ECE 4403 LESSON PLAN TEMPLATE

Lesson Title: Treasures from Survivors

Lesson Topic: WWII

Subject Area(s): Social Studies

Grade Level(s): 5th Grade

Time Frame: 1 day (1 hour 45 minutes)

STEP 1: CLASSROOM CONTEXT Students desks will be grouped into

Context and 1 point groups of 5. The teacher is at the front of
Learners the room with a table with a suitcase on it.

5 points

INDIVIDUAL STUDENT There are four ELL learners and one

NEEDS student with ADHD.
1 point ELL learners will require oral directions
and writing support. .
ADHD learners will have hands- on items
to help cue interests.

CLASSROOM LEARNERS Who are the learners in the classroom?

1 point There are 22 students in total- 12 boys, 10

girls. 10 African American students, 6
Hispanic students, and 6 white students.
About half of the students receive free and
reduced lunches. Four students speak
Spanish as a first language at home.
Students perform at various academic
levels with 11 students being on grade
level, 5 students above grade level, and 6
below grade level.
 CULTURAL With so many students coming from
RESOURCES/ FUNDS OF different backgrounds, we will definitely
KNOWLEDGE be taking that into account and gearing
2 points learning towards those differences. We do
not want the students to feel limited and
want to ensure that their beliefs and
feelings are made important. There are a
few students who have had to move a few
times and those students will have a
different perspective when beginning this
lesson. We will highlight those differences
to allow those students perspectives to
shine through.

STEP 2: STANDARDS SS5H4 Explain Americas involvement in

Identify STATE/LOCAL World War II.
Curricular STANDARDS b. Describe major events in the war in both
Priorities Europe and the Pacific; include Pearl
WIDA STANDARDS Harbor, Iwo Jima, D-Day, VE and VJ
10 points (If applicable) Days, and the Holocaust.
2 points
ELAGSE5W3: Write narratives to develop
real or imagined experiences or events
using effective technique, descriptive
details, and clear event sequences.

ELAGSE5SL5: Include multimedia

components (e.g., graphics, sound) and
visual displays in presentations when
appropriate to enhance the development of
main ideas or themes

LESSON OBJECTIVES Students will analyze artifacts from a

2 points suitcase and will create a narrative based
on information deduced from said artifact.

Students will uncover information

regarding items survivors may take with
 them when fleeing a war riddled situation.

ACADEMIC LANGUAGE Key Language Demands:

1 point Imagery
Characteristics
Words and Phrases:
Survivors
Historical
Point of View
General Academic Vocabulary:
Analyze
Subject-specific Words:
Holocaust
Jewish
Survivors

ESSENTIAL QUESTION How do you choose what is of valuable to

2 points your survival?

PRE-REQUISITE
KNOWLEDGE AND Students have been learning about WWII
SKILLS throughout the entire unit.
2 points
Students prior knowledge will be
activated by playing the game, If you
were stuck on an island , what three items
will you bring? Students will complete
this in a think-pair-share.

FLEXIBLE GROUPING The ELL students will be grouped with

STRATEGY advanced students in order to access
1 point support and assistance from each other.
 Each group of five students will have one
item and must collaborate to create a
narrative. This creates opportunity to
collaborate and share ideas.

Step 3: Formative Assessment Teacher will walk around and make sure
Assessment 4 points that students are collaborating.
8 points
Students must score 4 out of 6 to achieve
mastery.

See appendix for rubric.

Summative Assessment Narratives will be graded using the

4 points Teacher Six Point Writing Guide
(available from
http://media.pearsoncmg.com/ph/chet/chet
_spandel_writers_6/CW6e_ch1/CW6e_fig
_1.7.pdf)

Students must score 4 out of 6 to achieve

mastery.

Step 4: Materials Needed Teacher Resources: Provide proper APA

The Learning 4 points references.
Experience Suitcase
27 points Artifacts
Schindlers List Soundtrack
Pictures of Jewish Suitcases

Student Resources:
Computer access
44 pieces of Paper
22 Pencils
44 Rubric for summative
assessment (for peer editing)
Differentiation Strategies ELL students- Will be paired with
4 points advanced students and another ELL
student.
Visual learning students- powerpoint with
pictures of suitcases, and video played
during introduction will help these students
connect with the content.
Auditory learning students: Schindlers
List will be playing in the background
while students are writing in order to help
them stay focused.
ADHD- alternative seating (ball chairs)
will allow students to fidget in some way
that will not be a hinderance to other
students.

Higher Order Thinking Do you think that the people fleeing knew
Questions that they were heading to concentration
5 points camps? (Possible death). Why or why not?

How do you think the children felt during

all of this?

Why do you think certain items were

chosen to be packed above others?

Anticipation There are some students that may have

1 point been off task in the days leading up to this
lesson and will therefore be unprepared for
this part. Those students will have to work
a little harder in order to complete this
task.

Students will most likely enjoy this lesson

because it is very hands-on and they are
able to use their imaginations. I believe
this will allow the students to engage and
be more into the lesson.
Lesson Introduction Watch (up to 1:30):
2 points https://www.youtube.com/watch?v=0srHY
SF3U1s

We will show this video to set a mood

about how people may have felt as they
lost all of their belongings and we forced
out of their houses. This short clip
demonstrates some of the emotions that
were felt on both sides and allows students
to connect with those emotions. This video
compliments the needs of our ELL and
ADHD learners as it is visually and
auditorily stimulating.

Higher Level Thinking: What do you think

the people may have brought in their
suitcases. What would you bring?

To introduce vocabulary (holocaust,

jewish, survivors): Students would know
this in previous lessons. To ensure
understanding we will have students recap
what they know about each word.

(Introduction should last no more than 15

minutes)
Body of Lesson To begin the lesson the teacher will display
5 points a suitcase on a table. (This will cater to the
needs of the ADHD student) The teacher
will ask students to predict what the
contents of the suitcase might be. After
several students have have the opportunity
to share their thoughts, the teacher will
open the suitcase to reveal the contents.

Contents include:
Locket
Picture
Wedding Ring
Shoes
Identity card
Silver candlesticks
Dress
Comb/Brush

Class will have a discussion about the

meaning of the items and will be asked to
predict who the items may have belonged
to (ie. male or female or child/adult).

After discussion and predictions are made,

the teacher will ask each table of 5
students to pick an item that they wish to
further analyze. (Working in the groups of
five will help reach the individual needs of
ELL students.)

After each table has decided on an item.

They will work together to create a
character that said item may have belonged
to (listing character traits and reasons for
packing said item).

Each students will then have the

opportunity to write their own essay based
on the information created during the
 group brainstorm time. This essay will be
written from the perspective of the
character created. Each student must
include an answer to at least one HOT
question within their essay. This will
provide students the opportunity to
practice and further content language.

(Teacher intro. should last no more than 15

minutes, and students will have 30 minutes
to write their drafts)

*Teacher will play selections from the

Schindlers List soundtrack while students
are writing to help evoke emotion.

**If students finish early they are

encouraged to look at the United States
Holocaust Memorial Museums curator
site on the classroom computer and read
the articles about Extraordinary Stories
Behind the Objects in Our Collections
See Appendix for link.

Lesson Closure When students have finished writing their

4 points essays they will take a 5 minute brain
break playing Would you Rather. (This
will cater to the needs of the student with
ADHD)

Students will then share their essays with

their table group. The students will then
choose one essay to read aloud to the class.
They will also write down some of their
favorite points from the other essays to
share as well. Because each group will
have developed a different character, the
students will be able to expand their
thinking and understanding about the
different possibilities the suitcase holds the
 answers to.

To connect the big idea back to the lesson,

in the closure students will also be asked
Who had more power in this situation, the
people throwing away the suitcases (the
soldiers), or the people packing the
suitcases (the Jewish people in the
ghettos)? This relates back to the one vs.
many big idea.

(In two of the groups we will have two

ELLs in each this way the students are able
to help each other to build ideas and keep
from getting too frustrated.)

(The closure should take no more than 45

minutes)

Re-teachingRe- Because this is only one lesson in the unit,

EngagementPractice students will have multiple opportunities to
1 point understand the Holocaust. This lesson will
help students understand the survivors
emotions during the experience. This
provides re-engagement and connections
to previous lessons within the unit.

For re-teaching purposes, we will show

several pictures of suitcases and their
contents and have the students verbally
discuss the contents and the choices behind
packing them. Students will discuss
emotions and what thoughts the Jewish
community felt during the liquidation of
the Ghettos.

*See pictures in Appendix

Extensions For our extension activity, we will have a
1 point Holocaust survivor come in and talk to our
students. This will allow the students to
see first hand what survivors went through
and will allow students to ask questions.
Before the guest speaker comes in we will
go over the dos and don'ts.
This allows students to apply the concepts
they have learned and use the vocabulary
developed throughout the lesson.

Next Steps The next lesson will cover what occurred

1 point in concentration camps and the rest of the
world's involvement at this point in WWII.
APPENDIX:
Formative Assessment Rubric

2 points 1 point

Students shows time

management skills.

Student is on task.

Student contributes to
conversation.
https://www.google.com/culturalinstitute/beta/asset/suitcases/RQG67qrTVQC_Dg
PRIMARY

http://www.history.com/topics/world-war-ii/the-holocaust/pictures/remembering-the-
holocaust/wedding-rings-taken-from-concentration-camp-inmates
PRIMARY
Resources:

G. (n.d.). Retrieved November 21, 2017, from http://gallery.nen.gov.uk/asset74807_2655-

shropshirelg.htm

Mirvajova, V. (2015, January 09). Haunting holocaust images from beyond the grave:
Chilling family photographs and treasured possessions left behind by Jewish family sent
to Nazi concentration camp discovered hidden in attic 70 years later. Retrieved
November 21, 2017, from http://www.dailymail.co.uk/news/article-2891431/Haunting-
images-grave-Chilling-family-photographs-treasured-possessions-left-Jewish-family-
sent-Nazi-concentration-camp-discovered-hidden-attic-70-years-later.html

(n.d.). Retrieved November 21, 2017, from http://www.history.com/topics/world-war-

ii/the-holocaust/pictures/remembering-the-holocaust/pile-of-victims-suitcases-at-
auschwitz-2

(n.d.). Retrieved November 21, 2017, from http://www.history.com/topics/world-war-

ii/world-war-ii-history/pictures/remembering-the-holocaust/wedding-rings-taken-from-
concentration-camp-inmates

(n.d.). Retrieved November 21, 2017, from https://www.ushmm.org/collections/the-

museums-collections/curators-corner

Wartime Zoo Keeper's Garden Survives frost Santa's offerings... Happy New Year to You
All. (2009, December). Retrieved November 21, 2017, from
https://worldwarzoogardener1939.wordpress.com/2009/12/