The Lesson Cycle Template

Teacher: Laura Golden Grade Level: 5th ESL

Number of students served: 6

Proficiency levels: Beginning (1); Developing/Expanding (4); Bridging (1)

Theme or Topic: Holocaust Subject Area: Reading

Big Idea/Essential Understanding: I learned that my actions or inactions can help or harm others.

State Goals or Standards:

14C.1: Identify concepts of responsible citizenship including respect for the law, patriotism, civility, and working with others.

14C.2: Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state, and nation.

WIDA Standards:

Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies

Content Objectives: Students will examine the roles of bystander, victim, perpetrator, and rescuer within the context of the Holocaust and their own lives.

Language Objectives: Students will be able to participate in small group discussions and whole group discussions using sentence starters.

Key Vocabulary: discrimination, taking a stand, bystander, victim, perpetrator, rescuer, community, citizen, citizenship

1 PREVIEW PHASE PART I:

Materials: Picture of a “bullying” scene (see Appendix A)

Procedure:

1. Post the “big idea” where the students can see it. Read the big idea to them and explain to them that is their goal for this lesson. Refer back to this big idea at the beginning of every lesson.

2. Using the Picture Word Inductive Model (PWIM) students will work in cooperative groups using roundtable to label two pictures that show bullying (Appendix A). Students whose number is called from each team will share vocabulary with the whole group

a. Entering/Beginning: Students will study the picture and label what they see in the picture in English or Spanish.

b. Challenge (Developing/Expanding): Students will study the picture and label what they see in the picture in English and develop a title for each picture.

c. Super Challenge (Bridging): Students will study the picture and label what they see in the picture in English, develop a title for each picture, and write a caption for each picture.

3. Teacher will provide a description, an example, and a nonlinguistic representation (Appendix B) of the following key vocabulary: bystander, victim, perpetrator, rescuer.

4. Students will then explain or give an example of the key vocabulary in their own words.

a. Entering/Beginning: Teacher will say the vocabulary word out loud and the students will point to the correct picture.

b. Challenge (Developing/Expanding): Verbally, students will explain the meaning of the key vocabulary in their own words.

c. Super Challenge (Bridging): Verbally, students will explain the meaning of the key vocabulary in their own words and give an example.

2 5. Students will go back to their cooperative groups and add the four new vocabulary words to the bullying picture. Use Numbered Heads to discuss this activity as a whole group.

a. Entering/Beginning: Label the people in the picture using the four different roles that were just discussed.

b. Challenge (Developing/Expanding): Label the people in the picture using the four different roles that were just discussed and justify your answers.

c. Super Challenge (Bridging): Label the people in the picture using the four different roles that were just discussed, justify your answers, and infer why there is nobody in the role of “rescuer.”

6. Using Think, Pair, Share, students will make a personal connection to the concepts just taught. Entering/Beginning students can use their native language to share their connections with a classmate.

PREVIEW PHASE PART II:

Materials: “Terrible Things” by Eve Bunting, pictures of animals from the book (Appendix C), handout of the “forest clearing” and the “net” (Appendix D), Terrible Things cloze assignment

Procedure:

1. Teacher will introduce the concept of discrimination using visual support (Appendix E).

2. With the pictures and story mat in front of them, students will follow along as the teacher reads “Terrible Things.” As the Terrible Thing takes each group of animals away, students will move the picture of that animal from the clearing to the net.

3. In groups of two, students will sort each character from the story into the following roles: perpetrator, rescuer, victim, bystander. Each pair will fill out the Terrible Things cloze assignment (Appendix F) and use it to share with the class.

4. Think, Pair, Share why there is no “rescuer”?

3 5. Following a teacher led example of discrimination in the story, students meet in cooperative groups to identify how each animal was discriminated against. Use Numbered Heads to discuss as a group.

a. Entering/Beginning: Using the pictures in the book, point to how the animals were discriminated against. Example: the fish were discriminated against because they had scales. The students would point to their scales or say the word “scales.”

b. Challenge (Developing/Expanding): Explain how each animal was discriminated against using the following sentence starter: The ______were discriminated against because of their ______.

c. Super Challenge (Bridging): Explain how each animal was discriminated against using the following sentence starter: The ______were discriminated against because of their ______. Then, think of alternative actions each character could have taken.

FOCUSED LEARNING PHASE:

Content Objective: Students will identify and examine the different roles (perpetrator, rescuer, victim, bystander) in different books about the Holocaust.

Language Objective:

 During a read aloud, students will verbally answer questions to check for comprehension.

 Students will discuss in small groups how to sort each character and why.

 Students will express their thoughts, feelings, and opinions through the use of sentence starters.

Pre-Reading Activity:

Materials: Picture walk of Holocaust (Appendix G), Five Senses graphic organizer

Procedure:

1. During the picture walk, students will label what they can identify in English or Spanish. This is done as a group. Teacher may add in relevant vocabulary.

4 2. Think, Pair, Share using the Five Senses graphic organizer (Appendix H) to help explain what they see. Teacher will encourage students to use the labeled picture to use appropriate vocabulary in their graphic organizer.

a. Entering/Beginning: Students will fill in the Five Senses graphic organizer in English or Spanish. They can use single words or phrases.

b. Challenge (Developing/Expanding): Using the sentence starters (Appendix I), students will fill in the Five Senses graphic organizer.

c. Super Challenge (Bridging): Using a more challenging set of sentence starters (Appendix J), students will fill in the Five Senses graphic organizer.

During Reading Activity:

Materials: Interactive Reading Log, copies of the book Angel Girl

Procedures:

1. Teacher will provide a description, an example, and a nonlinguistic representation (Appendix K) of the following new key vocabulary: citizens, responsibility, civil rights, community

2. Students will then explain or give an example of the key vocabulary in their own words.

a. Entering/Beginning: Teacher will say the vocabulary word out loud and the students will point to the correct picture.

b. Challenge (Developing/Expanding): Verbally, students will explain the meaning of the key vocabulary in their own words.

c. Super Challenge (Bridging): Verbally, students will explain the meaning of the key vocabulary in their own words and give an example.

3. In pairs, students will read the book Angel Girl, a story about a boy in a labor camp and a girl who risks her life to bring him food. Years later they find

5 each other in the United States. The teacher should work with the Entering/Beginning students.

4. Students will stop after certain parts of the book in order to fill out their Interactive Reading Logs (Appendix L). The teacher should support the Entering/Beginning students with this log. The log has differentiation built in it.

After Reading Activity:

Materials: Copies of Angel Girl, Character Sort Graphic Organizer

Procedures:

1. In small groups, students will sort each character from the book into the different roles previously taught using the character sort graphic organizer (Appendix M). Students will share their findings.

a. Entering/Beginning: Students will sort characters from the book into the different roles. Using sentence starters they will share their findings with the class. The ______played the role of the ______.

b. Challenge (Developing/Expanding): Students will sort characters from the book into the different roles. Using sentence starters they will share their findings with the class. The ______played the role of the ______because ______.

c. Super Challenge (Bridging): Students will sort characters from the book into the different roles. Using sentence starters they will share their findings with the class. The ______played the role of the ______because ______. The outcome could have been different is this person had ______.

3. Infer reasons why the family and the others in the labor camp were discriminated against.

4. Teacher will open up the discussion to the group to write down any new questions they have about the pictures in the book. Anticipate that the students will have many questions. This is a topic they may have never heard of and will

6 not have any background knowledge. Write the questions down and use them to guide further instruction.

APPLICATION PHASE:

Content Objective: Students will make a text-to-self connection in regards to discrimination and develop alternate solutions.

Language Objective:

 Students will actively listen to a read aloud using Pairs View (While listening to the story, each pair is assigned a role. For example, one pair might be responsible for identifying where the story takes place.)

 Students will compare and contrast this story to the The Terrible Things and Angel Girl.

 Students will explain their text-to-self connection to a partner

 Students will write down their text-to-self connection and create a visual to accompany it.

Materials: The Cats in Krasinski Square, Assessment, Compare and Contrast chart,

Procedure:

1. Read The Cats in Krasinski Square as a read aloud

2. Independently (you can use this as an assessment) the students will identify which characters from the book filled the role of the bystanders, the victims, the perpetrators, and the rescuer. Students will also determine if the citizens in this book acted responsibly or not and why. (Appendix N)

3. In groups of two, students will compare and contrast the three stories previously read: The Terrible Things, Angel Girl, and The Cats in Krasinski Square using a compare and contrast chart (Appendix O).

4. Use Numbered Heads to discuss each group’s chart.

5. Independently, students will choose a character from the book The Cats in Krasinski Square that they can make a personal connection with. Teacher should model this using a Think Aloud.

7 6. Students will write down why they were able to make a connection with that character. Teacher will encourage students to use key vocabulary in their written connection: victim, bystander, perpetrator, rescuer, discrimination, citizen, responsibility. This will be their final assessment for this lesson.

a. Entering/Beginning: Students will draw a picture of the personal connection they made. Teacher will help the student label the drawing and create sentence starters to scaffold this writing assignment. Students will then think of an alternate action for the perpetrator(s) and bystander(s) and either draw a picture or write it in a sentence.

b. Challenge (Developing/Expanding): Students will write down why they were able to make a connection with that character and draw a visual to go with it. Students will then think of an alternate action for the perpetrator(s) and bystander(s) and draw a picture with captions.

c. Super Challenge (Bridging): Students will write down why they were able to make a connection with that character, draw a picture, and then fill in a Venn Diagram comparing their personal story to the character’s story. Students will then write down alternate actions the perpetrator(s) and bystander(s) could have taken.

6. Using the Instructional Conversation strategy, students will present their personal connection to the group. The teacher will encourage the audience to respond to the presentation using the following sentence starters:

 In my opinion…

 I agree because…

 I disagree because…

 I feel….

 I think….because…

 Why did you…..

 What happened when….

 What if …..