Barberi - Unit Plan - Day 4 Grade/Subject: 8th Grade English Teacher: Andria Barberi Number of Minutes: 50 minutes Lesson

Title/Topic: Class Motto Dates: 1/10/13 STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson: RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. SL.8.1(a): Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.8.1(c): Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

OBJECTIVES Through these learning activities, the student will demonstrate the ability to: Students will listen and following along to the reading of Chapter 4. Students will create focused summaries of Chapter 4 using Post-It notes. Students will read a chapter of their book and following the central and smaller themes within the text. Students will recognize the relationships between the words in a motto, create their own, and decide as a class on a motto that fits the class dynamic. Time: ANTICIPATORY SET/INTRODUCTION Review of Themes from Chapters 2 & 3: The teacher will write on the board: "Student leaders should get books for their group, and each student should skim Chapters 2 & 3 and be prepared to sum up the themes of these two chapters." Students will get right to work reviewing the chapters. After 2-3 minutes pass, the teacher will check on readiness, possibly give an additional minute, and then use popsicle sticks to select students to sum up the themes of both chapters. (2-3 students, depending on the quality of their answers.) Themes include: *exclusion/being left-out *inclusion *popularity *the horror of the Holocaust *competition *history repeating itself These themes will continue throughout the novel, so it's important that students keep thinking about them.

5 min

INPUT Task Analysis 1.) Review of Themes from Chapters 2 & 3: The teacher will write on the board: "Student leaders should get books for their group, and every student should skim Chapters 2 & 3 and be prepared to sum up the themes of these two chapters. Student names will be drawn with popsicle sticks." Students will get right to work reviewing the chapters. After 2-3 minutes pass, the teacher will check on readiness, possibly give an additional minute, and then use popsicle sticks to select students to sum up the themes of both chapters. (23 students, depending on the quality of their answers.) Themes include: *exclusion/being left-out *inclusion *popularity *the horror of the Holocaust *competition *history repeating itself These themes will continue throughout the novel, so it's important that students keep thinking about them.

Barberi - Unit Plan - Day 4 *Vocabulary words for Chapters 4 & 5 will be on the board. Students will be instructed, via note on the board, to write these words down and find definitions on their own time. (This can be free time in class after silent reading, or it can be done as homework.) Chapter 4: Inexplicable Chapter 5: Incessant, Tormentor, Accentuate, Exhilarating, Infectious, Mesmerizing *All vocabulary words and definitions will be turned in at the end of the unit 13 min 2.) Read Chapter 4: The teacher will read Chapter 4 while students follow along. 3.) Post-It Summaries: Once the chapter has been read, each group of desks will receive a pack of 3"x5" Post-It notes. To make sure my students are coming away from their reading with a good understanding, I will utilize Kathleen Joaquins summarizing activity Breakout. This is not the first time the students will have participated in this activity, so the set-up will only require minimal instruction. The general idea is that each student is given a 3x5 Post-It note on which they will write a summary of the chapter on only the front side and their name on the back side. Reminding the students that the summary should tell what happens in the beginning, middle and end of the chapter with little detail, they are then given 2 minutes to summarize. Once the students are finished, they will put their Post-It inside a circle I have drawn on the board. As a class, we will discuss what events should be included in a good summary of Chapter 4 and then I will go through each of the Post-Its and we will decide if their quality allows them to break out of the circle or not. Good summaries are placed outside of the circle, mediocre summaries are placed on the edge of the circle and poor summaries stay in the circle. These can stay on the board and after class students will be awarded points, 1-5, for the quality of their summaries. 4.) Silent Reading Chapter 5: Students will read Chapter 5 silently. 5.) Think-Pair-Share: Once students are finished reading Chapter 5 they will brainstorm a class motto for this class. First students will brainstorm individually, then pair with a partner at their desk group, then as a group they will choose 1 motto to present to the class. Each group will present their motto to the class with their justification for why it best matches the goals of the class. Once each group has presented we will vote as a class on mottos until we have chosen 1. Volunteers will make a sign with this motto on it to be displayed at the beginning of each hour. As a teacher it will be very interesting to see how mottos vary from hour to hour. 6.) Wrap Up: The teacher will tell student leaders to return books to the bookshelf quietly and neatly. Everyone else should sit up straight, with good posture, and looking straight ahead. (This is a reference to the discipline enacted in the classroom in Chapter 5.) The teacher will ask students if they would like to say the class motto all together. They will most likely say "Yes!" The teacher will ask students to repeat the motto after the teacher says it. They will do this a few times before the bell rings. The intention is for students to again connect to the experiences the students in the novel are having. LEARNING STYLES Linguistic: Students will express themselves verbally during the class motto exercise. Visual/Auditory: Students will listen as the teacher reads Chapter 4 aloud and will read along. Interpersonal: Students will interact with partners, group members, and in a whole class discussion while participating in the class motto activity.

13 min

7 min

10 min

2 min

Barberi - Unit Plan - Day 4 METHODS Inquiry Individual summary writing Think-Pair-Share (Class Mottos) Large group discussion (Choosing class mottos) INSTRUCTIONAL ACTIVITIES Presenting Information: The teacher will read Chapter 4 aloud. The teacher will reinforce a successful summary through the Post-It Summaries/Break-Out game. Checking for Understanding: The teacher will circulate around the room while students are reading, writing Post-It summaries, and creating class mottos. Students will show their understanding of Chapter 4 through Post-It summaries as well as their understanding of what makes a valuable summary. The teacher will discover whether students understood Chapter 4 and how to summaries through the PostIt summary game and will formatively and summatively assess responses. The teacher will evaluate whether any of the students are picking up on some of the uncomfortable similarities between a class motto that involves discipline and Nazi Germany and therefore foreshadowing in the novel. Guided Practice: The teacher will read Chapter 4 aloud to demonstrate fluid reading and intonation with dialogue. The teacher will review with the class what makes a good summary and what is lacking details or explains too much through the Post-It summaries activity. Independent Practice: Students will work alone when reading Chapter 5 and when writing their Post-It summaries. They will work alone, then paired, t hen in groups, and finally as a class during the class motto exercise. CONCLUSION/CLOSURE Wrap Up: The teacher will tell student leaders to return books to the bookshelf quietly and neatly. Everyone else should sit up straight, with good posture, and looking straight ahead. (This is a reference to the discipline enacted in the classroom in Chapter 5.) The teacher will ask students if they would like to say the class motto all together. They will most likely say "Yes!" The teacher will ask students to repeat the motto after the teacher says it. They will do this a few times before the bell rings. The intention is for students to again connect to the experiences the students in the novel are having. REFLECTION Should we have quickly read Chapter 4 and moved on the Chapter 5 without doing the summary? Perhaps we should save the summaries for more detailed chapters. Should their be some restrictions for the class mottos? Such as original words, number of words, or type of connotation. ASSESSMENT A summative assessment of chapter summaries will be made during the Post-It Summaries activity. While students are silent reading, the teacher will collect Post-Its in 3 piles, those that broke out of the circle will receive 5 points, those that were on the edge of the circle will receive 3 points, and those that remained in the circle will receive 1-2 points based on effort. Grades can be recorded during prep or after school. A formative assessment of students' understanding of Chapter 5 will be made through the Think-Pair-Share class motto activity. Adjustments of understanding will be made on the spot as groups suggest their mottos to the class.

A summative assessment of chapter summaries will be made during the Post-It Summaries activity. While students are silent reading, the teacher will collect Post-Its in 3 piles, those that broke out of the circle will Barberi - Unit Plan -will Day 4 receive 5 points, those that were on the edge of the circle receive 3 points, and those that remained in the circle will receive 1-2 points based on effort. Grades can be recorded during prep or after school. A formative assessment of students' understanding of Chapter 5 will be made through the Think-Pair-Share class motto activity. Adjustments of understanding will be made on the spot as groups suggest their mottos to the class. RESOURCES NEEDED Copies of The Wave Post-It Notes White Board Markers Exit Ticket Student notebook paper Pencils CLASSROOM SET-UP: Traditional group seating: groups have 4-6 desks per group. The white board will be clear, except for the agenda on the upper left hand corner.