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The Boy in the Striped Pajamas

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Submitted By martieg825
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School: | | Subject: | | Teacher: | | Lesson Plan Date(s): | | | | | | M.Gilbert | | 09/21/15 | |

PRE-PLANNING | OBJECTIVE What will your students be able to learn? | Standard/Benchmark: | | Determine a theme or central idea and analyze its development through the text including its relationship to the characters, plot and setting and provide an objective summary of the text. | RL.1.2 | | ASSESSMENT “Begin with the End in Mind”How will you know whether your students have made progress toward the objective? How and when will you assess mastery? | | By the completion of the 3 squared worksheet. Also, at the end of the 5th chapter they will have to write an objective summary. | | ESSENTIAL QUESTIONA higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. | | How does the early development of main characters contribute to an emerging theme in chapters 1-5 from The Boy in the Striped Pajamas? | | HIGHER ORDER QUESTIONS (3-5 questions)What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? | | Explain what Bruno’s mother means by, We don’t have the luxury of thinking? Pg. 13What does this line reveal about his mother’s feelings about their situation? How might it contribute to a possible emerging theme? Which quotation supports the idea that Bruno was unaware of the Holocaust?How might Bruno’s innocence impact the overall text?Select 2 words or phrases in the text that support the idea that Bruno is innocent about the world around him. | LESSON CYLCE REINFORCEMENT | BELL RINGER (10 min) or FOCUS LESSON (30 min)Follow the Focus Calendar to provide reinforcement of previously taught skills. | TIMEApproximate | | | 10 min BR | 30 min | | Using as many of these words as possible: war, innocence, friendship, injustice, ignorance and discrimination , write a sentence that explains the central idea from the article and video. | | | | INTRODUCTION Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. * Provide a hook to motivate students and link to prior knowledge in order to introduce a new concept. * Explain the relevance of lesson and the importance of learning the concept. Introduce important vocabulary using the word wall as an interactive learning tool. | 5-10 min | | Remind them of the elements of a story from last year. Show short power point explaining them. Have a couple of students read their sentence. Introduce the S-Cubed strategy. Explain fiction and fable. | | | MODELING “I DO” Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. * Conduct a think aloud while modeling the steps to completing an activity or solving a problem. * Model the use of a graphic organizer.Use questioning techniques such as re-directing, wait-time and prompting. | 10-15min | | Model how to complete the chart. Read the first page of the book explaining the characters and their thoughts and actions. | | | GUIDED PRACTICE “WE DO” Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the modeled portion of the lesson. * Incorporate the use of a collaborative strategy in small groups. Encourage student accountable talk during group discussion.Perform checks for understanding. | 15-25 min | | We will do through page 2 as a group as I check to make sure they have it. | | | INDEPENDENT PRACTICE “YOU DO” * Assign students independent work that is directly aligned with the “I Do” and “We Do” portions of the lesson.Circulate around the room to provide individual support | 15-25 min | | Independently the students will read the rest of the chapter filling out the chart as they go. | | | DIFFERENTIATED INSTRUCTION * Differentiate your instruction to reach the diversity of learners in your classroom. * Pull small groups or individuals for more intensive support.Conduct Center Rotations | | | Teacher Directed: | | | Independent: | | | Technology: Computers Achieve 3000. Students will work on an article. | | | CLOSURE * Wrap up the lesson and help students organize the information learned into a meaningful context. * Have students reflect on or answer the Essential Question.Help students connect today’s learning to their bigger goal in the course. | 5Min | | Discuss with whole class what might be the emerging theme. Exit ticket: On a sticky note write in a word what they think the theme might be. | | | HOME-LEARNING How will students practice what they learned? How will opportunities be provided for students to maintain mastery of previously mastered skills/concepts? | | |

PRE-PLANNING | Standard/Benchmark | OBJECTIVE (What will your students be able to learn?) | | | | | ASSESSMENT “Begin with the End in Mind”How will you know whether your students have made progress toward the objective? How and when will you assess mastery? | ESSENTIAL QUESTION(S)A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. | | | | | HIGHER ORDER QUESTIONS (3-5)What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? | VocabularyEssential vocabulary that should be introduced and/or reviewed. | | | | LESSON CYCLE | INTRODUCTION (Set the purpose of the lesson). * Introduce or review the Essential Question. * Explain the relevance of lesson and the importance of learning the concept. * Introduce important vocabulary using the word wall as an interactive learning tool. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | | | MODELING “I DO” (Explicitly model exactly what students are expected to do during shared practice, guided practice and eventually during independent work.) * Conduct a think aloud. * Model the use of a graphic organizer or interactive journal entry. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | | | GUIDED PRACTICE “WE DO” (Provide students support while they try doing what was modeled to them; Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the guided portion of the lesson) * Encourage student accountable talk during discussion. * Incorporate the use of a collaborative strategy in small groups. * Perform checks for understanding. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | | School: | | Subject: | | Teacher: | | Lesson Plan Date(s): | |

| INDEPENDENT PRACTICE “YOU DO” (Allow students the opportunity to independently practice what was learned throughout the lesson.) * Pull small groups or individuals for more intensive support. * Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson. * Provide above-level students with extended practice through the use of higher level activities. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | CLOSURE (Wrap up the lesson and help students organize the information learned into a meaningful context.) * Have students reflect on or answer the Essential Question. * Help students connect today’s learning to their bigger goal in the course. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | |

DIFFERENTIATION SCHEDULE (Note: Math has only one 30 min rotation) | Week of : ____________ | | Teacher-Led Group | Skill Group | Computer Station | Optional: Other | Optional: Other | 1st Rotation | Group Name: | | | | | | | Instructional Focus: | | | | | | | Students: | | | | | | | Evaluation/Artifact: | | | | | | | Lesson/Practice: | | | | | | 2nd Rotation | Group Name: | | | | | | | Instructional Focus: | | | | | | | Students: | | | | | | | Evaluation/Artifact: | | | | | | | Lesson/Practice: | | | | | | 3rd Rotation | Group Name: | | | | | | | Instructional Focus: | | | | | | | Students: | | | | | | | Evaluation/Artifact: | | | | | | | Lesson/Practice: | | | | | |

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