I.

INSTRUCTIONAL DESIGN

Teacher Candidate: Amaris Reeder

Lesson # __1___

Subject/Grade:
7th grade Language Arts
Date and Time of Lesson:
October 9, 2014
Learning Objective: (must support unit objectives identified in TWS 3)
When given a chart of seasons, students will write characteristics and describe their favorite
season using at least 3 characteristics from their chart.
Alignment with Standards: (must support unit standards identified in TWS 3)
CCSS ELA Literacy W.7.3.D: Use precise words and phrases relevant descriptive details, and
sensory language to capture the action and convey experiences and events.
Developmental Appropriateness or Cross-curricular connections: (should parallel information in
TWS Section 3)

This objective is a seventh grade language arts level that uses knowledge and review of word
choice and using adjectives within writing that will also lead to higher level writing in other
content areas.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment
(TWS section 7)
This data will show me
which students excel with
word choice and which
students may struggle in
this area.

Pre- I will fill in my own

characteristics describing
something and will be
expecting student participation
During- Students will need to
fill in their own characteristics
in the season chart.
After- Students will be
expected to write a description
of three or more sentences
describing their favorite
season.
Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
Students with attention deficits will be given preferential seating. Students with auditory or visual
deficits will be given assistive technology. Early finishers will have the opportunity to help other peers

When given a chart of

seasons, students will write
characteristics and describe
their favorite season using
at least 3 characteristics
from their chart.

Materials: SmartBoard and Seasons

Poems

SPRING
By Alex Fischer
Spring! How beautiful is the
Spring! How wonderful is the
Spring! How majestic is the
Spring! How fantastic is the
Spring! How tantalizing is the
Spring! How glorious is the
Spring! How melodious is the
Spring! How joyful is the
Spring! How breathtaking is the
Spring! How uplifting the
Spring! How happy is the
Spring! How magnificent is the
Spring! How colorful is the
Spring! How tasteful is the
Spring! How memorable was the
Spring! How flavorful is the
Spring! How aromic is the
Spring! How sweet is
Spring! How beautiful is the
Spring!
http://www.poemhunter.com/poem/spring-197/

A Bed in the Leaves

By Marian Kennedy
My yard is full of leaves today
Brown and yellow and gold
I think I'll rake them in a pile
Higher than my head
Then I'll pretend it is my bed
I'll jump in very quick
And pile their leaves up over me
For covers soft and thick
I'll just lie there so nice and warm
And look up in the sky
And watch more leaves float down for me
To rake up bye and bye
http://www.teachingfirst.net/Poems/Autumn.html#summersend

Missing Summer
By Destinee
the grass so green,
the sun so bright,
life seems a dream,
no worries in sight
tans and tank tops,
laughter and bliss,
each moment passes,
without even a miss
friends and cookouts,
memories and laughs,
good times to remember,
but how long will it last
the grass soon fades,
leaves begin to fall,
school replaces sleepovers,
oh I'll miss it all
http://www.familyfriendpoems.com/poem/summer#ixzz3FN8Xt0d8
Winter Time is for Me
By Mahfooz Ali
Winter time is full of light,
Winter time is big and bright,
Winter time is full of fun,
Winter time has lots of sun,
Winter time is full of fruits,
Winter time is time to be free,
that's why Winter time is for me.
http://www.poemhunter.com/poem/winter-time-is-for-me/

Procedures:
1. Good Morning everyone, hope you all are keeping warm and also keeping cool! Seems like the
weather has been changing a bit. What else changes with the weather? *allow answers*Dont
our clothes change? What about sports? Well today we are going to work on describing our
favorite season using adjectives. Can anyone remember what adjectives are? *allow
answers*Right, adjectives are descriptive words. Today you will make your own description
using adjectives but first lets work on some together.
2. I will turn to the SmartBoard where the title Weekends will be posted. Alright I chose the
topic of weekends to describe. I want you all to help me come up with adjectives that describe
the weekend. *During this time I will take answers and allow students to write their describing

words on the board and will review the adjectives*

3. Now lets use these adjectives and describe how the weekends are or what makes up the
weekend. *Together the class and I will develop a 3 sentence description of the weekend using
our adjectives.*
4. Lets take some time to read out some poetry that has adjectives in them to help write your
own poetry. The poems I just passed out are poems about seasons. * I will read each poem one
by one*
5. Im passing out a worksheet that has all four seasons on them. Talk to your partner and
highlight with adjectives you see that describe each season. During this time I will walk around
and monitor to see which students need help finding adjectives and which students are ready to
move on to writing.
6. After a few minutes of working, I will ask students for a thumbs up of who all is ready to move
on and which ones still need more time. I will give more time as needed.
7. Lets see what everyone has, for the Poem about Spring, what adjectives did you see? *allow
answers*? What about Missing Summer? *allow answers* How about A Bed in the Leaves
*Allow answers* Next, what about Winter Time is for Me *allow answers*?
8. Great observations, now you all will be able to write your own descriptions using the adjectives
you have highlighted. I want everyone to choose one season that either has the most adjectives
or the season that is your favorite and be prepared to write about why you like that season, how
that season makes you feel and why, and other sentences of your choice that describe your
season. Your description must have at least 3 adjectives. How many adjectives should your
description have? *allow answers* good! Begin writing! * I will keep my example on the board
for students to refer to*
9. At this time I will walk around and monitor students keeping note of which students may need
more help.
10. I will call time for sharing Alright everyone come to a closing with your writing. *allow 10more
mins* Lets bring it all together; what kinds of adjectives did some of you use for your
seasons?...Who would like to share their description?
11. Lets remember to use as many adjectives as possible when describing something in our
writing. It helps your readers view your description the way you view it.
12. I will collect papers.

References: All ideas were generated by Amaris Reeder

http://www.poemhunter.com/poem/spring-197/
http://www.teachingfirst.net/Poems/Autumn.html#summersend
http://www.familyfriendpoems.com/poem/summer#ixzz3FN8Xt0d8
http://www.poemhunter.com/poem/winter-time-is-for-me/
_____________________________________________________________________________________

Teacher Candidate:

Amaris Reeder

Subject/Grade: 7th grade ELA

Lesson # ___2___
Date and Time of Lesson:

10/10/2014

Learning Objective: (must support unit objectives identified in TWS 3)

After reading two short stories, students will pair with a partner and answer comprehension questions
after each story getting 2 out of 3 questions correct.
Alignment with Standards: (must support unit standards identified in TWS 3)
CCSS.RL.6.10 By the end of the year, read and comprehend literature including stories, dramas, and
poems
Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS
Section 3)
This lesson is appropriate for 7th grade because it is a 6th grade standard (which is the average reading
level of this group) and it reviews word choice and literary elements that students have already learned
in their initial ELA classes.

Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)

What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

After reading two short

stories, students will pair with
a partner and answer
comprehension questions
after each story getting 2 out
of 3 questions correct.

Pre- Students will be expected

to participate in a discussion
about Halloween and material
from Halloween.
During- Students will be
expected to participate in the
readings by predicting and
reading a long.
Post- Students will be expected
to work with partners to
answer comprehension
questions (Who What When
Where and How)

Use of Formative
Assessment
(TWS section 7)
This data will show me
which students
understand
comprehension with
reading and which
students may need more
assistance with
comprehension.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
Students with attention deficits will be given preferential seating. Students with auditory or visual
deficits will be given assistive technology. Early finishers will have the opportunity to help other peers.
Materials: Scary Tales Text Comprehension worksheet:

Name:______________________
The Red Velvet Ribbon
1. What was the rich man looking for?
2. What was it that the women in the park did not like abou the
fancy man?
3. How old was the baby when the fancy man could no longer
stand to look at the red velvet ribbon?
The Hitchhiker
1. What was the hitchhikers name?
2. Where did the hitchhiker sit in the car?
3. How was the hitchhiker killed?

Procedures: *Students and myself will be sitting at a group table for a literature circle*
1. Good morning everyone. Im sure all of us know what holiday is coming up. Can anyone tell
me? *allow answers* Thats right Halloween. What are some of your favorite stories or movies
that are associated with Halloween? *Allow answers* Well today we will read two short stories
with the Halloween theme. Were going to work on our predictions and basic comprehension
questions that go along with the stories. These questions are where, when, what, who, and
how. Again the comprehension questions we are working on are where, when, what, who, and
how.
2. I will pass out story number 1 The Red Velvet Ribbon. Before we start reading, how many of
you have heard of this story or read it?....Take a look at the picture, what do you think this will
be about? *allow answers* sounds like good ideas, lets read.
3. At this time I will read the story and pause at the bottom of pg. 27. Without filling through,
what do you all think will happen?....Why do you think she always wears that ribbon? *Allow
answers* Lets keep reading. (I will allow a student to read the rest voluntarily.)
4. *After reading, I will introduce the comprehension questions* With your partner and without
your reading, take a few minutes to answer these questions. * I will monitor at this time*
5. Alright lets bring it together and go over these answers. * I will take time to go through all 3
questions allowing students to make corrections. I will take note of the students making
corrections. I will ask for thumbs up for students who got the right answers for a visual*.
6. After finishing this story, I will move on to the next story which is The Hitchhiker. Again before
we start reading, how many of you have heard of this story or read it?....Take a look at the
picture, what do you think this will be about? *allow answers* sounds like good ideas, lets
read.
7. At this time I will read the story and pause at the bottom of pg 69. Without flipping through,
what do you think will happen? *Allow answers* Lets keep reading* I will again allow a
student to read the rest of the story voluntarily.*
8. Now we will do the same thing we did with the precious story but I want you to rotate so you

can be working with a different partner. Remember without using the story, try to work with
your partner to answer the questions. *I will again, monitor during this time*
9. Lets bring it back together and go over these questions. You can flip through if you need to
during this time. * I will take time to go through all 3 questions allowing students to make
corrections. I will take note of the students making corrections. I will ask for thumbs up for
students who got the right answers for a visual*.
10. Great hob everyone! Remember when you read to think about who, what, when, where, why
and how. Hope you all enjoyed those Halloween short stories. You can keep them and share
them if you want. Maybe you could come up with a short scary story of your own to practice
your writing!
11. *I will take up papers*
This lesson did not include technology because the content of the lesson came straight from a book and
so did the questions so I did not see a need in the use of technology with this lesson
References:
Scary Tales By: Emma Hahn
_____________________________________________________________________________________

Lesson # ___3___
Subject/Grade: 7th Grade Science
Date and Time of Lesson: November 4, 2014
Learning Objective: (must support unit objectives identified in TWS 3)
Using a label chart and several foods, students will create an edible cell placing its parts correctly with
100% accuracy.

Alignment with Standards: (must support unit standards identified in TWS 3)

Summarize the structures and functions of the major components of plant and animal cells
(including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and
vacuoles).
Developmental Appropriateness or Cross-curricular connections: (should parallel information in
TWS Section 3)

This lesson is lesson will help students develop a visual understanding of what makes up a cell
and can use this information to further learn about the function of a cell(s) in future lessons.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Using a label chart and several

foods, students will create an
edible cell placing its parts
correctly with 100% accuracy.

Pre- Students will be expected

to engage in a discussion about
cells.
During- Students will be shown
a video on parts of a cell and
will be expected to label its

Use of Formative
Assessment
(TWS section 7)
These assessments will
give me a general idea of
which students know the
information and which
students may need more
help with receiving the

parts.
Post- Students will create a cell
using food given

information in a different
way.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
Instructions will be repeated and when going over parts of the labeling, I will have a visual. Students will
issues staying on task I will call on them to help me go over the parts.

Materials: SmartBoard, Cell Worksheet, and Foods: Graham Crackers, frosting, vanilla wafers, green
m&ms, and twizzlers

Procedures:
1. Good morning everyone. Hope you all are in a scientific mood today! We are going to touch
base with cells. How many of us have learned about cells already?...What can you tell me about
cells? Well today we will be learning about 2 different cells and will be able to make your own.
2. Our bodies are all made up of cells. They are so small, about 30 of them can fit in a period.
Think about that for a minute. The size of a period is already small so think about 30 little pieces
inside that one thing. Can anyone guess how many cells we have in our bodies? *allow answers*
We have about 100trillion cells swimming around in our bodies. How many cells did I say?
*allow repeat* Thats right 100 trillion cells! Cells in our body make up the major organs in our
bodies like our heart, lungs, and liver to help them function properly. Plants also have cells to
help them function. Therefore the two cells that we will be talking about are plant cells and
animal cells. Each individual, tiny cell has many different parts called organelles that have
different functions. We will go over these functions and then use some materials to make up
these different organelles to create your own cell.
3. At this time, I will pass out the cell sheet and get the video ready. You all will label your cells
while watching a video on its parts and their functions. We will go over this afterwards to make
sure everyone has the right information. We will use this information to make your cells. Use
your word bank to fill in the parts.
4. At this time I will play the video http://www.youtube.com/watch?v=PHTvqW7CzXY and monitor
making sure all students are on task.

5. After the video, we will have a brief discussion. What did you all notice about the cells?...Lets
go over the parts and their functions. At this time I will go over the cell parts and functions
allowing student participation.
6. After going over the parts, I will direct the students attention to the white board where the
food supplies are listed. Now we will make our own cells. Up here on the board there are 5
items listed. Graham crackers, frosting, vanilla wafers, green m&ms, and twizzlers. To make our
cell we will need a base, cell wall and cell membrane, nucleus, cytoplasm, and chloroplast. (I will
write these on the board). Which items do you think will be which parts? I will let students
answer and guess. Good job, the graham cracker is the base, the frosting is the cytoplasm, the
vanilla wafer will be the nucleus, the green m&ms will be the chloroplast, and the twizzlers will
be the cell membrane and cell wall.

7. At this time I will go step by step with adding in items on the graham cracker while having
students review the parts.
8. Everyones cell looks good! Remember some of the things we did with cells today so you can
remember the parts for future lessons.
9. We will clean up.

Students did not use technology for this lesson because it was a hands on activity and no part of the
lesson required the use of technology.

References:
https://www.teachingchannel.org/videos/sixth-grade-biology-lesson
http://www.youtube.com/watch?v=PHTvqW7CzXY
_____________________________________________________________________________________

Lesson # __4__
Subject/Grade: 7th Grade Mathematics
Date and Time of Lesson:
11/15/2014
Learning Objective: (must support unit objectives identified in TWS 3)
Using a deck of cards, students will play a card game adding and subtracting positive and negative
integers and answering problems having 100% accuracy.

Alignment with Standards: (must support unit standards identified in TWS 3)

CCSS 7.Ns.1a-d Addition and subtraction of rational numbers-modeling integers and subtracting
integers.
EEDA SECTION 59-17-135. Character education: Cooperative Learning
Developmental Appropriateness or Cross-curricular connections: (should parallel information in
TWS Section 3)

This lesson allows students to cooperatively work with peers while exercising their math
knowledge. Prerequisite knowledge needed for this lesson is the skill of adding and subtracting
numbers as well as knowledge of numbers hierarchy-order on the number line. This will help
for future math lessons when advancing to multiplying and dividing integers.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Using a deck of cards,

students will play a card game
adding and subtracting
integers having 100%
accuracy.

Assessment(s) of the
Objective(s)
Pre- As a class students will
review adding and subtracting
integers on the SmartBoard
During- Students will have a
partner and play a card game
adding and subtracting the red
and black numbers.

Use of Formative
Assessment
(TWS section 7)
I will use these
assessments to see which
students understand
adding and subtracting
integers and which
students may need more
review for this content
area.

Post- Students will fill out a

worksheet answering questions

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
Instructions will be repeated as need be and problems on the post assessment will be read aloud as
students work.
Students with attention difficulties will be given the responsibility to peer assist.

Materials: Decks of Cards, SmartBoard, integer game sheet, and worksheet

Integer Game
Name of Players__________________

___________________

Problem

Winner

Ex: -3+2= 1

Ex: Amber

Integer Worksheet
1. 13 + -4=

2. -22 + 19=

3. -16 + 6=

4. -17 - 10=

5. 34 + 6=

Name____________________

6. -15 - 12=

Procedures:
1. Good morning everyone today were going to get into some math. We are going to play with
integers. How many of you remember what integers are? What can you tell me about them?
*allow answers*. Remember numbers like 1,2,3, and 4 are simply integers. Negative numbers
are also integers like -1,-2,-3, -4 and so on. Today were going to review adding and subtracting
integers together then youre going to play a card game using them. Ms. Jaeger will help us out.
2. At this time I will pull up practice problems on the SmartBoard. Lets review the rules for adding
and subtracting integers with negative numbers. These problems have black and red numbers.
The Black numbers are positive and the red numbers are negative. We are going to use this later
in our game. Up on the board I have 10 + -4. Since I have a negative 4, what am I going to do
with this problem? *allow answers* right Im going ot subtract. 10 4 so what will my answer
be?...6. Remember take the sign of the bigger number. Our bigger number in this problem is 10
and it is positive so our answer will stay positive 6.
Lets try another; 4 + -2What will we do? *allow answers* Right subtract 2 and our answer is 2.
Will it be positive 2 or negative 2? *allow answers* right it will be positive 2, why? *allow
answers* right, because our bigger number , which is 4, is positive.
Lets do some that are a little harder. This time Ill allow a couple of you to come up and answer.
If you get stuck, we will help as a class to figure out the problem. I have -8 + -3. *call on a
student* come up and try this out. We will help you if you dont get it. *allow student to write
answer* We added 8 and 3 like we normally do and kept the negative so our answer is -11.
Lets try another, I have -9 + -1. *call on student to answer*. Right our answer is -10
One more. I have -5-3. What will I do with this one? *allow a student to come up and answer on
board*good job. Since we have a negative we keep our first number, change that subtraction
to addiction and change our second number to a negative so our answer is -8. Does anyone
need to see one like that one again? *I will wait for students to respond with questions if need
be*
3. Now lets apply this to a card game At this time I will take out a deck of cards and Ms. Jaeger
will demonstrate how the card game is played, With this game you will have a partner and a
game sheet. *I will pass out the deck of cards and sheets to pairs and I will call on a student to
be my partner for an example*. One partner will shuffle the cards (or I can shuffle them for
you) and deal out the cards back and forth til the deck is gone. *She will demonstrate this*
Next, with the cards facing down, both partners will flip a card and add or subtract the two
numbers. Remember black is positive and red is negative. Whoever says the answer first gets a
point. After answering, on your sheet, write the problem, answer, and who won. If there is a tie,
just place your cards back into your deck. *she will demonstrate this with her partner*

I will give about 10mins to play. The winner gets candy. If you need help or get stuck just raise
your hand. Remember to play fair! Begin!

4.

At this time we will monitor the games.

After about 10mins I will wrap up the game Did you all enjoy that game? Looks like you all
have the hang of it.

5. Now that you have some good practice, I want you to do some independent practice to show
me you understand. If you dont, I will help. At this time I will pass out worksheets and monitor
and help students who need it. Ms. Jaeger and I will walk around and monitor.
6. After everyone looks finished I will wrap up the lesson. Remember your rules when adding and
subtracting positive and negative integers. Next time you have free time and have a deck of
cards, practice what we did today.
7. I will collect sheets and will pass out candy to the winners of the games.

References:
Ms. Jaeger
_____________________________________________________________________________________

Lesson # ___5___
Subject/Grade: 7th Grade Social Studies- COTEACHING
Time of Lesson: 11/14/2014
Learning Objective: (must support unit objectives identified in TWS 3)

Date and

Using a Venn diagram, students will compare the treatment of Jews in the holocaust to the treatment of
peers by drawing or writing a poem about both comparisons with one sentence of how they can make a
change to bullying in the schools.

Alignment with Standards: (must support unit standards identified in TWS 3)

S.C Standard 7-4.5 Summarize the cause and course of World War II including drives for
empire, appeasement and isolationism, the invasion of Poland, the Battle of Britain, the
invasion of the Soviet Union, the Final Solution the Lend-lease program, Pearl Harbor,
Stalingrad, the campaigns in North Africa and the Mediterranean, the D-Day invasion, the
island-hopping campaigns, and the bombing of Hiroshima and Nagasaki.
SSCA Section1.2 Harassment, intimidation, and bullying, like other disruptive or violent
behaviors, are conducts that disrupt both a students ability to learn and a schools ability
to educate its students in a safe environment.
Developmental Appropriateness or Cross-curricular connections: (should parallel information in
TWS Section 3)

Discuss why your learning objectives are appropriate in terms of development; prerequisite
knowledge, skills, or cross curricular integration, and/or other student needs. Refer back to TWS
1.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)

What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Using a Venn diagram,

students will compare the
treatment of Jews in the
holocaust to the treatment of
peers by drawing or writing a
poem about both
comparisons with one
sentence of how they can
make a change to bullying in
the schools.

Pre- Discussion about letter

written to students. This
discussion will be accepting of
opinions from students and
how they felt about the letters
that were placed on their
desks. This opens up the lesson
to what students should be
thinking about. I will monitor
their participation by having a
check list of which students are
contributing.

Use of Formative
Assessment
(TWS section 7)
This assessment data will
let me know what
students are on what level
when dealing with writing
complete sentences or
poems. This also will tell
me who understands this
part of the unit and who
may need review.

During- Participation in making

Venn Diagram from video
Post- Comparing the treatment
of Jews in the Holocaust to
treatment of peers by drawing
or writing a poem about both
comparisons with one sentence
of how they can make a change
to bullying in the schools.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
Instructions will be repeated and when going over parts of the labeling, I will have a visual. Students will
issues staying on task I will call on them to help me go over the parts.

Materials: Video, Holocaust pictures, Handout

Video http://www.youtube.com/watch?v=9VGU9gMoNSA
Procedures: MS. JAEGER IS IN GREEN
1. I will start the lesson by having letters to the students on their desks. Looks like you all have
mail waiting for you to open. Go ahead and see what it is. As they open the letters I will let them
know that I will read it to them as they follow along. The letter reads:
Dear Westview Citizens,
I am sorry to inform you that you no longer have the right to finish school after 8th grade. Due to the
color of your skin, the way you talk, and the way you walk; it is very difficult for the superior students
to learn. These superior students have blonde hair and blue eyes with the same belief and lifestyle as

our leader, Mr. Glenn. You do not match these qualities. Since you do not match the perfect identity
of a student, you cannot have any higher education. You may not attend high school or college. This
will help in making sure you dont have a job or any money that causes you to live among everyone
else. Also, keep in mind that since you are not a match for the perfect student, you or your family is
not welcome to go to any parks, libraries, and certainly not the beach. You may not attend church,
sports events, or any shopping locations. Iphones, ipads, tablets, video games, and all books should
be turned into the city office by the end of the week; you are not allowed to have use of any of these
things.
If you do not follow any of these guidelines, administration will have to take full action to making
sure you or your family has no rights or any equal opportunities to live in this area.
Thank you for your cooperation,
X Administration__
I will direct the class attention to the front for a discussion with meaningful questions,
Wow what do you all think of that?...What are some things that popped in your head? How would
you feel if this letter a true letter?....What does this seem like?; they dont like your walking, talking,
or skin color. What is this called when someone treads someone wrong because of their looks or
beliefs? *allow answers* this could be called bullying and also discrimination. Bullying and
discrimination goes all the way back in history.
I will pass out Venn Diagrams
Ms. Jager: On this Venn Diagram you have two sides. Jews in The Holocaust and Peers. Right
now with a partner I want you to just fill out the Peers side and write about what characteristics
go along with bullying and well talk about the rest later.
2. When time is up I will pull up a few pictures describing each point.
How many of you have heard of the Holocaust? *Allow answers*,
Picture 1- The Holocaust was a time in Germany around the 1930s where different
individuals, mainly Jews, were bullied.
Ms. Jaeger Picture 2- A dictator named Adolf Hitler took over in Germany. Has anyone heard of
him? *allow answers* Well Hitler said everyone who didnt have blonde hair, blue eyes, or his
same religious beliefs had to be put in a camp. The Jews were mainly picked at because they
were blamed for the downfall of the economy since they were the main bankers.
Picture 3- The camps they were sent to be called concentration camps. These camps isolated
people away from society and was somewhat of a prison. People had to be in horrible weather
conditions and would be expected to work anywhere that they were assigned.
What do you think happened with the Holocaust? Turn and talk to a neighbor.
3. While students talk I will be pulling up the video.
Ms. Jaeger As you watch this video I want you to fill out the Jews in the Holocaust and write
characteristics of what happened to them. If you see that is was similar to what you see with
peers at school, then write that in the similarity column in the middle. Any questions?.... I will
begin the video.
4. Well give students a few minutes to finish up. Lets open the floor for discussion and ask
questions like what did you think of that?....Why do you think that?....What are some things
you wrote on your comparison from Jews in the Holocaust to how your peers are treated?

5. Ms. Jaeger We heard some very good ideas! Now you get to draw them, or write a poem if you
would like. You are going to draw and advertisement or make a poem about how the Holocaust
compares to bullying in the schools. At the bottom you will write one sentence about how you
will make a change to bullying in this school. You are aloud to work with a partner but you need
your own individual work. Any questions?....Begin We will walk around and monitor while
students are working.
6. I will wrap up by letting students present their pieces. You all did an excellent job with
comparing treatment of peers and the treatment of the Jews in the Holocaust. Remember to
treat each other as you would like to be treated because we are all individuals who deserve it!
7. Ms. Jaeger will collect papers.