Madison Kreber & Sharon Kim

MSSE 471E
Extended Lesson
Professor Lane

Holocaust Rotation Extended Lesson

1. Topic and Type: This lesson is a Holocaust rotation that introduces the students to
information and material surrounding the Holocaust. Because the students are unable
to take a field trip to the museum itself, we are bringing it to them! In this upcoming
unit students are going to be reading Night, by Eli Wiesel, as a class, so this activity will
introduce the students to the Holocaust in an interactive manner.
2. Content and Overview: This lesson content is primarily Holocaust literature. This lesson
will introduce them to key questions dealing with internal and external struggle, as the
novel Night will later dwell on.
3. SOL Information: 8.5 The student will read and analyze a variety of fictional texts,
narrative nonfiction, and poetry.
4. Instructional Objectives (Blooms): Students will understand what the Holocaust was,
and how it impacted the Jewish people. Students will be able to identify specific
Holocaust victims through identity cards, and follow the course of their life. Students
will apply this knowledge of the Holocaust to the novel Night. Students will summarize
news clippings and stories that are from that time period. Students will reflect on each
rotation, answering questions on their guided worksheet.
5. Assessment Plan: The objectives are going to be measured by using entry and exit slips.
As the students enter class, they will be given a slip that says What do you know about
the Holocaust? If you can, provide three facts and use full sentences. Then after
completion of the Holocaust rotation, students will be given an exit slip that says
Provide three examples of what you learned about the Holocaust after going through
this rotation. By using an Entry and Exit ticket we will be able to see how effective the
Holocaust rotation is, and what the students learned from it.
6. Materials: For this lesson we will need the Holocaust Rotation worksheet. Next, we need
a bulletin board (this was created last week), decorated with pictures, news clippings
and definitions. Next, students will receive identification cards (from the holocaust
museum, Mrs. H has a lot of them stored). Then, photographs (not too graphic) from the
Holocaust, the Holocaust Museum brochure and finally their computers for an activity
on an interactive website.
7. Hook/Warm Up/ Introduction: Upon walking into their classroom the students will be
given an Entry ticket, as explained above. This entry ticket will function as a Hook, as it
gets students involved and thinking about the rotation. Following the entry ticket, the
students will be given instructions on each rotation.
8. Closure: After the rotation is complete, the students will be given their Exit ticket with
the time remaining. After they have written out their exit ticket, we will have a brief
summarizing class discussion where we will pose questions such as What surprised you
 the most from this activity? and how do you feel after learning about the Holocaust?
Do you think it could have been prevented?
9. Lesson Body and Sequence:
a. (7 minutes) First, Students will walk into the class, and be given an Entry Ticket
that says what do you know about the Holocaust? Provide three facts (if you
can) and use full sentences
b. (7 minutes) Next, the students will be broken up into 5 groups, at random (well
probably count off), and they will get into their groups and we will provide them
with instructions.
c. (8 minutes) The first rotation is the bulletin board, which has definitions, news
clippings and pictures with explanations. At this station, students will have to
summarize one of the news stories in 3 sentences, then provide a reflection on
the board itself in 2 sentences.
d. (8 minutes) The next station is the Identification Cards. Here, students will read
about the Holocaust victim on their given ID card, and summarize their
important life events.
e. (8 minutes) Then, we have the Photograph station. Students will look at the
variety of powerful photographs and answer the following questions: Which
photographs (choose 3) are the most powerful in your opinion? Why? Students
will be required to answer these questions in full sentences.
f. (8 minutes) Then, the next rotation is called the Holocaust Museum. In this
station students are given brochures from the actual holocaust museum and
they will go through the brochure and answer the following questions: what
element of the museum do you think is the most important? What did you learn
from the brochure?
g. (8 minutes) Finally, the last part of the rotation is the interactive website. The
link: http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=394663 From
this site, students are free to explore, but they must also write out five facts they
learned, and explain why they chose them.
h. (8 minutes) The students will select a novel (provided) that they will be reading
during this unit (in addition to Night).
i. (10 minutes) Once every group has gone through all the rotations, the students
will come together as a class and answer their exit ticket that questions: After
going through the interactive Holocaust rotation, now tell us three things that
youve learned from this experience Once the students have answered, we will
have a brief class discussion about the activity, and we will pose questions such
as: Was the Holocaust preventable? And What did you find most surprising
thing about the Holocaust?
10. Possible Teacher Actions: Throughout this activity we will be walking around the
classroom, possibly traveling with specific groups, sparking student thought. By
observing their interactions, we will be able to jumpstart their thought process by asking
them questions that will enable their thinking during each rotation. We will also be
providing directions throughout the course of the rotation, facilitating discussion and
guiding think-pair-shares in the groups as well as in the concluding discussion.
11. Possible Student Actions: Throughout this activity student will be moving the entire
time. By following their guided note taking and adhering to the worksheet, students will
be focused and responding to the questions (independently and as a group) on their
sheet. The students will be working collaboratively in small groups, experiencing each
rotation together. Then working individually answering the entry and exit tickets and
the beginning and end of the lesson.
12. Diversity Needs: For students who are slower learners or ELL, by working in groups they
will be able to listen to the discussion that will come about, allowing them to keep up
and recognize the key parts to each rotation. (Although I dont believe there are any ELL
in the classroom).