WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate Brooke Miller

Date November 14, 2014
School
South Charleston Middle School
Grade/Subject 8th Grade English
Unit Topic The Holocaust
Lesson Topic Prejudices, Stereotypes, and Scapegoats
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will define prejudice, stereotypes, and scapegoats.
2. Students will establish their own understanding of these terms through
various examples in
todays society.
3. Students will discuss reasons and possible origins of stereotypes and
prejudice.
4. Students will correlate past forms of prejudice, stereotypes, and
scapegoats to ones found in
todays society.
WV CSOS
ELA.8.SL.C13.1
engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building
on others ideas and expressing their own clearly.
come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
pose questions that connect the ideas of several speakers and respond to others
questions and comments with relevant evidence, observations, and ideas.
acknowledge new information expressed by others, and, when warranted, qualify
or justify their own views in light of the evidence presented.
(CCSS SL.8.1)
NATIONAL STANDARDS
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts,
and issues, building on others' ideas and expressing their own clearly.
MANAGEMENT FRAMEWORK
Overall Time

45 Minutes
Time Frame
10 Minutes Introduction
5 Minutes Informal Diagnostic Assessment (Discussion)
15 Minutes Group Work
15 Minutes Discussion of discoveries
STRATEGIES
Whole class discussion
Group work
Reflection/Response
Worksheet
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
One student is in a wheelchair in one of the classes I will be teaching in. When I put
students into groups, I will make sure her group is placed around her.
From my observations, I have noticed students who need more help than others in
completing their work and staying on task. Because of this, I will group some of the
lower-performing students with the higher-performing ones to help hold them
accountable.
For the inclusion class I will be teaching in, I will provide the definition and two to
three examples of the different terms on the worksheet.
For the advanced class, I will read an excerpt from Elie Wiesels novel Night and
hold a discussion about how it compares to The Diary of Anne Frank.
Explicit instructions of what to do with on the worksheet are given to students;
however, I will also go over the instructions verbally.
The worksheet is organized by both steps and boxes dedicated with space for each
response.
PROCEDURES: Introduction/ Lesson Set
As students arrive to class, I will place them into groups.
Before introducing the lesson, I will further introduce myself so the students are
more comfortable.
I will then explain to students what we will be doing for todays lesson. I will then
ask for a raise of hands for those who know what a stereotype is. From the hands
that are raised, I will select an individual to give me an example that relates to the
Holocaust and The Diary of Anne Frank. I will do this same process for the terms
prejudice and scapegoat.
PROCEDURES: Body & Transitions
Once I have a better idea of how well students understand the topics at hand, I will
pass out the worksheet they will be asked to complete within their groups. After
passing out the worksheets, I will go over the instructions orally. I will then ask if
students have any questions. If they do, I will answer them accordingly; If they do
not, I will give them permission to begin the worksheet. While students are working
on their worksheets, I will be walking around from group to group to stimulate
discussion and ideas if needed.

PROCEDURES: Closure
After giving the students the appropriate amount of time to work on their
worksheets, I will begin a whole class discussion to address their different
responses. If time permits, I will go around from group to group and have them read
their responses aloud. Based on their responses, I will add more questions into the
discussion. I will also have a list of responses I have come up with; I will tell them
these and ask if they had thought of any of these within their group discussion.
Before students leave, I will take up their worksheets.
ASSESSMENT: Diagnostic
Diagnostic assessment for this lesson will take place informally and will be
completed by asking students if they are capable to correlate the terms
stereotype, prejudice, and scapegoat with the play they are currently reading
regarding the Holocaust.
ASSESSMENT: Formative
Formative assessment will be accomplished informally as I walk around the room to
regulate student participation within groups and stimulate various discussions.
ASSESSMENT: Summative
The summative assessment for this lesson will be addressed through the worksheet
students will complete during class. At the end of the lessons, I will take up their
responses and decipher whether or not they grasped that prejudice is still prevalent
in society.
MATERIALS
Class sets of worksheets.
My own copies with responses for the worksheet.
EXTENDED ACTIVITIES
If Student Finishes Early
If one group finishes before the others, I will have them begin to read the
next act in the play as a group.
If Lesson Finishes Early
If the lesson finishes early, I will assign roles to students and we will begin
reading the next act of the play as a whole class.
If Technology Fails
No technology is used in this lesson.
POST-TEACHING
Reflections
Data Based Decision Making