Daily Lesson Plan
Unit Prisoner B-3087
Days: Day 6 a/b March 15 and March 16 2017
Course, Unit Theme and Grade
Level
Utah State Core Standard and
Objective (numbers/letters are
fine)
Understanding(s) for the day
Essential Question(s) for the day
How do you anticipate activities,
materials etc. connect to
students prior knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Daily Assessments
(formative and/or summative)
(Argument Unit)
Prisoner B-3087
8th grade
RL8:1 Cite textual evidence that most strongly supports an analysis
of what the text says explicitly as well as inferences drawn from the
text.
W8:9 draw evidence from informational text to support analysis,
reflection and research
W8:1 write arguments to support claims with clear reasons and
relevant evidence
Students will understand the dangers of blind obedience to authority.
Round and fluid characters help the story to progress and move forward
toward a climax and a denouement(resolution).
UNIT EQ- Is survival at all cost humane?
How does a character change over the course of a text?
What is the danger of blind obedience?
Review of Essential question.
Today we are doing a review pre-assessment that will help me to gauge the level of
re-teaching that will need to occur within each class.
This will also give them a bit more practice with writing an argument claim.
Time lines should be turned in today!
A1 & B5: Bell Ringer: (hand them a piece of paper on the way into class)
What kind of man is Amon Goeth? Give examples to support your claim from the book
(Chapter 10 & 11)
A4, B7 and B8- Exit Slip
ANSWER 3 OF THE FOLLOWING QUESTIONS
WHAT CAN YOU INFER COULD HAPPEN TO YANEK IF HE IS NOT
QUIET IN THE CONCENTRATION CAMP?
WHAT IS A MUSELMAN?
HOW DID YANEK CELEBRATE HIS 13TH BIRTHDAY?
WHAT TYPES OF LAWS ARE SET FOR THE JEWS? WHAT IS THE
PUNISHMENT FOR BREAKING THE LAWS?
1

Learning Activities:
(Include description and time
frame for each activity)
Accommodations made for
struggling and accelerated
learners
(grouping patterns, content
literacy strategies, etc.)
Differentiation
Resources
WHAT IS A ZLOTY?
WHO IS AMON GOETH?
WHAT IS YANEKS RESPONSE TO HEARING ABOUT UNCLE MOSHE?
5 min- Bell Write and share.
5 min- silent reading
20 min -Review of Procedures and Claims
15 Minutes- read chapter 12
Review EQ: Is survival at any cost humane? What choices has Yanek
made thus far in the book that opens him up to actually making a
choice between his survival and helping another person?
15 min- claim graphic organizer Chapter 9-12
10 Min- start reading Shock AoW- looking for Inferences that the
text is making. ( carry over into next class period)
Did a new setting arrangement, have moved several students to allow
for be toward the front of the room, and to have them facing
forward.
This is hopes that the classroom behavior disturbances will be
minimized.
A1-
FW- moved to back of room. In hopes that while he is a talker that
his peers will not be as apt to turn round and talk to him.
KA- (moved to front of room. (review with him before he comes in
the room and remind him that he needs to be quiet and on task)
A4:
TW- moved to front to aid in him being less distracted by those
around him.
JH- keep tabs on his working and being on-task and completing
assignments.
B5-TL- needs to be in front of the room to decrease distractions- has
extended work time as needed.
B7- ZD- seat in front of room that is less distraction. Keeping tabs on
his working and completing projects.
B8- RB, CT and DT spoke to them previously, encouraging them to
monitor their own behavior.
Charting the psychology of evil, decades after the shock experiment
2
Claim graphic Organizer
Review of procedures assessment (We will be doing a reteach on
Friday and Monday to help in the behavior management in my B8
and A4 classes. Going to review with all the classes)