Lesson Topic: The Survivor and work time/conferencing__ Grade level: _1 __ Length of lesson: __!

" min________ Stage 1 # $esired %esults &ontent Standard's(: 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text )nderstanding 's(/goals Students will understand ! difficult text can be dissected through text"based #uestions *ssential +uestion's(: $hat is a survivor% $hat different methods can & use to interpret a text%

Student o,-ectives 'outcomes(: Students will be able to 'enerate their own text"based #uestions on a short text. 0erformance Task's(: Stage . # /ssessment *vidence 1ther *vidence: (lass discussion $riting response Stage ! # Learning 0lan

Learning /ctivities: )aterials *+he Survivor, by -rimo .evi .esson /ollowing 01 minutes independent reading, pass out copies of *+he Survivor, by -rimo .evi. 2ead the poem as a class and as3 students to come up with a minimum of three #uestions as they read. +hey should be #uestions that they have while reading the poem. 'ive them about five minutes to come up with #uestions. 'ive them a moment to read over their #uestions and then go up to the board to write down which #uestion they thought was best, most confusing, most interesting, etc. !fter everyone has written something down on the board, read off a selection and then instruct students to find a partner. &n their duos 4or trios5, loo3 at the #uestions that they find the most interesting and discuss them. 6ncourage them to ta3e notes on their thoughts and continually reference the short poem. !fter about 7 minutes, have them lin3 up with another duo or trio next to them to compare notes. !fter an additional five minutes, bring the class bac3 together to find out what groups tal3ed about. !s3 each group what #uestions they discussed, starring each one that is mentioned. &n#uire about what the groups thought and get info on those same #uestions from other groups. $hen discussion on the poem starts to wrap up, as3 students about the title, if it wasn8t

brought up in discussion. $hat could the spea3er have survived to consider himself a survivor% +here may be a variety of different answers. !s3 students to free write for about five minutes on what the spea3er of the poem could have survived. 9nce they have done that, explain that -rimo .evi was a :olocaust survivor. Does that change anyone8s perspectives on what the poem is about% Does that matter, or can the poem wor3 for any type of survival% $hatever they have written, have them turn it in. $ith any remaining class time, give students time to wor3 on their research projects. (onference with students on their introductions to provide feedbac3 as time allows.