Lesson Plan: Number the Stars Prereading/frontloading

Teachers Name:
Date: 02/24/16
Chloe L Seeger
Subject:
Grade Level: 6
20th Century World History
Central Focus (description of the important understandings and core concepts that you want
students to develop throughout the entire unit; may include Essential Questions):
Students will analyze and interpret various lines from the novel and then use that information
to predict what the story will be about.
Student Learning Objective(s)/Outcome(s) (what will the students actually do to
demonstrate their understanding; use Blooms verbs; make objectives measurable.):
The class will analyze the knowledge and generate questions about the text. Students will
develop a motive to read; read with a purpose. Students will analyze the book and predict what
it will be about.
Language Function (What are language function demands of this lesson related to your
objectives?):
Analyz Argue
Explai Identif
e
n
y
Interpr Predic Question
et
t
Assessment/Evaluation (is the assessment informal or
formal? what evidence of student learning related to the
learning objectives and central focus does the assessment
provide? what evaluation criteria did you use? how will
you assess their work rubric, grades, etc.?):
The assessment is formal and informal. The students will
write down predictions of what they think will happen in
the text based on exerts pulled from the novel. The
assessment of knowledge and understanding will be
through their comments written on the graffiti papers.
They will also read aloud the sentence after they have
made it around the room and assess the comments made
about the text. Next they will make predictions based on
the class discussion.

Differentiation/Planned
Support (what adjustments will
you make based on individual and
group needs? how will you support
students with gaps in prior
knowledge):
If there are learning gaps then
those students can draw a picture
if they cannot write out their
answer. The gaps will be filled in
the next class with more detail
about the text and context of the
story.

Content Standard: (what standard(s) are most relevant to learning goals? [e.g. Common
Core State Standards [CCSS]; Wisconsin Model Early Learning Standards [WMELS], or subjectspecific standards])
Common Core State Standards: 6th grade Social Studies 6.h.2: Understand the political,
economic and/or social significance of historical events, issues, individuals and cultural groups.
6.H. 2.1. Explain how invasions, conquests and migrations affected various civilizations,
societies and regions.
Prior Academic Learning & Prerequisite Skills (what background knowledge do the
students have or need to have concerning the content to be covered; how will you activate
that background knowledge; anticipate concerns):
The students should have some prior knowledge of WWII, like Germany or the Nazis fought

against the U.S.. Anticipated concerns is that there will be a great gap in knowledge.
Academic Language (instructional
terms/language function [e.g. describe,
compare, analyze]):

Academic Language (content-specific terms

[vocabulary]):

The students will analyze prior knowledge to

develop research questions. Students will
predict what the text is about and who the
characters are.
Instructional Resources/Materials/Equipment (to be used by the teacher and/or the
students):
Graffiti papers, Number the Stars books, pens or pencils, note cards
INSTRUCTIONAL PLAN
Launch [Anticipatory set] (how will you start the lesson to engage and motivate students in
the learning?):
Explain the exercise
Instruction (this could be a demonstration, lecture, video, discovery experience, etc.).
Link the new content (skills and concepts) to students prior academic learning and their
personal/cultural and community assets; include the academic language of the content area in
the lesson and activities.
I come up with one idea for the graffiti exercise. Students are then prompted to think of their
own ideas and then share with the class. Application and feedback will be implemented to
help students think of questions or of information. There will be a short slideshow with
geographical information and topic information to help front load for the book. Students will
locate geographic vocabulary from the book.

Instructional Tasks (describe the steps in the lesson;

include allotted times; what will you as the teacher do?)
Introduce the exercise.
Model what is expected
Have students predict and write out graffiti predictions
Share ideas
Write down ideas
Students will predict what the book is about
Studemts can also formulate questions
Read predictions
Hand out books
Have students analyze the cover
Learning Tasks (what students will be doing [include
Academic Language]? engage the students in a variety of
learning tasks; link to prior academic learning. Highlight
what students will do.
Closure (recap the lesson with the students):

Differentiation/Planned
Supports (for each step) [ELL,
Students with IEPs or 504 plans,
Gifted]:

Teacher Reflection (after the lesson, reflect on the lessons strengths and weaknesses; how
would you improve it for the next time you teach this lesson? Did results of the assessment
meet your intended objectives/outcomes? Did students achieve the Learning Objectives?): How
does student performance in this lesson affect the next lesson you will teach?