Night Mini Lesson

TPA Lesson Plan #_______

Course: _______

1. Teacher Candidate	Shawn Peterson	Date Taught	November 20, 2017
Cooperating Teacher	N/A	School/District	N/A
2. Subject	English/Language Arts	Field Supervisor	Lucy MonteCalvo
3. Lesson Title/Focus	Elie Wiesel’s Night and the Holocaust	5. Length of Lesson	20 minutes
4. Grade Level	10th Grade

6. Academic & Content Standards (Common Core/National)	RL. 9-10.6 Analyze a particular point of view or cultural experience reflected in a work for literature from outside the United States, drawing on a wide reading of world literature. RI9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
7. Learning Objective(s)	Given the knowledge that students have gained about the Holocaust from reading Night students will be able to collaborate in a group exercise that demonstrates what the victims of the holocaust went through in order to analyze and understand the struggles of the Jewish culture and community.
8. Academic Language demands (vocabulary, function, syntax, discourse)	Discourse: Largely spoken as students will be moving about the room and speaking to one another under the conditions of their various roles. Function: Collaborate, understand, analyze

9. Assessment

·         I will separate students into groups using a number system of 1 and 2. Group one will consist of privileged German citizens and soldiers and group 2 will consist of people of Jewish descent. Group 1 will be instructed to order students to do the small writing assignment that goes along with the lesson for them in addition to their own work. Verbal commands can be used to do so, however, derogatory language or cursing will be prohibited for the sake of the class. Group one will be allowed to insist on the commands that are given as a form of intimidation to coax students to do the work. and they will also be allowed to command group 2 to fetch random things for them that they may feel they may need. If the prisoner students still refuse to comply they can come to me and I will extend the writing assignment length specifically for the prisoner students. The soldier students will be free to walk around the room and socialize so long as they keep order among the prisoner students. The purpose of one group having the freedom to do as they wish and the other being forced to work is meant to replicate the oppression that the Jewish people faced at the hands of the German soldiers under Hitler’s rule. These actions will allow me to assess how both groups react to a situation that is meant to simulate the control that the German soldiers had over their Jewish prisoners during World War II **Attach** all assessment tools for this lesson

10. Lesson Connections

This is a lesson meant to demonstrate to students the terrible treatment that the Jewish people went through during the Holocaust in order to generate a sense of empathy from students that do not take the event seriously and disrespect the memory of the people that were involved. By using Wiesel’s Night and providing a very watered-down simulation of what he went through I can drive this point home with my students as well as demonstrate Wiesel’s point of view in the book and his purpose for writing the text, both aspects are necessary for the mastery of the RL 9-10.6 and RI 9-10.6 standards that are found within the Common Core State Standards. My decision to use a hands-on learning method comes from research I found in Gary D. Borich’s Effective Teaching Methods regarding hands on learning. In his research, Borich states that, “Hands on learning activities are the best way to develop self-directed learning skills” (Borich 343) Lastly, this exercise is a modified version of the Blue eyes, Brown eyes exercise that was originally performed by Jane Eliot with her class.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction 1.    Place notecards with a 1 or a 2 on each student’s desk 2.    Lesson Begins 3.    Separate students into groups based off note cards with numbers on them, either a one or a two. Group one will consist of German soldiers and Group 2 will consist of Jewish Prisoners. 1 minute. 4.    Place the writing prompt assignment on the board so that the students can work. The assignment will start out as one handwritten page for all students. The prompt will be asking students what they know about the Holocaust and how they would feel if they were ever put in a similar situation. Students in group 1 will be allowed to order group 2 to do the assignment for them. If they do not comply the assignment will be extended. (10 minutes) 5.    Gather the students together and discuss how the exercise made them feel, as well as how they now feel about the people that went through the actual holocaust. (5 minutes)
Teacher’s Role: My role will be to separate students into groups using note cards as well as act as an enforcer by extending the writing prompt should group 2 students not comply.	Students’ Role Group 1: Order the students in group 2 to write the writing prompt for them. Group 2: Complete the writing assignment for yourself as well as any group one members that order you to do so. Discuss their feelings about the lesson and their feelings regarding the actual holocaust victims at the end of the lesson.
Student Voice to Gather

12. Differentiated Instruction

Plan For Students who struggle with anxiety or emotional disorders: These students will be allowed to opt out of participating in the lesson directly They may simply observe instead. For students with behavioral problems: These students will have to be closely watched and if necessary prevented from being put in group 1 at all costs. This insures that they can still participate in the lesson effectively while also making the lesson safe for other students.

13. Resources and Materials

Plan Note cards with the numbers 1 or 2 will be necessary to help separate students into groups. A white board to display the writing prompt will also be necessary for the students to see.

14. Management and Safety Issues

Plan Any student in either group who takes advantage of the scenario to mistreat their fellow students beyond the bounds of the assignment will be immediately removed from the lesson and restricted to an observational role. This will be stated to students at the beginning of the lesson.

15. Parent & Community Connections

Plan Parents are invited to observe the lesson if they wish to do so. Students can also ask any family members or friends that have Jewish ancestry about what they know regarding the Holocaust. However, I insist that all students must be very respectful and polite when asking for this as it is a very difficult subject to talk about.