Unit Plan

Context
Community: Fort Collins, Colorado located in Larimer County is about 65 miles north of
Denver. It has a population of 148, 612 people. The racial make up of the city is 82.4%
White, 10.79% Latino, 3.01% African American, 2.48% Asian, .06% Native Americans,
.12% Pacific Islander, 3.61% from other races, and 2.53% with two or more races. The
median family income is $74, 313. (FCGov.Com)
Major Employers: The major employees in the city of Fort Collins are listed below:
Advanced Energy, Agilent Technologies, AMD, Anheuser- Busch, Avago Technologies,
Center Partners, City of Fort Collins, Colorado State University, Columbine Health
Systems, Kodak, HP, Larimer County, LSI Logic, Poudre School District, Poudre Valley
Health System, Wal-Mart, Water Pik Inc., and Woodward. (Fort Collins Chamber of
Commerce)
Voting Trends: In the city of Fort Collins, political views tend to sway democratically
but these views do not sway towards educational voting. In the recent election for
Amendment 66, which would give over $950 million more per year to education and
schools in Colorado, voters in Fort Collins chose not to pass this Amendment, leaving
education at the status quo. (Colorado Commits to Kids)
School: Lincoln Middle School, located on Lancer Drive in Fort Collins, Colorado.
Population: 495 students (Lincoln Middle School)
ELL Population: 22% (Lincoln Middle School)
Student ELL Labels: At LMS, the sheltered instruction method is used for ESL students
in language arts, history and geography (Lincoln Middle School)
English Department: The English Department, better known as Language and Literature
Department is currently made up of five teachers, four of which being female. Their
mission statement aligns with Lincolns: Unite. Respect. We are Lincoln. We Question,
Learn, Think, Care, and Act! Students are not tracked and are expected to achieve the
best way they can!

Grade, Course and Description: I am teaching 8th grade at Lincoln Middle School.
Here is the course description for MYP Language A- Grade 8, (MYP = Middle years
Program for IB), MYP Level 3
The fundamental key to learning, thinking, communicating and reflecting is language.
Language A seeks to further develop six skill areas: listening, speaking, reading, writing,
research and reasoning, which cultivate independent and interdependent skills. Unit
activities are structured not only to develop skills and knowledge, but also to address
learning in a variety of modalities from oral interpretations, to written analyses, to group
discussions, and visual prompts, as well as technology and 21st Century skills. The study
of language and quality literature enables students to become highly proficient in their
understanding and use of their language(s) A and further enhances the attributes of the IB
learner profile. Students need to foster an appreciation of the power and beauty of
language and literature, as well as imagination and creativity through self-expression.
MYP language A is academically rigorous, and challenges students to explore
interdisciplinary essential questions, learning goals, and academic vocabulary. (Lincoln
Middle School)
Student to Teacher Ratio: 13 to 1 (Lincoln Middle School)
Class Information: My 30 person 8th grade class has a variety of students at different
levels concerning reading level, comprehension, and critical thinking level. Students are
not tracked, but by looking at previous TCAP test scores, MAPs testing, and other
examples of examination, we are able to see where each student is at academically. There
are more females than males in my class. I have many students who are considered ELL,
and many students on free and reduced lunch. I have a high population of students who
identify as Latino/ Latina. Students are scoring in the lower 50th percentile in reading,
writing, and math so the school is looking for ways to boost reading comprehension,
stamina, as well as fluency. The school also has a goal of students reading many different
genres.
Overarching Concept
Identity: How we see ourselves and others. As I explained in my rationale I believe in
Middle School, it is important to develop an understanding of self as well as the people
around you. This is why I begin with How other people view you and how you view
yourself? Finding identity. I want my students to begin the year by putting themselves in
other's shoes as well as start understanding their own. This will help them with the units
concerning identity for the rest of the school year. Students will explore various sides of
themselves and others' identity as well. I hope to give my students an outlet for some of
the issues they may be dealing with at this influential time in their lives.
December 2014
1
NO SCHOOL!
2
Begin unit- How
does one cope
with
unimaginable
challenges and
how does that
affect their
identity?
3
Continue
discussion on
the events of
the Holocaust,
Suitcase
discussion
4
What actions
would lead
people to act
this way? Watch The
Wave (45
minutes)
Poetry from
victimsexcerpts from
I Never Saw
Another
Butterfly,
http://www.yad
vashem.org/yv/
9
Finish up Poetry
Activity and
share out.
Get Group
Presentation
Assignmenthistorical aspect
we havent
covered.
Grammar Mini
Lesson
Begin A to Z
Holocaust
Dictionary
Preview
Holocaust- What
is the historical
significance?
Who was
affected?
8
Spelling Mini
Lesson
5
Discuss The
Wave - What
stands out?
Reflection
paragraph due
10
Create own
poetry inspired
by poems we
read
Group
Presentation
Work time
11
Who was
affected in the
Holocaust? Diary entries
from victims,
Introduce diary
assignment
12
A to Z
Holocaust
Dictionary due,
Simulation
day!
(Collaboration
with history
and drama
dept.)
en/education/le
sson_plans/poe
ms_paintings.a
sp
15
Discussion
about
simulation,
relate it to
learning about
Holocaust as
whole.
16
Group
Presentation
Work time
Reflection due
17
Group
Presentation
Work time
18
Group
Presentations
(7-10 minutes)
19
Group
Presentations
(7-10 minutes)
22
NO SCHOOL!
23
NO SCHOOL!
24
NO SCHOOL!
25
NO SCHOOL!
26
NO SCHOOL!
29
NO SCHOOL!
30
NO SCHOOL!
31
NO SCHOOL!
Grammar Mini
Lesson
January 2015
5
NO SCHOOL!
12
Night (pg. 85115)
End of book.
Grammar Mini
Lesson
6
Begin- Night,
context and
background
Significance?
Night (pg. 122)
7
Night (pg. 2346)
13
Night wrap up
discussion
14
Holocaust
SpeakerSurvivor or
expert?
(Collaboration/
Co-teaching)
End of Unit.
1
NO
SCHOOL!
2
NO SCHOOL!
8
Night (pg. 4765)
9
Night (pg. 66-84)
Spelling Mini
Lesson
15
16
Diary
assignment due
19
NO SCHOOL!
20
21
22
23
Madeline Hunter Lesson Plan for Day 1- First Day of Unit

Class: 8th Grade English
Unit: How does one cope with unimaginable challenges and how does that affect their
identity? (Holocaust)
Teacher: Ms. Ansell
Objectives: Students will have a base knowledge of the events of the Holocaust
Standards: Standards- CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.
Materials: Computer for PowerPoint, Journal, and Notebook
Duration: 45 minutes
Anticipatory Set: Quick write: What do you know about the Holocaust? Do you know
who was affected? The historical significance? What does it make you think of?
Teaching:
Input: Students will learn about the Holocaust through a discussion, a PowerPoint that
includes words, pictures, and video,
(http://prezi.com/r3degva8a72x/present/?auth_key=hxopukj&follow=msc4c35676y0&k
w=present-r3degva8a72x&rc=ref-3223339) and through a reflection
Modeling: By leading the discussion with my students, I will be able to show them the
type of comments I want them to add to the conversation. Furthermore, by presenting a
PowerPoint lecture, I am modeling the type of information I want my students to know.
Checking for Understanding: By giving students an opportunity to reflect on the
information that is presented to them, I will be able to see what they understood in the
lesson. I will also be able to check for understanding during the discussion
Guided Practice: Students will have participated in discussion and written a reflection.
Closure: Reflection- What did you learn that you already knew? What do you hope to
know from this unit? What questions did you have?
Independent Practice: Students will practice the information throughout the rest of the
unit when building upon their Holocaust knowledge.
Day 2
Daily Goals- Students will gain a greater understanding of the victims in the Holocaust
by putting themselves in their shoes
Standards- CCSS.ELA-LITERACY.SL.8.1
CCSS.ELA-LITERACY.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
5 minutes- Quick write: Reflecting on the things we learned about yesterday, what has
stood out to you? How do you think you would cope with unimaginable challenges in
you were in the Holocaust?
5 minutes- Share out about writing
10 minutes- Give students question for suitcase discussion- what would they take if they
were only allowed one suitcase? Give students worksheet to guide their thinking.
Name:
Date:
Period:
You are going to an unknown place for an unspecified amount of time. You have no idea
where you are going! Write or draw the objects you choose to take with you.
15 minutes- Suitcase discussion- Students will critically think about what they would take
if they were only allowed one suitcase. Students will share out with class what they
decided on. Questions to be asked:
What will you take with you, and why?
How does it feel to be under such a time limit and such pressure? What did you feel when
you were asked to pack those items?
What do you think that people felt when they had to leave their home?
10 minutes- Transition into Holocaust discussion. Share with students that often people
only had time to pack one suitcase of all of their stuff, which was later taken away at
Concentration camps, leaving the Jews and others with nothing.
Homework- None
Modified Lesson Plan
Before:
Day 3
Daily Goals- Students will begin to understand the why of the Holocaust, more
specifically what actions would lead people to go along with Nazis?
Standards- CCSS.ELA-LITERACY.RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful
to or departs from the text or script, evaluating the choices made by the director or actors.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
5 minutes- Quick write: What actions do think led people to single out people like the
Jews, Gypsies, Homosexuals, etc.? Why do you think normal everyday citizens suddenly
sold out their neighbors?
5 minutes- Share out
35 minutes- Watch The Wave
Homework- Begin reflection paragraph on the movie so far. What are you thinking?
What is shocking to you? What do you like? What do you dislike?
Modification- Internet/ Technology not working to watch movie
After:
5 minutes- Quick write: What actions do think led people to single out people like the
Jews, Gypsies, Homosexuals, etc.? Why do you think normal everyday citizens suddenly
sold out their neighbors?
15 minutes- Go to school library and have students pick an outside reading book that has
to do with Holocaust
20 minutes- Read in class for rest of period
Homework: Have students watch The Wave on YouTube
Day 4
Standards- Standards- CCSS.ELA-LITERACY.RL.8.7
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
5 minutes- Quick write: As we finish up The Wave what are you thinking about? What
has stuck with you since yesterday?
10 minutes- Grammar mini lesson- adverbs
Name:
Date:
Adverb Worksheet
Tell me what you think an adverb is:
What is an adverb? (Fill in definition here):
Add one or two adverbs to the following sentences.

Examples:
1. The frog croaked.
The frog croaked happily. The frog croaked grudgingly.
2. The giant laughed.
The giant laughed loudly. The giant laughed heartily.
3. The wolfed howled.
The wolf howled yesterday. The wolf never howled.
4. The ogre pushed.
Yesterday, the ogre easily pushed his brother into the river.
Now you try:
5. The hen clucked.
__________________________________________________________________
6. The princess sighed.

__________________________________________________________________
7. The seven dwarfs pulled.
__________________________________________________________________
8. The mermaid swam.

__________________________________________________________________
Adapted from Keith Polettes Teaching Grammar Through Writing
10 minutes- Finish The Wave
10 minutes- Discussion about The Wave
5 minutes- Get assignment for A to Z dictionary- Student will be assigned a letter of the
alphabet and will have to make a dictionary that encompasses facts and events from the
Holocaust
Homework- Finish reflection paragraph about The Wave" to turn in Monday. Work on
A to Z dictionary.
Day 5
by reading poetry from I Never Saw Another Butterfly"
Standards- CCSS.ELA-LITERACY.L.8.2.C
Spell correctly.
CCSS.ELA-LITERACY.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
5 minutes- Quick write: Write about what information has stuck out most to you that we
have learned so far? What would you still like to know?
15 minutes- Spelling/ vocab mini lesson
Name:
Date:
Period:
Poetry Terms Word Search
Use the definitions of various poetry terms provided below to determine the words in the
word search. Then look for words. These words should be a review.
GXZWZBHQXBBREPETITIONE
XYVKKALLITERATIONCRNAM
YUUZVLBHXLGFHLIKZOEORI
XOVJALOKHTFOSYMBOLSMRB
LEAVRAGZCDZCMNTSKUSAAR
METERDYQWOIDDWEHLEHTTN
TLYRICPOEMSPIMAGERYPVG
ASASSONANCEMLRAQZTSOET
PDFNDDKBIDIFREEVERSEPS
HCBTWEMNESTEQFTURLPIOJ
OCCJOSKOSNFWDEHVXEPAER
RHYMEFIGURESOFSPEECHMZ
APERSONIFICATIONVTAMBV
1. Sentence patterns that repeat
2. Comparison of two unlike things using like or as
3. The purpose of the poem is to tell a story
4. Language that appeals to our senses
5. A poem that mourns someone who has died
6. A regular pattern of stressed, unstressed syllables
7. Long lyric poems written to celebrate a famous person or lofty idea
8. Repetition of vowel sounds
9. Giving a nonhuman or inanimate object humanlike qualities
10. Words or phrases that describe one thing in terms of another and are not meant to
be taken literally.
11. The chiming effect of this adds to the music of the poem. Ex: night, light, flight,
sight
12. Poems written to express the personal thoughts and feelings of a speaker
13. Poem that is not written in meter and does have regular rhyme scheme
14. The repetition of consonant sounds
15. Something that has meaning in itself but also stands for something else
16. The repetition of stressed and unstressed syllables that provides a beat
17. Comparison of two unlike things
18. Words with sounds that imitate or suggest their meaning
19. This poem tells a story of death, betrayal, or love in a songlike form
20. Two rhyming lines that are consecutive
21. A long narrative poem about the deeds of a great hero
20 minutes- Poetry activity (start)- look at poetry from victims in Concentration Camps
Homework- Work on A to Z dictionary.
See poetry from I Never Saw Another Butterfly at bottom of document
Day 6
by reading poetry from I Never Saw Another Butterfly"
Standards- CCSS.ELA-LITERACY.RI.8.4
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-LITERACY.W.8.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
5 minutes- Quick write: Write your own poem about the subject you wrote about
yesterday. It can be any format, free verse, rhyming, whatever you please.
20 minutes- Finish poetry activity- Look at poetry from victims in Concentration Camps
10 minutes- Groups will share out about their poems
5 minutes- Get Group Presentation Assignment
Homework- Pick topic for group presentation assignment, work on A to Z dictionary.
Day 7
by writing their own poetry inspired by I Never Saw Another Butterfly"
Standards- CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
CCSS.ELA-LITERACY.W.8.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
5 minutes- Quick write: What kind of perspective does reading the Holocaust victims
poetry give you? Does it allow you to sympathize with them easier? Or does it make it
harder to relate?
15 minutes- Write/ create own poetry inspired by poems we read. Poetry can be any
length, rhyme scheme, and must connect to poems through theme.
5 minutes- Share poetry with group presentation group.
10 minutes- Time to work on group presentation assignment.
Homework- Continue work on group presentation assignment, work on A to Z dictionary.
UbD Lesson Plan- Day 8
Vital Information
Author
Ms. Ansell
*Subject(s) Language Arts (Reading/ Writing)
Topic or
How does one cope with unimaginable challenges and how does that affect
Unit of
their identity?
Study
*Grade/
8th Grade
Level
*Summary Day 8 of Unit
Standards
*Standards CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how
the differing structure of each text contributes to its meaning and style.
Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Stage 1: Desired Results
Established Goals
Understanding (Students
will understand that)
Essential Questions
Knowledge (Students will

know)
Skills (Students will be able

to)
Students will gain a greater understanding of the victims

in the Holocaust by looking at diaries written by victims.
Students will understand the impact of the Holocaust
Students will understand that value of other perspectives
Students will understand how Jews were treated in the
Holocaust
How does reading diaries help us understand history?
What questions are we trying to answer by reading these
entries?
What are we trying to understand?
Students will know how to look at historical text
Students will know how to pick out important details
Students will know how to write a diary/ journal entry
Students will be able to understand and discuss the
historical events of the Holocaust
Students will be able to write from anothers perspective
Students will be able to read and understand historical
texts
Stage 2: Assessment Evidence

Performance Task Description
Quick write: Do you keep any sort of diary or journal? If you do, why do you like to keep
it? If not, do you do something else to document your day or feelings? Why do you think
people keep journals/ diaries in the first place?
Share out
Transition to journal/ diary entries of Holocaust victims. Why do you think these people
kept a journal?
Divide class into six groups and have diary entries printed out from Anne Frank and other
victims. There will be one entry per group and students will switch around and go to
different tables. (One entry per table). What historical perspective does it give us?
Introduce diary assignment. Students will create four realistic diary entries from a
perspective in the Holocaust (Bystander, Nazi, Jew, etc.)
Homework- Continue work on group presentation assignment, work on A to Z dictionary,
and begin work on the diary assignment.
Assignment Sheet: Diary/ Journal Assignment
Writing a journal or diary is thought of as a very personal, individual act. It allows people
to express everything they are thinking and feeling without judgment. This is why it was
so important for us to read the diary entries from various Holocaust victims earlier today.
It allowed us to see what was happening from a completely honest perspective.
Taking this idea, I want you to pick a perspective of someone in the Holocaust: a Nazi, a
bystander, a victim (Jews, People who identify as gay, Gypsies, People with disabilities,
etc), or another perspective of someone directly involved in the Holocaust.
Write four realistic journal entries from this persons perspective. To achieve this realism,
you must do research in order to get as accurate of details as you can. Use at least three
reliable sources to successfully write the entries. I want it to read as if I am reading Anne
Franks Diary herself! (No plagiarism!).
The four entries must equal 8 pages total, (typed, Times New Roman, Size 12, one inch
margins), but you can spread it out however youd like, meaning one entry can be one
page and the other can be three, etc.
THIS ASSIGNMENT IS DUE JANUARY 14TH.
As always, let me know if you have any questions, comments, or concerns!
Diary/ Journal Assignment

Student Name:
Category
Grammar and
Spelling
4
Writer makes
no errors in
grammar or
spelling that
distract the
reader from the
content.
3
Writer makes
1-2 errors in
grammar or
spelling that
distract the
reader from the
content.
2
Writer makes
3-4 errors in
grammar or
spelling that
distract the
reader from the
content.
Capitalization
and
Punctuation
Writer makes
no errors in
capitalization
or punctuation,
so the paper is
exceptionally
easy to read.
Writer makes 1
or 2 errors in
capitalization
or punctuation,
but the paper is
still easy to
read.
Writer makes a
few errors in
capitalization
and/or
punctuation
that catch the
reader's
attention and
interrupt the
flow.
Adding
Personality
The writer
seems to be
writing from
knowledge or
The writer
seems to be
drawing on
knowledge or
The writer
relates some of
his own
knowledge or
1
Writer makes
more than 4
errors in
grammar or
spelling that
distract the
reader from the
content.
Writer makes
several errors
in
capitalization
and/or
punctuation
that catch the
reader's
attention and
greatly
interrupt the
flow.
The writer has
not tried to
transform the
information in
Accuracy of
Facts
experience.
The author has
taken the ideas
and made them
"his own."
experience, but
there is some
lack of
ownership of
the topic.
All supportive
facts are
reported
accurately.
Almost all
supportive
facts are
reported
accurately.
Main idea is
clear but the
supporting
information is
general.
Focus on Topic
There is one
clear, wellfocused topic.
Main idea
stands out and
is supported by
detailed
information.
Stage 3: Learning Plan
experience, but
it adds nothing
to the
discussion of
the topic.
a personal way.
The ideas and
the way they
are expressed
seem to belong
to someone
else.
Most
NO facts are
supportive
reported OR
facts are
most are
reported
inaccurately
accurately.
reported.
Main idea is
The main idea
somewhat clear
is not clear.
but there is a
There is a
need for more
seemingly
supporting
random
information.
collection of
information.
What learning experiences and instruction will enable students to achieve the desired
results? How will the design:
Where are your students headed?
My students have started learning about
Where have they been?
the Holocaust, and this lesson is a way to
How will you make sure the students know give them another perspective in the
where they are going?
Holocaust to give them the tools they need
for the Diary Assignment.
How will you hook students at the
beginning of the unit?
What events will help students experience

and explore the big idea and questions in
the unit?
How will you equip them with needed
skills and knowledge?
How will you cause students to reflect and

rethink? How will you guide them in
rehearsing, revising, and refining their
By immediately launching in to an
overview of the Holocaust and including a
reflection, students will be able to relate to
it in their own way, keeping students
invested.
By having presentations and a simulation
in the unit, students will be able to see
various ways the Holocaust affected
individuals and how they didnt let
challenges bring them down. By reading
Night and having them do various
assignments, students will be have the
skills and knowledge needed.
By creating the diary, students will be able
to reflect on the experiences of individuals
in the Holocaust. This will also be done
work?
through the A to Z dictionary and the

Group Presentation assignment.
How will you help students to exhibit and

self-evaluate their growing skills,
knowledge, and understanding throughout
the unit?
By having multiple opportunities for

reflection throughout the unit students will
be able to evaluate their growing
understanding and knowledge about
perspectives in the Holocaust.
How will you tailor and otherwise

personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?
This lesson plan involves a variety of

different teaching strategies. It involves
reading, writing, discussion and activities
that help hands on learners. These different
strategies supplement each other and help
reinforce the material being taught.
Diary Entries:
http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%202577.pdf
Anne Frank (1 and 2) (see bottom of document)
Diary Entries from I Never Saw Another Poetry (2 total, see bottom of document)
Day 9
Daily Goal- Students will gain a greater understanding of being a victim in the Holocaust
by participating in a simulation
Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for
specific expectations.)
45 minutes- Holocaust Simulation, (Co-teaching/ Collaboration) students will
participate in a simulation that was collaborated and prepared with the drama and history
departments. Students will receive a name card and short biography on real Holocaust
victim. Students then will go through a variety of activities that personify the Holocaust.
Students will stand close together for without moving to simulate train to concentration
camps. History teachers, drama teachers, English teachers, as well as myself will act in a
variety of roles: Jews, Nazis, Bystanders, etc. Students will learn many stats about
Holocaust.
A to Z Dictionary Due*
Homework- Continue work on group presentation assignment, work on the diary
assignment.
Day 10
Daily Goal- Students will be able to discuss the events surrounding the Holocaust
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
5 minutes- Quick write: What did you learn from the Holocaust simulation on Friday? Is
there anything that has stuck with you?
15 minutes- Grammar mini lesson- Adverbial Clause
Name:
Date:
Adverbial Clause Worksheet
Tell what you think an adverbial clause is:
What is an adverbial clause? (Write the definition here!):
Activity 1: Add a sentence to the following adverbial clauses:

Examples:
1. Although the door was locked
Although the door was locked, the gremlin kept trying to turn the knob
2. Before the princess had time to blink.
Before the princess had time to blink, the stooped, old woman disappeared in a
puff of smoke.
Now you try:
3. Since the drawbridge was down
4. even though the room was dark.

_____________________________________________________________________
5. although he was smiling. (be sure the subject refers to he)
6. When the moon is full
7. In order that he might impress the king
Activity 2: Add an adverbial clause to each of the following:

Examples:
1. The troll trudged through the swamp.
The troll trudged through the swamp because the bridge had collapsed.
2. The princess reached for the shimmering jewel.
Since she was enthralled, the princess reached for the shimmering jewel.
Now you try:
3. The wolfs stomach rumbled.
________________________________________________________________________
4. The elf sat alone.
________________________________________________________________________
5. The hobbit carried a magical sword.
________________________________________________________________________
6. The hobbit climbed the mountain.
________________________________________________________________________
7. Harry Potter lost the secret key.
10 minutes- Discuss simulation. How do you think it went? What stood out to you? Did it
change your perspective on anything? What did you learn? What do you think could have
been done differently?
10 minutes- Write a reflection on the experience in class. It should be at least a page
handwritten. Finish for HW.
Homework- Continue work on group presentation assignment, work on the diary
assignment. Finish reflection if necessary.
Day 11
Daily Goal- Students will be able to gather relevant information through research about
the Holocaust
Standards-CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
research.
5 minutes- Quick write: How are you feeling about your group presentation assignment?
Are you on track or behind? What can Ms. Ansell do to help?
35 minutes- Work time for Group Presentation Assignment. I have reserved the computer
lab for period.
Homework: Continue work on group presentation assignment, work on the diary
assignment.
Day 12
Daily Goal- Students will be able to gather relevant information through research about
the Holocaust
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
research.
5 minutes- Quick write: What is the most surprising or interesting thing that you have
found in your research for the project?
35 minutes- Work time for Group Presentation Assignment. I have reserved the computer
lab for period.
Homework: Continue work on group presentation assignment, work on the diary
assignment.
Day 13
Daily Goal- Students will be able to present about a historical event in the Holocaust
Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
45 minutes- Group Project Presentations. While classmates are presenting, students
should be filling out presentation worksheets. This allows me to see that students are
paying attention to their classmates and understand the information.
Homework: Continue work on group presentation assignment if you have yet to go, work
on the diary assignment.
Day 14
Daily Goal- Students will be able to present about a historical event in the Holocaust
Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
45 minutes- Group Project Presentations. While classmates are presenting, students
should be filling out presentation worksheets. This allows me to see that students are
paying attention to their classmates and understand the information.
Homework: Continue work on the diary assignment.
Day 15
Daily Goal- Students will be able to identify and understand Elie Wiesel and his
accomplishments, including the book, Night.
Standards- CCSS.ELA-LITERACY.L.8.2.C
Spell correctly.
Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
5 minutes- Quick write: Are there times when it is best to stay silent when you see
something is wrong? Connect this idea to your life and to the Holocaust as a whole.

Name:
Date:
Period:
Vocabulary from Night
Part I: Using Prior Knowledge and Context Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior
knowledge, and write what you think the underlined words mean on the lines provided.
1. Nobody ever felt embarrassed by him. Nobody felt encumbered by his presence.
_________________________________________________________________
2. They were laughing and joking and shouting blandishments at one another for a
good part of the way. _______________________________________________
3. Bare your heads! yelled the head of the camp. His voice was raucous.
_________________________________________________________________
4. It was a somewhat feeble argument.
_________________________________________________________________
5. A plaintive, beseeching voice caught me in the spine.
_________________________________________________________________
6. He sat up and looked round him, bewildered, stupefieda bereaved state.
_________________________________________________________________
7. Several days had elapsed.
_________________________________________________________________
8. The world was a cattle wagon hermetically sealed.
__________________________________________________________________
9. At dawn, there was nothing left of this melancholy.
__________________________________________________________________
10. His livid face was covered in a layer of frost.
__________________________________________________________________
Part II: Determine the meaning
Match the vocabulary words to their dictionary definitions
_____1. Encumbered
A. Sadness; depression
_____2. Blandishments
B. Passed
_____3. Raucous
C. Ashen; pallid
_____4. Feeble
D. Hindered; restricted
_____5. Plaintive
E. Coaxing by flattery
_____6. Bereaved
F. Left alone by death
_____7. Elapsed
G. Boisterous; disorderly
_____8. Hermetically
H. Lacking strength; weak
_____9. Melancholy
I. Sealed against the entry or

escape of air
_____10. Livid
J. Expressing sorrow
15 minutes- Background on Night and Elie Wiesel. What is the significance, the so what?
PowerPoint
(http://prezi.com/fqqaksfwgspi/present/?auth_key=crzeycm&follow=msc4c35676y0&kw
=present-fqqaksfwgspi&rc=ref-3223339)
10 minutes- Begin novel together in class, read as far as possible in 10 minutes, and have
students read the rest for homework.
Homework: Continue work on the diary assignment. Finish reading pages 1-22.
Day 16
Daily Goal- Students will be able to understand and analyze section 1 of Night.
Standards- CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
5 minutes- Quickwrite: Why do you think Elie gives a background on himself and his
family in the novel? What is his purpose?
15 minutes- Class discussion to review sections and check for understanding.
- Who is Elie? How old is he?
- What is Elies family like?
- What does Elie study day and night?
- Why is this important to note? What does this say about Elies faith?
- What is the metaphor regarding mystical truth?
- Who knocks on window? Why? Is this significant?
- What are the major events leading up to Elies arrival at Auschwitz?
- What figurative language do you see in the novel?
- What themes do you see developing so far?
- What is the tone in this section?
10 minutes- Give worksheet on Elies ethics/ beliefs. How does this connect to identity?
Do together in class.
5 minutes- Use remaining time to get started on the next days reading in class. Warn
class about graphic details in chapter.
Day 17
Daily Goal- Students will be able to understand and analyze sections 2 and 3 of Night.
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
5 minutes- Quick write: Would you do anything in order to live? How about help
someone you know live?
15 minutes- Throw the ball discussion. I will bring a ball to class, and students will toss
ball to each other in order to ask questions. Students can either answer or pass -- and no
negativity is associated with passing.
- To what did Wiesel compare the world?

- What did Madame Sch chter see in her vision?
- How did the other people in the car react to Madame Sch chter?
- What could be the significance of Madame Sch chter?
- Where did the train stop?
- What did the Jews in the train car discover when they looked out the window?
- When did Wiesel say the travelers left their illusions behind?
- Which notorious SS officer did they meet at Auschwitz?
- What was Elie's main thought as the men and women were being herded from
the train? What prayer were the people saying? Why was it unusual?
- What did Elie do when the gypsy struck his father? Why? What was his father's
response?
- How long were Elie and his father at Auschwitz? Where did they go after that?
10 minutes- Knowing what we know about Elie, what do you think makes up his identity.
Write or draw what you think is important about him.
10 minutes- Use remaining time to get started on the next days reading in class.
Day 18
5 minutes- Quick write: In looking at Elie, how has he changed? Is he still the same boy
he was at the novel start? Does this affect his identity?
15 minutes- In this section, setting plays an important role in framing Elies change of
mind. Draw what you imagine Buna to look like. Use lots of detail! It can be a map, a
single scene from the novel, or whatever you imagine.
15 minutes- Group answers/ discussion. Students will form groups of 3-4. When I ask a
discussion question, every group has a small discussion of its own to come up with an
answer.
- How do you think Elie has changed. Use evidence from novel.
- Describe Elie's encounter with the dentist.
- What did Elie Wiesel do when Idek hit his father? What was he thinking?
- Who took Elie's gold tooth? Why did Elie give it up?
- What were the only things in which Elie took an interest?
- How did Elie describe the men after the air raid?
- What happened to the young man from Warsaw? Why?
- How did Elie say the soup tasted the night the pipel (young servant boy) was
hanged?
- What figurative language do you see in the novel? (Evidence)
- What themes do you see developing? (Evidence)
- What tone is in this section?
Day 19
5 minutes- Quick write: Describe how you think you would have felt while you were
waiting in line to die like Elie and his father?
10 minutes- Lightning Round Discussion. Students have 30 seconds. They can either
answer or pass -- and no negativity is associated with passing. Ask the question before
calling on a student so that all students must be ready to answer.
- What did the men do on the eve of Rosh Hashana?
- How did Elie feel while the others were praying?
- What was Elie's decision about fasting on Yom Kippur? Why did he make that
decision?
- What was Elie's "inheritance" from his father? Why was his father giving it to
him?
- Did the men remember to say the Kaddish for Akiba Drumer?
- What did Elie dream of when he dreamed of a better world?
- What happened to the patients who stayed in the hospital instead of being
evacuated?
- What was the last thing the head of the block ordered the men to do before they
evacuated? Why?
- What was the weather like during the evacuation?
Writing Mini-Lessons: Homonyms
Homonyms are words that sound alike but are spelled differently and have different
meanings. Homonym means, literally, same name. Improper use of a homonym is a
spelling error with extreme consequences (e.g., being hung from the ceiling by your
toenails).
Commonly Misspelled Homonyms: Definitions and Examples
THEIR Belongs to a them (The teacher stole their M&Ms.)
THEYRE They are (Theyre the worlds best candies.)
THERE In that place; as an introductory adverb. (There they are: on the teachers
desk. There can never be enough M&Ms.)
TWO The number (Two or three packages of M&Ms provide a nutritious afterschool snack.)
TOO In addition (ALSO) or more than enough (He, too, eats too many M&Ms.)
TO Preposition meaning toward or used with the infinitive of a verb (Im going to
M&M heaven, where Im going to eat many M&Ms.)
YOUR Belongs to a you (Your M&Ms are my M&Ms.)
YOURE You are (Youre in my power; hand over your M&Ms.)
ITS Belongs to an it (The dog ate its M&Ms and wanted mine.)
ITS It is (Its that kind of day when I crave M&Ms.)
Homonym Review: Their, There, and Theyre
Test your knowledge of their, there, and theyre by using the appropriate homonym in
each blank.
1. ___________________ arent any pencils left in the cup.
2. They think ___________________ so cool.

3. ___________________ excited about the tofu dessert, poor things.
4. ___________________ is my favorite kind of car.
5. I like ___________________ Lear jet; its cute.
6. ___________________ hermit crab escaped.
7. ___________________ playing Ultimate Frisbee.
8. Dont go ___________________ without a bodyguard.
9. They think ___________________ going to get away with it.
10. ___________________ is ___________________ pet rat, which
__________________ taking to Disney World.
Homonym Review: Its and Its and Your and Youre
Test your knowledge of the homonym pairs its/its and your/youre by using the
appropriate homonym in each blank.
ITS or ITS?
1. The Declaration of Independence draws _________ strength
from the writing, most of it Thomas Jeffersons.
2. The hermit crab finished eating _________ dog biscuit.
3. _________ going to be another cold day.
4. I chose this book because I know _________ author.
5. I dont think _________ nice to put your finger in your nose.
6. _________ funny when she gives people the evil eye.
YOUR or YOURE?
1. Is that a new sweater _________ wearing?
2. Do you think _________ coming to my house after school?
3. _________ getting on my nerves.
4. Leave _________ attitude outside.
5. This isnt _________ day, is it?
6. I think _________ great.
Now, join the FUN! and write two of your own, one for ITS/ITS and one for
YOUR/YOURE.
1.
2.
Day 20
Daily Goal- Students will be able to understand and analyze sections 6, 7, and 8 of Night.
5 minutes- Quick write:
15 minutes- Grammar mini lesson- Adverbial poem
Mini Lesson Topic - Adverbs
Materials- Poem prompt/ worksheet
Connection- Last week in class, we learned about the use of adverbs by reviewing what
they are, and finding examples occurring in the novel, Night. I also gave my students
boring sentences such as She walked. The boy sang. My phone is broken. and had
them spice up said sentences with adverbs.
Explicit Instruction- Today in class, we will review the use of adverbs. We will first go
over the definition of the adverb, and then write an adverb poem together using the
prompt below:
Choose an adverb such as: quietly, softly, swiftly, dazzlingly, thunderously, generously,
greedily, dangerously, menacingly, silently, etc. (You can choose others too, whatever
comes to mind!)
Think of five concrete examples for the adverb you have chosen that occur in Night
Example for the word silently:
Silently, the river rounds the bend.
Silently, the fish fins through the current.
Silently, the cat eyes the mouse.
Guided Practice- First we will write a version of the poem together. We will try it out
together by writing a three-line poem. This will allow my students to see what I want
them to do.
Independent Practice- Then I will have my students write their own version of the poem
(also three lines). This will allow them to fully understand adverbs and their use.
Group Wrap Up Share poems in order to assess what was taught and discuss adverbs.
How did learning about adverbs work for you? How do adverbs make sentences
stronger? How do you think learning about adverbs will affect future writing that you
will do? How will it affect your view of Night?
15 minutes- Discussion/ Check for understanding
- While running, an idea began to fascinate Elie. What was the idea? What kept
him from carrying out his idea?
- What does Elie realize about the people around him? How does this loss of
humanity contrast with Elie?
- What did Elie realize about Rabbi Eliahou and his son?
- What was the name of the camp to which the men walked?
- Describe Elie's meeting with Juliek.
- How long were they at Gleiwitz? Where did they go next?
- Who was Meir Katz? What happened to him?
- How many men started out in the train? How many were left when they arrived
at Buchenwald?
- What happened to Mr. Wiesel, Elie's father?
- What was Elie's only desire?
- What happened on April 10, 1945?
Homework: Continue work on the diary assignment. Write two discussion question for
tomorrow.
Day 21
Daily Goal- Students will be able to understand and analyze the entire novel, Night.
Standards- CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions
and comments with relevant evidence, observations, and ideas.
5 minutes- Quick write: Upon finishing this novel, Elie comments on the loss of
humanity of the people surrounding him. How does Elie hold on to his humanity and
identity?
10 minutes: 5 senses worksheet
Name:
Period:
Date:
Using the Five Senses

It is important to recognize the many tools authors use to grab your attention and create
vivid imagery.
Locate examples in the novel that describe one of the five senses below. Be sure to add a
page number as evidence where the example can be found.
Sight
1.
Sound
Touch
Taste
Smell
2.
3.
1. Which one of the senses does the author use most often? Explain.
2. Do you think that the author uses all five senses effectively? Explain.
25 minutes: Fishbowl discussion

Homework: Continue work on the diary assignment. Bring one question for tomorrow.
Day 22
Daily Goal- Students will be able to see another perspective from the Holocaust
Standards- CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
45 minutes- Holocaust speaker in class, survivor or expert. (Co-teaching/
Collaboration)
Diary Assignment Due*
Homework: 1 page reflection.
End of Unit.
Assignment Sheet: A to Z Dictionary

In beginning our unit on how does one cope with unimaginable challenges and how does
that affect their identity?, we are beginning to learn about aspects of the Holocaust. To
aid with our understanding of the Holocaust, as a class we will be making an A to Z
Holocaust dictionary.
You will be responsible for picking a letter of the alphabet and then choosing a word or
term that is related to the Holocaust. For example, I could pick the letter C and choose
the word children.
After you pick the letter and term/ word, you must describe and explain your word by
using at least five complete sentences and relate the word to the topic of the Holocaust.
If I am still sticking with the same example, C is for children, I could talk about
children in Concentration camps, or the kinder transport.
Each student must pick a different letter, but there will be four letters that repeat. If you
are assigned a repeating letter, you must pick a different topic for your dictionary page.
Remember that this is a dictionary so keep your topic, style and, audience in mind! Use
reliable Internet sources when completing this assignment. THIS ASSIGNMENT IS
DUE DECEMEBER 12TH.
When this assignment is completed, I will give you all a copy of all of your hard work .
As always, let me know if you have any questions, comments, or concerns!
Below is a space for you write what your classmates are writing about so you can keep
track, and do not pick the same topic.
A:
B:
C:
D:
E:
F:
G:
H:
I:
J:
K:
L:
M:
N:
O:
P:
Q:
R:
S:
T:
U:
V:
W:
X:
Y:
Z:
A to Z Dictionary Assignment
Student Name:
Category
Grammar and
Spelling
4
Writer makes
no errors in
grammar or
spelling that
distract the
reader from the
content.
3
Writer makes
1-2 errors in
grammar or
spelling that
distract the
reader from the
content.
2
Writer makes
3-4 errors in
grammar or
spelling that
distract the
reader from the
content.
1
Writer makes
more than 4
errors in
grammar or
spelling that
distract the
reader from the
content.
Capitalization
Writer makes
Writer makes 1 Writer makes a
Writer makes
and Punctuation
no errors in
or 2 errors in
few errors in
several errors in
capitalization or capitalization or capitalization
capitalization
punctuation, so
punctuation,
and/or
and/or
the paper is
but the paper is punctuation that punctuation that
exceptionally
still easy to
catch the
catch the
easy to read.
read.
reader's
reader's
attention and
attention and
interrupt the
greatly interrupt
flow.
the flow.
Accuracy of
All supportive
Almost all
Most
NO facts are
Facts
facts are
supportive facts supportive facts
reported OR
reported
are reported
are reported
most are
accurately.
accurately.
accurately.
inaccurately
reported.
Focus on Topic
There is one
Main idea is
Main idea is
The main idea
clear, wellclear but the
somewhat clear
is not clear.
focused topic.
supporting
but there is a
There is a
Main idea
information is
need for more
seemingly
stands out and
general.
supporting
random
is supported by
information.
collection of
detailed
information.
information.
Assignment Sheet: Group Presentation Assignment

Throughout this unit, we have been learning a lot about the Holocaust. Since it is
impossible for me to teach everything there is to know about it, Id like you to be the
teacher for the day
To do this, students will get in to groups of four. I will let you pick your groups, but if I
feel that you are not working effectively together, I have the right to change groups
around.
For this assignment, I want you to pick a topic or aspect about the Holocaust that we have
not yet covered together in class. Each group must pick a different topic, and the topic
needs to be approved by me. As a group, you will research this topic, and teach it to the
class. You must use at least four reliable sources. The more research you do, the easier it
will be to teach the topic to your classmates. I want your group to be experts!
After doing research, you will put it together in a presentation. Presentations will be 7- 10
minutes long. Each person in the group must talk! Presentations can be in whatever
format you want, but I do want a visual aid of some sort. For example: PowerPoint, Prezi,
a poster, a mini documentary, etc. Try to give the audience as much detail as possible
about your topic and try it to make it exciting! Be thorough in your presentation, after all,
you are the teacher.
Students will be assessed on how effective the project is at communicating ideas, the use
of a visual aid, how well the group projects, and is animated, and the accuracy and
evidence of information.
As always, let me know if you have any questions, comments, or concerns.
THIS ASSIGNMENT IS DUE EITHER THE 18TH OR 19TH OF DECEMBER!
Group Presentation Assignment

Students Names:
Category
Content
Comprehension
Collaboration
with Peers
Enthusiasm
Volume
Time- Limit
4
Shows a full
understanding
of the topic.
3
Shows a good
understanding
of the topic.
2
Shows a good
understanding
of parts of the
topic.
Student is able
to accurately
answer a few
questions posed
by classmates
about the topic.
2
Does not seem
to understand
the topic very
well.
Student is able Student is able
Student is
to accurately
to accurately
unable to
answer almost
answer most
accurately
all questions
questions posed
answer
posed by
by classmates
questions posed
classmates
about the topic.
by classmates
about the topic.
about the topic.
Almost always Usually listens Often listens to, Rarely listens
listens to,
to, shares with, shares with, and to, shares with,
shares with, and and supports
supports the
and supports
supports the
the efforts of
efforts of others the efforts of
efforts of others others in the
in the group but others in the
in the group.
group. Does not sometimes is
group. Often is
Tries to keep
cause
not a good team not a good team
people working \\\"waves\\\" in member.
member.
well together.
the group.
Facial
Facial
Facial
Very little use
expressions and expressions and expressions and of facial
body language
body language
body language
expressions or
generate a
sometimes
are used to try
body language.
strong interest
generate a
to generate
Did not
and enthusiasm strong interest
enthusiasm, but generate much
about the topic and enthusiasm seem somewhat interest in topic
in others.
about the topic faked.
being
in others.
presented.
Volume is loud Volume is loud Volume is loud Volume often
enough to be
enough to be
enough to be
too soft to be
heard by all
heard by all
heard by all
heard by all
audience
audience
audience
audience
members
members at
members at
members.
throughout the
least 90% of the least 80% of the
presentation
time.
time.
Presentation is
Presentation is
Presentation is
Presentation is
7-10 minutes
5-6 minutes
4 minutes long. less than 3
long.
long.
minutes OR
more than 10
minutes.
Props/ Visual
Aids
Student uses
several props or
visual aids that
show
considerable
work/creativity
and which
make the
presentation
better.
Student uses 1
prop or visual
aid that shows
considerable
work/creativity
and which
make the
presentation
better.
Student uses 1
prop or visual
aid which
makes the
presentation
better.
The student
uses no props/
visual aid OR
the props/
visual aid
chosen detract
from the
presentation.

Unit Plan

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Unit Plan

Diunggah oleh

Hak Cipta:

Format Tersedia

Context

best way they can!

Madeline Hunter Lesson Plan for Day 1- First Day of Unit

unit when building upon their Holocaust knowledge.

What is an adverb? (Fill in definition here):

Add one or two adverbs to the following sentences.

6. The princess sighed.

7. The seven dwarfs pulled.

8. The mermaid swam.

Knowledge (Students will

Skills (Students will be able

Students will gain a greater understanding of the victims

Stage 2: Assessment Evidence

Diary/ Journal Assignment

What events will help students experience

How will you cause students to reflect and

through the A to Z dictionary and the

How will you help students to exhibit and

By having multiple opportunities for

How will you tailor and otherwise

This lesson plan involves a variety of

What is an adverbial clause? (Write the definition here!):

Activity 1: Add a sentence to the following adverbial clauses:

4. even though the room was dark.

5. although he was smiling. (be sure the subject refers to he)

6. When the moon is full

7. In order that he might impress the king

Activity 2: Add an adverbial clause to each of the following:

5 minutes- Share out

F. Left alone by death

H. Lacking strength; weak

I. Sealed against the entry or

- To what did Wiesel compare the world?

2. They think ___________________ so cool.

Using the Five Senses

25 minutes: Fishbowl discussion

Assignment Sheet: A to Z Dictionary

Assignment Sheet: Group Presentation Assignment

Group Presentation Assignment

Anda mungkin juga menyukai