RJ+English+IP

=Instructional Plan/Learning Activities= A1 interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency (a)**
 * Content:** English (Grade 8)
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.
 * Hook:** Have students bring in an article from a newspaper or magazine, and I will bring an new and interesting (to them) article to class and put it on the overhead.
 * Learning Activity:** I will use the article to introduce one reading strategy that will be useful for the texts we will be using in this unit. After explaining the goal, I'll have the students attempt the activity; they'll read the article I've given them, asking questions as they read. After about 10-15 minutes, we'll share, and we'll mark up the article on the overhead with their questions. In anticipation of confusion, I will demonstrate with the article on the overhead, showing them how I asked questions that arose when I read it, and making connections to the text. After clarifying and making sure everyone has a handle on the idea, the students will read their individual articles and ask questions and make connections as they read.
 * Artifact:** class wiki "how to" || 2. Students will understand that synthesizing information from texts of different points of view can shed light on the importance of beliefs and values held by those involved in the Holocaust. || different reading strategies || 3.Use a range of before, during and after reading strategies to deepen understanding of the events within the text(s). || **Reading (Grade 8)

A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency (f)** || The students will be assigned a short section of the book, time in class to read it while using their reading strategies, and then to write a journal. We will then come back together as a class to share a few to make sure everyone is on the right track. through writing journal entries || 6. Reflect upon the readings and the unit as a whole by keeping a daily journal. || **Reading (Grade 8) A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency (f)** || Learning Activity:** Now that we have read part of //Survivors//, and the students read an excerpt from //Anne Frank: Diary of a Young Girl// for homework last night, we will have a class discussion on how beliefs and values helped people through this difficult time. As a class, and then in small groups, we will point to textual evidence that supports the idea that beliefs/values kept the victims going. Students will begin writing a paper using their journal entries, the discussion and the textual evidence they found to explain how different points of view have given them this idea. In threes, students will peer edit each others papers on the class wiki. texts to support ideas A3 Informational Texts (d)**
 * Reading (Grade 8)
 * 2.
 * Hook:** Brainstorming of diaries, and an example of one.
 * Learning Activity:** As we've spent a couple classes on reading strategies, and have started the text, students will begin reflecting on their markings in the form of daily journal entries. Every day, and every time there is a reading assignment, students will bring their questions and their connections together in journal form. Again, I will demonstrate, possibly with the article we used the first day how I bring my questions and connections together to reflect on them, and how that gives me a deeper sense of what I read.
 * Artifact:** //daily journal entries// || 2. Students will understand that synthesizing information from texts of different points of view can shed light on the importance of beliefs and values held by those involved in the Holocaust. || how to create a memoir
 * 3.
 * Hook:
 * Artifact:** //beliefs/values paper & peer editing on class wiki// || 2.Students will understand that synthesizing information from texts of different points of view can shed light on the importance of beliefs and values held by those involved in the Holocaust. || how to use evidence from
 * terms:** //memoir, point of view// || 4. Analyze information from multiple texts, draw conclusions and support them with evidence from the texts. || **Reading (Grade 8)

A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency (f)** || Learning Activity:** After reading an excerpt from //Night// and written a journal entry for homework, students will, in small groups, use graphic organizers to synthesize and compare the texts they have read. Then we will have a class discussion about the similarities and differences they found within the texts, and what we have learned about the Holocaust because of these texts (generalizing and making judgments). After these two group activities, students will individually write in their blogs about how reading the different texts from different points of view (possibly from other classes as well), has helped them understand the Holocaust, and what they've learned about the significance of beliefs and values. The members of the small groups they had earlier in class will comment on each group members blog, and so will I. generalize from various texts || 1. Demonstrate comprehension by summarizing, generalizing, making judgments and synthesizing information within and across texts. || **Reading (Grade 8) A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency (f)** || //**terms:** genocide, holocaust, Darfur, Armenia, Rwanda// || 5. Relate the experiences of victims of the Holocaust to those of other victims of genocide. || **Reading (Grade 8) A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency (f)** || A1 Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency (f)** ||
 * Reading (Grade 8)
 * 4.
 * Hook:
 * Artifact:** //summaries/comparisons of each reading on individual blogs// || 2. Students will understand that synthesizing information from texts of different points of view can shed light on the importance of beliefs and values held by those involved in the Holocaust. || how to synthesize information and
 * 5.
 * Hook:** video clips of Darfur, Armenia, Rwanda genocides
 * Learning Activity:** For this lesson, students will need their laptops; during class, we will do research on victims of a different holocaust: Rwanda, Darfur, Armenia, Chinese concentration camps. Students will do this research and this project in pairs. After researching the experiences of victims of other genocides, the pairs will create a compare & contrast multimedia project.
 * Artifact:** //compare/contrast multimedia project (podcast, keynote...)// || 2. Students will understand that synthesizing information from texts of different points of view can shed light on the importance of beliefs and values held by those involved in the Holocaust. || that the Holocaust is only one example of genocide
 * 6.
 * Hook:** a movie clip to evoke empathy
 * Learning Activity:** Students will create a digital story explaining how they have made sense of the importance of the beliefs and values. They will consider these questions, among others: How did I feel reading this? What is a belief or value? Have I ever used my beliefs/values to get me through a rough time?
 * Artifact:** //digital story// || 2. Students will understand that synthesizing information from texts of different points of view can shed light on the importance of beliefs and values held by those involved in the Holocaust. || that beliefs, values and faith helped many people survive || 2. Make meaning of the importance of beliefs and values to the victims of the Holocaust. || **Reading (Grade 8)