 Minutes

You Do /Link: Check for Understanding: Students will complete a chart on who fit into the Nazi community and who was excluded, based on the Nazi Party Platform and TPS. Completing chart on who fit into the Nazi community and who was excluded based on the handouts for the group activity. Completing Exit Ticket

Anticipate that students will first need to see a sample of what is expected for the activity.

9:35-9:45 10 Minutes

Exit Ticket

Respond to the following questions. According to the Nazi party who was considered a German citizen?

9:45-9:50 5 Minutes

Guided Reading/Indepen dent Reading

Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot. Teacher will pull guided reading groups. Teacher will engage in a read aloud with the students on the book I Still See Her Haunting Eyes. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next.

Reading their independent reading books and posting on plot, theme, characterization, and main idea.

11:0511:55 50 Minutes

Read Aloud I Still See Her Haunting Eyes by Aaron Elster

Listening as the teacher reads and thinking about the events in the story.

11:5512:10 15 Minutes

Homeroom Vocabulary Workshop

Unit 3 Teacher will begin the lesson with a review of homework from the previous night. Teacher will go over words on pgs. 34-36.

Listening as the teacher reviews the homework from the previous nt. Asking clarifying questions.

3:15-3:45 30 Minutes

Students will complete pgs. 3738 in pairs. Teacher will circulate for completion. Students will complete pg. 39 for Homework.

Completing pgs. 3738 in pairs.

Crystal Perez 8h Grade Literacy 5/28/2013 Common Core Standard: 8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. SWBAT: Identify the main ideas of the Nazi party platform
Mini-lesson/Vocabulary Lesson plan Materials Necessary N/A What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations Behavior Expectations/Sweat Details Flashcards Anticipate that students will have questions about World War I. Time

Elmo Notebook Picture of soldiers coming back from the war.

State Lesson Objective/Hook/Connection Last week we talked about the Analyzing the picture Jewish identity and how the of soldiers returning Germans saw the Jews. Today home from World War we are going to be talking the I. identity of the Germans in Sharing out about order to get a better what they notice in understanding of what the picture. happened between these two groups during and how the Nazis were able to rise to power.

1:00-2:00 1:05-1:10 5 Minutes

Teacher will show students a picture of German soldiers coming back from the war and ask students to describe what the students notice. Students will share out. Teacher will go over the key details of World War I and set the stage for the state of the German people after the war making the connection WWI had a major impact on the German identity. I Do)/Teach: Teacher will establish historical context for students by showing students a PowerPoint on WWI and the rise of the Nazi Party.

Timer Elmo Laptop Handout

Handouts on the Nazi Party

Listening as the teacher goes through the PowerPoint on WWI and the rise of the Nazi Party and ask clarifying questions. We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding:

1:10-1:20 10 Minutes

Incorporate a mixture of cold calls and call

1:20-1:35

Platform

Teacher will give students the handout on the Nazi Party Platform and call on students to read each point. Students will complete a handout about Nazis core beliefs. Teacher will circulate and check for understanding and push on students to extend their thinking. Students will TPS on the Handout and key beliefs of the Nazi Party. Students will share out as a class. You Do /Link: Check for Understanding: Students will complete a chart on who fit into the Nazi community and who was excluded, based on the Nazi Party Platform and TPS.

Listening and reading the points of the Nazi party platform. Completing the handout on Nazi core beliefs. Sharing out on the key beliefs of the Nazi Party.

and response 50/50 ratio. To differentiate if students finish the T/F handout early push on them to make the False statements true.

15 Minutes

1:35-1:45 10 Minutes

Exit Ticket

Respond to the following questions. According to the Nazi party who was considered a German citizen?

Completing chart on who fit into the Nazi community and who was excluded based on the handouts for the group activity. Completing Exit Ticket

1:45-1:50 5 Minutes

Vocabulary Workshop

Read Aloud Hanas Suitcase

Guided Reading/Indepen dent Reading/Odyssey

Review Homework from the previous night after a check for completion. Students will complete pgs. 5658 in pairs. Teacher and students will review pgs. 56-58 Students will complete pg. 59 for Homework. Teacher will engage in a read aloud with the students on the book Hanas Suitcase. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next. Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot. Teacher will pull guided reading groups.

Working in pairs on pgs. 56-58 Going over pg. 57-58

2:00-2:30 30 Minutes

Listening and asking clarifying questions.

2:30-2:45 15 Minutes

Reading their independent reading books and posting on plot, theme, characterization, and main idea.

2:45-3:15 30 Minutes

Crystal Perez 8th Grade Literacy 5/29/2013 Common Core Standard: 8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. SWBAT: Identify what life in Germany was like during the Weimar Republic. SWBAT: Explain how the Nazi Party was able to rise to power in Germany.
Mini-lesson/Vocabulary Lesson plan Materials Necessary N/A What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations Behavior Expectations/Sweat Details Flashcards Anticipate that this activity will take longer than five minutes once students have name 5-6 events move on. If students cannot come up with an event prompt them with the election of Barack Obama. Time

Elmo Laptop

State Lesson Objective/Hook/Connection Yesterday we talked about the Listening as the key ideas of the Nazi Party teacher introduces Platform, and today we will the lesson and asking examine how the Nazi party any clarifying was able to rise in Germany questions they may which means that we have to have. understand the state of Brainstorming major Germany during that time. events that have happened during Teacher will ask students to their lifetime. brainstorm major events that have happened in their lifetime. Twenty years from now, what do you think people will remember about the time period in which you grew up? Teacher will ask students to consider how their choices might be different if they were living in during the 1930s in Weimar Germany. I Do)/Teach: Teacher will share with students a short PPT on life during the Weimar Republic.

9:05-10:55 9:10-9:15 5 Minutes

Timer Elmo Laptop Handout/Timeline

Handouts on Primary Documents

Listening as the teacher presents a short presentation on the Weimar Republic and asking clarifying Students will fill out a short questions. timeline with key dates. Filling out timeline. We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Students will be given three primary source documents to analyze. Students will TPS on what they noticed in their primary documents about life in the Weimar Republic. Analyzing and filling out questions from their primary documents. Sharing out what they noticed in their primary documents about life in the

9:15-9:25 10 Minutes

Incorporate a mixture of cold calls and call and response 50/50 ratio.

9:25-9:35 10 Minutes

Weimar Republic.

Writing Prompt

You Do /Link: Check for Understanding: Teacher will give students a short writing prompt. Based on what you learned today about the Weimar Republic, do you believe that history makes people or people make history? Students will TPS on their answers and share out. Respond to the following questions. Explain what life was like during the Weimar Republic? Reflecting on the lesson through a journal prompt. TPS/Share on what they wrote.

9:35-9:45 10 Minutes

Exit Ticket

Completing Exit Ticket 9:45-9:50 5 Minutes

Guided Reading/Indepen dent Reading

Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot. Teacher will pull guided reading groups. Teacher will engage in a read aloud with the students on the book I Still See Her Haunting Eyes. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next.

Reading their independent reading books and posting on plot, theme, characterization, and main idea.

11:0511:55 50 Minutes

Read Aloud I Still See Her Haunting Eyes

Listening as the teacher reads and thinking about the events in the story.

11:5512:10 15 Minutes

Homeroom Vocabulary Workshop

Teacher will begin the lesson with a review of homework from the previous night pg 39. Students will complete pgs. 40 and 41 in pairs. Teacher will circulate for completion. Students will complete the Words in Action Section for Homework.

Listening as the teacher reviews the homework from the previous nt. Asking clarifying questions. Completing pgs. 4041 in pairs.

3:15-3:45 30 Minutes

Crystal Perez 8th Grade Literacy (Orange Group) 4/3/2013 Common Core Standard: 8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. SWBAT: Identify what life in Germany was like during the Weimar Republic. SWBAT: Explain how the Nazi Party was able to rise to power in Germany.
Mini-lesson/Vocabulary Lesson plan Materials Necessary N/A What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations Behavior Expectations/Sweat Details Flashcards Anticipate that with students sharing this may take longer than 5 minutes. After students have names at least 5-6 events move on. If they cannot come up with anything prompt them with the election of Barack Obama. Time

Elmo Laptop

State Lesson Objective/Hook/Connection Yesterday we talked about the Listening as the key ideas of the Nazi Party teacher introduces Platform, and today we will the lesson and asking examine how the Nazi party any clarifying was able to rise in Germany questions they may which means that we have to have. understand the state of Brainstorming major Germany during that time. events that have happened during Teacher will ask students to their lifetime. brainstorm major events that have happened in their lifetime. Twenty years from now, what do you think people will remember about the time period in which you grew up? Teacher will ask students to consider how their choices might be different if they were living in during the 1930s in Weimar Germany. I Do)/Teach: Teacher will share with students a short PPT on life during the Weimar Republic.

1:05-1:10 5 Minutes

Timer Elmo Laptop Handout/Timeline

1:10-1:20 10 Minutes

Handouts on Primary Documents

Listening as the teacher presents a short presentation on the Weimar Republic and asking clarifying Students will fill out a short questions. timeline with key dates. Filling out timeline. We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Students will be given three primary source documents to analyze. Students will TPS on what they noticed in their primary documents about life in the Weimar Republic. Analyzing and filling out questions from their primary documents. Sharing out what they noticed in their primary documents about life in the

Incorporate a mixture of cold calls and call and response 50/50 ratio.

1:20-1:35 15 Minutes

Weimar Republic.

Writing Prompt

You Do /Link: Check for Understanding: Teacher will give students a short writing prompt. Based on what you learned today about the Weimar Republic, do you believe that history makes people or people make history? Students will TPS on what they came up with and share with the class. Respond to the following questions. Explain what life was like during the Weimar Republic? Reflecting on the lesson through a journal prompt. TPS/Share

1:35-1:45 10 Minutes

Exit Ticket

Completing Exit Ticket

1:45-1:50 5 Minutes

Homeroom Vocabulary Workshop Read Aloud Hanas Suitcase

Review pg. 59 from the night before. Short Review of Unit 4 Teacher will engage in a read aloud with the students on the book Hanas Suitcase. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next.

Review of Homework and Unit Listening as the teacher reads and thinking about the events in the story.

2:00-2:30 30 Minutes 2:30-2:45 15 Minutes

Guided Reading/Indepen dent Reading

Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot. Teacher will pull guided reading groups.

Reading their independent reading books and posting on plot, theme, characterization, and main idea.

2:45-3:15 30 Minutes

Crystal Perez 8th Grade Literacy (Blue Group) 4/4/2013 Common Core Standard: 8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. SWBAT: Identify what life in Germany was like during the Weimar Republic. SWBAT: Explain how the Nazi Party was able to rise to power in Germany.
Mini-lesson/Vocabulary Lesson plan Materials Necessary N/A What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations Behavior Expectations/Sweat Details Flashcards Time

Elmo Laptop Quotes from Mein Kampf

State Lesson Objective/Hook/Connection Yesterday we talked about life Listening as the during the Weimar Republic, teacher introduces today we will be discussing the lesson and asking exactly how Hitler and the Nazi clarifying questions. Party were able to rise to Thinking about why power during that time. Hitler was elected as the leader of the Teacher will begin the lesson Nazis and engaging reading students quotes from in a TPS. Mein Kampf written by Hitler. Based on the quotes teacher will ask students to think about why people would elect someone like Hitler as head of their political party. Students will engage in TPS and share out as a class. Teacher will explain in order understand the success of the Nazis we have to understand the ideas of Hitler who became the Nazi leader. I Do)/Teach: Teacher will share with students a short presentation on Hitler and his rise as the head of the Nazi party.

9:05-10:55 9:10-9:15 5 Minutes

Timer Elmo Laptop Handout PPT Presentation Note Taking Organizer Handouts on the Nazi Party Platform

Taking notes on Hitlers rise to power during the Weimar Republic.

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Teacher will give table groups descriptions of people living in Germany after the war. Students will create identity charts for their characters. Reading descriptions of their characters. Creating identity charts for their characters.

Make sure that the PPT lasts no longer than 6 minutes to ensure that students have enough time for the activity that follows. Incorporate a mixture of cold calls and call and response 50/50 ratio. If the noise level gets to high anticipate cutting the activity short reading each

9:15-9:25 10 Minutes

9:25-9:35 10 Minutes

Teacher will circulate to check for understanding. Students will TPS in table groups if those people would have been part of the Nazi party or if they would have resisted. Students will present what they decided based on the handout and character description.

TPS if their table groups using their handouts. Presenting if their characters would have been members of the Nazi party or if they would have resisted and why.

character to the entire class and simply having a class discussion if they believe that person would have been a member of the Nazi party. Great opportunity to push on them for text evidence when they are presenting. Anticipate that this will take longer than 10 minutes if that is the case students can finish the You Do for homework in order to leave time for a wrap up discussion.

You Do /Link: Check for Understanding: Students will fill out in their handout why the Nazi Party would appeal to their citizen on or it would not, and explain their answers. Filling out their handouts.

9:35-9:45 10 Minutes

Exit Ticket

Respond to the following questions. How did the Nazi Party, a small, unpopular political group in 1920, become the most powerful political party in Germany by 1932?

Completing Exit Ticket 9:45-9:50 5 Minutes

Guided Reading/Indepen dent Reading

Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot. Teacher will pull guided reading groups.

Reading their independent reading books and posting on plot, theme, characterization, and main idea.

11:0511:55 50 Minutes

Read Aloud

Teacher will engage in a read aloud with the students on the book I Still See Her Haunting Eyes. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next.

Listening as the teacher reads and thinking about the events in the story.

11:5512:10 15 Minutes

Homeroom Vocabulary Workshop

Teacher will begin the lesson with a review of homework from the previous night and pgs. 40 and 41. Students will complete pgs. 42- 44. Teacher will circulate for completion. Students will complete pg. 45 for homework.

Reviewing homework and pg. 40-41. Completing pgs. 4244 in pairs.

3:15-3:45 30 Minutes

Crystal Perez 8th Grade Literacy (Orange Group) 4/4/2013 Common Core Standard: 8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. SWBAT: Identify what life in Germany was like during the Weimar Republic. SWBAT: Explain how the Nazi Party was able to rise to power in Germany.
Mini-lesson/Vocabulary Lesson plan Materials Necessary N/A What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations Behavior Expectations/Sweat Details Flashcards Time

Elmo Laptop Quotes from Mein Kampf

State Lesson Objective/Hook/Connection Yesterday we talked about life Listening as the during the Weimar Republic, teacher introduces today we will be discussing the lesson and asking exactly how Hitler and the Nazi clarifying questions. Party were able to rise to Thinking about why power during that time. Hitler was elected as the leader of the Teacher will begin the lesson Nazis and engaging reading students quotes from in a TPS. Mein Kampf written by Hitler. Based on the quotes teacher will ask students to think about why people would elect someone like Hitler as head of their political party. Students will engage in TPS and share out as a class. Teacher will explain in order understand the success of the Nazis we have to understand the ideas of Hitler who became the Nazi leader. I Do)/Teach: Teacher will share with students a short presentation on Hitler and his rise as the head of the Nazi party.

1:05-1:10 5 Minutes

Timer Elmo Laptop Handout PPT Presentation Note Taking Organizer Handouts on the Nazi Party Platform

Taking notes on Hitlers rise to power during the Weimar Republic.

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Teacher will give table groups descriptions of people living in Germany after the war. Students will create identity charts for their characters. Reading descriptions of their characters. Creating identity charts for their characters.

Make sure that the PPT lasts no longer than 6 minutes to ensure that students have enough time for the activity that follows. Incorporate a mixture of cold calls and call and response 50/50 ratio.

1:10-1:20 10 Minutes

1:20-1:35 15 Minutes

If the noise level gets to high anticipate cutting the activity

Teacher will circulate to check for understanding. Students will TPS in table groups if those people would have been part of the Nazi party or if they would have resisted. Students will present what they decided based on the handout and character description.

TPS if their table groups using their handouts. Presenting if their characters would have been members of the Nazi party or if they would have resisted and why.

short reading each character to the entire class and simply having a class discussion if they believe that person would have been a member of the Nazi party. Great opportunity to push on them for text evidence when they are presenting. Anticipate that this will take longer than 10 minutes if that is the case students can finish the You Do for homework in order to leave time for a wrap up discussion.

You Do /Link: Check for Understanding: Students will fill out in their handout why the Nazi Party would appeal to their citizen on or it would not, and explain their answers. Filling out their handouts.

1:35-1:45 10 Minutes

Exit Ticket

Respond to the following questions. How did the Nazi Party, a small, unpopular political group in 1920, become the most powerful political party in Germany by 1932?

Completing Exit Ticket 1:45-1:50 5 Minutes

Vocabulary Workshop

Read Aloud

Quiz on Unit 4 Reading pgs. 60-61 Completing 62-64 Pg. 65 for Homework Teacher will engage in a read aloud with the students on the Hanas Suitcase. Teacher will pause periodically to check for understanding by having students clarify vocabulary words and predict what might happened next.

Taking Quiz on Unit 4 Reading pgs. 60-61 Completing 62-64 Pg. 65 for Homework Listening as the teacher reads and thinking about the events in the story.

2:00-2:30 30 Minutes 2:30-2:45 15 Minutes

Guided Reading/Indepen dent Reading

Students will read their independent reading books and post on main idea, theme, conflict, characterization, and plot. Teacher will pull guided reading groups.

Reading their independent reading books and posting on plot, theme, characterization, and main idea.

2:45-3:15 30 Minutes