1. Teacher Candidate: Paul Carlin
2. Subject: English
3. Lesson Title/ Central Focus: Night/The Perils of Indifference
4. Grade Level(s): 10
5. Length of Lesson: 50 minutes
6. Academic and Content Standards (Common Core/National):
CCSS
ELA-Literacy RI10.2
Determine a
central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
7. Learning
Objective(s): Given the reading of Elie Weisel’s Night
and the video “Perils of Indifference,” students will be able to determine the
central idea of the intro to the text and of the video. Students will then be able to write, in their
own words, the central idea.
8. Academic Language: Students will
need to know what it means to be indifferent.
We will run across the term as we do an in-class read. I will then check for understanding before we
proceed further. Students will know what
a synopsis is.
9. Assessment: The assessment will
be formative. By the end of class,
students will hand in their definition and one paragraph synopsis of the term
“indifferent.” I will check for understanding through each student’s writing but
will also check, before I begin the video, for understanding of the term.
Write a one paragraph synopsis of
the term “Indifferent,” based on Night and the “Perils of Indifference”
video.
10
. Lesson Connections: According to
Duncan-Andrade and Morrell, there is pedagogical potential in tapping into
young people’s everyday experiences in popular culture to scaffold academic
literacies. The use of media, such as
video, can be beneficial when coupled with the reading of literature,
(Duncan-Andrade and Morrell 187-188). This
lesson builds on the previous class discussions of the text and the
reading. In order to participate in this
lesson, students would have to have read the text and participate in previous
discussions. This lesson is based around
our collective sharing in curriculums throughout the country, the recollection
of the Holocaust.
11. Instructional Strategies and Learning
Tasks to Support Student Learning:
Introduction
The objective
will be communicated at the beginning of the period, both verbally and written
on the white board, as soon as the students are seated and the bell has
rung. I will introduce the lesson by
having the students take out their text and open to the introduction. I will then ask if they can give me a common
theme throughout the book, or a theme that explains what brought on the plight
of the Jewish people prior to and during World War II.
Student
Voice
Student
voice will be gathered, in their own words, as they write the definition of
“indifference.” I will observe students informally during the video and class
discussion to see if they have an understanding of the term. Indifference is. . . .
Learning Tasks
Students
will be explicitly learning that indifference can lead to tragedy and extreme
peril. Students will see, as well as
read, the definition of indifference. Students
will take their seats, then take out their books and open to the introduction.
I will then announce the objective, ask if, now that they have finished the
text, there was “a recurring theme, or idea in the book (1-2 minutes)?” I will then have them turn to the person next
to them and, together, go through the Introduction, pp xii to xiv, pointing out
descriptions of indifference or tragedy (2-3 minutes). Next, I will call the class back to go over
what they found. I will give an example
of “indifference” as it is used on p. 98 (2-3 minutes). I will then pass out the transcript to the
speech, “Peril’s of Indifference.” We will then commence a popcorn read of the
first five paragraphs, up to giving us the definition of indifference. I will lead and call on students with each
new paragraph to read out loud (3-4 minutes).
I will then take a few seconds to ask if the students have an
understanding of “indifference” before I start the video (1 minute). Students will then watch the video clip of
“Perils of Indifference (5-6 minutes).”
Closure
After the
video, I will restate the objective.
Students will then be assigned their “exit ticket,” writing a synopsis
of “indifference.” I will let them know of the five paragraph essay on Night they will begin later this
week.
12
. Differentiated Instruction:
Today’s lesson
accommodates both visual and auditory learners.
All students will be able to follow along the transcript with the video
and the in-class read. Students will be
able to read out loud when called upon. IEPs and 504s will not be called on to
read, or answer questions unless they raise their hands.
13. Resources and Materials:
University
High School, English Dept. “Night Essay Assignment”
Wiesel,
Elie. Night.
White House
Millennium Lecture Series - #7 “Perils of Indifference” speech (1999). Retrieved at
Transcript
of “Perils of Indifference” Speech.
Students
will need their text, a piece of paper and a pen or a pencil to write with.
14. Management and Safety Issues:
Students will
need to sit at their assigned desks and make sure their backpacks are out of
the way. Students are not to be talking
as soon as the bell rings. Students are
to raise their hands if they have a question.
15. Parent and Community Connections:
Parents will
have my monthly newsletter emailed to them at the first of each month. The newsletter does contain the planned lessons
for each day. Parents are always welcome
to call or email me with any questions or concerns. I did mention to those parents that attended
back to school night that we would be covering this topic.
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