Daily Lesson Plan

Your daily plans should include the following:

Day: (Day 4)
Objectives:
TSW define Primary Source. (DOK 1)
TSW identify different types of primary source documents. (DOK 1)
TSW make observations about a primary source. (DOK 2)
TSW predict what is going on in a primary source based on their observations. (DOK
2)
TSW relate a journal article to a primary source document. (DOK 2)
TSW draw conclusions as to what is going on in the primary source document. (DOK
3)
TSW create a scene in which they act out what is going on in the primary source
document. (DOK 4)
Standards:
1C.
2B.
CCSS.ELA-LITERACY.RI.9-10.1
D2.His.9.9-12.
Materials:
Computer
Apple TV
White Board
Expo Markers
Eraser
Green Folder
Notebook Paper
Writing Utensil
Meta Dorans story (two types)
Role Playing Cards (four total)
Bellringer Papers
Exit Slip Papers
Opening (Set):
Bell-ringer: Answer the following question. Think about your Facebook, Twitter, Instagram, or
school photo, and I want you to write down what someone would think or know about you
just from looking at that one picture 100 years from now.
Good afternoon class! I know that so far we have been covering the aggression of the Axis
powers in Europe, and today were going to take a step back and analyze a photograph to
uncover the deeper consequences of Germanys power. From this lesson, you will know the
definition of a primary source, identify different types of primary sources, and be able to
make observations and predictions about a particular primary source document. You will
also be able to relate a journal article to a primary source document, which will allow you to
draw conclusions as to what is going on within the source. At the end of class, you will
create a scene in which groups of you will act out what is happening in the primary source
document. Going back to your bellringer, all of these pictures that you post daily can be
accessed hundreds of years from now. That makes these pictures a primary source. What
we are going to be doing today deals with analyzing an image, and you all need to pay close

attention to figure out what is actually going on in the picture. Like your own pictures, lets
pay close attention to all of the details. Lets get started!
Learning Tasks (Procedures):
A. The teacher will pass out the Exit Slip Papers.
B. The teacher will connect the computer to the Apple TV.
C. The teacher will pull up the PowerPoint entitled Primary Sources.
D. The teacher will pull up slide 2.
a. Define Primary Source
b. Ask students if they can identify any types of primary source documents:
i. Letters, Photographs, Essays, Diary Entries, Speeches, etc.
c. If the students are stuck, encourage discussion.
E. The teacher will pull up slide 3.
a. Ask the students to make observations about what they see in each
quadrants. THIS DOES NOT MEAN THAT THEY ARE INFERRING WHAT IS
HAPPENING, THEY ARE SIMPLY STATING WHAT THEY SEE.
i. Children, Women, Soldiers, Shoes, Hats, Raised Hands, Guns, etc.
b. Ask the students to make predictions about what is going on in the image
based on their observations.
F. The teacher will pass out the journal article about Meta Doran.
G. The teacher will instruct the students to read the article and underline sentences that
they think are important to the story.
H. The students will do as instructed.
I. The teacher will lead a discussion about what the students learned in the article and
what they thought was important.
a. Write what they say is important on the board for the class to see.
J. The teacher will pull up slide 4.
K. The teacher will lead a discussion that asks the students the questions on the slide.
L. The teacher will pull up slide 5.
M. The teacher will pass out role playing cards to students willing to participate.
N. The teacher will instruct the students to act out their character based on the
information they have learned from this lesson.
O. The students will create their scene (INFORMAL CHECK).
P. The teacher will continue to pass out role playing cards until each student that wants
to act has participated.
Q. The teacher will take up the Exit Slip Papers.
Closure:
Okay class, the period is almost over. Today we learned what a primary source was, and
what happened when the Nazis cleared out the ghettos to take the Jews to the
concentration camps. From this, you now know the definition of a primary source, are able
to identify different types of primary sources, and are able to make observations and
predictions about a particular primary source document. You have also related a journal
article to a primary source document, which allowed you to draw conclusions as to what was
going on within the source. You then took everything you had learned and created a scene
in which you acted out the clearing of the ghettos. Before we leave, as an exit slip, I would
like for you to write down where the Jews were taken once the ghettos were cleared out and
two types of primary source documents (INFORMAL CHECK). Tomorrow we will uncover the
horrors of the Holocaust. Have a great rest of your day!
Differentiated Instruction:
Enrichment: The students will further investigate the photo and write in a short
paragraph how they think they would feel if they were the ones in the situation
depicted in the photograph.

Intervention: These students will be placed with an enrichment student in order to

further stimulate discussion and comprehension of the material.
Accommodation: These students will be given a different version of the Meta
Doran article. This version will be condensed, have a larger font, and have numbered
rows where the students can keep up with their reading and the discussion more
easily. They will also sit towards the front of the classroom so they can see and
behave better.
Sources:
http://www.yadvashem.org/yv/en/exhibitions/warsaw_ghetto_testimonies/liquidation.asp
http://www.reviewjournal.com/life/holocaust-survivor-describes-life-nazi-concentration-camps