University of Arkansas Fort Smith

School of Education
Lesson Plan Format
Unit Title: A Perfect World

Lesson Title: Hitlers Perfect World

Subject Area: English

Grade Level: 10th grade

Duration of Lesson: 50 minutes (5 days)

Date(s): 28 November 2014

Name: Ardith Norris

SOE Course: YAL (ENGL 3023)

I.

Standard(s) and Objectives(s)

Standard(s)
CCSS.ELA-Literacy.RL.9-10.1
-Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.W.9-10.10
-Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Objective(s)
-At the end of this lesson, students will be able to research and compose after
evaluating who Hitler was, what he stood for, and how he attained his perfect world, in order
to write a 3-5 page paper describing the differences between Hitlers perfect world, Martin
Luther and Malcolms perfect world, and lastly the perfect world as students read in The
Giver.
II.

Assessment

Pre-assessment (before planning lesson)

-In order for students to be successful in this assignment, they must have some
degree of technological skills, as well as the ability to write over multiple subject areas over an
extended time frame.
-There would not be a formal pre-assessment, rather I would make observations
about how they were doing with their current work in the class. Considering in this unit we have
been writing dialectical journal entries and essays, students should already be comfortable
writing over an extended period of time. Our class would also be visiting the computer lab, so
any student who struggles with technology could be scaffolded by their peers or me, if needed.
Post-assessment
-Students will write a 3-5 page paper.
-Students will also enter an entry into their dialectical journals (it could cover
anything over Hitler or their paper).
III.

Planning
-I would ask students to tell me what they know about Hitler to begin the lesson.
-At some point during the lesson, students would be asked if Hitler was right in making

the perfect world. Why or why not? If one of the students answers that Hitler was correct in
what he was doing and another quickly rebuttals him or her, then that is one indication students
are understanding the content.
-If there are students who understand the assignment quickly enough they are bored, I

will have they go ahead and read and begin working on their next dialectical journal entry.

-If students are understanding the assignment at a slower rate than I expected, then I may
give the class an extra day on their writing assignment so I can be sure they dont suffer a low
grade from a lack of understanding.
-If I discover one of the students is struggling with the concept still, then I may have them
stop by outside of class or meet five minutes before school ends to make sure they grasp the
objective.
-If I have any students with 504s or IEPs, I would first consult their files to see what their
learning disabilities are so that they can still meet the lesson objective. If I find that the disability
may present quite a challenge, I will call or email their legal guardian-they will probably know
what their kids respond to best.
IV.

Engaging the Learner

-Bell Ringer Activity:
-I would ask the students who was the worst mass-murderer of all time. After

asking students that question, they would be given 2 minutes to come up with a murderer and
why. If none of the students offer Hitler, then I will do so and we can begin a small PowerPoint
discussing Hitler and his regime.
V.

Methods, Activities and Resources

Methods
-Student reports
-Lecture
-Small group discussions
-Reading Assignments
-Paper Assignment

-Use of Technology
Activities
-After the first day of class, students will create a 2-3 slide PowerPoint discussing one of
Hitlers 25 points in relation to The Giver. The first slide would cover Hitlers point (what it
means to you), and the second slide would be the relation of Hitlers point to The Giver. The
third slide is completely optional-students can add more information if they like. Just to let
students know, when they go home and do this it shouldnt take them longer than twenty
minutes.
-Students would write an entry into their dialectical journals.
-Students would write a 3-5 page paper at the end of this lesson (closure of the unit)
discussing who Hitler was, what he stood for, and how he attained his perfect world, in order
to write a 3-5 page paper describing the differences between Hitlers perfect world, Martin
Luther and Malcolms perfect world, and lastly the perfect world as students read in The
Giver.
Resources
-Pencil or Pen
-Paper
-PowerPoint
-Web Access
-Rubric
-Computer Lab
-http://www.ushmm.org/propaganda/exhibit.html#/themes/making-a-leader/
-http://www.historyplace.com/worldwar2/riseofhitler/25points.htm

VI.

Potential Adaptations to the Lesson {PAL}

-Considering this lesson is almost completely technology-based, if technology failed, we

may backtrack and review Martin Luther and Malcolms ideologies.

-If there was a pep-rally or something similar to that, then I would do a little more lecture
than the student participation. In return, students probably would not have a very large
homework assignment that evening.
-If students grasped the information faster or slower than I anticipated, then I may let
some students progress in the unit while I review information to the others.
VII.

Collaboration
-If parents wanted to be involved in with my unit, I would give them access to my

Weebly so that they could see what was going on on a day-to-day basis.
-Considering this is heavily based in history, I would could consult the history teacher to
see if they had any inputs or corrections that I needed to make.
VIII.

Reflection and efficacy (to be completed after teaching this lesson)