Beruflich Dokumente
Kultur Dokumente
English II
Vocabulary Holocaust Vocabulary: Discrimination, genocide, Holocaust, Nazi, propaganda, visual history testimony, primary source, secondary
source, anti-semitism, dehumanization, hate group, prejudice, racism, scapegoat, stereotype
New Wordly Wise Vocabulary: accolade, adament, adulate, altercation, annals, assiduous, chary, clique, decrepit, endow, ephemeral,
ingratiate, pantheon, perverse, tutelage
● Quizlet List
Spiraled Wordly Wise Vocabulary: asperity, imbued, extroverted, undermine, unremitting, rudiments, hierarchy, repertoire, garish, bane,
rambunctious, instigating, buffoon, penchant, doleful, adjudicate, centennial, countenance, disgruntled, equilibrium, expedite, gird,
gratuitous, illusory, implacable, luminary, manifesto, mesmerize, precedent, spurious, curtail, discriminate, espionage, Inalienable,
incarcerate, Indignity, indiscriminate, Infamous, intercede, malign, Perpetrate, rampant, rancor, Reparation, smattering
I. Jumpstart Theme and Quote Theme and Quote Theme and Quote Theme and Quote Sign into Quizizz. Before: Think of
Analysis: Practice Analysis: Practice Analysis: Practice Analysis: Practice your Wordly Wise
question from D.1 question from D.1 question from D.1 question from D.1 words and the unit
IXL (level 9) IXL (level 9) IXL (level 9) IXL (level 9) vocabulary. Select
one from each list
and describe how
the picture
correlates to them.
● Suggested
terms:
discrimination,
racism, the
Holocaust,
infamous,
incarcerate, and
dehumanization
.
II. Wordly Wise Context Clues/Word Drop Quizlet “Learn” Theme and Quote Vocabulary Quizizz N/A
Vocabulary/ Read Predictions for Everything Feature for WWL 4 Analysis: Practice & Introduce Tic-
Theory/ IXL WWL 4 And question from D.1 Tac-Toe WWL 4
Read IXL (level 9)
● Teachers
will help
students log
into Read
Theory for
Tech
Tuesday.
Students
will read for
20 minutes
before the
teachers
review the
data tracking
chart.
III. Teacher input Real World Teachers will review Teachers will review Teachers will review Teachers will guide EXTENSION for
(establish prior Connection: the novel. 4-6 propaganda during propaganda during students through FOCUS on Thur/Fri
knowledge, review Teachers will share quotes will be set WWII. Using the WWII. Using the updating their Teachers will
learning targets, an excerpt from an aside from chapter 1. image to the right, image to the right, character tracking introduce the
lesson activator, article about the Students will conduct a picture conduct a picture charts. Teachers willbackground
present learning synagogue shooting evaluate with quote analysis: analysis: lead class through a information for
task, direct on Saturday. best represents 1. What do you 1. What do you plot/timeline review Adolf Hitler’s Mein
instruction, Teachers will dehumanization and see in the see in the and ask what do we Kampf using the
modeling) connect it with the support their picture? picture? know about the map highlighting
word of the week: reasoning by citing 2. What does it 2. What does it characters at each Jewish communities
I do anti-semitism. After strong word choice remind you remind you shift. in Europe before the
reading it, students from the quote. of? of? Nazis rise to power.
will predict the 3. EVALUAT 3. EVALUAT Modification ● What do
word’s meaning. Nearpod E: Which E: If Jewish ● Students you notice
Modification detail in the people had will be about the
● Two picture realized the given a population
exemplary stands out extent of the reference of Jews in
quotes will the most discriminati sheet for each
be added to about the on against character country?
the Nearpod negative them earlier, traits/ ● How does
for teachers stereotypes could they emotions the
to model people have done ● EC/OCS population
how to associated anything to students will of Jews
analyze a with Jews? prevent the be given a compare to
quote for gains of the shorter list the overall
word choice. Nazi? If you of events/ population?
do not think quotes to
it would pick from. Then teachers will
have been lead the class
possible, through a close
explain your reading for excerpts
reasoning. from Adolf Hitler’s
Mein Kampf. For the
first chunk, the
teachers will focus
on word choice and
context and make
connections to the
unit vocabulary
terms.
Materials Needed 1. Daily presentation 1. Daily presentation 1. Daily presentation 1. Daily presentation 1. Daily presentation 1. Daily presentation
and Time 2. Elmo projector 2. Read Theory 2. Elmo projector 2. Tracking charts 2. Tracking charts 2. Chart paper with
3. Quotes 3. Reference sheets quotes from
Time: 15 minute Time: 20 + 15 Time: 15 minute for students excerpts for close
minutes Time: 20 minutes reading.
Time: 20 minutes
Time: 20 minutes
IV. Guided Practice Teachers will guide Then teachers will Then students will Then students will Teachers will guide Students will
(check for students through the present today’s open the iBook on open the iBook on students through practice the same
understanding, new procedures for Check-in Question: their iPads. Teachers their iPads. Teachers completing their procedures on the
student practice, the novel study. How has Elie Wiesel will guide students will guide students tracking charts. second quote.
cooperative Each student will developed the theme through reading through reading
learning) have an interactive of the novel so far chapter 2/3 and chapter 3/4 and
student work across the text? completing the brain completing the brain
We do portfolio with a table breaks. breaks.
----------------------- of contents at the Teachers will review
Differentiation front. RACES and guide Modification Modification
-EC students will the class through ● The purple ● The purple
be given Modification writing one response group in 1st group in 1st
opportunities to ● The purple together before period and period and
complete modified group in 1st students write their all of 2nd all of 2nd
versions of the period and own responses. period will period will
readings according all of 2nd sign into sign into
to their IEP. period will Modification Canvas for Canvas for
-Students will sign into ● Students their novel their novel
utilize separate Canvas for will have an study study
room testing their novel outline with procedures. procedures.
according to IEP. study reminders They will They will
procedures. for what continue continue
RACES reading reading
Then students will stands for. independentl independentl
open the iBook on Some y/ as groups. y/ as groups.
their iPads. Teachers students will
will guide students be given a
through reading complete
chapter 1 and response
completing the brain with certain
breaks. blanks
missing for
them to
complete.
V. Independent In the iBook, there is Students will finish In the iBook, there is In the iBook, there is Whole Class Extension: First
Practice the code for the writing their the code for the the code for the Review: Students period purple group
(students synthesize chapter 1 review response. Then they chapter 2 review chapter 3 review will engage in Cafe and second period
and apply new Quizizz. Students will read their Quizizz. Students Quizizz. Students Conversations to will do the third
knowledge will complete the response into will complete the will complete the review key details, quote for
independently; comprehension Flipgrid. comprehension comprehension themes, and topics homework.
teacher assesses questions questions questions in the novel so far.
student learning) independently. Extension independently. independently.
● If time Enrichment
You do permits, ● POV
----------------------- students will Challenge:
Differentiation: use the 2nd period
EC students are rubric to will conduct
assisted with comment the Cafe
independent feedback on Conversatio
practice as needed. each other’s ns using
responses. different
personas.
EX:What is
your
reaction, if
you were:
Hitler,
Beyonce,
Micky
Mouse,
Martin
Luter King,
Jr, Anne
Frank, etc.
VI. Closure & Exit TLC Reflection TLC Reflection TLC Reflection TLC Reflection Cafe- Conversation N/A
Ticket Question: Select one Question: Select one Question: Select one Question: Select one Reflection: What
focus question and focus question and focus question and focus question and real-world
reflect on the day’s reflect on the day’s reflect on the day’s reflect on the day’s connections were
reading. Information reading. Information reading. Information reading. Information brought up from the
needed: Chapter, needed: Chapter, needed: Chapter, needed: Chapter, various personas in
page numbers, page numbers, page numbers, page numbers, the discussion?
noticed signpost(s), noticed signpost(s), noticed signpost(s), noticed signpost(s), What follow-up
reflection question, reflection question, reflection question, reflection question, questions do you
and short response. and short response. and short response. and short response. have about the
novel?
Digital Integration ● All students ● All students ● All students ● All students ● All students ● Nearpod
to Support Content will use will be will use will use will use
Standards Quizlet for given Quizlet for Quizlet for Quizlet for
vocabulary ability- vocabulary vocabulary vocabulary
practice and appropriate practice and practice and practice and
enrichment. texts on enrichment. enrichment. enrichment.
● Quizizz ReadTheory. ● Nearpod ● Nearpod ● Nearpod
● Nearpod ● Nearpod ● Quizizz ● Quizizz ● Quizizz
● Quizizz