Gapp -- Lesson Plan

Lesson Background Information

Name: Bry Gapp
District: BPS
Content Area: ELA / Humanities
Focus Language Domain (R, W, L, S): W
Content Objective:
All students will be able to compare and
contrast a written play to a fimed movie
based upon the same story and then analyze
how the differences affect the overall theme of
that story.
Related Standards:
RL 8.7: Analyze the extent to which a filmed
or live production of a story or drama stays
faithful to or departs from the text of script,
evaluating the choices made by the director or
actors.
W 8.2b: Develop a written topic with relevant,
well-chosen facts, definitions, concrete
details, quotations, or other information and
examples.
Key Content Vocabulary:

Date: April 10, 2013

Lesson Length: approx. 60 min
Lesson Topic: Anne Frank
Language Objective for students at WIDA
ELD levels 1-3 (choose one level):
Students at the WIDA ELD level 3 will be able to use
sentence frames to write 3 paragraphs comparing
and contrasting the details and the overall theme of
a play and a movie about Anne Frank.
Language Objective for students at WIDA
ELD levels 4 or 5 (choose one level):
Students at the WIDA ELD level 4 will be able to write
3 paragraphs comparing and contrasting the details
and the overall theme of a play and a movie about
Anne Frank with the use of graphic organizers and
a word bank.

Compare
Contrast
Theme
Materials/Equipment:
- Venn Diagram anchor chart
- Venn Diagram handout
- Differentiated writing prompt
- Whiteboard

Prerequisite Knowledge: (and/or skills)

Background:
In previous classes we read the entire play based
on the Diary of Anne Frank. Then, we watched the
movie based on the Diary of Anne Frank. While
watching the movie we paused and completed a
Venn diagram comparing and contrasting details
from both the play and the movie.
Procedures used:
- Turn-and-talk
- Think-Pair-Share
- Sentence frames
- Authors chair

Gapp -- Lesson Plan

Instructional Procedure
The activities below should reflect the targeted language and content objectives
for this lesson.
Duration
10-15
minutes

Description
Connection to prior learning or background building activity:
Do Now: (quick write) What books have you read that have been turned into movies?
When you watched the movie, what did you think about it?
After the initial quick-write time, students will Turn-and-Talk to share with their
partners. There will be time to share a few stories with the whole class.
Activities, resources, and materials to present new content area AND language
knowledge or skill:
As a class, review information on Venn Diagram.
- There is an anchor chart that the whole class filled out while watching the movie.
- While watching the movie, the class worked together to complete one master
Venn Diagram on chart paper with the most significant similarities and differences.
- Students have their own Venn Diagram where they have been taking notes
Turn-and-talk: Which of the similarities or differences are the most important to the overall story?
Why?
Teacher will use think alouds, follow-up questions, cold calls, and turn and talks to expand on
student answers. What examples of differences are just minor details, and which differences
actually affect the plot?
Teacher will also model how to explain why a difference is significant or not.
! This is significant because it changes the interactions between the
characters
Activities, resources, and materials to PRACTICE new content area AND
language knowledge or skill:
Teacher will then distribute a differentiated writing prompt.
Students who are writing on or above grade level will receive a prompt without any
supports
Students who are writing below grade level, including ELD 4 and 5 students, will
receive a prompt with a word box of transition words.
Students who are struggling writers, including ELD 3 students, will receive a handout
with structured sentence starters.
As a class we will write the first paragraph of the essay together.
-

Lets look at the prompt. What is being asked of us? What is the task?
What should we address in each paragraph?
Which details are most significant? What should we include in each paragraph?
What transition words should we use? How do we start our paragraph? How do

Gapp -- Lesson Plan

we transition between ideas?
Students will then write the next two paragraphs independently.
Teacher will circulate and conference with individuals and groups.
What do they need to start with?
Is this the best way to do it?
Can you think of a better word than ?
Can you remember what the other compare and contrast examples looked like
(from previous lessons)?

Activities, resources, and materials to ASSESS new content area AND

language knowledge or skill:
At the end of class, students will share out their writing to the larger group through an
authors chair presentation.
All written work will be collected.
Exit ticket: Write one piece of positive feedback to someone who sat in the authors chair.
Write one piece of constructive feedback to the same person.
Homework/Extension Activities
For homework students will complete a pre-reading activity for the memoir Night.
In following classes students will be asked to write a paragraph comparing and
contrasting the reactions of Elie Wiesels parents and Anne Franks parents to the
events of the Holocaust.