KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: Lindsey Witkowski ID: 174845

School: West Carter High School Date of May 20, 2010

Observation:
Subject English District: Carter County
area:
Ages of 15-17 years Type of Traditional
students: classroom
Grade level: 10th # of IEP
# of 504
Total 25 # of GSSP
number
of students: # of ELL
Title of A Diary of a Young Girl
Lesson
Plan:
Title of Unit: The Holocaust

ACTIONS
Goals, Objectives, & Essential Questions
1. Broad Goal: Students will be able to understand the events and
impact of the Holocaust.

2. Objectives:
1) Given a journal, the students will be able to read and answer the
questions with 90% accuracy.
2) Given The Diary of a Young Girl, the students will be able to read
and understand the story with 100% accuracy.
3) Given writing prompts surrounding the Holocaust, the students
will be able to demonstrate writing skills and prior knowledge
with proficiency.
 3. Essential Questions:
1) What is the Holocaust?
2) How do I construct a paragraph?
3) Who is Anne Frank?

Student Assessment:

Procedure Objective Type of Description of Depth of Adaptations and/or

Number Number Assessment Assessment Knowledge Accommodations

Part One, 1,2,3 Formative Journal 1, 2,3 Extended time to

3 complete Webquest

Part 1,2,3 Formative Journal 1,2 Extended time to

Two,3 complete Webquest
Part 1, 2, 3 Formative Journal 2,3 Extended time,
Three, 3 additional resources
to complete webquest
Part Four, 1,2,3 Formative Journal 1,2 Extended time to
3 complete Webquest
Part Five, 1,2,3 Formative Journal 1,2 Extended time to
2 complete Webquest

Connections

A. Primary Lesson Standards: HIGHLIGHT WHAT YOU WANT TO USE

1.2 Students make sense of the variety of materials they read.

2.17 Students interact effectively and work cooperatively with the many ethnic and
cultural groups of our nation and world.

B. Program of Studies:
EL-10-RRT-S-3
Students will use evidence from text(s) to formulate and justify opinions about
what is read or viewed:
 A. relate texts to prior knowledge, personal experiences, other texts or ideas
B. provide text references/evidence to support connections (text-to-self, text-to-text,
or text-to-world)
EL-11-WC-S-6
Students will select and incorporate ideas and information (e.g., making
inferences, predicting conclusions, evaluating contradictions, analyzing
interrelationships, offering support for conclusions, organizing prior knowledge
about a topic)

Core Content for Assessment:

SS-HS-2.3.1
Students will explain the reasons why conflict and competition (e.g., violence, difference
of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures
emerge in the modern world (1500 A.D. to present) and the United States
(Reconstruction to present).
RD-10-1.0.2
Students will make predictions based on what is read.

C. National Standards:

D. Other Disciplinary Standards:

E. Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives because the students will need
to understand the material they read in order to write in an appropriate form.

Context
1. Unit
a. 1 of 5
b.
2. Students
a. Students should already know a little bit about the Holocaust and World War II,
and how to construct a paragraph.
b.

Differentiation:
A. Accommodations:

Plan/Need Describe the type of plan for this student and the specific
Student needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodation

B. Individual Learning Styles: (Complete sentences)

Variations for: Description of Variation

Visual learners will read through the Webquest and do the
Visual Learners
activities.

Auditory learners will listen to a video on the Holocaust.

Auditory
Learners

Kinesthetic Kinesthetic learners will interact with the Webquest.

Learners

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

(Part one) 2,3 Kn Co Ap 1, 2

Kn Co 1, 2
Part Two (2,3)

Real-Life Connections:
Students will be able to understand the danger of racism, which is a huge
problem in any culture. This kind of knowledge can prevent students from being
racist and helping others to have the same viewpoint.
Resources
PowerPoint
Computer
Internet Connection
The Diary of a Young Girl
Video: http://player.discoveryeducation.com/index.cfm?guidAssetId=04F01CF4-77A6-
4DC3-9656-827A1D9BEA47&blnFromSearch=1&productcode=US

Technology
PowerPoint
Computer
Internet Connection

Procedures (239)

Part One (43 minutes)

1. (_5__ min.) Explain today’s activities. Today, we will be discussing the Diary of
Anne Frank. I will do a brief introduction to the story. Anne Frank was a thirteen
year old girl, trying to have a somewhat normal life in Amsterdam. Soon after
Hitler’s reign of power began, her and her family went into hiding. This diary
shows life from Anne’s perspective in this time period. Now I’m going to give
you time to start reading, but most of your reading will have to be done outside of
class.

2. (__15__ min.) Students will have fifteen minutes to start reading The Diary of a
Young Girl.

3. (_20__ min.) Students will complete the webquest for part one. The teacher will
walk around and answer questions when needed.

4. (_3_ minutes) Tell students to shut down computers before the class ends. They
will have time at the end of class on certain days to work on their webquest. This
will not be all due in one week, but check your journal for due dates.

Part Two (49 min)

1. (2 min.) Review what you did previously. Ask students if they remember what
they did for the webquest in part one. After discussing what they did last time,
announce that you are giving them time to read in class.
2. (20 min.) Students will have twenty minutes to continue reading The Diary of a
Young Girl.
3. (25 min.) Students will have 25 minutes to continue working on their webquest,
part two. Whatever they don’t finish in class will be done at the end of class on
 other class days, or it must be done outside of class. Resources are available to
those who don’t have computer access at home.
4. (2 min) Students will shut down computers and finish up the activity they were
on.
Part Three (49 min)
1. (2 min.) Review what you did previously. Ask students if they remember what
they did for the webquest in part one. After discussing what they did last time,
announce that you are giving them time to read in class.
2. (20 min.) Students will have twenty minutes to continue reading The Diary of a
Young Girl.
3. (25 min.) Students will have 25 minutes to continue working on their webquest,
part two. Whatever they don’t finish in class will be done at the end of class on
other class days, or it must be done outside of class.
4. (2 min) Students will shut down computers and finish up the activity they were
on.
Part Four (49 min)
1. (2 min.) Review what you did previously. Ask students if they remember what
they did for the webquest in part one. After discussing what they did last time,
announce that you are giving them time to read in class.
2. (15 min.) Students will have fifteen minutes to continue reading The Diary of a
Young Girl.
3. (30 min.) Students will have 25 minutes to continue working on their webquest,
part two. Whatever they don’t finish in class will be done at the end of class on
other class days, or it must be done outside of class. Resources are available to
those who don’t have computer access at home.
4. (2 min) Students will shut down computers and finish up the activity they were
on.

Part Five (49 min)

1. (2 min.) Review what you did previously. Ask students if they remember what
they did for the webquest in part one. After discussing what they did last time,
announce that this is the last work day they have to finish their journal in class.
2. (45 min.) Students will have twenty minutes to work on their journals/webquest.
Whatever work they don’t finish in class, they will have to finish outside of the
classroom.
3. (2 min) Students will shut down computers and finish up the activity they were
on. Remind students that their journal is to be completed by the following
Monday.

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up